■screen
Express Publishing
Leaflet OnScreen C1 INT Cont.qxp_Leaflet OnScreen C1 INT Cont 2/23/18 5:43 PM Page 22
Contents
Vocabulary
Module 1
Who we are (pp. 5-17)
Language Knowledge 1 (pp. 18-19)
Language Focus 1 (p. 20)
Progress Check 1 (pp. 21-22)
Module 2
Pushing boundaries (pp. 23-35)
Language Knowledge 2 (pp. 36-37)
Language Focus 2 (p. 38)
Progress Check 2 (pp. 39-40)
Module 3
Widen your horizons (pp. 41-53)
Language Knowledge 3 (pp. 54-55)
Language Focus 3 (p. 56)
Progress Check 3 (pp. 57-58)
Module 4
Health Matters (pp. 59-71)
Language Knowledge 4 (pp. 72-73)
Language Focus 4 (p. 74)
Progress Check 4 (pp. 75-76)
Module 5
Cause for Concern (pp. 77-89)
Language Knowledge 5 (pp. 90-91)
Language Focus 5 (p. 92)
Progress Check 5 (pp. 93-94)
Module 6
Material World (pp. 95-107)
Language Knowledge 6 (pp. 108-109)
Language Focus 6 (p. 110)
Progress Check 6 (pp. 111-112)
•
•
•
•
relationships
family life
personality & qualities
idioms/prepositions/
phrasal verbs/word formation
• technological developments/
advancements
• robotics
• everyday computing & gadgets
• idioms/prepositions/
phrasal verbs/word formation
Reading
Different but the Same
(gapped text; answer questions –
read for cohesion)
How to Build a Bionic Man
(multiple choice; answer questions –
read for specific information)
•
•
•
•
•
Young Entrepreneurs Making Their Mark
jobs & job qualities
(multiple matching; answer questions –
working life
read for specific information)
office personalities
vocational training
idioms/prepositions/phrasal verbs/word
formation
•
•
•
•
•
wellbeing
health problems & injuries
food & nutrition
fitness & sports
idioms/prepositions/phrasal verbs/word
formation
•
•
•
•
Environmental Crime Investigator
social issues & world problems
(missing sentences; answering
the environment
questions – read for cohesion)
crime and punishment
idioms/prepositions/phrasal verbs/word
formation
•
•
•
•
The Story of Stuff
shopping & services
(cross text multiple matching; answering
money & spending
questions – read for opinion/attitude)
advertising & marketing
idioms/prepositions/phrasal verbs/word
formation
What’s in a Smile?
(T/F statements, multiple choice,
synonyms/antonyms, read for specific
information)
Module 7
Back to Nature (pp. 113-125)
Ice Breakers
• outdoor environments & activities
(gapped text; answering questions –
• landscapes & geographical features
read for cohesion)
• extreme weather & natural
phenomena
Language Knowledge 7 (pp. 126-127) • sounds in nature
Language Focus 7 (p. 128)
• idioms/prepositions/phrasal verbs/word
Progress Check 7 (pp. 129-130)
formation
Module 8
Risking Life and Limb
• performers
The Art of Entertainment (pp. 131-143) • radio, TV, film & the stage
(multiple choice; answering questions –
read for specific information)
• books/literature
•
music
Language Knowledge 8 (pp. 144-145)
• idioms/prepositions/phrasal verbs/word
Language Focus 8 (p. 146)
formation
Progress Check 8 (pp. 147-148)
CLIL/Culture (pp. 149-152)
Grammar Reference (pp. GR1-GR25)
2
Word List (pp. WL1-WL20)
Appendix I & II (p. APP1)
Pronunciation (p. PR1)
Leaflet OnScreen C1 INT Cont.qxp_Leaflet OnScreen C1 INT Cont 2/23/18 5:43 PM Page 23
Grammar
Listening
Speaking
• asking about/giving
personal details
• answering questions about
yourself
Writing
• informal letters/emails
(informal style)
• present & past tenses
• stative verbs
• used to – would – be/get
used to
• comparisons
• monologues (multiple
matching)
• future tenses
• degrees of certainty
• it – there
• proposals
• dialogues (multiple choice – • making/responding to
(formal style; linkers; future
short extracts)
suggestions
& hypothetical
• comparing & speculating on
constructions)
pictures
• infinitive/-ing forms
• intensifiers
• interview (multiple choice)
• giving/responding to advice
• negotiating/reaching an
agreement
• semi-formal/formal
letters/emails
(semi-formal & formal style)
• an essay based on prompts
• giving/replying to an
• modals (past & present)
• monologue (sentence
(linking words & phrases;
opinion
• deductions
completion)
paraphrasing)
• phrases expressing modality • dialogues (multiple choice – • answering a question based
on a picture
short extracts)
• passive voice
• causative
• personal-impersonal
structures
• substitution & ellipsis
• interview (multiple choice)
• monologues (multiple
matching)
• discussing causes & results
of an issue & offering
solutions
• interactive discussion
• reports
(register – formal language;
linking structures)
• conditionals/mixed
conditionals
• wishes/unreal past
• phrases with hypothetical
meaning
• interviews (multiple choice)
• making and answering
a complaint
• arguing a case
• for & against essays
(cohesion; punctuation)
•
•
•
•
reported speech
reporting verbs
articles & determiners
inversion
• monologue (multiple
choice)
• monologue (sentence
completion)
• narrating an experience &
showing interest
• discussing suggested points
• a narrative
(descriptive techniques –
adjectives/adverbs; feelings;
beginnings and endings)
•
•
•
•
relative clauses
participle clauses
clauses
cleft sentences
• a review
• dialogues (multiple choice – • making suggestions/
(adjectives/adverbs;
responding & interrupting
short extracts)
recommending; beginnings
• answering a question based
• monologue (multiple
and endings; style)
on a picture
choice)
American English-British English Guide (p. AE-BEG1)
Irregular Verbs
3
Module 1
Who we are
Our favourite families
Use the words: single, sibling,
widow, great, guardian, nephew,
to complete the gaps.
Module Objectives
► Vocabulary
•
relationships
•
family life
•
personality & qualities
SPIDER-MAN
•
idioms (relationships)
Aunt May is the sister-in-law of Peter
•
prepositions
Parker’s father. Peter Parker is her
(relationships)
2).........................She became his
•
phrasal verbs
(relationships)
•
►
•
word formation
Reading
an article about an
FRIENDS
Ross and Monica are brother and
sister. Sometimes they feel
................ jealousy but most
3)......................... after his parents
were killed and provides moral
guidance to help him as Spider-man.
"
of the time they just share fun
experiences together.
unusual set of twins
(missing paragraphs)
►
Grammar
•
present & past tenses
•
stative verbs
•
used to/would/be used to/
get used to
•
•
►
•
comparisons
GILMORE GIRLS
DOWNTON ABBEY
key word
The Gilmore Girls are a young
Violet Crawley’s husband died and
transformations
4)...................... mother, Lorelai,
Listening
and her daughter, Rory.They
she is now a 5)........................
As head of the Crawley family, she
monologues (multiple
occasionally get into arguments
but they are never judgmental or
matching)
►
•
Speaking
critical of each other.
passes on wisdom and advice to all
her children including her three
small 6)................... grandchildren
asking for and giving
personal information
► Writing
•
►
•
Match the quotes (1-4) to the characters (А-D) from the families above.
informal letters/emails
Language Focus
words often confused
•
idioms related to feelings
•
grammar in focus
►
Progress Check
“It’s the job of grandmothers to interfere.”
“This marriage is doubly special for me because not
A
Ross
only is the groom my best friend but the bride is my little
В
Aunt May
sister. She is the greatest sister a guy could ask for.”
C
Rory
“I can’t do this alone. I need my mommy and I don’t
D
Violet
care who knows it.”
Crawley
“Everyone has a part of themselves they hide. Even
from the people they love most.”
Words of wisdom
In every conceivable manner,
the family is link to our past,
0
Listen to the speakers (1-4). What does each person value
about the relationship they are describing?
bridge to our future."
Alex Haley, author) r—---------7
Discuss
Which family member do you feel closer to? Tell your partner.
Talk about: name/relationship - character - feelings towards them.
Reading
but the same
Video
Joanna Moorhead looks into the ways that twins can be
different as well as the same. She meets James and Daniel
Kelly, who have an unusual difference for twins.
No one is surprised when twins have different personalities, even
identical twins, because sharing DNA doesn’t necessarily mean sharing
character
traits.
In
fact,
their
personalities
may
even
be
diametrically opposed . But what people do expect is for twins,
especially identical twins, to share the same physical characteristics,
such as hair colour, eye colour and skin tone. While it is rare for there
to be dramatic physical differences, they are not impossible. The two
boys facing me, for example, are different in almost every way. James,
Alyson says that almost everyone at the school was white. ‘The boys
were in different classes, so for a while no one knew they were related,
but soon the story went round that Daniel was actually “black” and he
had a twin brother, James, at the school. Then Daniel started being
picked on and it got really ugly. There were lots of physical attacks. It
was really horrible.’
who is dark skinned, is gregarious and academic. Daniel, sitting beside
Ш
him, has a light skin tone, is shy and disliked school. Their parents,
‘I started to observe how angry Daniel was getting at school, how
Alyson and Errol Kelly, admit that it is hard to believe they are even
people were provoking him and how he was getting hurt,’ says James.
brothers, let alone twins, because they are the flipside of identical.
‘And when he got pulled into fights, I went in too, to help him.’
‘When James was born, he was the spitting image of
Eventually, Daniel moved to a school that was much more racially
Errol. It was
another two hours before Daniel was born - and what a surprise he
was! He was so pale and wrinkly, with this curly blond hair.’
diverse.
Ш
ШП
Occasionally, though, they do go out together in the evening. ‘It’s good
Errol is Jamaican and that, says Jim, is the basic explanation. Most
fun, because we may meet someone who doesn’t know we’re twins.
Caribbean people, though dark-skinned, have European DNA because
They never suspect it and then someone says “Hey, do you know
it entered into the gene pool of the African slaves who were held there
James and Daniel are twins?”’ says James. ‘And people never believe
in the days of slavery.
it - they always think
From early on it was evident that having one dark-skinned and one
Her husband, Errol, laughs at this. The Kellys might be a
light-skinned twin was going to mark the family out. Wherever they
straightforward, outspoken family but all they’ve ever wanted for their
m
it’s a wind-up
went, people presumed the boys were not brothers. ‘We’d go on
children is a fair chance in life. And, if their twins have made anyone
holiday and people used to say “is that a friend you brought along?”’
think twice about their preconceptions about race and colour, they
says Alyson.
don’t mind in the least. ‘If knowing my boys encourages anyone to
think twice about how we label people, then that’s great,’ Alyson says
1
Complete the sentences. Use:
• spitting • gregarious • academic • prejudice • threatened
• inherited
2
The sentences in Ex. 1 describe
twin brothers James and Daniel.
Which sentences describe each?
Read quickly through the article
1
He.......................................... his mother’s light skin tone.
and missing paragraphs to find
2
He is a(n)..................................... boy, who does well in school.
out.
3
He is the......................................image of his father.
4
He faced a lot of........................................ from the other children
at school.
5
He is very.......................................... and loves to socialise.
6
Classmates at school.......................................... him and he had
to defend himself.
6
STUDY SKILLShVBH
Е9 Read again and choose from paragraphs A-G the one
A
Quickly read through the text and the
which you do not need to use. Justify your answers.
missing paragraphs to get an idea of what
The thing about skin colour is that even a bit of African DNA tends to
make a person’s skin colour dark, so to be light skinned, the child must
have inherited more of the father’s European DNA,’ continues Jim.
‘Added to the mother’s European DNA, this leads to a child with a light
skin tone, while his brother inherited more of his father’s African DNA.
I’ve worked out that one in 500 sets of twins with parents of this genetic
mix will result in one dark- and one pale-skinned child.’
В
Missing paragraphs
which fits each gap (1-6). There is one extra paragraph
it is about. Read through the text again,
paying attention to the paragraphs and
sentences before and after each gap. Look
for discourse markers (reference words,
time words, linkers showing cause/effect
and contrast, etc). Be careful, though, as
sometimes there won't be a clue in the
sentences immediately before and after
Alyson also pointed out that whether the boys were dark skinned or light
the gap. Instead, the entire meaning of
skinned, they were both mixed race, with both European and African
the paragraph is the clue. When you have
heritage. As far as she’s concerned this makes their skin tone irrelevant.
finished, read through the completed text
It irritates her that people define the boys based on their skin tone and
to check that it makes sense.
not their heritage.
C
While I chat to their parents, James and Daniel are sitting at opposite
Vocabulary Focus
ends of the sofa. They are polite but don’t pay much attention to each
other. As Alyson says, they are
like chalk and cheese , with vastly
different characters. But, when Alyson reaches this stage of their story,
you see a glimmer of that age-old solidarity, where siblings who
keep one another at arm’s length
D
nonetheless pitch in when one of
the text with their synonyms
below. Check in your dictionary.
What part of speech is each?
them is threatened.
• think • obvious • children
These days the boys frequent very different social scenes. James’s big
• honest • help out • bullied
out-of-school interest is cheerleading, while Daniel loves acrobatics, and
• insignificant • opposite
tumbling. ‘It’s something I’ve enjoyed for ages. I love the thrill of it,’ he
b) Explain the meaning of the
says.
E
Alyson says all she wants, like any mum, is for her boys to be happy
and to live lives free from prejudice. ‘Mind you,’ she jokes with a smile,
F
Check in the Word List, then
‘I do sometimes wonder what the future holds. How many light-skinned
use each in a sentence of your
or dark-skinned grandchildren will I have?’
own.
The family soon got used to the stares and the comments, ‘the stupid
Text Analysis
things people said’. ‘Primary school passed without skin colour being
G
highlighted phrases in the text.
an issue but,’ says Alyson, ‘everything changed when the boys went to
In your own words, answer the
secondary school.’
questions below based on the
So how does it happen that a white and a black partner - who would
normally be expected to produce dark-skinned offspring - have a child
text.
1
who is as light skinned as his mum? I spoke to Dr Jim Wilson,
population geneticist at Edinburgh University, and his first question was
different?
2
about the heritage of the twins’ father.
Check these words
How are James and Daniel
How would you sum up the
twins’ relationship with each
other?
3
ilM What is the writer’s
• gregarious • let alone • identical • wrinkly • geneticist • heritage
overall impression of the Kelly
• gene pool • slavery • genetic mix • mark out • stare • age-old
family? Give examples from the
• solidarity • tumbling • preconception • race
text to support your answer.
——----------------------------------------------------------------------------------------
Listening & Speaking
0 Listen and read the text. Work in groups of
Writing
three. Take the roles of James, Daniel and a radio
Write a blog entry about how siblings
interviewer and prepare questions and answers
can get along despite their differences.
based on the text. Act out a radio interview.
Vocabulary
Vocabulary from the text
Topic vocabulary
Fill in the words in their correct
Family, Friends &
Relationships
form.
• stare • image • glimmer
3
Fill in: heritage, descent,
generation, gene, trait.
1
Maggie is the spitting
of her mother.
2
1
of.......................
Twins James and Daniel Kelly
attract lots of......................
2
from strangers.
3
There are websites now that can help people trace their line
Our parents’........................... pool determines our physical
appearance.
Tom has a............................of hope
3
that one day he will meet his
Eye colour is a physical..............................that is inherited from
our parents.
biological father.
• observe • presume • suspect
4
It’s important to teach children about their cultural..........................
5
When my nephew was born, a new........................... of my family
began.
4
Because of their different skin
Relationship adjectives
tone, most people don’t
........................ Daniel and
James are twins.
5
Which of the adjectives in the lists cannot be used to replace
the words in bold in sentences 1-4? Use it in a sentence.
It’s the duty of teachers to
................... how children
6
4
1
Tina has a very tight-knit family; they’re always there for each
I............................. she invited all of
other.
her family to the wedding since
Tina’s father is quite distant and rarely shows emotion.
she is very close to them.
2
3
I stopped the bully..........................
Don’t do anything to.......................
your brother and start a fight!
9
My sister...............................to tell
my parents I broke the vase.
• hollow • fake • dishonest • genuine
Mandy knew that Tim’s compliment was insincere. He was just
my brother.
8
• tense • damaged • productive • hostile
Dysfunctional family relationships are not healthy.
• pick on • threaten • provoke
7
• supportive • distant • caring • close
interact in class.
trying to be polite.
4
• weak • firm • solid • stable
Kevin and Vincent have a very strong friendship; they’ve been
best friends since they were children.
Personality & Qualities
Fill in: of or to.
1
Daniel is related......... James.
| timid
a
unemotional
| 2 |
| dependable
b
thoughtless
| 3 |
| sympathetic
c
narrow-minded
first meet him.
| 4 I
I laid-back
d
bold
James is the spitting image
| 5 |
| affectionate
e
uncompassionate
.. his father.
| 6 |
| tolerant
f
highly-strung
Bullying led......... Daniel’s
| 7 |
| opinionated
g
unreliable
| considerate
h
open-minded
They are twins.
2
Daniel gives the impression
.. being a bit shy when you
3
4
request to change schools.
5
a) Match the opposites. Check in the Word List.
| 1 |
| 8 |
When his brother was bullied,
James came.. his defence.
8
b) Q Listen to four people talking
Speaker 1
about a family member. Match each
Speaker 2
speaker's description to one of the
Speaker 3
qualities in Ex. 5a.
Speaker 4
1b
Prepositions
c) Which character adjectives (1-6) best
describes the people in the sentences (a-f).
a
“Tom’s so cheerful!
b
“My sister makes all the
Fill in: of (x2), to or in (x2). Check in Appendix I.
1
He’s great fun.”
self-confident
aggressive
---------■
neadstrong
- ively
3
“Maria really believes
I don’t like people who are overly critical
4
Now that she’s older, Sophie has a lot more
5
You have to be committed............... a
herself.
confidence
“Mary can be so stubborn;
she never listens to anyone.”
f
Jane’s
............... others.
“Karen never stands up
for herself.”
e
Mark was very suspicious ................
intentions; he felt she was hiding something.
in herself.”
d
dominant
:submissive
2
decisions; she’s so bossy.”
c
Matt was worried about his brother’s behaviour,
so he decided to confide............... their parents.
friendship to make it last for years.
“I don’t understand why
Lewis is always so angry at
Phrasal verbs
everyone.”
Choose the correct item. Check in Appendix II.
1
2
Scott always stands around/up for his friends.
My brother and I often fall out/in. We don’t
seem to see eye to eye on anything.
a) Use the adjectives in Ex. 5 and your own
3
deas to talk about yourself. Give examples
Rick never lets people down/out; he always
keeps his word.
to illustrate your qualities and say what you
4
would like to change.
I’m sorry, I messed around/up your plans.
I didn’t mean to be late.
think I’m fairly dependable. If I say I’ll do something,
5
Naomi’s single now; she and Tim broke up/off.
do it. But I get stressed easily so I would like to
earn to be more laid-back.
b) plnhiM What qualities should a perfect
Word formation
10
Read the text. Use the words in capitals to
form a word that fits the gaps (1-8).
friend have? Discuss in pairs.
How to be a Good Listener
Idioms (related to relationship)
Good listening skills are very 1)..................................
to
Fill in: your side of the story, the centre of
our
personal
lives,
leading
relationships and 2)................................................. in
attention, like cat and dog, set in her ways, like
our general well-being. So, how can we become
a house on fire. Check in the Word List.
competent listeners?
1
2
of all,
Don’t
cause
If you don’t agree with the situation, why don’t
First
you tell Mark ..........................................................
3)................................ and focus entirely on what is
............................................ about what happened?
being said. Don’t communicate boredom by, for
Larry and his sister have never got along; as
kids they used to fight.......................................
...................................................................... all the time.
stop talking!
Frank and Jamie get on...........................................
i
They’re such good friends.
4
Karen always wants to be.......................................
................. ; that’s why she dresses so strangely.
5
IMPROVE
any
INTERRUPT
instance, doodling, or picking your fingernails!
Remember that everyone has a different style of
delivery when speaking. For example, a speaker
may show 4).................................. .. have a strong
3
BENEFIT
stronger
to
NERVE
accent or unusual mannerisms. Try to listen
5).................................to overcome these problems.
ATTEND
Take note of volume, tone and facial expressions to
6)................................ that you understand what is
being said. If there is still some 7).............................
Aunt Maggie is very ..................................................
as to what the speaker is saying, ask questions.
................................................................... ; she dislikes
Above all, never jump to conclusions. Always seek
change of any kind.
clarification
from
the
8)...................................
speaker
to
SURE
CERTAIN
avoid
UNDERSTAND
he tumultuous world of the Harry
but no more so than the actors who
Potter films certainly has lots of
played them, identical twins James and
interesting characters, but two of the
Oliver Phelps. James and Oliver had
are the Weasley
been dreaming of playing the roles ever
twins - Fred and George. Film fans
since they first read the Potter books at
1).......................................... (adore) the
an early age. Over the years, the
mischievous brothers, who share the
brothers 5) ................................................
most entertaining
Present tenses
1
same looks and the same waggish
(appear) in all eight Harry Potter films,
sense of humour. Audiences around the
from the very first installment to the fina
world 2)................................ (laugh)
episode. Needless to say, now the actors
over their pranks and capers for
6)............................... (become) colossa
years! In the Potter stories, the
stars and regularly appear at Potte'
characters often 3)...............................
conventions and events to meet fans
(play) practical jokes on their school
Things 7)........................................... (get)
pals but also 4).......................... (show)
better and better for the brothers these
courage in difficult circumstances. Fred
days, and no doubt we will see more o;
and George are definitely rather special,
the charismatic twins in the future!
^>see pp. GR1-GR2
Past tenses
^>see pp. GR2-GR3
Complete the gaps in the text above with
Underline all the past tense forms in the
the correct form of the verbs in brackets.
text in Ex. 1. Identify the tenses and justify
Identify the tenses and justify their use.
their use.
'<
Listen and check.
Choose the correct item. Give reasons.
2
Complete sentence b using the information
from sentence a. Then, identify the tenses in
1
A: Tony was painting/painted the living room
when I got home and he had made/hac
bold and their uses.
been making a big mess!
1
2
a
Kate works as a writer at a film studio.
b
Kate is working on a new film right now.
a
I’ve been organising business events for
В: I hope he was cleaning/cleaned up
afterwards.
2
years.
3
4
5
b
I’ve organised........................................ so far.
a
I’m not starting my shift until 11 tonight.
b
I don’t usually start...........................................
a
He always borrows my car on weekends.
b
He is always borrowing ................................. !
a
I think he is selfish.
b
I think he is being really ..................................
home so late yesterday?
B: Because he was meeting/had been
meeting clients all day.
3
Read the sets of sentences and say how the
at one in the morning?
up.
4
2
3
4
5
a
This silk feels very soft.
b
Janet is feeling quite ill today.
a
I see why you like this cafe.
b
Martin is seeing the new film tonight.
a
The shirt fits Mark nicely.
b
Ellen is fitting new lights by the door.
a
Naomi has a lovely apartment.
b
The team is having an important meeting.
a
That dress looks nice on you.
b
Mary is looking at her new photo album.
A: We had been waiting/had waited for thd
train since 7 and it finally arrived at 8 am.
B: Oh no! Were you/Had you been late then'1
5
verbs in bold are different in meaning.
1
A: Who was listening/listened to loud mus :
B: It was Jeff and he was waking/woke us al
Stative verbs
3
A: Why did Nick return/was Nick returning
A: What did you do/were you doing while via
were watching that new film?
В: I was making/made dinner for the whole
family.
6
A: Joyce didn’t work/wasn’t working on thd
computer when I got home. Do you kno.
where she is?
B: Maybe she had finished/has finished he
essay by the time you arrived and decide:
to go out.
1с
used to - be/get used to would
a)
Fill in: too, much better, far more, less, not
quite as, good enough.
r>see p. GR3
Look at the verb forms in bold in the
1
sentences (1-4).
1 |
than anyone expected.
2
| Peter’s family would go on holiday to Spain
3
| Jane’s brother used to be on the football
4
| My sister will soon get used to commuting
5
| Ellen’s mum is used to flying overseas.
6
A
a past habit that no longer happens?
В
a past state?
10
Which means:
C
to be accustomed to something?
D
to become accustomed to something?
Read the sentences and in pairs decide if
the items in bold.
My cousin, Shawn, is nowhere near as/not
quite as opinionated as my sister Margret.
In which of the following sentences can
you use would instead of used to? Why?
2
My brother, Tony, is far/a great deal more
laid-back than myself.
James used to be on the high school
3
cheerleadering team.
2
I found Samantha’s sisters somewhat....................
there is any difference in meaning between
1
1
He sings........................................... than his brother.
friendly than she is.
Which expresses:
b)
Scott’s cousin is............................................. tall as
Scott is; he’s an inch shorter.
to work.
4 |
Stacy’s new running time was..................................
to qualify for the national team.
team at college.
3 |
It’s....................................... difficult to tell the twins
apart; they are identical.
every summer.
2 |
The family business was....................... successful
My mum is considerably/slightly better at
tennis than my dad.
Daniel used to spend hours practising
4
tumbling with his friends.
My younger brother, Jack, is just/almost as
dependable as my older sister, Alice.
c)
What is the difference between these
Key word transformations
two sentences?
1
My family got used to living in the city.
Complete the second sentence so it has the
2
My family was used to living in the city.
same meaning as the first. Use between
three and six words.
f| Put a (/) next to the sentences where used
to + main verb can replace the past simple. In
1
IMPRESSION
which sentences can we use would?
1
2
Mark .............................................. very anxious.
Mr Evans enjoyed travelling abroad for
business before he retired.
2
........
They went hiking every winter when
they were younger.
Mark comes across as very anxious.
Going to bed early is unusual for me. USED
I........................................................to bed early.
3
She has never felt so happy before. EVER
........
It’s the .................................................. so happy.
3
Ken and Mary had an engagement party
last month.
........
4
Larry and I have received the same number of
medals. MANY
4
I emailed my cousin Jack twice last week...........
5
Lucy’s grandma read her bedtime stories
I have received .................................................. Larry.
when she was a child.
6
........
Jeff graduated with honours from
university last year.
ИЯ (
........
speaking
&
writing")
Use the comparative
structures from Ex. 10 and the adjectives
below to compare members of your family.
Comparisons
see pp. GR3-GR4
Find the comparative and superlative
structures in the text on p. 10. How do we
• lively • dominant • self-confident • considerate
• affectionate • open-minded
My brother’s not quite as opinionated as my sister....
form the comparative/superlative?
11
1d
Listening skills
Multiple matching
Preparing for the task
3
You will hear five short extracts in which
people are talking about special events.
Before you listen, check these words in the
STUDY SKILLS
Word List.
Read the questions and possible answers in both tasks
• overwhelmed • go to great lengths • bash
before you listen and identify the key words. Think of what
• rapport • extended family • get hitched
the question is asking for e.g. opinion, attitude, purpose,
• devastated • coincide • right as rain
feeling, etc. While listening, focus on the gist meaning of
• cry the house down • put a spanner in the
the audio rather than detail.
works • run oneself ragged • choked up
W Read the questions and possible answers in
a)
Read question 1 and the possible
answers (A-C). Pay attention to the
both tasks and identify the key words.
Decide what each question is asking for.
underlined key words. What is the question
asking for: opinion, attitude, reason or
speaker's feelings?
TASK ONE
For questions 1-5, choose from the list (A-H) the
reason each speaker gives for enjoying the event.
1
Choose from the list (A-C) why the speaker
attended the event.
A
to keep someone company
В
to find out something
C to congratulate a friend
b)
Read the extract from an audioscript.
Look at the underlined phrases. Which
option (A, В or C) best answers question 1 in
Ex. 1a? Why?
A
quality time with family
В
a sense of pride
Speaker 1
C
a family member’s
Speaker 2
D
E
reactlon
the chance to get to
know someone better
a reminder of the past
1
—
2
Speakers
3
Speaker 4
4
Speaker 5
5
F
a show of support
G
the attendance of a loved one
H
the discovery of a new skill
TASK TWO
I went because I’ve known her for a long time, before
either of us joined the company. And I do love the
conference centre. They have a great reception hall so I
was looking forward to going. I thought it was important
For questions 6-10, choose from the list (A-H) wha!
each speaker thinks could have potentially upse
the event.
A
too many attendees
В
an untimely illness
Speaker 1
6
C
a move abroad
Speaker 2
7
department. I have to say the food was excellent and
D
bad weather
Speaker 3
8
there was some good music but, in all honesty, I found
E
a miscommunication
it really boring and was glad to leave.
F
mixed feelings
Speaker 4
9
G
a scheduling conflict
Speaker 5
10
H
a late start
to celebrate her achievement, but I didn’t know a soul
there because I don’t have any dealings with her
a) Read question 2 and the possible answers
(A-C). Underline the key words. What is the
Q Listen to the speakers and do the tasks
question asking for?
2
Choose from the list (A-C) what the speaker
thinks spoiled their enjoyment of the evening.
A
the lack of people to talk to
В
the facilities that were on offer
C
the entertainment and catering
You may answer the tasks in this exercise
either together, as you listen the first time (ar:
check during the second) or one task eac"
time the recording is played.
b) Read the extract in Ex. 1b again. Choose
the option (A, В or C) that best answers
12
What special moments have you
question 2. Highlight the words that helped
celebrated with your friends/family? Wha:
you decide.
made them interesting? Tell the class.
e
Speaking skills
Asking for & Giving personal
nformation
0
=) Read the first exchange in the dialogue.
Responding
Asking
Home & Family
• I was born in ...
• Where are you from?
,Vhich of these topics are they talking
• I come from/l’m from ...
about?
• nome • interests • studies • future plans
• 'outine • travel
Hobbies & Interests
• What free time activity do • I’m crazy about...
you most enjoy doing?
• I am really keen on ...
IM
*
Studies
-
- . I’m Carla. I think you are in my English class,
• Which school/university
fes, you’re right. I am. My name’s Jackie. Where
subject appeals to you
• I quite like ...
are you from, Carla?
most?
• I’m interested in ...
I was born in Madrid, in Spain, but I grew up in
• I suppose subjects like ...
Future plans
a small town called Aranjuez. How about you?
E
ve lived here in Manchester all my life. How
'ong have you been studying at the university?
• What do you plan on
• Let me see ...
doing this time next
• I hope to be ... at...
year?
• I’m not sure.
m in my second year of an English degree.
E
Daily life & Routine
Great. What 1) do you like most about studying
here?
• What do you usually do
Hmm ... 2) let me see. That’s difficult to answer.
at the weekends/in the
What 3) I really love is all the brilliant cultural
evenings?
events that are going on all the time. This city
never sleeps!
E
• I enjoy ... whenever I get
the chance.
• I regularly take part in ...
Travel & Holidays
• What has been your
• That would have to be
That’s true! What do you plan on doing after you
best experience while
the time I... while
graduate?
travelling?
visiting ...
m not sure. 4) I hope to be doing a postgraduate
degree either here or in London.
STUDY SKILLS
So, 5) what do you do at the weekends?
Well, besides studying, I
usually hang out with my
flatmate and I
sometimes visit Heaton
Answering questions about yourself
When answering basic questions about yourself, give
detailed reasons for your answers, using a variety of
sentence structures and advanced vocabulary.
Park. 6) I’m crazy about
the music events there!
Yes, it’s brilliant! There’s a
О Read the questions. Listen to speakers
great concert there this
A and В answering the questions below and
Saturday. My friends and
tick (/) the correct box (A or B).
I are going. Would you
like to join us?
Where are you from? Do you like it there?
Why/Why not?
Yes, definitely!
Which speaker:
1
b) Replace the phrases in bold (1-6) with
2
similar phrases from the list below.
Listen and check.
В
gives detailed reasons to support
their answers?
3
speaks with some hesitation?
• I really want to do • I’m mad
4
uses rich language?
• I need to think about it • is your favourite part
5
uses a variety of grammar structures?
6
speaks in a natural manner?
• how do you spend your time • I like the most
A
uses short sentences?
Work in pairs. Imagine a new student came
to your class. Use the phrases in the Useful
Language box and/or your own ideas to act
out a dialogue similar to the one in Ex. 1.
Work in pairs. Answer the questions in Ex. 3.
Use the questions (1-4) in Ex. 3 to evaluate
your partner's performance.
13
Writing
informal letters/emails
—
—
General introduction
Rubric analysis
Informal letters/emails are sent to people we
Read the rubric carefully and underline the key
know well (friends, relatives, etc). They can: describe
words/phrases. These will help you to decide on:
an experience, give news, make invitations, accept or
•
refuse invitations, ask for or give information, express
an apology, ask for/give advice, explain,
the imaginary situation you will write about,
who you are, and the reason you are writing.
thank,
• the imaginary reader who is going to read
suggest, express preference, etc. They usually contain
your piece of writing.
more than one topic.
• the writing style you will use (formal,
semi-formal or informal)
General outline for letters/emails
• the type of writing task
Dear/Hi (recipient's first name),
Para 1
• the specific topics you should include in your
► opening remarks, reason for
piece of writing
writing
Paras 2 & 3
Always think about what the situation is in the I
► development of topic
rubric. This will help you to plan your piece of |
(start each paragraph with
writing.
a sentence that introduces the
main idea of the paragraph)
Para 4
► closing remarks
Best wishes/Regards/Yours/Take care/etc
Read rubrics A and В and underline the key
(your first name)
words. Then answer the questions for each
Informal Style
rubric.
Greeting: Dear Philip/Uncle Tom/Dad/Hi Sally/etc
•
friendly, relaxed, personal style (Thanks so much
You have received an email from an English
for your last email.)
•
friend.
frequent use of colloquial expressions (It's been
ages since we last saw each other), idioms (I'm
over the moon), phrasal verbs (pass on,get on),
Next month my class is having a retirement party for
contractions (I've, there's, you'd)
one of our favourite teachers and I’m in charge of
•
omission of pronouns (Thought I'd drop you a line.)
•
•
chatty language (I hope you're OK.)
simple linking words (and, but, so)
organising it.
I remember that you organised a party for one of your
L
teachers last year. I’d like your advice please. Can
Sign off: Best wishes/Yours/RegardsЯake care
you tell me what went well at your party and what
(first name)
didn’t? I would really appreciate any suggestions you
might have.
Cheers,
Match the informal phrases (1-9) with their
equivalents (a-i). Which are opening/closing
Jenna
Write your email in reply (220-260 words).
remarks?
| 1 |
11 was happy to get
Just a few lines to tell
Write an email of about 220-260 words to a
you my news.
friend. In your email you should:
b
Hope everything’s OK.
• tell your friend that you are happy that he/she
c
I’ve got to run.
a
your email.
| 2 [
| Sorry I haven’t
written for ages.
| 3 |
| I’m writing to let you
d
know how I’m
getting on.
| 4 |
| 5 |
11 hope you’re well.
| 6 |
| Have to go now.
| 7 |
| Let me know what
happens.
14
| 8 |
| How’s everything?
I 9 |
| That’s all my news.
they've asked what to do on weekdays and
parents from me.
e
| Give my regards to
your parents.
Say hello to your
will be visiting your home town.
• suggest some fun activities for your friend as
on weekend excursions.
I’m sorry for not
writing earlier.
1
What are you going to write?
f
That about sums it up.
2
Who is going to read it? Why?
g
How are things going?
3
What style should you write in?
h
Keep in touch.
4
What information should you include?
It was great hearing
5
How many words should you write?
i
from you.
Model A
a) Read the models. Which
rubric (A-В) in Ex. 2 do they
From: Chloe
To:Jenna
Subject: Re: Retirement party
answer?
b) Read models A and В again.
Hi Jenna,
Which model(s):
:
uses a wide range of
vocabulary?
m~T~i
2 The party I organised last year for my teacher Mrs Jenkins was a great
uses basic everyday
success and I've got plenty of ideas you could use. One thing that worked
language, colloquial
expressions, idioms,
phrasal verbs?
uses contractions?
has appropriate opening
and closing remarks?
answers all points in
the rubric?
really well was playing some fun games.You could do a search online to find
~2~TT~I
31 I I
sentences?
coherent?
uses simple grammar
structures?
5ГП
recommend having a sit-down meal. We did this but it was far too much work
A few things didn't go so well at the party, though. For a start, I really wouldn't
6ТТП
but it wasn't worth it because not very many people wanted to dance and it
~n~n
teacher will be over the moon whatever you do. Don't forget to write and tell
made it difficult to talk.
Anyway, don't worry about getting everything perfect at the party. I bet your
'em
9|
me how it went. I'd better go now, things to do.
Best wishes,
Chloe
■■■
I I
Model В
uses appropriate
register?
and quite expensive.You'd be much better off asking all your classmates to bring
some finger food to share. Also, there's no point having a DJ perform. We did this
uses more complex
grammar structures?
was played at the end of the party and she was really touched. Just imagine
how happy this will make your teacher!
has well-organised
paragraphs and is
plenty of ideas. Another hit with everyone was showing a video we made of
students and teachers saying a few heartfelt words about Mrs Jenkins. This
4ГП
uses simple linking
words to join
I'm so happy to hear from you! You seem very busy with school. The
retirement party for your teacher sounds like a great idea! I'm sure I can help.
101
I
I
REPLYMAIL
□
Ф 8
■
is written in a relaxed,
friendly style?
has chatty language?
7ГГТП
12j
I I
From: Marsha
To:Jenna
Subject: Re: Retirement party
Hi Jenna,
Great to hear from you! Sorry I did not write earlier, but I have been really
c) Which model best answers
the rubric? Why? Think about:
the situation, the reader, the style,
the type of task, the specific topics
in the rubric.
busy with school. However, I hope it is not too late to pass on some useful tips for
the retirement party.
The party I organised last year went very well. I got all the students to bring
in some food and drinks. You could do the same. What is more, make sure to have
a party theme. My teacher loved animals. We made animal sculptures with colourful
balloons and decorated the classroom. Consequently, she was thrilled!
d) Model В contains full verbs
forms and formal linking
words. How does this affect
the tone of the email?
Furthermore, we had great fun playing games. We turned our classroom into a
game show and it was great! This is a good way to get everyone in your class to
take part! In addition, we gave our teacher a photo album with some old pictures
of her and her students. Then, we gave her a huge card. Every student wrote a
few words. She liked it a lot. I am sure your teacher will like it too!
3 Well, I had better get going. In short, I hope my suggestions help. Email me
soon and let me know how it went.
Take care,
Marsha
4
a) Read the model below answering rubric
d) Read the model in Ex. 4a again and
В in Ex. 2 and put the paragraphs in the
complete the spidergram.
right order.
opening
remarks
closing
remarks
EMAiL
LOGIN
SIGNUP
hope my
Hello Jim!
1)....................................
visit to
HOME
to hear your news
home town
2)....................................
8).............
| You can also go on weekend excursions. 1) Have you
| A|
some ideas for your
helps
visit
thought about going to the ancient city of Toledo? It's only a
30-minute train ride away and its winding streets are full of
^-^suggestions/
history. You could also visit the town of Segovia to enjoy
details for weekend
suggestions/
traditional Spanish cuisine. Also, there's an impressive Roman
excursions
details for weekday
aqueduct, over 800 metres long, stretching through the town.
| 2) I'm glad to hear your news. How wonderful that
I В |
• 30-minute 5).....................
• Visit Retiro Park and
up. 3) I've come up with some ideas of what to do during
Segovia
your visit.
• enjoy Spanish
6)........................................
| I hope 4) my advice helps. If there's anything else I
can do, please get in touch. 5) I can't wait to see you!
• 3)............................. the
museums
you'll be visiting Madrid! We can finally get together and catch
|С|
activities
ancient city of Toledo
4).....................................
a picnic or go boating
• visit the Roman
7)........................................
| First of all, there's so much to do and see here during
I D I
STUDY SKILLS
the week. 6) It's a great idea to explore some of the museums
in my city. The Prado is one of the world's best. 7) You may
Brainstorming
need to spend three whole days touring it. Another brilliant
Before you begin writing, spend some time thinking of
thing to do is visit Retiro Park. It's a perfect spot 8) for rest
ideas related to your task. Make a spidergram or table
and relaxation. You can have a picnic or go boating on the
and make notes under the topics you will write about.
lake there.
This will help you plan what you are going to write.
Take care,
a) Read the rubric and underline the key
words, then answer the questions.
b) Replace the phrases in bold (1-8) with
synonymous phrases from the list (A-H).
| See you soon!
Write an email of about 220-260 words to a
friend. In your email you should:
• tell your friend that you are sorry to hear that
| It was so great
LetJ
LP_L |
lALJ
LfJ_ I
|Gj_J
UiL J
he is having problems getting along with his
brother.
I’ve been of help
I’ve got
• suggest some things your friend could do to
improve their relationship.
I think you should
Why don’t you visit
1
Who are you writing to and why?
2
What style will you write it in?
3
What information should you include?
4
What opening and closing remarks could you
to take it easy
You could easily
c) Replace the first sentence in paragraphs
write?
A and D with the sentences below.
5
1
I’ve got some interesting trip ideas for
Saturdays and Sundays, too.
2
To start with, there are plenty of activities to
keep you busy on workdays.
16
How many words should you write?
b) Put the notes below in the correct place in the
Useful Language
spidergram. Use the notes to write the two main body
paragraphs. Use appropriate linking words.
Opening remarks (general)
•
How are you doing?
discuss issues in calm way
•
I hope everything's going OK.
share your favourite activities
•
Thanks for your letter/email...
•
(It was) lovely/great to hear from you
Suggestion 1
(after so long).
improve
communication
Sjggestion 2
together
•
improve
soend time
•
relationship
lack of communication
with brother
leads to
I was delighted/surprised/interested, etc
to hear that...
•
Sorry to hear about .../I really enjoyed
hearing about...
misunderstandings
-s-.e quality time
What wonderful news about...!
1)............................................
•
Sorry it's taken so long to reply ...
2.......................
will understand each
•
Sorry for not writing earlier...
■'I oecome closer and
other’s point of view and
Making suggestions
avoid arguments
•
: ■ /our brother
_e each other more
a) Read the rubric and underline the key words. Then
If I were you, .../l'd/l would(n't)...
•
You should/shouldn't...
•
It would(n't) might be a good idea
(for you) to...
answer the questions.
Why don't you ...? Have you thought
•
vou have received a letter from an English friend who
s planning on studying abroad.
I’m nervous about studying abroad. How will I make
new friends and cope with the workload at college?
Also, I’m worried that I’ll miss my friends and family.
of/about... (+ -ing)?
•
Another good idea is to ...
•
You could also ...
Expressing an opinion
I think • I believe • The way I see it
•
Expected result
•'ou decide to write to your friend giving your opinion
•
=nd making suggestions (220-260 words).
•
This will/would mean that...
This/That way ... • If you do this, you
would ...
1
Who are you going to write to and why?
2
What style will you write it in?
3
What information should you include?
4
What opening/closing remarks could you write?
5
What points should you include in your email?
Closing remarks (general)
•
Well, I'd better go now/get going
now/get on with ...
•
I hope that my suggestions help ...
•
Good luck with ...
•
Let me know how ... goes.
b) Fill in the table using the points below (two are extra).
Think of a third suggestion/supporting detail/result.
• won’t fall behind in your coursework
• join clubs/societies to meet people with same interests
yj Checklist
• hire a private tutor
When you finish your piece of writing,
• be more willing to make friends
check that:
Supporting details
and meet lots of
I
•
included
won’t be lonely
•
oeople during the
20 assignments as
organise timetable -
soon as you get
seek help from tutor
.........................................
Them
3
......................................
appropriate opening and closing
remarks are used
- ret few days
2
all points asked for in the rubric are
.........................................
.........................................
I Use your answers in Ex. 6 and the Use ful Language box
•
the writing is well-organised and has
coherent, clearly structured paragraphs
•
the content is relevant to the task
•
the appropriate tone & style are used
•
grammar and spelling are used accurately
•
there is a range of rich vocabulary
•
the target reader are fully informed
9 to write your ema il.
17
Q
Language
^Knowledge
Multiple choice cloze
Read the text and decide which answer (А, В, C or D) best
2
Preparing for the task
fits each gap (1-8). There is an example at the beginning
(0). Compare answers with a partner.
study Skills
Read the title and the text quickly to get
an idea of what it is about. Try to guess
Why Won’t You Listen?
what word fits each gap before looking at
the possible answers. Look carefully at the
words and sentences before and after
Everyone agrees that having well-behaved children is
each gap, decide what kind of word is
important, which is why the 0) vast majority of parents
being tested, then choose the answer that
create rules in an attempt to teach their children 1)....-
best fits the context. Read through the
from wrong. Nevertheless, does a child's behaviour actual
completed text to check your answers.
improve 2)...... of obedience when they have to adhere tc
a set of rules?
It seems that the extent to which children take househo :
a) Read the sentences. What is
rules into consideration depends on how parents actual
being tested: a common
deal with their children's actions and whether or not the
*
collocation, the context.
3)...... past behaviours. Rebellious behaviour on the child
*
a phrasal verb, an idiom, a set
behalf is often the result of a child's inability to 4)...... ths
phrase or the precise meaning
reasoning behind a rule. Understandably, this can be qui:-‘
of something?
challenging for a parent, which is why making the threa
1
that they will be 'grounded' if they don't 5)...... attention
Parents must give......... for
may not have the desired outcome.
their child to go on the trip.
2
A
agreement
C
permission
В
approval
D
blessing
likely prompt them to avoid doing as they a'
told
Ann was scared out of her
and
will
more
put
stress
th
on
.. when her brother jumped
parent/child relationship. Getting children t
our from behind the door.
6)...... with rules can be a struggle; howe\£
A
В
3
Putting strict conditions on children will me-
emotions
ideas
C
parents
wits
D thoughts
C
see
make
D
bring
they
creao
encourage
the
have the opposite effect. If parents want 1
some positive changes.
cause
sure
that
to imposing strict guidelines, which rm
council hopes to.. about
В
make
rules
children into better behaviour, as oppose
The newly-elected student
A
can
household
7)...... eye to eye with their children abot
how to behave, they should provide posits
examples by following the rules themse 1
4
My little sister has a......... to
at home. A home environment with posi: ■*
overreact when she doesn’t get
reinforcements
what she wants.
5
not
only
nourish
cooperative behaviour, but could hu
A
tendency
C
fondness
В
leaning
D
feeling
important 8)...... for a child's overall sori
development.
The two friends’ relationship is
.. on trust.
6
A
developed
C
supported
0
A
vast
В
wide
C
extensive
D
huge
В
rooted
D
based
1
A
truth
В
right
C
good
D
justice
2
A
in case
В
3
A
prey on
C flow
4
A
seize
drift
5
A
offer
Don’t argue - just go with the
A
В
course
movement
D
b) For each sentence in Ex. 1a
decide which answer (А, В, C
or D) best fits each gap.
18
6
A
comply
7
A
realise
8
A
indications
в
в
в
в
в
в
by means
call in
hold
pay
maintain
recognise
conclusions
c
c
c
c
c
c
c
in terms
D
on behalf
turn over
D
weigh up
grip
D
grasp
give
D
provide
fulfil
D
obey
see
D
understa-
predictions
D
implication
1
0
Grammar
Vocabulary
Choose the correct item. Give reasons.
Choose the correct item. Give reasons.
enjoyed visiting family in Scotland,......... the last
1
A
except
C besides
A
accomplice
C
contact
В
apart
D aside
В
acquaintance
D
understudy
2
Harry is......... at sport than his brother.
for the best
C good enough
first time.
В
much better
D too good
A
captivated
C ecstatic
В
agitated
D accessible
Her mother talks about her as if ......... the most
3
Ann’s only......... is that she has a terrible memory.
A
being
C
she were
A
blame
C inaccuracy
В
she had been
D
she has been
В
fault
D restraint
Kim is a brilliant dancer......... that she’s only been
4
Tears......... down her cheeks when the film reached
its dramatic conclusion.
earning for a year.
A
provided
C saying
A
streamed
C
plummeted
В
supposing
D given
В
leaked
D
ploughed
5
My dad can’t sing very well and.........
6
Maggy is......... about meeting her new niece for the
A
Talented child in school!
4
Adam is a(n)......... of mine; I met him at a company
event last year.
day when it rained.
3
Language
Knowledge;^
He is a highly......... child and often asks questions
A
nor me
C neither can’t I
during class.
В
me too
D neither can I
A
intriguing
C
ingenious
В
inquisitive
D
innovative
Mable will be amazed......... how well her
6
granddaughter did in her piano exam.
A
by
В
for
C
with
D
really interesting.
in
Georgia’s decision to move out......... surprise.
A
caught me in
C
was caught by my
В
caught me by
D
was caught in my
My grandparents’......... about their life are always
7
A
summaries
C
anecdotes
В
adaptations
D
variations
Jane......... in Maths; it’s her strongest subject at
school.
Hon......... play football, he plays rugby and hockey
too.
A just doesn’t
C
does just
В just does
D
doesn’t just
8
A
supersedes
C
excels
В
overshadows
D
develops
He has a ......... sense of humour and is always
playing silly pranks on his friends.
Cassie didn’t make it onto the cheerleading team
Decause she......... the necessary dance skills.
A
has lacked
C
lacks
В
is lack
D
is lacking
9
A
naughty
C
mischievous
В
spiteful
D
dishonest
Isabelle has been really......... lately. Do you think
something is bothering her?
-c
Jessica can’t decide which university offer to
accept.”
A
wobbly
C
patchy
В
moody
D
unsteady
-|’m sure she’ll be happy............”
10
A
however she takes one
В
with whichever one she takes
to wish him luck on his new endeavour.
C whether she takes one
D
n
T2
whatever she takes one
11
When......... .. Olive’s an expert.
Sam was......... by the number of people that came
A
stranded
C
sequestered
В
sidelined
D
stunned
Michael has promised he will be on his best.........
A
it’s coming to sewing
C
come to sew
during his grandparents’ visit.
В
it comes to sewing
D
coming to sew
A
style
C
approach
В
action
D
behaviour
'•'ou’ll never be a good swimmer......... you practise
12
'egularly.
You can......... me to be there on time, don’t you
A
unless
C
if
worry.
В
because
D
in case
A
look for
C
look over
В
count on
D
stick to
19
^Language
Focus
Mandy.............................................................................;
1
Feelings & Personality
she looks really annoyed!
1
2
Eric ................................ ; he’s always so cheerful.
• blunt • brash • presumptuous • argumentative
3
Joe looks miserable. He really...............................
1
4
Isn’t it rather..................................... of you to think
Poor George! He ........................................................
when he lost his job and his home.
that you know what’s best for your brother?
2
Mike.................................................................................
5
My sister never agrees with me; she’s always
after winning the holiday to India.
so..............................
3
It’s not a sign of confidence to be loud,
b) Draw a sketch to illustrate one of the
..............................and aggressive.
4
idioms. The class guesses which one it is.
Sue can be very.................................at times; she
just says what she thinks even if she offends
Prefix self-
someone.
• sulky • withdrawn • resentful • wretched
5
Since
the
accident,
Andy
has
3
become
Which adjective best describes each person
in sentences 1-6? Choose from the list.
Make sentences with the rest.
increasingly........................... and doesn’t want
centred
conscious
disciplined/con trolled
indulgen t
to talk to any of his family.
6
My little sister has been quite................................
self-
since she lost her favourite toy and nothing
assured/confident
pitying
righteous
important
destructive
reliant
seems to cheer her up.
7
Anna feels absolutely...................................about
1
what happened; she’s very sorry that she upset
her whole family.
8
2
Joshua was very ...................................... of the
exams.
3
4
Kevin and Mike were in a(n)...................................
5
mood after their team won the cup.
My uncle was tired but really............................... at
“I’m determined to stick to my diet and exercise
6
‘Tve been taking care of myself for a long time
Really, I’m so used to doing things for myself.’
My mum was absolutely.......................... to finally
be given her promotion.
12
“This organisation would collapse without me ’
routine.”
the end of a hard day’s work.
11
“Everything in my life always seems to gc
wrong and it really gets me down.”
• overjoyed • jubilant • content • gleeful
10
“I know it’s a flaw but I have to admit I ofte'
put my own needs before those of others.”
attention his brother got after passing all his
9
“I really don’t want to get up and dance -1 fee
like everyone will stare at me and laugh.”
The garden was full of................................ children
playing and laughing.
>
Grammar in Focus
Fill in the gaps with the correct word. Then put
the verbs in brackets into the correct form.
Idioms
Describing feelings
2
Tamara and Andriana had 1)............................. knowledge (
each other’s existence until they 2)............................ (study) з
universities in Long Island, USA. Suddenly, people Tama
a) Tick (/) the correct column. Then use the
3)......................................... (never/meet) claimed to know be:
idioms to complete the sentences.
The confusion turned to pure astonishment after a frien
4).................... her that he knew someone who looker
5).......................... similar to her that they must be related. P
20
1
be over the moon
2
be down in the dumps
3
hit rock bottom
same height and resembled each other so closely that the
4
be happy go lucky
no 7)............................ had any doubt that they were twin
5
have a face like thunder
Eventually, they found 8)........................ that different fam e
girls finally got 6)................................contact over the Intern
and emailed each other a picture. They were exactly tn
9)
(adopt) them as babies. The g r
10)
(be)
close friends ever since thei
j
Life
Progress^
Check—»
' Reading
You are going to read an article about some
young people who spent time with some
older adults. Choose from the paragraphs A-
G the one which fits each gap (1-6). There is
one extra paragraph.
(A) For the first time, both of them found themselves opening
up about their losses. After telling Zoe how his wife spent
her last year teaching him to cook and clean, Roy burst into
tears, saying, Tve never spoken like this to anyone before.
I’ve just bottled it all up.’
Wry ле all need OLD friends: in a remarkable TV experiment,
-cur -.-oubled youngsters were asked to look after four lonely
ж s oners. What happened surprised them all...
irc - =res Johnny and Trevor share an easy rapport that spills over
- music. Trevor accompanies Johnny as he strums the
—
z_-' .'. hen the session ends, they laugh and chat over a drink.
©Similarly, life had lost its meaning for Zoe Day since the
death of her beloved father from a stroke a few years before.
Zoe, 25, a customer service officer from Winchester in
Hampshire, says, ‘Before this series, I was living a reckless
life, running up credit card bills and just living for the day. I
spotted details of the programme online and thought I would
apply because I wanted a new challenge -1 hated my job.’
was one of four young people chosen to spend a week with
-
■es : ‘ers at a retirement village, for a new TV show that set out to
poeboth generations that their preconceived ideas of each other
.топд. The young people helped the elderly, went on holiday
жг rem and welcomed one into their homes for a week.
©The youngsters each had their own demons to overcome.
Johnny was a bit of a Jack the lad, Zoe a daddy’s girl who’d
gone off the rails since her father’s death, Jace a teenager
who had no contact with his dad, and Estenetia was raised
by a single mother. But what happened as the cameras
jr''
says, ‘When I first walked into the old people’s home, I
rolled astonished everyone.
•rcui'i. "What have I done?” I didn't think I'd last the week. I saw
г
tr the show on the Internet and like everything in my life, I
fcurz it would be a laugh without any real responsibility.’
©‘Instead, over the next week I found myself doing things I
never thought I’d be able to. I helped to wash and bath old
men and women - even though I’d announced beforehand
«
is rounds to check on the residents of Whiteley residential
that I wouldn’t be doing any of that! I saw loneliness and
Johnny came across a grey-haired man sitting on a bench,
frailty that broke my heart, and I learned to talk to old people
щг: tie guitar. Drawn to the music, Johnny introduced himself.
with a kindness and patience I didn’t think I had.’
* a divorce with Parkinson’s disease, welcomed the chance
©Johnny, who works as a fetcher and carrier at a builder’s
yard, says, ‘It sounds corny, but the years just melted away.
I forgot about the age difference. We had so much in
-th
initial meeting, Trevor and Johnny went on holiday together
rz
; Trevor spent a week with Johnny and his parents. Trevor
se.
. ".en Johnny turned up, it was the first time in years that
s-.r- 2 rad played the guitar with me. I like his energy and his love
H- j : - he reminds me of myself when I was younger.’
common. We both love travel and motorbikes, and both play
the guitar - I’m in a band and he used to be in one too.
Everything I dream of doing in my life, Trevor has already
done, so I didn’t tire of hearing his stories.’
© ‘If you start thinking you’re old, you’ll get old. You need to
X bis only when I entered the old people’s home, and faced the
er. week of my life - that all the bottled-up emotions came
■43 :
2 back.’ As Zoe found herself at breaking point, she met
think of yourself as being still young,’ says Trevor. Tve felt
younger by many years just being around Johnny and his
pals. I may limp around a bit, but I don’t half feel like getting
up and dancing.’
JBjee'-old widower Roy Hone - a man who had rarely cried since
etc
-.is wife to cancer some 18 years earlier.
©It’s a formula that has launched many bands on to great
things. But while Johnny is just at the start of his career,
d 1 cried together,’ says Zoe. 'For the first time since losing
Trevor won’t be looking for any record deals, because
■ r. I had met someone who actually understood what grief
Johnny Rowland is just 22, while Trevor Syson is 70. And
e Once we finished filming, I decided to change my life for
incredibly, their friendship was forged by a television
. z .v I take life more seriously. Roy comes to visit and has
experiment.
my friends, my mum and my brother. Thanks to a TV
E~.me, we’ve both found a friend for life.’
(6x4=24)
j
Progress
Check
Listening
Speaking
О Listen and do the task.
Choose the correct response.
You will hear five short extracts in which people are talking about
1
A: What are you going to do
where they live. For questions 1 -5, choose from the list (A-H) the
Saturday?
reason each speaker gives for choosing to live where they are.
A
a calmer existence
В
the need for peace to recuperate
cinema.
Speaker 1
1
2
C
an opportunity too good to refuse
Speaker 2
D
the ease of getting to a workplace
Speaker 3
3
E
a lack of distractions
Speaker 4
4
F
close relations
G
the benefits of familiar surroundings
H
the fast pace of life
Speaker 5
friends.
2
A: Where are you from?
В: a
b
5
3
В: a
b
4
Carla is shy and can be quite tolerant/timid/thoughtless
your free time?
Kevin is so considerate/laid-back/uncompassionate, nothing
b
seems to bother him.
I’m really keen on paintin:
I used to paint when I
was a child.
(4x4=16
This paper requires the signature of the children’s legal
Writing
guardian/descendant/partner.
All of your physical characteristics are dependant on your
Read the rubric and do the
cultural/heritage/genetic mix.
5
I hope to go to university
A: What do you like doing in
B: a
4
I suggest getting
a full-time job.
when she meets new people.
3
I grew up in Manchester
A: What are your plans after
Choose the correct item.
2
I live in London now.
you graduate?
Vocabulary
1
I mostly go out with my
b
(5x4=20)
3
I’m planning to go to tl
B: a
Sue and
writing task.
Laura have a very solid/strained/continuing
friendship; they’ve been through so much together.
^You have received an email from your
(5x2= 10)
English friend.
ШПННВНИВНВВВВНВННВ
Grammar
Now that I’ve got my first job, I’m thinking
П Choose the correct item.
of moving out of my parents’ home and
1
Dana and Kelly would/used to/got used to be very close
getting a flat of my own. I know that you
have been living on your own for a few
when they were young.
years so I thought maybe you can give
2
3
4
5
No one I know is even twice as/half as/not quite as generous
me some advice on things I could do and
as Steve.
what to expect.
Mike is always leaving/always is leaving/always has left
Thanks,
his dirty dishes in the sink!
Sabrina
Zara is talking/was talking/talked to Lucy when Josh
Write your email (220-260 words)
interrupted them.
in reply.
Andy is becoming the more/more and more/ the most sure
of himself every day.
Competences
(20 marks
(5x2=10)
(Total = 10C
QB
Now I can...
Lexical Competence
Reading Competence
•
•
use vocabulary
about relationships,
read an article and match missing
Listening Competence
•
paragraphs to the gaps
Competence
special events
•
family life,
•
personality &
Grammar Competence
Speaking Competence
personal qualities
•
•
answer comprehension questions
present & past tenses, stative
•
Writing
listen to people talking about
do multiple matching exercises
ask for and give personal
verbs, used to/would/be used to/
information about home, family,
get used to, comparisons
daily routine and interests
write informal
letters and
emails
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 25
Pushing boundaries Module 2
A Look into the Future
1
Read the texts and choose the correct word. How do you think
these technological developments are pushing boundaries?
A
We all know about smartphones, but what about
smart bandages? These mini devices are
1) equipped/implemented with tiny electronic
sensors. The bandage communicates through
Wi-Fi with health professionals and can even
release medicine. Researchers expect the
bandages will 2) modernise/revolutionise
healthcare within the next few years.
MODULE OBJECTIVES
▶
Vocabulary
• technological
developments/advances
• robotics
• everyday computing &
gadgets
• idioms (technology)
• phrasal verbs (fall, turn)
• prepositions (technology)
• word formation
▶
C
B
The smart home of the future will be a
learning ecosystem 5) aware/acquainted of
its inhabitants. Residents’ wearable devices
will send information such as body
temperature to a control computer. The
home can then 6) determine/designate
when they are cold and react accordingly.
Such 7) compliant/adaptable environments
will literally care for their occupants.
Reading
• an article about a bionic
man (multiple choice/
comprehension)
▶
Grammar
• future tenses
• degrees of certainty
• it/there
▶
What if we could use our devices without even
touching them? Motion sensor technology
allows users to 3) interact/interrelate with the
virtual world by just moving their hands.
Developers predict that soon most users will be
4) integrating/interfacing with their devices in
a way that is entirely touch-free. Personal
computing will never be the same again!
Listening
• short dialogues (multiple
choice)
▶
Speaking
• making/responding to
suggestions
• comparing and
speculating on pictures
▶
Writing
• a proposal
▶
Language Focus
• words often confused
• collocations
• grammar in focus
▶
Progress Check
Words of wisdom
“One machine can do the
work of fifty ordinary men.
No machine can do the work
of one extraordinary man.”
(Elbert Hubbard)
D
Nanotechnology is the latest buzzword in research and 8) development/
advancement. Scientists are building nanobots that manipulate matter at
the molecular level. These micro-robots will destroy harmful 9) condiments/
contaminants in polluted water, turning it into safe drinking water. It seems
that environmental problems of pollution may 10) cease/terminate to exist
with nanobots.
2
What are some
other technological
developments you expect to
happen in the areas of:
personal computing –
medicine – the environment –
robots – travel – home living
in your lifetime? How will
they impact the world?
23
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 26
2a Reading
1
The pictures show Rex, the
bionic man. Complete the
sentences. Use: pulsating,
implants, prosthetic,
self-regulating, artificial.
1 Rex has advanced ....................
limbs.
2 Rex’s heart pumps ....................
blood throughout his body.
3 Rex has cochlear ....................
in his head, which allow him to
‘hear’ sounds.
4 Rex has a(n) ..........................
pancreas, so his blood sugar
levels do not require monitoring.
5 Rex’s blood circulates through
a network of .........................
arteries, which pump the
blood around.
2
Which of the sentences in Ex. 1
do you think are true about
Rex? Decide in pairs. Then
read the
newspaper
article to
check.
Check these words
• dashing • pulsating • implant
• inquisitive • convey • prosthetics
• sensor • residual • integrated
• metabolism • self-regulating
• commence • neural • elective
• startling
24
How to build
a
Rex the bionic man shows how close technology is to catching
up with – and exceeding – the abilities of the human body.
He cuts a dashing figure, this gentleman:
nearly seven feet tall and possessed of a
pair of striking brown eyes. With a
fondness for Ralph Lauren clothing, rap
music and dining out with friends, Rex is,
line 6 in many ways, an unexceptional chap.
Except that he is, in fact, a real-world
bionic man. Housed within a frame of
state-of-the-art prosthetic limbs is a
functioning heart-lung system, complete
with artificial blood pumping through a
network of pulsating arteries. He has a
bionic spleen to clean the blood, and an
artificial pancreas to keep his blood sugar
at the right level. Behind deep brown
irises are a pair of retinal implants allowing
him to view the inquisitive humans who
meet his gaze. He even has a degree of
artificial intelligence: talk to him, and he’ll
listen (through his cochlear implants),
before using a speech generator to
respond – although, like us, he sometimes
stumbles over his words.
Created by a TV company, DSP , with the
help of robotics experts, the bionic man
was conceived as a response to the
question: how close is bionic technology
to catching up with, and even
exceeding, the capabilities of the human
body? DSP got in touch with Dr Bertolt
Meyer, a charismatic young Swiss
researcher, himself the user of an
advanced prosthetic hand, and invited
him to create a bionic man from scratch.
It’s not the sort of invitation a chap gets
every day, so what made Bertolt agree to
it? ‘My aim was to demonstrate that
prosthetics can, instead of conveying a
sense of loss, pity and awkwardness,
convey a sense of “wow” and
amazement – a positive reaction, if you
will,’ he tells me.
The engineering behind modern
prosthetics is certainly mind-boggling.
They function by placing electrical
sensors directly in contact with the skin.
These sensors pick up the signals
generated by muscular movements in
the residual limb - signals that are then
translated by software into natural,
intuitive movement in the prosthetic
limb.We all know about prosthetic limbs,
even if many of us are not aware of just
how sophisticated they now are. Less
familiar, though, is the idea of bionic
organs. These new fully integrated
artificial body parts are designed to plug
directly into our own metabolism. In
effect, they are not within us, they
become us. Take Rex’s pancreas,
invented by Prof. Joan Taylor. Like a
natural pancreas, this device requires no
conscious monitoring – it is implanted
permanently within the body, potentially
liberating us from the chore of blood
sugar monitoring. It is, Prof. Taylor
hopes, only a few years from general
use. Rex’s kidney is, likewise, a selfregulating artificial organ. It requires only
the power of the body’s own blood
pressure and performs all the functions
of a biological kidney. Clinical trials are
due to commence very soon.
In this future world, will we blur the
boundaries of artificial and natural to an
extent that we have to recalibrate our
definition of self and non-self? That’s
especially pertinent when we consider
the reality of neural prosthetics, such as
the memory chips developed by Dr
Theodore Berger. Many of us are
uncomfortable with the idea of brain
implants, but should we be? And will
broadening our definition of ‘self’ reduce
this discomfort? Bertolt is pleased with
the increasing normalisation, and even
‘coolness’, of prosthetics. But he
expresses caution about the potential for
elective use of such technology. It’s one
thing to use a bionic organ to replace lost
function but would we ever choose to
remove healthy tissue to replace it with a
stronger, better prosthetic? Elective use
would, Bertolt fears, result in market
forces becoming more important than
medical need. In essence, those who can
afford it could build up super-bodies,
with the risk that manufacturers would
then focus on fulfilling those demands,
rather than on less profitable medical
need. What’s certain, though, is that
artificial body parts can already restore
independence in a way never previously
possible.
Rex is a real world example of how much
of our bodies could soon be replaceable.
As an engineering project, he is
unparalleled, and as a symbol of future
humanity, he is startling.
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 27
2a
B how straightforward the technology behind
bionic organs is.
C how bionic organs differ from advanced
prostheses.
D how difficult it is to integrate bionic organs into
the human body.
4 What does the writer imply about brain implants?
A They challenge us to re-evaluate who we are.
B We are right to be uncomfortable with the idea.
C The idea is slowly becoming more acceptable.
D Scientists hold wildly different views on them.
Multiple choice
Quickly read through the text and the question stems
only (not the possible answers). Read the text again
carefully and underline the parts which answer the
questions. Now look at the four options and decide
which one best answers the question. Make sure your
choice is supported in the text and it is not just
generally true. Remember, the correct answer will be
phrased differently than in the text.
3
Read again and, for questions 1-6, choose
the correct answer (A, B, C or D). Give
5 Bertolt is worried that bionic organ manufacturers
will
A not be able to gain the trust of the general public.
B choose financial gain over helping those truly
in need.
C struggle to get the finances to further develop
their technology.
D never fully overcome the extreme challenges
they face.
6 In the final paragraph, the writer implies that the
main purpose of the bionic man is
A to showcase the work of different robotics
companies.
B to prove that technology has exceeded the
human body’s abilities.
C to make people less fearful about artificial body
parts.
D to demonstrate to people what could soon be
achieved.
reasons.
Vocabulary Focus
1 The writer refers to Rex as ‘an unexceptional chap’
in line 6 in order to emphasise
A his abilities.
C his intelligence.
B his humanity.
D his appearance.
2 Why did Bertolt accept the challenge to build Rex?
A He was keen to design an advanced prosthetic
hand.
B He felt it would encourage those who’ve lost
limbs.
C He was keen to see how people would react.
D He wanted to change people’s perceptions.
3 The writer mentions Rex’s pancreas and kidney in
order to illustrate
A how new technology will benefit those who need
prostheses.
Listening & Speaking
Listen and read the text. In groups of 4,
hold a debate about whether bionic limbs
and organs should be used and if the
practice should be elective. Support your
viewpoints with reasons/examples.
4
a) Explain the words in bold. Use your
dictionaries.
b) In pairs, explain the meanings of the
underlined phrases/parts of sentences in the
text.
Text Analysis
5
Answer the questions. Use your own words.
1 To what extent is Rex like a real human?
2 How could the technology used to build Rex
be a cause for concern?
3 How would you suggest prosthetic
technology and bionic organs be used?
Writing
Do you think artificial body parts
should be transplanted into the
human body and should such procedures
be elective? Post your comments to the
newspaper article.
25
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 28
2b Vocabulary
1
Vocabulary from the text
Topic vocabulary
Choose the correct word. Make
a sentence with the other
word.
Research & Technology
3
1 Bionic organs and limbs can
now be fully generated/
integrated into our own bodies.
1 No technology has been able to match radar in its ability to
allocate/detect/conceive/uncover aircraft.
2 The company charges a small fee for the navigation/
innovation/demonstration/installation of a new telephone
line.
2 The trials of the artificial organs
will commence/restore next
year.
3 This setting will automatically retain/renew/refresh/resolve
your screen at set intervals.
3 Scientists expect that bionic
organs will broaden/exceed
the capabilities of natural ones.
4 The research team are trying to develop quieter wind turbines
whose noise isn’t a drawback/detriment/denial/distractor
to local communities.
4 It is hoped that bionic organs
will liberate/remove diabetics
from constant blood sugar
monitoring.
5 Many find the idea of replacing/
recalibrating human organs
with artificial ones startling.
6 The idea of building the bionic
man was conveyed/conceived
by a TV company.
2
b) Match the sentences (1-4) from Ex. 3a to the industry
they are related to.
Energy
4
Communication
Read the sentences and choose the word in bold that
does not mean the same as the others. Use the chosen
word in another sentence.
3 Doctors are trying to establish what facilitated/triggered/
prompted/initiated the patient’s severe headaches.
.................................................................................................
2 Advances in science have
produced ...............................
organs that use the body’s own
blood pressure to work.
4 Many scientists have disputed/contested/refuted/
contradicted the results of his research but not his methods.
.................................................................................................
3 I don't see how this research is
........................... to the idea of
artificial organ transplants.
6 The creators of Rex made a(n)
........................... effort to make
him as human-like as possible.
IT
2 It’s important to adhere to strict guidelines when overseeing/
conducting/carrying out/undertaking research to ensure the
validity of the results.
.................................................................................................
1 The cost of ..............................
surgeries are not covered by
most insurance companies as
they are considered unnecessary.
5 The speed of advances in
Artificial Intelligence in recent
years is just ........................... .
Transportation
1 Scientists have predicted/indicated/hypothesised/
conjectured that we will all be using self-driving cars in the
near future.
.................................................................................................
Fill in: mind-boggling, intuitive,
pertinent, self-regulating, elective,
conscious.
4 Modern bionic limbs move in a
natural, ........................... way.
a) Underline the correct
word.
5
a)
Listen to four people talking about new
technologies. Match the speakers (1-4)
Speaker 1
with the problems (A-D) they believe
Speaker 2
technology can help solve.
Speaker 3
A illiteracy
B disease
C hunger
D air pollution
Speaker 4
b)
Using the ideas from Ex. 5a, discuss with your
partner how technology will be used in the future to
solve the problems of illiteracy, air pollution, disease and
hunger.
26
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 29
2b
Prepositions
Everyday computing & Gadgets
6
Complete the sentences with the verbs in the
list in the correct form. What do the words
mean in everyday context? Make sentences to
show their alternative usage.
9
1 Have you been in contact ............. the client
today about the software upgrade?
• browse • freeze • drag • crash • load
2 I’m not familiar ............. this program.
1 You can use the mouse to ................ the file and
move it into a new folder.
3 I think everyone will benefit ............. the
development of automated cars.
2 My computer just ............. and I lost all my work.
4 This new program scans your PC ......... viruses.
3 The screen .............. and the cursor won’t move.
5 Having WiFi means you don’t have to use cables
to connect your computer ............. the Internet.
4 It takes ages to ................ programs on my
computer because it’s so slow.
5 Jason ................ the Web for hours looking for a
present for his sister and he still hasn’t found one.
7
a)
COLLOCATIONS
Phrasal verbs
10
Fill in the correct word.
1) ........................ chat; 2) ........................ interface;
3) ............................ buff; 4) ............................ call;
5) .................... conferencing; 6) ................... literate
2 I can’t find my smartphone; it must have
..................... out of my pocket! (dropped from)
3 Frank ...................... on his Bluetooth to connect
his wireless headphones to his tablet. (activated)
• download • access
4 Brian knew he could .............................. back
on his Biology degree if he needed to. (rely on)
7) ...................... a file; 8) ...................... your profile;
9) ...................... an application; 10) ......................
the Internet; 11) .............................. an attachment;
12) ........................... a podcast
5 Technology is being developed that will
......................... any surface into a touchscreen!
(transform into)
b) Answer the questions in pairs.
1 What gadgets do you use on a daily basis?
What for?
2 How often do you surf the Internet? Why?
3 Do you know how to: download a file/program?
use a scanner? edit a photo? bookmark a web
page? Choose one and describe the
procedure to the class.
Idioms (related to technology)
Fill in: light years, rocket science, plug, wires
crossed, wavelength. Explain the meaning of
the idioms.
1 Bob and Hilary got their .....................................
and showed up at different times!
2 The design for the self-driving car is ..................
ahead of its time.
3 I don’t know why Sally is finding it so hard to
print that document; it’s not ..........................!
4 Jill and Tony make a good team in Science class
because they are on the same ...................... .
5 I’m afraid our funding has been cut and they’re
pulling the ......................................................
on the research project.
Complete the gaps with fall or turn in the
correct form so they match the synonym in
brackets. Check in Appendix II.
1 Simon .............................. down the job offer at
the software company. (refused)
• video • computer
8
Fill in: for, to, with (x2), from. Check in
Appendix I.
Word formation
11
Read the text. Use the words in capitals to
form a word that fits the gaps (1-8).
Do you want a Robot?
Then get a library card!
It’s a common belief these days that public libraries
are on the verge of extinction with most books now
1) ................................. online. This, however, is not
the case in the city of Chicago. The city has
reinvented its libraries as high-tech hubs with the
2) ................................. of cutting-edge technology
such as 3D printers and laser cutters. The constant
3) .......................................... of workshops on the
various technologies 4) ............................... visitors
to learn to use them. Also, in 5) ..............................
with a search engine company in Chicago, the
public library lends out Finch Robots. These
6) ................................. gadgets, which are shaped
like cute cartoon stingrays, are 7) .........................
easy to operate and teach their users about basic
computer coding. In this way, the library hopes to
bring 8) ......................... technology into the hands
of the public.
ACCESS
INSTALL
AVAILABLE
ABLE
PARTNER
RESIST
RELATE
ACT
27
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 30
2c Grammar in use
Future tenses
1
c) What tense do we use after time words (when, by the
time, until, before, after, etc) to refer to the future? Find an
example in the text, then write two more examples of
your own.
see pp. GR4-GR5
a) Read the text and choose
the correct options.
2
Put the verbs in brackets in the correct future tense.
Justify your answers.
1 A: Look at the time, Sam! We ................................. (be) late!
B: Sorry, I ...................................................... (grab) my coat.
2 A: I can’t believe we’ve finished the research!
B: I know. This time next week, we ........................................
(present) our findings to the board.
The Final Frontier
There’s one TV programme that has captured the
imagination of audiences for generations. The futuristic
technology on the show has inspired scientists for
decades and even seems to have predicted new
inventions. This programme is Star Trek.
Some imaginary gadgets featured on the show that
once seemed utterly impossible now exist. One
example is Doctor McCoy’s hi-tech hypospray, which
he used to give injections without needles. Scientists
have taken this idea a step further by developing a
device which they hope 1) is going to inject/will
inject/will have injected liquids at the speed of
sound, completely painlessly.
It’s incredible to think that in the not-too-distant future,
we 2) will be using/will have been using/are using
many of the fantastic medical gadgets shown in Star
Trek. However, this isn’t the only industry that’s
reaching for the stars.
Star Trek has also inspired space travel. Large
amounts of time, talent and money have been
invested in our dream of following in the footsteps of
Captain Kirk and his crew. Now, all that is paying off
and NASA expects that humans 3) are going to have
visited/will have visited/will have been visiting
other planets by the time we reach the end of the
century.
The 100-Year Starship project also shows how
sci-fi can guide reality. It brings scientists from diverse
fields together with science-fiction writers in order to
solve the problems that prevent intergalactic space
travel. By the end of next year, this project 4) will
have been running/will have run/will be running for
four years, and it’s already changing the way we think
about space travel.
So it seems that Star Trek, with so many groundbreaking ideas, 5) is certainly going to inspire/
will have certainly inspired/will certainly inspire
scientists for many more years to come.
28
b) Identify all the tenses in bold in
Ex. 1a. Explain how we use each.
3 A: ........................................... (Tracey/come) to the Science
Museum tomorrow like we planned?
B: I don’t know. I ....................................................................
(call) her as soon as I ...................................... (finish) work.
4 A: Do you think humans .........................................................
(live) on another planet in a hundred years?
B: I’m not sure, but I think we ................................................
(discover) life on other earth-like planets by then.
5 A: Could you help me with my Science project please, Peter?
B: Well, I’m busy this evening, but I .......................................
(give) you a hand tomorrow.
6 A: ................................................................. (Ted/get) a job in
robotics after his degree?
B: Oh, he’s already got one! By the end of the year, he
........................................... (work) for six months already.
Other future forms
3
see p. GR5
a) Read the sentences in the box. Which phrases are used
to imply the future? What do they mean in your language?
1 Scientists are on the verge of
manufacturing living tissues
using 3D printing.
2 Holly has been studying very
hard, so she is bound to do
well in her exams.
3 The professor is due to give a
presentation on robot nurses
in a few minutes.
4 When your visitors arrive, they
are to sign in at reception.
b) Rewrite the notices/headlines below using the
expressions in Ex. 3a, as in the example.
Dr Robinson is to speak on robot intelligence at 9 pm in the main
auditorium.
1
3
Dr Robinson speaking
on Robot Intelligence
9 pm, Main Auditorium
4
2
5
TOP SCIENTISTS
TO MEET IN ROME
THIS WEEKEND
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 31
2c
Degrees of certainty
4
see
p. GR5
a) Look at the phrases (A-J)
and put them in order of
certainty from the most to the
least likely.
it – there
see p. GR5
5
Find examples of it/there in the text in Ex. 1. How do we
use these structures?
6
a) Insert it or there in the correct place.
1 Mark made clear that he didn’t want anyone to touch his
smartphone.
A I’m positive it will
B There’s no way we will
2 Is any reason we won’t explore the galaxy in the future?
C I’m almost certain
3 I find exciting that science may give humans bionic body parts
in the future!
D It’s unlikely that we will
E I’m fairly sure
4 If is life on other planets, I think we should look for.
F I suppose we
G I doubt if
5 I don’t know if is a chance that we will all have self-driving cars
in the near future.
H It’s possible that
6 I like when the whole family watches a film together.
I
There’s not much chance
b) Rewrite the sentences to make them sound more
natural by using it or there, as in the example.
J I wouldn’t be surprised if we had
b) Replace the words in bold in
the sentences about the future
with synonymous phrases from
the box in Ex. 4a.
1 To go to the lecture about nanotechnology would be interesting.
It would be interesting to go to the lecture about nanotechnology.
2 Experts now think that water exists on Mars.
3 To buy an SLR camera if you don’t know how to use one
is a bad idea.
In fifty years’ time:
1 maybe people will have bionic
bodies. ...........
4 Does this café offer free Internet access?
2 we probably won’t have
transporter technology. ...........
6 A few similarities between sci-fi films and real life now exist.
3 I’m nearly sure people will live
longer. ...........
4 I’m certain we won’t all be
flying spaceships. ...........
5 Robots totally replacing humans seems unlikely.
Key word transformations
7
5 I don’t think we will move to
another planet. ...........
Complete the second sentence so that it means the same
as the first, using the word in capitals. Use between three
and six words.
1 Daniel hates being interrupted by the telephone while he’s
studying. WHEN
Daniel .............................................. him while he’s studying.
6 I’m pretty sure doctors will
have cured many diseases.
...........
2 There’s no way we will be visiting virtual doctors in the next
five years. CERTAIN
7 there’s a chance that we
might be exploring other
planets. ...........
In the next five years, I’m .............................. virtual doctors.
3 I’m certain Andy will win the Young Inventors’ competition.
BOUND
Andy ................................. the Young Inventors’ competition.
8 it’s definitely going to get
hotter. ...........
4 Next month, the company will be celebrating ten years in the
field of robotics. WORKING
By this time next month, the company ...................................
in the field of robotics for ten years.
9 we might have our own robots.
...........
10 I don’t believe that aliens will be
living on Earth. ...........
5 I doubt that Robyn can’t send an email. HARD
I find .................................... that Robyn can’t send an email.
SPEAKING Make
c)
predictions about your future.
Use the phrases in Ex. 4a to tell
the class.
8
Research online about gadgets of the
future. Choose one and say what it would be used for.
Present it to the class.
ICT
SPEAKING
29
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 32
2d Listening skills
Multiple choice – short extracts
Agreeing/Disagreeing with an opinion
Preparing for the task
Read each rubric to get an idea of what you are going to
hear. Then, read the questions and answers, and think
about what you will listen for e.g. specific information,
the speaker’s purpose, feelings, attitudes & opinions, etc.
Remember, information may come from anywhere in the
extract and be paraphrased. Listen carefully to the entire
dialogue before choosing your answers.
1
a) Read the rubric and questions 1 and 2.
Underline the key words. What is each
question asking about?
You hear two people talking about young
children and technology.
1 Both speakers feel that young children
A cannot handle responsibility.
B are well situated to absorb information.
C should be exposed to technology.
2 What do the speakers disagree on?
A Children are too young to learn about
technology.
B Children find it difficult to understand things.
C Children should not be given so much
freedom.
b) Read questions 1 and 2 in Ex. 1a again.
Then read the extract to find what the
speakers agree/disagree on. Now answer
the questions.
Woman: I find it quite disturbing that there are
smartphones on the market aimed at primary school
children. I don’t think it’s good for them to have access
to that kind of smart technology at such a young age.
Man: Oh, I don’t know about that. Technology is such
a big part of our lives these days. I think it’s important
for them to learn about it when they’re young, when
they find it easier to take in what they’re exposed to.
Woman: I’ll go along with that.Young people are more
adept at learning things, but I don’t believe the
freedom and responsibility that goes with having a
mobile is something they should be entrusted with
until they are old enough to understand it.
2
30
Look at the underlined phrases in the extract
in Ex. 1b. Which expresses agreement/
disagreement? Replace them with sentences
from the Useful Language box.
Agreeing
Disagreeing
• You’re absolutely right. • That’s not entirely true/right.
• I’m afraid I must take issue
• I think so too.
with you on that.
• That’s all too true.
• I don’t think so either. • On the contrary, …
• I’m not so sure about that.
3
Listen and for questions 1-6, choose the
answer (A, B or C) which fits best.
Extract one
You hear two teachers talking about a learning
resource.
1 What does the woman suggest is a drawback of
interactive whiteboards?
A They can cause some students to feel isolated.
B They take a little more work to get right.
C They are a major distraction for students.
2 Why does the woman mention the use of calculators?
A to show that the situation is unlike anything
else
B to emphasise the need for change
C to demonstrate her knowledge of the subject
Extract two
You overhear two friends talking about some new
technology in their old school.
3 How does the woman feel about the introduction of
the new technology?
A She never thought it would happen.
B She doesn’t believe there’s a budget for it.
C She thought it should have been done sooner.
4 What does the man think is the main advantage?
A making the school day easier
B increasing motivation
C improving essential skills
Extract three
You hear part of a radio discussion about young
people and the study of science.
5 Both speakers feel that many young people lose
interest in science because
A they don’t find their lessons exciting enough.
B it seems irrelevant to their professional lives.
C they aren’t receiving adequate careers advice.
6 What does the woman feel would best promote
the further study of science?
A visits to schools from science experts
B work experience in science professions
C students working together in classes
4
What could schools do to make
science more interesting? Discuss in groups.
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 33
Speaking skills
Comparing & Speculating on pictures
Making/Responding to suggestions
1
2
Read the first exchange. What is the
dialogue about?
Complete the gaps (1-6) with the phrases: It
might be a good idea to, What are your thoughts,
Have you considered, We could I suppose, I couldn’t
agree with you more, I see what you mean but.
Listen and check.
Angie: Tony, Director Collins has asked for suggestions
on how to raise the profile of the college using
the Internet. 1) .............................................?
Tony: Well, I think the existing website needs
updating. 2) .............................................
improve the web design and include
interviews with current students.
Angie: 3) ............................................. . The website
definitely needs a makeover. Including
interviews with students would show why they
enjoy studying at the college. What about
promoting the college on social networks?
Tony: 4) ............................................. young
people use social media more for socialising
with friends and I’m not that sure they would
pay attention to a college advert.
5) ............................................. creating a
video channel on a video sharing website?
Angie: Hmm. 6) ....................................................... .
How does that work?
Tony: Well, we would upload eye-catching videos
about the college and potential students could
follow the channel to see more videos.
Angie: I see. Let’s write down our ideas and present
them to Director Collins.
3
In pairs act out a similar dialogue using
phrases from the Useful Language box and
the ideas below.
• hold an open day • update prospectus
• run a stall at college fair
Making a suggestion
Inviting a response
• It might be a good idea to • What are your thoughts?
... • Have you considered • What’s your feeling/view
... (-ing) • Why don’t ...
about this? • Any ideas?
Accepting a suggestion/idea
• Great, I hadn’t thought of that. • I couldn’t agree
with you more. • Yes, we could, I guess.
Rejecting a suggestion/idea
• I see what you mean, but ... • That’s a fair point, but ...
2e
Comparing pictures
When you are asked to compare two pictures from a
choice of three, decide on the two pictures you want to
talk about. Make a general comment about the photos
being mainly similar or different. Then compare/contrast
the main points (places, people, feelings) in detail and
speculate about the situations in the pictures.
4
The pictures (A-C) show different ways of
learning. What can you see in each picture?
C
A
B
5
Compare two of the pictures and say:
• How are these technologies used for learning?
• What are the benefits of these ways of learning?
Use the phrases in the Useful Language box
below.
Comparing
• Both pictures are similar as they show ...
• In the first picture ..., whereas in the second one ...
• The most striking difference/similarity between the
two pictures is ... • In a similar way ...
Speculating
• I suppose/imagine/assume that ... • I’m convinced
that ... • I can’t be sure/certain, but ...
6
Listen to Bob doing the task. Compare
his performance to that of your partner.
Assess your partner in terms of: grammar
and vocabulary – discourse management –
pronunciation.
Which way of learning in Ex. 4 is
the most effective? Tell your partner, giving
reasons.
31
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 34
2f
Writing
General introduction
A proposal is a formal, informative piece of writing
which outlines plans and/or suggestions for a future
course of action, and is submitted for approval to a
superior at work, a local council, a college
headmaster, a peer group such as colleagues or club
members, etc.
General outline for proposals
Beginning ▶ state who the proposal is to and
from, the subject and the date
Introduction
Para 1
▶ state purpose & content of proposal
Main body
Paras 2-4 ▶ present each aspect under separate
subheadings
Conclusion
Para 5
▶ summarise the points made in the
main body and if necessary express
your own opinion
Formal style characteristics
• complex sentence structure, (e.g. Presently, the
computer system and most of the other equipment
are incredibly outdated, which is a cause of
frustration for many members of staff.)
• advanced vocabulary (e.g. It is everyone’s
responsibility to protect school property.)
• advanced phrasal verbs (e.g. It is essential we
find ways to bring about improvements.)
• full verb forms (e.g. It is my firm belief that we
should employ a technician to help oversee the
installation of new equipment.)
• formal linking words/phrases (e.g. What is
more, some students have expressed concern about
the lack of school facilities.)
• impersonal tone (e.g. It would be a good idea
to upgrade the computer system in the office.)
• frequent use of passive forms (e.g. Some
available funds could be used to improve the
office environment.)
Understanding the rubric
1
Read the rubric and answer the questions.
The director of the school where you are studying English,
Mr Fraser, has received funding to improve technology
facilities at the school and has invited students to send
him a proposal suggesting how the money should be
spent. In your proposal you must evaluate the school’s
existing facilities, suggest what improvements could be
made and outline the likely benefits for students. Write
your proposal in 220-260 words.
32
1 Who are you and who are you writing to?
2 What is the purpose of your piece of writing?
3 What style should you write in?
2
Proposals
Read the model and fill in the missing
words/phrases in the list.
• as to how • As requested • Finally
• Consequently • I propose • In summary
• In addition • it would be beneficial
• To begin with
To: Mr Fraser, Director
From: Maria Angelo
Subject: Funding to improve technology
Date: 22nd March
A Introduction
1) .............................. , I am submitting this proposal to make
suggestions 2) ...................... funds for improving technology
facilities should be used for maximum benefit to students.
B Classrooms
3) ..............................., the school is lacking up-to-date
technologies in classrooms. Students are unable to access
the latest programs because of the extremely old machines
on site. I believe that 4) ............................... to update all
classrooms with tablets and interactive whiteboards. This way,
students will be able to take notes and do online research and
teachers will be able to use the whiteboards to make the
lessons more interactive and interesting.
C Library
5) ............................... , although the school library has a
number of computers, most of them are outdated. Therefore,
I would strongly recommend the school replace the existing
computers and install a multi-media room in the library. It can
be equipped with new computers, a projector and a large
screen. 6) ............................... , students will be able to
collaborate on shared projects and make audio-visual
presentations there.
D Online platform
7) .............................. , other than a school website, students
do not have additional academic support outside of school
hours. Therefore, 8) ............................... the school creates
an online platform where both teachers and students can
share information about lessons. Teachers, for instance, can
post homework assignments and extra study materials for
students to access. As a result, students can share notes and
collaborate on group projects online.
E Conclusion
9) ............................... , I suggest that the funding should be
used mainly to update technologies in school classrooms and
install a multi-media room in the library as well as create an
online platform accessible by teachers and students. I expect
that this will help maintain students’ interest levels and
enhance learning during their lessons and study time.
3
In pairs, find examples of formal language in
the proposal. Then think of an alternative
heading for each paragraph.
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 35
2f
Useful Expressions/Linkers for
Main Body Paragraphs
To list points: • Firstly/ First of all/ To begin with
• Secondly • Thirdly • Lastly/Finally
To add more points: • In addition/Additionally
• What is more • Furthermore • Also • as well
• too
To provide reason and cause: • because (of)
• as • since • due to • owing to • on account of
To introduce examples/details: • For example/
for instance • In particular/Particularly • such as/
including/namely
To contrast: • however • although • whereas/on
the other hand
To introduce effect/result: • Consequently/
As a result • In this way • This way • In doing so
• Therefore • Thus • For this reason
4
Read the table above. Replace the linkers in
bold in the model in Ex. 2 with other
appropriate ones from the box.
6
a) Read the beginnings (1-2). What do you
think the purpose of each proposal is?
1
To: Mrs Harper, Headteacher
From: Gina Stewart
Subject: Careers fair
Date: 15th January
Introduction
As requested, I am writing this proposal to make
suggestions as to what should be included in a career
fair at the school and how these things will benefit
students.
2
To: Mr Rogers, School Director
From: Kevin Brown, student
Subject: Proposed Lab Improvements
Date: 4th February
Purpose
5
Choose the correct linker. What is each used
for?
1 In this way/What is more, some employees
are concerned about the lack of equipment in
the office.
2 In particular/Although, work is done more
efficiently as users can share applications and
data quickly and easily.
3 Since/To begin with, it is necessary to discuss
how computers have become essential in
classrooms as a learning resource.
4 Therefore/Whereas, students can achieve
instant communication with other class
members with just a click of a mouse.
5 Whereas/As a result, students can experience
a wealth of new learning material online.
6 Productivity in the office is low, owing to/
namely the fact that the company computers
are slow and outdated.
7 Since/In doing so, students will be able to use
the latest technology such as webcams to
interact with students abroad.
8 Although/As the costs for upgrading the office
equipment are fairly high, the future financial
benefits will be considerable.
This is a report compiled in order to evaluate the
school’s existing science laboratory and make
suggestions for improvements in order to provide
maximum benefits to students.
b) Match the beginnings (1-2) to the
endings (A-B). Discuss in pairs what you
might expect to find in the main bodies of
each proposal. What possible headings
might be included?
A Conclusion
To conclude, it is my firm belief that while the existing
laboratory is on the whole in satisfactory condition,
we can further upgrade it by obtaining the latest high
quality supplies and equipment to make science
lessons more interesting and effective for students.
B Recommendations
In summary, by planning well, inviting effective guest
speakers and setting up stands to introduce
students to potential employers, I feel certain that
the fair will be extremely beneficial to the students’
career preparation.
33
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 36
2f
Future & Hypothetical
constructions
Proposals always refer to events that
should, might or will happen. We
mostly use future and hypothetical
constructions:
• future simple tense e.g. By
upgrading the computer system in
the office, we will increase overall
efficiency.
• future continuous tense e.g. As
a result of online advertising, the
company will be reaching
customers all over the world.
• future perfect tense e.g. By creating
an online shop, the company will
have increased its profits by 30% by
the end of the year.
• modals e.g. This should/could/
might result in fewer software bugs.
Certain verbs such as propose, intend,
expect, hope, predict, forecast, look
forward to and anticipate are also
commonly used to suggest the future.
Adjectives are used to make
collocations with a future meaning
e.g. the proposed improvements, the
potential hazards, the future plans,
any foreseeable problems, in the
coming days/weeks, etc
7
Choose the correct words/
phrases.
1 The office should/would install
an online network to back up
documents. As a result, we
anticipate/intend fewer
documents will be lost.
2 I expect the potential/proposed
improvements to the computer
room will be completed/will
have been completed by the
end of the summer. This way
any unforeseen/coming
problems will be avoided at the
beginning of the school year.
3 By creating a website for the
shop, we can look forward to/
propose increased sales in the
future/coming year.
34
4 I suggest/predict the company
should create an online help desk
for clients. Consequently, clients
will receive/will be receiving
faster service in the future.
Style in writing proposals
Always keep in mind who the target reader is. This will influence the
style your proposal will be written in. Avoid using jargon or unnecessarily
complex language.
8
a) Read the two extracts. Which is written in the correct
style? Why?
Technology in schools
Presently, some schools have brought in compulsory tablets for children.
I suggest that all students should be encouraged to use tablets in the
classroom. This way, students not only become computer literate but
also acquire skills needed to enter the workforce.
A
In addition, in order to remedy the information imbalance in textbooks,
I propose they should be replaced with tablets altogether. This will bring
many benefits as students can use the cloud and will not be obliged to
carry textbooks. Thus, they will become computer savvy technistas who
can use mobile operating systems such as iOS. As a result, students’
interest levels and learning experiences will be boosted.
B
b) Read the section of a proposal and replace the
underlined words/phrases with the more
advanced/formal language from the list.
• enable them to grasp the benefits of following a scientific career
• could also entice them to • dynamic science professionals
• An effective method of heightening students’ interest
• As a result, they would gain insight into • placements
Motivating students
1) One great way to get students more interested in
science and technology would be to offer them work
experience 2) jobs with science professionals.
3) This would give them the chance to see the
essential role of scientists in society and 4) help
them realise why it would be good to become a
scientist. Inviting 5) lively and interesting workers into
schools to speak to students 6) would also maybe
make them like science or technology.
9
a) Read the rubric and answer the questions.
Your are studying in an exchange programme at a college in the
UK. The college is planning a Science and Technology week and the
head teacher, Mr Albertson, has asked for proposals suggesting
what kinds of activities should be planned and how they would
benefit the students. Write your proposal in 220-260 words.
1
2
3
4
What is the purpose of your proposal?
Who is the target reader?
What style should you write in?
What information should you include in your proposal?
Leaflet OnScreen C1 INT Mod 2.qxp_Leaflet OnScreen C1 INT Mod 2 2/23/18 5:41 PM Page 37
2f
b) Look at the two plans below. Which plan do you think
is best for the rubric in Ex. 9a? Why?
A
(Para 1)
State why you are
writing the proposal.
(Paras 2-4) Suggest activities
under separate
subheadings indicating
how they would benefit
the students.
(Para 5)
Summarise your ideas.
10
B
(Para 1)
State the problem.
(Paras 2-4) Give examples of past
school activities and say
how they affected
students.
(Para 5)
Suggest a few activities
explaining how they could
benefit the students.
a) Read the headings 1-4. Match them to the details (a-d).
1
Class trips to science museum
2
Science competitions
3
Presentations from professionals
4
Visits to science workplaces
a could invite into classrooms to put subjects in context –
perform ‘shows’ or experiments – highlight fun side of science
b has four floors of interactive exhibits & excellent reviews
c could work in groups to carry out experiments/invent
something, etc
d shadow a professional for a day – question them about their job
b)
Listen to two people discussing the topic in Ex. 9a.
Which of the points in Ex. 10a do they mention?
11
Listen again. What benefits have they mentioned?
Make notes in your notebook.
12
Use the ideas in Exs. 10a & 11, phrases from the Useful
Language box and appropriate linkers to write your
proposal. Follow the correct plan from Ex. 9b.
Useful Language
Introduction
• The purpose/aim/intention of this
proposal is to evaluate/outline/suggest/
present/discuss the future plans/the
intended course of action…
• This proposal is submitted in support
of our request for approval of .../for
permission to ...
• This is a proposal compiled in order to
suggest/present/access/evaluate ...
• As requested, I am submitting/writing
this proposal in order to ...
To make suggestions/recommendations
• I (would) (strongly) suggest/
recommend that ...
• I believe that it would be very beneficial/
helpful/worthwhile to (students) to ...
• Another/A further suggestion/
possibility would be to ...
• It is my (strong) belief that ... would ...
Conclusion
• To conclude/To sum up/In summary/All
in all/In conclusion, our intention is to ...
• The advantage(s) of the approach
proposed would be that ...
• I feel certain/believe that the course of
action proposed above will achieve .../
answer the needs of the ...
• I hope/trust that the plan/scheme
outlined/presented in this proposal
meets with your approval.
Checklist
When you finish your piece of writing, check
that:
• the beginning states who it is to and from
and contains the subject and date
• the proposal presents a clear outline
• appropriate introductory and concluding
paragraphs are used
• the writing is well-organised and coherent
(paragraphs under headings)
• the content is relevant to the task
• all points asked for in the rubric are
included
• the appropriate register & style is used
(advanced/formal)
• there is a range of persuasive language
• grammar and spelling are used accurately
(future and hypothetical constructions)
• there is a range of rich vocabulary
• the target reader is fully informed
CLIL/Culture A p. 149
35
Language
— Knowledge
м
&
Open cloze text
Preparing for the task
Study skills
The missing words in open cloze tasks are commonly pronouns (it, she,
etc), relative pronouns (that, which, etc), artides/determiners (a, much,
all, enough, etc), modal/auxiliary verbs (must, can, be, etc), verb
tenses/forms & conjunctions (however, yet), prepositions (including those
in phrasal verbs) or set phrases (keep an eye on, etc). Pay attention not
only to words before and after the gap, but also the meaning of the
Key word
For questions 1-6, complete
second sentence so that it h
a similar meaning to the first
sentence, using the word
given. You must use between
three and six words including
the word given.
0
Mike wondered if Kevin coi
entire sentence and paragraph. After you have completed the task, read
download the software on I
the text again to check that it is grammatically and logically correct.
own. KNEW
Mike wondered if Kevin km
a)
how to download the softwa
Read the sentences. Underline what types of words
on his own.
are missing in each sentence.
Students spending too mu
1
The factory has changed dramatically with the advances
time online at school has led
.............. technology, (determiner/preposition)
the
2
There are a variety of machines at the factory, several of
restrictions. IMPOSED
..............are solely computer-operated, (pronoun/modal)
Internet restrictions at schc
3
The factory doesn’t have many employees, just a select
imposition
Interr
of
............. .. who oversee the computers, (pronoun/quantifier)
result of students spending ::
Now write the correct word in each gap. Compare
Although there is little eviden
much time online.
b)
your answers with a partner.
that this computer is good, ma
people have started to bu^
LACK
For questions 1-8, read the text below and
Many people have started
think of the word which best fits each
buy this computer in................
gap. There is an example at the
..................................that it is goo:
beginning.
Only when Marvin looked .
from his laptop did he notice '
The March of
the Machines
flight had left. REALISE
Marvin .......................................... -
................................................. his Ha
until he looked up from his lap::
Is your job machine-proof? In recent decades,
Attending the lecture gave “
machines have taken 0) over a lot of jobs,
insight into programming a rob:
particularly in the manufacturing industry. 1)...........................
UNDERSTAND
once people toiled away assembling cars or bottling drinks,
Attending the lecture............. -
you now find fully machine-operated factories. Most likely,
program a robot.
with the latest advances in artificial intelligence, automation
won't be confined just 2)............................ manual jobs in the
Do you think you could exp^
future.
that to me again? POSSIBLE
Is it possible that the entire human workforce is in danger of
Would.............................................
3)........................... replaced by computers and robots?
.................................................. expa
A recent study was carried 4)........................... by a group of researchers at Oxford University
that to me again?
5)........................... aim was to determine the likelihood of different occupations becoming
I had no success in getting _
automated over the coming years. They found that professions based 6)............................ the
software
uniquely human skills of creativity, empathy and social perceptiveness were the safest and the
computer. MANAGE
7)........................... vulnerable to the threat of automation. However, jobs in the telemarketing
and finance industries can easily be done by computers. The researchers concluded that
8)........................... jobs are at high risk of automation. As technology races ahead, focusing
36
6
on creative and social fields of work definitely is a wise choice.
I
needed
for
'
I.........................................................
the software I needed for “
computer.
Language
Knowledge—
Vocabulary
Grammar
| Choose the correct item. Give reasons.
•
Research has proved that......... smartphones can
Choose the correct item. Give reasons.
1
2
3
of creating a touch-free
A
being manufactured poorly
A
on the verge
C
at the edge
В
manufacturing the poor
В
across the line
D
on the horizon
C
poor manufacturing
D
poorly manufactured
2
Terry couldn’t download the document and..........
A
nor do I
C
not me
В
neither did I
D
neither could I
3
Joseph is addicted to his mobile phone and computer.
A
As a result
C In this respect
В
By this means
D With regard to
4
crashed
C to crash
В
crashing
D crash
reception
C
access
В
parameter
D
capability
The new computer software has been designed to
A
upgrade
C
enable
В
optimise
D
sharpen
A high.........of elderly people have mobile phones
nowadays.
tt was a hardware error that made the program..........
A
I have limited......... to the Internet in my hotel.
A
.. battery life.
..... he is like a lot of teenagers.
x
The company is .........
computer.
be dangerous to use.
5
A
partition
C
portion
В
potion
D
proportion
We made changes to the robot to ......... several
problems with its performance.
=
If you......... to go into town, could you pick up the
A
amend
В
enhance
C
rectify
D
revise
new laptop I ordered?
5
A
happened
C
will happen
В
are happening
D
happen
6
There’s a(n)........ problem with the software on your
computer.
What are you going to do........ the technician can’t
A
underlying
C
impending
В
starting
D
founding
fix your computer in time?
A
В
7
supposed
supposing
C
suppose
7
D to suppose
What qualifications ......... in order to become a
8
A
must someone have
C
someone must have
В
must have someone
D
have someone
9
will colonise
devised
C
funded
D
granted
C
are going to colonise
D
will have colonised
mark
В
point
C
position D
spot
To keep the car......... , you need to plug it into a
socket; it runs on electricity.
Many people believe that we......... other planets
В
В
Alexander Graham Bell left his.........on the world of
A
by the end of the next century.
A will be colonised
invested
communication by inventing the telephone.
programmer?
•
The university.........Tim’s robotics project.
A
10
A
dispensing
C
operating
В
executing
D
engaging
Sorry, I can’t save your work because I have.........
memory on my computer.
9
The new smartphone is not......... buying; it has a
A
unsatisfactory
C
insufficient
number of drawbacks.
В
unsuitable
D
incomplete
A worthy
В
worthwhile
C
worth it
D
worth
11
Motion sensor technology allows users to......... with
their devices with just a wave of their hands.
■;
Next month, the inventor .......... a medal for his
A
interface
C
integrate
contributions to technology.
В
interact
D
interrelate
A will have given
В
is to be given
C
is to give
D
has been given
12
The level of air pollution announced by the
government is often.by ecological groups.
*
Never......... that such advanced prosthetics would
A
contradicted
C
facilitated
ever be available!
В
overseen
D
disputed
A
do we imagine
C
are we imagining
В
did we imagine
D
is it imagined
37
Language
——Focus
b)
Technology
1
Fill in the correct form of the words.
out
• conveyed • conceived • compiled • conducted
1
The debuggers............................................. a list of
1
2
The researchers were surprised at how well the
3
The company.............................. the idea for the
4
The marketing department..................................
determine
to
the
best
source
Men.......................... women by far for enrolme"
Many teachers believe the benefits of having
technology
in
the
classroom
*fa
to
way
In
the
introduction
of
their
paper,
th
researchers................ the experiments they
conducted.
advertise the new application.
5
• artificial • fake • false • counterfeit
The standard in the competition was high, bJ
Phil managed to..................everyone with hs
amazing invention.
The robot has a(n)................................. heart that
5
weigh
................ the disadvantages.
demand for more interactive software.
research
line
We used to do all the coding for our website-
digital
new program in response to the growing
4
number
in computer science and engineering courses
robot..................... its programmed feelings.
3
do
ourselves, but now we................... it.
problems they encountered using the software.
2
Fill in with the verb that best completes
each sentence.
pumps blood.
The computer programmer made..........................
6
>
Grammar in Focus
accusations against the software company.
7
Be careful to check the packaging to avoid
Fill in the gaps with the correct word. Then put
purchasing............................ software.
the words in brackets into the correct form.
He used a(n) ..................................
8
ID to gain
access to the company’s mainframe computer.
1).................................. (ever/dream) of being a superhero? E\e
wished you could have a superpower? What superpower would yo
wish for? X-ray vision, the ability 2).............................. (become ■
(
collocations
invisible or the power to transport yourself to any place you want?
) Fill in: make, do, have or be,
then choose five phrases to make sentences
in the blink of an eye? Well, believe 3).......................... or n:t
of your own.
scientists are working on these very issues. Airport scanners сз
already see far 4)........................... detail of what lies Ьепегз
1)........................a long-term impact on us; 2)........................
advances in the field of medicine; 3).........................
a
breakthrough; 4)...........................ground-breaking research;
5)........................ an experiment; 6).........................far-reaching
consequences; 7)..................... an operation; 8)........................
people’s clothing than ever before and it is hoped that a device wh c
5)............................... (use) Wi-Fi signals to track people throug
walls 6)..................................... (prove) useful for finding peop s
trapped in rubble. It has also recently been reported that scientists
well worth studying/visiting, etc; 9)........................... a great
7)........................................ (invent) a basic invisibility cloak wh d
effect/influence on our lives; 10)........................... computer
works 8)................................... bending light around objects. Th ?y
literate
have also produced a teleporter of sorts that sends a scanned obje:
to a receiving 3D printer that reconstructs it. It’s not tm
9)............................ as the teleporter from sci-fi films but it is a ste
Prefix out-
3
a)
Fill in with the noun that best completes
each sentence.
out
in the right direction. Scientists also believe that time travel s
possible. They estimate that in the next twenty years
10)...................................... (gain)
look
come
rage
a definitive understanding of the
break
topic. So, what do you think?
1
2
3
4
Advanced screening technology can detect the
11).................................................
................................................................ of disease.
(we/soon/travel) through time
Thanks to advances in medicine, the...................
and space or leaping tall buildings
......................................... for the future is promising.
in a single bound? A lot of people
There is............................................... in the medical
wouldn’t be surprised 12).............
community about the rising cost of healthcare.
we were.
A variable
such
as the temperature
influence the......................... of an experiment.
38
can
■г
Progress
Cheeky
2
Reading
Read the text and, for questions 1-4,
choose the correct answer (А, В, C or D).
1
What does the writer imply about his mother’s
attitude to her gadgets?
A
She is frustrated by their complexity.
В
She expects a lot from them.
C
She has a tendency to argue with people
D
She believes they can already read her emotions.
because of them.
► jn a recent family outing, my mother and sister got into a
9 /. ng match. But they weren’t mad at each other - they were
e
g at the iPhone’s navigation system. I interrupted to say that
tv
: ’one didn’t understand, or care, that they were upset. ‘Honey,
i ---ow,’my mum replied.‘But it should!’
2
In the third paragraph, the writer is expressing
A
5
•> She had a point. After all, computers and technology are only
В
concern about emotional manipulation.
C
curiosity about technology that reads
же: mi ng smarter, faster and more intuitive. Devices and apps
*
9
anticipate what we need, sometimes even before we realise
:
. -selves. So why shouldn’t we expect them to understand our
•e- -gs? What is more, emotional reactions could be valuable
emotions.
D
3
io
’<ewly developed sensors that use infrared technology to track
4
■ ’eartbeat could eventually allow the gaming industry to create
। eres that can detect when a player’s pulse is racing with
enthusiasm for potential gaming innovations.
Clive Thompson suggests that emotion
recognition may cause us to become
В 3 joints for better design and development. And we could have
I s : jf fun with this technology, too.
I
regret about unimportant technological
advances.
A
deceitful.
В
moody.
C
mistrustful.
D
dependent.
When the writer says that the possibilities of this
technology ‘spiral without limit’ (line 41) he means
15
A
our understanding of it is inadequate.
9 :sment. The possibilities this raises for more immersive,
В
its impact is unmeasurable.
«л- active play are mind-boggling. Games could soon adapt in
1 s : me to players’ physical responses, ramping up the action if
C
the disadvantages are numerous.
D
it will become too complicated to use.
Be aren’t stimulated enough, or tamping it down if it’s too scary.
Itre trying to open up the mind of the players for our designers,’
(4x5=20)
20
9 : me senior director of product planning at one of the top
Vocabulary
ng companies.
2
> E.entually, similar technology is likely to be used fora broader
■= m of applications. Shoppers’ reactions could be tracked while
•я-
are looking at ads or shopping online, in the hope of
25
Fill in: state-of-the-art, artificial, drawback,
demonstration, elective, wavelength, contest,
conduct.
■: a-standing what is or isn’t capturing their interest. But the
I pss oilities go far beyond even this. Tracking our emotional
1
«: mses could allow us to tailor our lives to what’s happening in
2
prosthetics rather than out of necessity.
■r t odies throughout the day. It could allow doctors to monitor their
its in real time and provide more efficient medical treatments,
3
4
—are enormous. ‘We are talking about massive archives of
5
35
equipment.
ж: assion or illness. But perhaps we would all become better at
6
-■ : • "g our emotions if we knew that we were being watched and
9= e . et, but the future starts now.
Matt and Joe are on the same.............................
and can talk about gadgets for hours!
sea ,‘Sed.'
■ end to the myriad applications of such technology. We’re not
The school has just built a(n)..............................
multi-media room with all the latest
:~ers’ moods - so it can raise their fees if they show signs of
x m : lities, good and bad, seem to spiral without limit. There is
A major............................... of the research is the
small size of the study group.
2 : mal data that are really revealing,’the author Clive Thompson
> Once a phone really does understand our emotions, the
Scientists want to........................... experiments
using computer simulations.
' ei But should it be? Of course, concerns surrounding ethics and
z.
The robot has a(n)........................ kidney that
functions like a biological one.
зо
Emotionally intelligent artificial intelligence is clearly on its
a : An insurance company, for example, might want to know its
There is a trend towards.............................use of
7
The company gives a(n)........................... of the
8
The professor decided to................................ the
45
3
2
1
o
8
7
6
product when they install it.
results of the poorly done research.
(8x1=8)
39
Progress
Check
A
5
Listening
C
You will hear two different extracts. For
6
questions 1-4, choose the answer (A, В or C)
will be starting at 7.
There are two questions for each extract.
7
You will hear two colleagues talking about technology.
8
Biology for two years.
A
is confusing for people to use.
В
is worth investing your money in.
C
becomes obsolete almost immediately.
Choose the correct response.
that children are suffering because of
1
technological advancements
A: What’s the matter?
B: a
that the breadth of social media has got out of
b
control
C
2
that children are worse off socially than their
parents
Extract two
3
B: a
We could, I suppose.
b
I see what you mean.
A: It might be an idea to switch your compute-
4
B: a
The man suggests that students help by
b
interviewing new applicants.
В
answering questions about student life.
C
providing detailed information for the website.
4
b
5
I could, I guess.
Have you tried checking for viruses?
OK, I hadn’t thought of that.
A: Why don’t you check the paper hasn’t rur
would not be enough of a change to bring
out?
success.
В
I couldn’t agree more.
A: My screen keeps freezing. It’s so annoying;
B: a
In the woman’s opinion, a refreshed website
A
I can’t sign in. What’s your view?
off and then on again.
advertising strategy.
A
I can’t sign in. Any ideas?
A: I think tablets are good for learning.
You will hear two colleagues talking about a new
3
(8x1=8
Everyday English
What do the speakers disagree on?
В
By the end of this term, Michael will
have been studying/is studying
In the woman’s opinion, new technology
A
Tom is going to buy/buys/will have bought a
new laptop on Saturday.
Extract one
2
That programme about robots is to/is about
to/has to come on, Shane; it will start/starts
which fits best according to what you hear.
1
It appears as/lt says about/lt looks like it s
going to rain today.
B: a
isn’t as important as their social networking
b
I’ll have a look at it for you.
That’s an idea.
(5x4=2C
presence.
C
Writing
could be used in a marketing campaign.
(4x5=20)
_
Grammar
Choose the correct items.
1
Read the rubric and do the writing task.
'You are working at a college in England and the
Kate is due to/bound to/sworn to pass her
director, Mr Harper, wants to raise the college's
profile to attract prospective students. He has askec
exam this time; she’s been studying so hard!
for proposals recommending the best ways to
2
3
4
Bev hopes she ’ll be lecturing/’s going to
achieve this using computers and the Internet. In
lecture/’s lecturing in a year’s time.
your proposal, indicate what information and advice
It seems that/There seems that/lt seems to
you would include and explain how this might attrac
there’s a new person working with James.
prospective students (220-260 words).
(24 marks-
Give me a call around 6; I ’ll finish/’ll have
(Total = 10C
finished/’ll be finishing work by then.
M Competences
Now I can...
Lexical Competence
Reading Competence
•
•
use vocabulary
•
read an article
Listening Competence
about technological
•
complete multiple choice &
•
comprehension exercises
developments,
use it/there
listen to short dialogues
Speaking Competence
•
make and respond to sugge
•
compare and speculate on
and complete 3-option
pictures
robotics, computing
Grammar Competence
multiple choice
Writing Competence
and gadgets
•
exercises
•
use the future tenses
write a proposal
Viden your horizons Module 3
Right, today's tasks! Anna, on
reports. Paul, see client. James,
\ calculate the figures! Go!^
Don't worry. I'll read
the report and make a new
. plan with the team. /
Module Objectives
Vocabulary
office personalities
Don't worry, I finished
the project at home last night!
My career is my top priority.
obs & working life
ob qualities
vocational training
problems at work
There's no need to
exhaust myself. I can
u do it tomorrow! /
prepositions (work)
phrasal verbs (work)
dioms (work)
word formation
Reading
an article about young
entrepreneurs (multiple
Hi, John! Nice^
to see you!. J
matching)
Grammar
I'm doing the report now. I've got JiTT
on the other line giving the figures and
J'm setting up the presentation, too.
nfinitive/-/np forms
ntensifiers
► Listening
•
an interview (4-option
multiple choice)
► Speaking
•
' I'm going to tell
the boss you were
late this morning.x
giving & responding
Great idea,
boss!
to advice
■
negotiating/reaching
an agreement
► Writing
•
a formal/semi-formal
letter/letter to the editor
► Language Focus
•
•
word often confused
Look at the pictures and read what each person says.
Then match each person (1-7) to the office personality
that best describes them (A-G).
idioms related to
education
•
Career satisfaction
Q Listen and say what benefits each person (1-3) says
grammar in focus
► Progress Check
their job offers. Choose from the following: working
environment - salary/wage - level of responsibility -
supervisor - creativity - general job satisfaction - job
recognition - future prospects - collaborative work
Words of wisdom
'boose a job you love and
environment - good job security - extra benefits.
: j will never have to work a
:
yilm.
in your life.
Sjnfucius)
Discuss
What is important for you in a career?
Think about the factors in Ex. 2.
A
the backstabber
В
c
D
E
F
G
the adaptor
the workaholic
the slacker
the multitasker
the delegator
the yes-man
3
Reading
YOUNG ENTERPRENEURS
Making Their Mark
A growing number of Internet-sawy British 20-somethings are starting their own
businesses and forging their own paths in life. Here are a few prime examples...
н
□
РОРРУ DINSEY, Fashion blogger
JAMAL EDWARDS, Founder of an online music chanc
It is 10 am on the first day of London Fashion Week and Poppy
Dinsey has already been photographed four times. ‘I think it’s
the coat,’ she says as yet another fashionista takes a snap of
her canary yellow mackintosh. The coat is just one example of
Dinsey's uncanny ability to channel the latest trends with
consummate ease. In 2010, she launched What I Wore Today
(wiwt.com), a blog that does exactly what it says on the tin.
Dinsey uploads photographs of her chosen outfit on a regular
basis, accompanied by irreverent commentary. The website
has details of where to buy the clothes, and for each sale
directed through her blog, Dinsey gets a percentage. ‘It can be
mentally strenuous at times, always having
Jamal Edwards, founder of SBTV, an online broadcaster of misi
promos, video interviews and impromptu live performances, stare
to think ahead about my wardrobe, but
the channel at the age of 16, after receiving a video camera as 1
that’s part of the job.’ It is, perhaps, an
present. ‘I was filming foxes in my garden. When I uploaded that, I д
improbable career for a woman with a
1,000 views and I was like, “What? Let me just try something else 1
degree in business studies, but
Edwards started filming London rappers freestyling on the stree
Dinsey insists she never liked the
traditional mundane office environment.
The recent recession, Dinsey says,
The performances are raw and often quite gripping. But Edwa^
didn’t want to restrict himself to local unsigned talent. ‘Narrow-min:^
people are like, ‘Ah, he’s filming all these pop stars,’ says Edwarzs
‘But I just shrug my shoulders.’ His attitude appears to be payiJ
has changed young people’s
attitude to spending. ‘There’s a
feeling that there’s nothing to lose
... even though a lot of people are
broke.’ And does she already
know what she will be wearing
tomorrow? ‘Oh yeah. I've got it
all written down.’ she laughs.
Tve turned obsession into
racked up hundreds of thousands subscribers, and he has got an ■
strong team of employees. When I ask him what the downsides an
of being a young boss, Edwards says: ‘It’s a bit daunting telling pec:J
what to do.’ His advice to other young people with similar ambitioi
is to ‘chase your dream, not the competition, because looking at tti
competition will cloud your vision and mess you up in the long run’. In 20'
Jamal was given an MBE by the Queen for his services to music.
a business.’
Look at the title and
off. Edwards says the channel, which profits from advertising, ha
2
Read again and, for questions 1-10, choose from the
subheadings of the texts. Which
people (А-D). Justify your answers.
of these young entrepreneurs
According to the texts, which person
stands out for you and why?
0 Listen and read the text to
find out more about them.
Study Skills
Multiple matching
Read the questions through quickly and
received funding from people close to them?
has started a new business in the same field as their first?
is indifferent to a particular criticism?
has a business as a result of something not making sense?
is not interested in a traditional career?
implies wanting to challenge people’s ingrained attitudes?
warns against something that could set a budding
entrepreneur off track?
XT
to match the underlined words. Then read
has received official recognition of their achievements?
XI
through the questions one by one. Choose the
text which you think matches best. Remember
is unfazed by the lack of financial rewards from their
enterprise?
XI
that the information will be paraphrased.
explains why young people enjoy taking risks?
P°l
underline the key words. Scan the texts,
underlining the parts of the texts which seem
NICKO WILLIAMSON, Founder of Climate Cars
Nicko Williamson’s office is in a state of organised chaos . The shelves are
filled with an assorted jumble of stuff - two smartphones, a financial
newspaper, and a novel which he has yet to read. ‘No time,’ he explains
‘A heavy workload is the nature of entrepreneurship.’ It’s no surprise
that Williamson is run off his feet. In 2007, he launched the
carbon-neutral taxi company, Climate Cars, after graduating in
__
modern history from Bristol University. When he finally sold the
--
company in 2015, the business ran a fleet of more than 100
cars and generated more than £1 m in profit. He had the idea
■y Climate Cars after driving past a garage in Bristol that offered environmentally friendly car conversions. ‘It’s easy
to get stuck in a rut and not see the bigger picture . I always loved cars but felt guilty about loving them,’ admits
I Л iliamson, whose great-grandfather, William Watson, was a racing-car driver. ‘Then I thought: why not make taxis
zreener?’ He sought investment from his family and friends and put together a business plan while writing his
: ssertation. He has already started another taxi company called Bounce. What are his ambitions for the future? ‘To
:row this business into one of the biggest car companies in London.’
Check these words
EDWIN BRONI-MENSAH, Creator of GiveMeTap
• prime • mackintosh • uncanny
rzwin Broni-Mensah, you could argue, is a scholar or a
:lilanthropist whose scheme is either naively idealistic or
liant or both. Either way, as soon as you’ve read about
• launch • strenuous • obsession
• impromptu • restrict • rack up
• daunting • vision • jumble
• entrepreneurship • carbon neutral
■ s idea, you’ll be kicking yourself for not having thought
it. It was through playing squash at university that
• fleet • generate • conversion
• investment • naively • fiver
E-jni-Mensah came up with GiveMeTap. Throughout
• mate • expand
F-_dying for his PhD, sport was his sanctuary, yet something
: zn’t add up: ‘Tap water is free and portable, yet I was
sending a fiver a day on bottled water.’ The concept of
In pairs, explain the meaning
} .eMeTap was born, which works like this: you purchase a
of the highlighted phrases/
blue bottle made from recycled aluminium for a few
:: jnds from his website and take it into any cafe which has
s gned up to the scheme. Your bottle is then filled with tap
iter for free, thus reducing the wastage, helping communities
- Africa install clean water pumps (70% of the profits goes
sentences. You can use your
dictionary.
Text Analysis
: .vards this) and saving you money. It may seem ludicrous to
a) What was each person's
- .est seven years of education into a non-profit scheme. ‘All my friends are
inspiration for starting their
rankers and I’m their poor mate. But it’s my choice.’ he laughs. How did he
business? Explain in your own
-mage to launch the project while also completing his PhD? ‘I follow
:2-kinson’s Law: work expands so as to fill the time available for its
words.
- npletion.’ Broni-Mensah thinks our peculiar obsession with buying plastic
es is little more than cultural conditioning. ‘We’re too proud to ask for
=e water in the same way we feel the need to buy crisps to use a cafe’s
- et,’ he says.
b) Choose the person
in the text that impressed you
most. What is impressive about
him/her? In your opinion, what
is the secret of his/her success?
Vocabulary Focus
Tell the class.
Find the antonyms of the following words in the texts,
then explain the words in bold. Use your dictionary.
Text A:
likely, wealthy
| ICT | Use the Internet to find
information about another
Text B: refined, open-minded
successful young entrepreneur.
Text C: order, loss
Take notes and make a
Text D: immovable, increasing
Speaking
BUW?
presentation to the class.
Writing
What do you think
A young people's business magazine has asked readers to
are the advantages
contribute proposals with innovative business ideas.
and disadvantages of each
Choose one of the ideas from the article or one of your
person's job? Discuss in pairs.
own. The proposal should describe the business, who it is
aimed at and how you would make it successful.
3b
Vocabulary
Topic vocabulary
Jobs & Qualities
Vocabulary from the text
1
Fill in the gaps with: recession,
strenuous, generate, gripping,
a) Match columns A and В to form jobs. Which jobs can
investment.
you see in the pictures (1-2)? Which of the jobs below are
1
manual, administrative, professional?
Most office jobs aren’t physically
............................... ; however
they are mentally tiring.
2
3
4
A
If the new business doesn’t
В
........................... a good profit in
_1_
] tree
a
engineer
the first year, it will not survive.
£
] marketing
The company gave a(n)
b
therapist
] occupational
c
surgeon
................................ presentation
4
] refuse
d
broker
of their latest gadget.
5
] insurance
e
executive
One way to attract
6
] civil
f
collector
...............................for a project
these days is using the Internet
for crowd-funding.
5
The companies that managed to
weather the..................................
are likely to do very well this year.
b) (
speaking
) in pairs, decide which of the adjectives
below are positive and which are negative. Then choose
some of them to describe the jobs in Ex. 4a. Give reasons
2
Fill in: launch, forge, channel,
restrict, expand in the correct form.
1
• gruelling • unpredictable • stressful • secure • rewarding
• hazardous • stimulating • demanding • mind-numbing
Julianne is raising money to
.......................... a new business.
A: Working as a tree surgeon is a very gruelling job.
B: True. They need to have a lot of energy and stamina to do sut
2
Alex doesn’t want to......................
physical work....
sales to only the UK. He’s looking
to move into the EU.
3
4
Tina...................... all her resources
(
collocations
) Complete the spidergrams with words
into an online version of her
from the list. Then, make sentences using them.
shop, hoping to increase sales.
• mate • title • market • load • satisfaction • place
The company is trying to
• prospects • vacancy • station • description
........................... into Asia.
5
Martha left formal studies
hoping to....................her own
path in the music business.
3
Fill in: from, together, off, up (x2).
1
The team is putting......................
a report with the latest sales
figures.
(
2
to be paying....................
add...........................
five of the phrases and make sentences using them.
1
................... promoted
......... self-employed
2
................. on strike
O)
Is something missing? This
proposal just doesn’t seem to
4
......... voluntary work
...................on a short-term
10
....... ......... a pay rise
contract
11
....... ......... flexi-time
4
.................. job security
12
...... ......... on sick leave
newsletter racked.........................
5
...................on maternity leave
13
....... ......... overtime
5000 subscribers.
6
.................. the sack
14
....... ......... on the picket lir
7
...................made redundant
15
....... ......... the nightshift
The website profits.........................
3
advertising.
5
44
Fill in: have, work, get, do, go or be. Choose
CO
3
verb phrases
All of Morgan’s hard work seems
In just a few weeks the
Idioms (related to work)
Discuss in pairs.
Fill in: day, shots, foot, ropes, neck, batteries to
form idioms. What does each idiom mean?
1
What are the benefits of vocational training?
2
Which interests you more, vocational training
Do you have similar idioms in your
or university education? Why?
language?
Prepositions
1
Philip
was
tasked
with
showing
me
the
................. when I first joined the company.
2
10
Choose the correct preposition. Check in
Appendix I.
Taking an entry level job at the company is a
good way to get your................. in the door.
1
It’s very difficult to find a job with/for life.
3
I took a day off to recharge my...............................
2
The bonus will be divided among/through
4
Jim never has anyone breathing down his
5
6
those involved in the project.
..................... or pressuring him at work.
3
My savings go towards/into my tuition.
Good managers plan projects carefully and call
4
What was the reason of/behind her decision?
the................in an office.
5
The number of people enrolling on master’s
degrees is on/at the rise.
It’s getting late so I think we should call it a
................ ; we can wrap up the presentation
6
tomorrow.
After he lost his job, Kevin was on/at the dole
for six months.
Vocational training
Phrasal verbs
Complete the questions with words from
the box. Then answer them. Compare your
11
Fill in: wind, snow, catch, brush in their
correct form. Check in Appendix II.
answers with a partner.
1
• qualifications • on-the-job • position
2
3
4
Do
you think that doing
................................
Julie’s idea of flexitime has really...................... on
with the employees.
Word formation
Do you think taking a college...............................
would enhance your job opportunities?
It’s important to..................... down after a hard
day at work.
Is Vocational Training
Right for You?
2
I’m sorry but I won’t be able to join you for
dinner because I’m............ under with work.
• trade • leadership
1
The company likes its employees to.......................
up on their skills by attending training workshops.
• course • apprentice • technical
12
Read the text. Use the words in capitals to
form a word that fits the gaps (1-8).
training is better than going to university?
3
Are you willing to sit exams to gain
How to learn like a child
.......................... for a job?
4
Would you like to learn a(n)...............................
such as carpentry?
You can’t teach an old dog new tricks’ is a familiar
expression, but new research suggests that it may be
inaccurate. It has long been held that by the time the brain
5
Do you think training as a(n).................................is
a useful way to learn a profession?
6
7
3
reaches 1)................................ it is no longer adept at
Would you be interested in attending a(n)
determining factor in how well people 2)............................
..................... college to learn practical skills?
acquiring new skills is simply finding the time to learn. The
Would you like a responsible...............................
3)................................ of an abundance of free time and
in charge of others?
the lack of 4)............................. barriers allows children
Do you have good .................................. qualities
and do you enjoy delegating?
MATURE
learning new things. However, research suggests that the
to throw themselves 5).............................. into learning
tasks without worries. 6)................................. adults are
HAND
COMBINE
PSYCHOLOGY
ENTHUSE
FORTUNE
inclined to set unrealistic goals and impose strict
7)..........................on themselves, believing perseverance
- ,ou answered Yes to most of the questions, then
: rational training is for you!
ROUTE
will pay off. If adults can get past these obstacles and
display a 8)........................... to let go of their inhibitions,
WILLING
there is no reason why they cannot learn like a child.
45
Зс
Infinitive/-/;?# forms
Grammar in use
^see pp. GR6-GR7
2
a) Complete the exchanges with an
a) Read the newspaper article and put the
infinitive/-/ng form of the verbs in brackets.
verbs in brackets into the correct
1
A: Have you considered............................ (apply'
for that promotion?
B: Well, it will mean ................................ (work)
longer hours, but I think it’s worth it.
2
A: Mark got such a low mark in his test that his
teacher made him............... (redo) it.
B: ......................... (be) honest, I wasn’t expecting
him............................ (pass). He hardly studies
at all.
3
A: Sam’s trying.............................. (find) a summe-
job, but he’s coming up against a lot oi
difficulties.
B: Has he tried............................... (take) his CV to
businesses in person? That might...................
(present) more opportunities.
4
A: What time would you like................................
(have) our meeting about the project?
Training plays a very important part in healthcare professions such as
B: I’m sorry, but I’m busy all day. I mear
*
dentistry, as it provides students with a chance 1)....................... (develop)
...........................(tell) you earlier but I totall.-
their skills in a safe environment before 2)....................... (treat) patients.
forgot!
In the past, dental students could only 3)....................... (practise) their
technique on real teeth, which required lots of replacements and produced
b) Look at item 3 in Ex. 2a. The verb try is
massive amounts of waste. Now, however, thanks to amazing advances in
used with to-infinitive and an -ing form.
technology, a new development promises 4)................................... (allow)
What is the difference in meaning? Write
trainee dentists practical experience without the need for any physical
two sentences with each of the verbs below
materials at all!
to show their difference in meaning. Check
The hapTEL project was developed 5)..................................(create) a new
in the Grammar Reference section.
virtual learning system that includes virtual reality and the sensation of
touch. This extraordinary breakthrough by King’s College London lets
• remember • stop • go on • forget • regret
students 6)....................... (feel) computer generated teeth with a special
virtual drill, as if the tooth was actually there! With these 3D virtual teeth
Remember to hand in your essay before Friday.
students keep 7)........................ (work) on the same item as much as
Do you remember seeing Tony in class today?
they need to. All it takes is a click of a button and new virtual teeth instantly
appear!
Inventions like hapTEL have totally revolutionised 8)...............................
(teach), and the idea has been successful enough 9).............................
(attract) funds from various research councils.
Studies show that students love 10)........................... (use) hapTEL and
many have said that they would definitely prefer 11)........................ (learn)
3
Rewrite the sentences using the verbs in
brackets in the correct form, as in the
example. Check in the Grammar Reference
section.
1
with this new system over traditional methods.
Mike will probably be writing his report tonigh:
(expect)
Mike expects to be writing his report tonight.
b) Which form (to-infinitive, infinitive
without to or -ing) is used in the text:
• after prepositions?
2
(claim)
3
• to express general preference e.g. like/love/hate
• to express a specific preference e.g. would
They will have finished refurbishing the office b.
May. (hope)
4
They are studying hard, (appear)
• as a noun? • after too/enough?
5
He is late for work a lot. (tend)
• after certain verbs e.g. admit, keep?
6
They were running a successful business,
prefer, would love?
(seem)
• after modal verbs?
• after certain verbs e.g. refuse, promise, expect?
• with let/make?
46
Sally says she’s been working since 7 am.
• to express purpose? • after a noun?
7
Liam has missed the train, (appear)
8
Alison has been absent for a long time, (seem
Зс
^speaking) Make sentences about yourself.
Q
a) Read the extract from a report on tuition
Use: can't help, would rather, regret, look
fees. Fill in the gaps in the sentences with
forward to, be thinking of, don't mind, want.
the phrases from the list.
A:
I can’t help feeling anxious before exams.
•
entirely satisfied • extremely challenging
В:
I would rather take business studies at college
•
perfectly obvious • bitterly opposed
than finance.
•
ludicrously expensive
The report into tuition fees
Read the sentences below. Find the mistakes
reveals the situation of
and correct them.
young people in further
education
1
To close the factory will greatly affect jobs in the
area.
to
be
1).................................
The
majority of students
are
Closing the factory will greatly affect jobs in the
2)....................................... to taking on more student debt
area.
in order to cover the cost of tuition. However, there is no doubt
Have a break and taking some time to clear
that councils are struggling and it has become 3)............................
your mind is the best way to find solutions to a
that the local authorities do not have the funds to cover tuition
problem.
for all students. One major issue is that in some local colleges the
3
When Terry heard the joke he burst out laugh.
fees are 4).......................................... Many people do not believe
4
Being self-employed, she is used to have varied
2
that these high costs can be justified and politicians are not
5).......................................with the level of advice being given to
job assignments.
5
It was my fault for not to tell you about the
6
We can’t wait seeing you speak at the London
students concerning debt management.
change to our schedule.
b) Use a dictionary to find one more word
that goes with each of the intensifiers in
exhibition.
7
Ex. 7a. Make a sentence using each.
Scott is discouraged by not have the resources
entirely sure - Ken isn’t entirely sure that he has
that he needs to finish his project.
8
chosen the right career.
In my new job, I miss not being able to travelling
to other countries like I used to.
ntensifiers
Key word transformations
see p. GR7
8
Complete the second sentence so that it
means the same as the first, using the word
a) Read the text in Ex. 1 and find three
in capitals. Use between three and six words.
ntensifiers. Check in the Grammar
Reference section.
1
The meeting was moved to the following week
so I
b। Choose the correct word. Give reasons.
*
2
The meeting was moved to the following week
manager.
so I needn’t....................................................................
...................................................... prepared properly.
Progress on the project is being made
particularly/completely slowly; it’s unlikely
2
UNDERSTAND
Andy is really/very furious that he was unfairly
Attending the conference.........................................
5
...................... use new methods and techniques.
Tim was very/completely speechless when he
neard he had been offered the job.
3
Among Jack’s team, very...........................................
*
..................................... the new software package.
Ellen was fortunate enough to get an utterly/
extremely good job in the city.
Thank goodness that Milly found a solution to
our problem; she’s a(n) really/absolute genius,
-is IT skills have greatly/extremely improved
since he completed the training course.
Hardly any people on Jack’s team are familiar
with the new software package. HEARD
Greg was bitterly/gravely disappointed not to
get the job.
z
Attending the conference gave me an insight
into using new methods and techniques.
blamed for the mistake at work.
-
hadn’t
James is a greatly/very competent office
that the team will meet its deadline.
3
had worried needlessly that I
prepared properly. ABOUT
4
Karen made a mistake when she decided to
announce the meeting before she confirmed
the room booking first. WITHOUT
Karen’s decision............................................................
the room booking first was a mistake.
47
3d
Listening skills
Multiple choice
3
CYou will hear an interview with a your:
woman talking about a job exchange.
Preparing for the task
For questions 1-6, choose the correct ansv.?
study Skills
(А, В, C or D) which fits best according to
Read the questions and options before you listen but,
what you hear.
while listening, concentrate on the question rather than
the options. Decide what you are being asked to listen
1
What was Jessica’s main motivation for going □
for e.g. the speaker's attitude, opinion, purpose, feeling or
the exchange programme?
detail, gist, etc. Look for words/phrases that indicate the
A
to grow her skill set
focus of the questions. Then, look for words/grammar
В
to experience a new role
structures in the options:
C
to develop her position
• reporting verbs (e.g. admits, says, etc)
D
to fulfil a long-held ambition
• adjectives or adverbs describing attitudes or feelings
(e.g. surprised, upset, etc)
2
When Jessica initially joined her new working
environment she felt
• the infinitive to show purpose (e.g. to show, to develop,
etc)
• words reporting opinions (e.g. implies, maintains, etc)
• degrees of certainty (e.g. too, far more, etc)
These will help you answer the questions.
3
A
surprised by how easily she fit in.
В
frustrated by how much she had to learn.
C
determined to learn quickly and work hard.
D
overwhelmed by the new working practices.
What did Jessica see as the main benefit of
a) Read the question. What does it ask for?
organising a promotional event?
the speaker's opinion? purpose? attitude?
A
It was a welcome change from her usual kinc
of work.
What words helped you decide?
В
Most of the work was not office-based.
What was speaker B’s main incentive for
C
It helped her to build her leadership skills.
moving overseas?
D
She witnessed first-hand how valuable her
efforts were.
b) Read the extract. Use the underlined
4
phrases to answer the question in Ex. 1a.
When asked about having housemates, Jessica
reveals that
A
A: So, what made you up sticks and move to a new
she feels spending time with them had a
number of benefits.
country?
В
B: Well, to be honest, I know a lot of people are going
it helped her get over her loneliness when she
first arrived.
abroad to find work these days and are attracted to
the prospect of learning about a different culture
C
she has been lucky that they can help her in
D
they are her source of information about the
her field of work.
and perhaps improving their language skills but, in
all honesty, I was just looking for a new challenge.
local area.
c) Read options (А-D) and underline the key
5
satisfying aspect of her experience?
words. Which is closest to your answer in
Ex. 1b? Why might the other options be
confusing?
A
to find a job
В
to learn a new language
C
to try something different
D
to experience a new culture
a) Look at the questions 1-6 in Ex. 3. Which
In Jessica’s opinion, what has been the most
6
A
improving her language skills
В
discovering her strengths
C
contributing to the solution of problems
D
experiencing independence for the first time
Jessica believes that young people should
A
stop worrying about achieving success.
В
aim to be better than everyone else.
C
accept an invitation to spend time abroad.
D
make the most of life’s opportunities.
asks for the speaker's attitude, opinion,
feeling and purpose?
b) Read the options and circle the words
on a job exchange abroad be? Discuss with
that will help you answer the questions as
your partner.
you listen.
48
What could the benefits of going
Speaking skills
Collaborative task
Negotiating/Reaching an agreement
Giving/Responding to advice
Fl a) Read the phrases in the box. Which give
advice?
STUDY SKILLS
• it’s worth a try • have you tried • I’ll give it a go
• why don’t you • if I were you
Negotiating/Reaching an agreement
Read the question and the list of options. Make sure you
discuss each of the options with your partner. Listen
b) Complete the gaps (1-5) with the phrases
in Ex. 1a.
carefully to what your partner says and respond. You do
not have to agree.
О Listen and check, then read out the
dialogue in pairs.
a) Read the question and the written
prompts below, then use the Useful
_sah:
e:
Hey, Jake. Any luck finding a job yet?
Language box and the ideas below to
No, and I’m starting to wonder if I’m wasting
discuss what students could learn by
my time. All that effort and I’ve got nothing
working in each of these places. You can
to show for it.
_=ah:
add your own ideas as well.
1)................................................. sending your CV to
prospective employers online?
_>e:
I have, but I haven’t had any responses.
_=en:
That’s a shame. 2).................................................
contact an employment agency for some
help?
_. • e:
Do they still exist? I thought the Internet
had made them obsolete. I suppose
3)................................. . as you said.
Absolutely, and they can help you make your
j -
CV
more
attractive
and
coach
you
• The way I see it... • My feeling is ...
That would be good. Interviews always make
jBtir
me
nervous.
OK.
• I definitely think ... • Personally I think ...
4).........................
.....................................to see if it helps.
Ьве
Expressing your opinion
in
interview techniques.
Agreeing/Disagreeing
• I definitely agree • That’s exactly what I think
They might also be able to tell you about
• That’s true/correct • I’m afraid I disagree/have to
positions you hadn’t thought of. 5)....................
differ/don’t go along with that • I see what you
........................................ I’d make an appointment
mean but I still think ... • You’re wrong there ... .
as soon as possible.
That’s a great idea. Thanks, Leah. You’re a star!
• We’ll have to agree to differ/disagree
Zoo: • learn about animals and their upkeep
• learn about endangered species and their needs
I
~agine you are having difficulty organising
Factory: • learn how automated production works
»our study time. Use Ex. 1 and the Useful
• learn a variety of tasks
_anguage box to act out a similar dialogue
Bakery kitchen: • learn how to work under pressure
• learn to work to high standards & show attention to
< . th your partner.
detail
bving advice
r e in your
Responding to advice
• That’s a thought/an idea.
I’ll give it a go/try.
- s d ... • Have
7 er) thought
• I hadn’t thought of that.
I
x г ns dered/tried
- -ing) •••?
p-
» acout...
- -ing)...?
: :Tt you ...?
■Bar t ~ d be a
I jc
ceato ...
Office: • learn useful IT skills • learn to adapt to
different roles
Clothes shop: • learn to deal with customers/
develop social skills • learn to handle money
It’s worth a try
b) (? Now listen to a pair of students doing
• That’s a good/great idea.
• That’s easier said than done
the speaking task in Ex. 3a. How does it
• That’s all very well, but...
compare to your answer?
• I’m not sure that could work
• Well, you have a point, but... /
I appreciate your advice, but...
4
Which experience would have the greatest
benefit for students? Discuss.
49
3f
Writing
General introduction
Semi-formal letters/emails are sent to people you
Semi-formal/formal letters/emails
Match the informal phrases (1-10) to their
formal equivalents (a-j).
do not know very well or when you want to be
more polite and respectful (e.g. a pen-friend's
parents, a boss, a teacher, etc.) For this reason they
are written in a more polite tone than informal
letters.
Formal letters/emails are sent to people in an
official position or people you do not know very
well. (e.g. director of studies, personnel manager,
newspaper editor, local council, etc). They are written
in a formal style with a polite, impersonal tone.
General outline for letters/emails
greeting
Para 1
► opening remarks, reasons
for writing
Paras 2 & 3
► development of topics
Para 4
► closing remarks
sign off
Register
Semi-Formal Style
Greeting: Dear + Mr/Mrs/Ms person's surname, (if
you are better acquainted with the recipient, you
could use just their first name)
Informal
m
m
m
ш
I can’t wait to
Formal
Please sort this
that you ...
meeting you.
c
d
about...
ш
m
m
m
m
IWI
It’s too bad
e
Please accept my
sincere apologies.
I am writing in regards
f
everything.
If you need
Your help was highly
appreciated.
I can’t come.
Thanks for
Unfortunately, I will be
unable to attend.
I just wanted to
drop you a line
I look forward to
b
out quickly.
I’m really sorry.
I would recommend
a
meet you.
to ...
I would appreciate
g
anything else,...
your immediate
I think you
attention in this matte'
should ...
h
Best wishes,
Feel free to call
Do not hesitate to
contact me.
i
If there is anything
else you would like to
me.
• polite respectful tone e.g. I was wondering if you
know, ...
had... (instead of: Do you have)
j
• use of less colloquial language e.g. Thank you
Yours sincerely,/
Yours faithfully,
so much for your letter, (instead of: Thanks a
million for your letter.)
• less frequent use of short verb forms, linking
words, phrasal verbs e.g. I am writing to request
information about... (instead of: I'm writing to ask
Which style (informal, semi-formal or formal)
for information about...)
would you use for a letter/email to:
Sign off: Regards/Kind regards
(your full name)
1
the managing director of the Boston branch :
your company?
Formal Style
2
Greeting: Dear Sir/Madam, - Dear + Mr/Ms surname,
company next year?
• serious impersonal style e.g. / would like to
congratulate you on your promotion, (instead of:
a student spending a ‘year in industry’ with yo.
3
a colleague bringing a team to visit yo_
company from another branch?
I'd like...)
• advanced vocabulary e.g. I am writing to
4
enquire whether... (instead of: I want to ask if...)
• no colloquial English e.g. Please keep me informed
your pen-friend, who will be spending a yes
working in your country?
5
of any further developments, (instead of: Please
the editor of a newspaper, expressing yo.
disapproval of a previously published article"
keep me posted about what's happening.)
• frequent use of passive voice e.g. I can be
6
promotion?
contacted... (instead of: you can call me.)
• formal linking words/phrases (consequently,
7
however, therefore, etc) e.g. / have worked as an
English teacher for five years and therefore have
experience of working with children.
Sign off: Yours faithfully, (when you do not know
the name of the recipient)/Yours sincerely, (when
you know the name of the recipient)
(your full name)
50
—
a relative, congratulating them on a job
the editor of a magazine, to discuss a proble'
and suggest solutions?
8
your friend’s parents, to thank them for the
hospitality?
Semi-formal letters/emails
| Match the beginnings to the endings.
Register
b) Read the model that answers the rubric
in Ex 4a. The underlined phrases (1-8) are in
le-ginnings
the wrong register. Replace them with their
correct semi-formal equivalents (a-h).
| Dear Mr Rogers,
lam writing on behalf of the students of Class ЗА
to thank you for coming to our school to give the talk
on the importance of health and fitness.
Dear Mrs Johan,
-
— Thank you for your email regarding the Young
Writers’ Competition. I’d definitely like to take part.
Dear Mrs Margarita,
1) I thought I’d drop you a line to let you know that I
arrived home safe and sound and to thank you for your
hospitality.
I was wondering if you could send me some more
information about the competition.
2) It was good of you to put me up at your house. Your
family is wonderful and I couldn’t have felt more at
Dear Mrs Walters,
3
—' Terry and I are planning a surprise birthday party for
home. 3) Thanks for spending your free time with me
and showing me all the sights in city. My time in
Amy and we would like to invite you and your
husband. The party will be held on Saturday, 8th
May from 8 pm.
Madrid was amazing. I also want to thank you for
helping me practise Spanish and teaching me new
phrases and expressions during my stay. My Spanish
6-c ngs
has really improved.
T "-ank you once again. I look forward to hearing from
I
JOU•
4) Now, about the job exchange, 5) it was great of you
to introduce me to all your wonderful colleagues.
nd regards,
fendy Lee
Everyone made me feel welcome. I feel that I have
gained valuable knowledge shadowing the sales
T -ope that you are both able to come. You can contact
" -e by telephone on 0207 881 8213.
-d regards,
•
V =rk Adams
manager at the company, which really gave me handson experience. I truly believe the job exchange will
improve my CV and future job prospects.
6) Thanks again for your generosity. It is something I
“ Zrce again, thank you very much for taking the time to
will never forget. In exchange, I would like to invite you
" :: me and talk to us.
to my home in London and show you around my
Regards,
)
? oa White
favourite places. 7) Can’t wait to hear from you.
8) Love,
Rubric analysis
Maggie Smith
=) Read the rubric and underline the key
.vords. Then answer the questions.
tz. spent two months doing a summer job exchange
r Vadrid, Spain. You stayed at a colleague's house
lal I It was very kind of you to have me as a guest
I am writing
■ur --at period of time. Write a letter thanking them
-zr :neir hospitality and explaining how much you
e
: ed your stay and job experience. Write your
e—.er (220-260 words).
1
Who is going to read your letter?
2
Why are you writing it?
3
What style will you write in?
|°| I I look forward to hearing from you
Ш
As far as the job exchange is concerned,
Iе! I Thank you once more
uo I’m very grateful to you for introducing me
so Kind regards,
m I can’t tell you how much I appreciated you
4 How many main body paragraphs will you
include in your letter? What will each be about?
51
3f
Formal letters/emails
5
Letters to the editor
a) Read the rubric. What style should the
Letters to the editor/authorities are written to express
email be written in? How many paragraphs
your opinion about a topic that is of interest to th!
should the main body have? What points
should be included?
general public and may appear in an editorial, an art :a
in a newspaper/magazine or in an announcement by th!
local council.
You work for an international company as a
human resource officer. The manager has
asked for your opinion whether or not the
company should consider Mr. Stevens, the
marketing assistant, for promotion. Write an
email to the manager, stating his good points
explaining his weaknesses and saying whether
you recommend him or not (220-260 words).
Read the rubric, then the model. Does it
answer the points raised in the rubric?
лУои read this extract from an article in an
English language newspaper.
Have job fairs become obsolete? According to II
some experts, job fairs are dead. With recruiters
now favouring online applications, job fairs are
b) Read the model and underline the correct
becoming a waste of time.
phrases. What is each paragraph about?
You disagree with the negative opinions expresses
••oo
by the journalist, and decide to write a letter ::
O Q
Dear 1) Mr McCaskill/Manager,
the editor, explaining your views on the poirz
raised in the article and giving reasons for yc<
opinions. Write your letter of 220-260 words.
A 2) Like you asked me/As per your request, I am writing
3) with regards to/about Mr Stevens’ eligibility for promotion.
В
Mr Stevens has been employed as an assistant in the
Marketing Department of the company for three years. 4) While
he’s been here/During that time he has demonstrated 5) lots of
good things/а variety of skills which have made him a
6) likeable/key member of the marketing team. Additionally, his
7) enthusiasm for the work is evident/love of the job is clear and
he has put his skills to work on many occasions to see a project
to its successful conclusion. 8) Plus/Moreover, Mr Stevens has
shown himself to be a positive team player and always
Dear Sir/Madam,
I am writing with regard to the article about job fa 1
becoming obsolete that was published in yesterd:- I
edition of your newspaper. I strongly disagree with ti
points that have been raised in it.
Firstly, job fairs offer candidates a chance to meet poter .J
employers face-to-face, which is not possible when э
enter the online market for a job search. Face-to-faa
interactions allow employers to assess the candidate!
9) collaborates effectively/gets on well with his colleagues.
personality as well as experience and job skills. As a res.;
C 10) But/However, Mr Stevens can be somewhat impatient and
candidates increase their chances of getting a job inter. e i
he has been known to overreact under stress 11) on occasion/
Secondly, in the case of job fairs, the candidates' resur-e
sometimes. He also has a tendency to dwell on projects and
are promptly assessed by prospective employers at the1
This way, there is an immediate response to the job seadi
become fixated on details, which can slow down project delivery
at times. 12) Despite these issues/Even though he has problems,
Mr Stevens is always positive, with good intentions, and has the
overall success of the project in mind.
which does not occur when you apply for a job online
Therefore, candidates are able to improve their resund
based on employers' feedback.
D 13) All points considered/AII in all, I believe Mr Stevens to
Lastly, job fairs are a good opportunity for candidates a
be 14) an ideal candidate/a good person for promotion. His
build their self-confidence with company recruiters. Fzi
knowledge of the industry, experience with the company and
instance, interacting with managers via the informd
obvious skills outweigh any weaknesses he may have and I would
setting of the fair helps to facilitate networking in a m: 'd
definitely 15) recommend/go for him.
casual environment. Consequently, candidates will
16) All the best/Yours sincerely,
more at ease at the actual interview and so will make a
Frank Adams
good impression.
To sum up, I feel that job fairs are extremely productive
js
they allow candidates to meet potential employers, rece-^
feedback on their resumes and build their confidence з
in one setting. I look forward to reading others' opin s'd
on this issue.
Yours faithfully,
52
Mary Harper
Useful Language
I a) Read the rubric and underline the key words. Then
и answer the questions.
Opening comments
•
You are exchanging jobs for a year with Jack Sanders, a
I am writing in response to/with
regard to/concerning ...
colleague from the New York branch of your company. Write
•
I am writing to express my views on ...
him an email explaining what your present job involves and
•
Following your recent letter/email...
stating the issues he needs to deal with on arrival, as well as
•
Regarding your request for...
making suggestions to help him settle in quickly.
Expressing opinion
Write your email (220-260 words).
•
In my opinion,.... I (do not)
think/believe/feel...
Who are you and who are you writing
•
I am (totally) opposed to/in favour of...
to?
•
I strongly agree/disagree with ....
2
What style will you write in and why?
Listing points
3
What greeting/ending will you use and
1
why?
A
В
Firstly, • To start with, • In the first
•
place, • Secondly, • Finally/Lastly,...
Adding points
Dear Jack Sanders,
•
In addition, • Furthermore, • Moreover,
Yours faithfully,
•
What is more,
Dear Mr Sanders,
Giving examples
Kind regards,
•
Forexample/For instance, • In particular,
Presenting results
C
Dear Jack,
Take care,
Which points should you include?
4
•
•
a job description • preparations for the job
summary of work experience • advice and suggestions
•
Consequently, • Therefore, • As a result,
•
This means that.... • This way/That way,
Summarising
•
In conclusion, • In summary,
•
All points considered, • To sum up,
Closing comments
Thank you for considering my views.
•
b) Read the rubric and underline the key words. Then
•
answer the questions.
You read this extract from an article in an English language
I hope you take my views into account
... • I feel that...
•
Please do not hesitate to contact me...
•
I look forward to hearing from ...
newspaper.
Do employment agencies have a future? Some experts believe
that employment agencies are in decline. With job seekers now
25 Checklist
turning to job boards and social networking, employment
agencies have become a waste of time.
When you finish your piece of writing,
check that:
•'ou disagree with the negative opinions expressed by the
•
journalist and decide to write a letter to the editor explaining
.our views on the points raised in the article and giving reasons
•
for your opinions. Write your letter of 220-260 words.
Who are you and who are you writing to?
2
What style will you write in and why?
3
What greeting/ending will you use and why?
-
Which points should you include? Decide in pairs.
appropriate opening and closing
remarks are used
•
•
all the points asked for in the rubric are
included (content)
the paragraphs are well-connected
(organisation)
•
there is a variety of suitable linking
words to connect ideas
•
the appropriate style (formal/
semi-formal) is used (register)
Work in pairs. Each choose one of the rubrics in Ex 7. Write
.our letter/email. Use phrases from the Useful Language
•
•
2ox and appropriate linkers to start/end your piece of
.•.riting.
grammar and spelling is used
accurately (language accuracy)
there is a range of rich vocabulary
(language range)
•
the target reader is fully informed
(communicative achievement)
Swap papers. Evaluate your partner's piece of writing.
Jse the Checklist.
__
Language
Knowledge
**
w
Word formation
For questions 1-6, complete th
second sentence so that it has
Study skills
similar meaning to the first
Read the text to get the general meaning. Read it again and decide what
part of speech is missing from each gap. Think of appropriate suffixes/
prefixes and other changes to form new words to complete the gaps. Be
aware that some of the words might require more than one change. The
text will also include at least one word that requires a negative change.
When you finish, read the whole text to see if it makes sense.
sentence, using the word give
You must use between three
and six words. There is an
example at the beginning (0).
0
All things considered, John
do too badly in his exams.
Preparing for the task
ACCOUNT
a) Which of these suffixes/prefixes can be used to form:
Taking all things into accou'
nouns? adjectives? verbs? adverbs? negatives?
John didn’t do too badly on "
exams.
-ment
im-
-асу
-ful
un-
-able
in-
-ise
-ly
William didn’t mind Layla usr
his computer when he was о
b) Read the sentences and decide which type of word is
of the office. OBJECTION
missing.
1
2
William ...........................................
I believe the findings of this report are full of....................................
................................. Layla using "
and should be verified by further investigation. ACCURATE
computer when he was out
the building. MODERN
3
the office.
Management have decided to................................... the facilities in
2
He..............................................told us that his application had been
impossible to park. WORTH
unsuccessful. REGRET
4
It’s...................................................
Joyce made a number of......................................... to my design.
the
IMPROVE
5
We shouldn’t take the car to
the city centre because it’s
car
to
the
city
cer:
because it’s impossible to pa'
Steven is somewhat.............................. and cannot be trusted to
Miscommunication and the la
finish projects on time. RELY
of a clear plan were respons :
for the project being delayec
c) Use the suffixes/prefixes in Ex. 1a and the word given
CAUSED
in capitals to complete the sentences in Ex. 1b. Which
The delay of the project .......
ones require two changes to complete the sentence?
Which are negative?
and the lack of a clear plan.
Eric wished he had follov.
Use the word given in capitals to form a word that fits in
Michael’s
the gap. There is an example at the beginning (0).
preparing for his job interviev
suggestions
wN
DOING
rE treme
In today’s 0) competitive market, job hunters are finding that, to attract
the attention of 1)..................................... employers, they have to be
extremely creative. 2)......................................... the more innovative the
Eric regretted...............................
COMPETE
PROSPECT
SURPRISE
EXPOSE
audience. One 6).................................. advertising executive did just that
SUIT
PUBLIC
EMPLOY
work over the summer before
After a few weeks of follov.'
your new schedule, you won’t *
'
it strange to wake up early. GE"
by buying adverts that appeared when certain company directors
searched for themselves online. Of course, not all job 7)..........................
before. OCCURRED
.......................................... volunta
Scanning it with a mobile phone resulted in the appearance of a video
choose to 5)..................................... yourself, it’s important to target your
He had never thought of de '
It had never ............................... .
Another applicant incorporated a QR code on the back of his CV.
of him talking about his 4).................................... for the job. However you
preparing for his job interviev
5
voluntary work over the sumn
ideas, the greater the impact. For instance, one recent graduate tried
to gain 3)................................... by renting a hoarding to advertise himself.
.................................................. whs
SEEK
You’ll................................................
have to show such ingenuity when searching for work, though it will
undoubtedly 8)..................................... your chances of success.
54
STRONG
after a few weeks of follow
your new schedule.
Language
Knowledge
m
3
Grammar
В
| Choose the correct item. Give reasons.
-
An inspiring boss, Mr Jones..........the best in his
1
:
brings across
C
brings over
A
demonstrative
C
uniform
В
brings up
D
brings out
В
monotonous
D
level
Since he’s been doing it for years, Ned......... public
2
paid off.
A
would take
C
is used to take
A
В
used to take
D
is used to taking
3
although
В
C even
despite
D
because
The morning’s delays......... by a tree that fell on the
*
A
caused
C
had caused
В
was being caused
D
were caused
4
5
hazard
A
opposites
C associates
В
contestants
D rivals
remembrance
C recollection
В
reminder
D memento
Tara maintained her.........in the face of numerous
composure
C
stability
ease
D
repose
over
C
on
D
under
<Ve have filled the vacancy and are......... hiring.
6
A
not longest
C
no longer
В
not longer
D
not the longer
risk
I’ll send Bill a......... about this afternoon’s meeting.
A
В
В
D
The two companies have been.........for years and
A
below
Liam tried to......... his enthusiasm for the project to
the investors.
C transmit
A transform
By the time I finish this presentation, I .......... for
В
7
transport
D
transfer
The small family-run business eventually.........into
A
will be working
В
am going to be working
a massive company with offices across the country.
C
have been working
A
revolved
C
evolved
D will have been working
В
resolved
D
dissolved
_ack had no choice......... new design software when
8
but learning
C
but to learn
A
uncommon
C
unconventional
D
but also learn
В
unaccustomed
D
unfamiliar
. e used the new finance interface; what a remarkable
9
it is
В
C there is
is it
Zoe apologised for......
Angela believes that innovation is likely to become
a.. resource in the industry unless companies
p ece of software.. !
A
The guest speaker is well known for his somewhat
.. views on the state of world economy.
В to learn
D
encourage original ideas.
is that
A
her monthly performance
10
'eview.
scarce
В
scant
C
slight
A
miss
C
having missed
В
having been missed
D
being missed
A
primarily
C
greatly
В
chiefly
D
basically
Лагу organised the entire conference by herself,...?
A wasn’t she
C
didn’t she
did she
D
was she
11
so lazy.
12
=re studying arts degrees.
who
В
which
C
whose
spare
It’s typical of Paul to......... for the simplest task; he’s
A
к 'ne university has 3000 students, a quarter of.........
A
D
We’ve.........agreed the deal; we just need to finalise
a few details in the small print.
В
-C
C
A
A
—
peril
technical problems.
те changed jobs.
j
В
Have you been feeling......... pressure at work lately?
Twelve hours straight.
•i
threat
are always trying to take customers from each other.
did well in my exams......... not having enough time
train tracks.
ii
I took a......... with this investment and I’m so glad it
transport to and from his office every day.
A
=
He speaks in a(n)......... voice that is difficult to listen
A
to study.
x
Choose the correct item. Give reasons.
to attentively.
employees.
2
Vocabulary
D
- son has no intention......... the statistics course.
C
to have attended
В of attending
D
to be attending
В
elect
C
opt
D
adopt
Despite their initial disagreement, they came to a
.understanding about how to proceed.
whom
A to attend
incline
13
A
collective
C
mutual
В
joint
D
communal
Mary Ann is determined to......... a career in theatre,
despite the challenges.
A
engage
В
pursue
C
practise
D
strive
55
Language
Focus
Work
form to complete the sentences.
Fill in the verbs in the correct form.
1
• commute • recruit • dismiss • commit
and they cast someone else.
more staff if you don’t have enough manpower
tonight and study for the test tomorrow if yc.
at present?
want to pass.
Jim ................................................... by train to his
3
office in the city centre.
4
Helen was thrilled because she had
...........................her exams..................................
In the IT industry it is essential to............................
3
You’re going to have to............................................
2
Why don’t you consider............................................
2
Mark auditioned for the school play, but
unfortunately, he didn’t...................................
• keep • exclude • take
1
Use the idioms in Ex. 3a in the correct
b)
4
Lewis made full use of his tutorial sessions witt
pace with the latest developments.
Professor Smith to.............................................
The CEO was............................................. from his
about the topics discussed in his lectures.
position after complaint about his business
5
practices.
5
Alan.......................................................the initiative to
6
The team agreed to..................................................
John had never lived away from home so
............................................................ how to taF
care of himself when he moved into a stude'
organise the filing room.
house.
the latest design from the project due to
spiralling costs.
Martin is................................................ to developing
7
>
Grammar in Focus
his company’s international presence on the
continent.
Fill in the gaps with the correct word, put
the verbs in brackets into the correct form
Vocational Training
or choose the correct word.
Choose the correct item.
In recent years many graduates have been left
wondering if getting a degree is a 1) huge/high
waste of time or not when one of the main
2) credentials/references employers seek is job
experience.
Many
3) trainee/apprentice
firms
nowadays
staff
development programmes.
as
part
take
of
on
worker
Graduates with
no
training may 4) toil/struggle to compete with those
who have completed such programmes. Perhaps
the
for
answer
volunteering for a
is
graduates
position
in
internships,
order to gain
experience. Being an intern may offer few 5) perks/
Many of the world’s most successful people appea'
1)................................
2)........................
(fall)
into their careers
as
'
accident. Take, for example, J.K.
Rowling. The author of the Harry Potter book series
3)................................... (work) as a bilingual secretary
after she graduated from university and then went frorr
4).............................. (live) on state benefits to being a
multi-millionaire in about five years. Likewise, the
bonuses but if the end result is a full time job with
director
good future 6) prospects/potentials, it might be
5)........................... his physics course at university,
worth exploring as an option.
James
Cameron,
who
dropped
out
became a lorry driver before 6)........................................
(give) that up at the age of 24 7)...................................
Idioms (related to education)
(chase) his dream of directing films. From these
examples it is 8) abundantly/greatly clear that the pat"
3
a)
Match the two columns to form idioms.
A
| 1 I
I learn something
a
brains
I 2 |
| pass with
b
the grade
| 3 |
| hit
c
the books
I 4 I
I make
d
flying colours
e
the hard way
I 5 |
56
В
| pick someone’s
to your dream job can be a bit of a rollercoaste'
9)................................. can be a perilous but extreme!
rewarding journey and it is 10)......................................
important to find a job that you love than one that jus:
pays well. All you have to 11)................................ (do) is
sit back and enjoy the ride. Chances are, in the future
you 12)................................... (end up) in a better place
than you ever imagined.
3
Progress
„
Check —ж——
Reading
You are going to read an article about learning a new language. For questions 1-10, choose
from the sections of the article (А-D). The sections may be chosen more than once.
In which section does the writer
express scepticism over the validity of a technique?
LLL
suggest that it’s surprising that more material on a subject isn’t available?
I 2I
describe his first experiences communicating with Lingala?
I 3|
explain the logic behind an unusual learning technique?
I 4I
describe a novel approach to memorising items of vocabulary?
I 5|
express surprise at the amount of time that an activity had taken?
I 6|
reflect on how the responsibility is placed on the learner from the very beginning?
LZ_L
discuss an unusual method that a piece of software uses for teaching?
Щ.
mention the difficulties of explaining how he had acquired his linguistic abilities?
I 9 I
provide a personal example of how Memrise fits into a daily routine?
I10|
How I learned a
language In 22 hours
never been good with languages, so can
. jshua Foer really hope to learn Lingala in a day?
He’s
♦
Since my goal was to spend the summer living in the forest
and so I would dutifully log in and spend a few minutes revising
the Mbendjele pygmies, I decided that I needed to
words I had learned days or sometimes weeks earlier. Sometime
t - Lingala - the trade language that emerged in the 19th
mid-morning, I’d log back in and get a new bundle of seeds to start
>-jry as the lingua franca of the Congo Basin. And yet when I
watering.
: online in search of Lingala resources, the only ones I could
After two and a half months of this routine, I’d not only planted my
т: was a textbook from 1963 and a scanned copy of a 1,109-
way through the entire Lingala dictionary, but also watered all of
z Lingala-English dictionary. Which is how I ended up at
my mems to the point where they were secure in my long-term
Bemrise, an online learning company which aims to help anyone
memory garden. Yet I had only clocked 22 hours and 15 minutes
।
i
ел anything.
learning vocabulary on Memrise, spread out over 10 weeks. In
" 2 company encourages you to create a mnemonic, or mem, for
other words, it took a little less than one full day, over two and
word you want to learn. A mem could be a rhyme, an image,
a half months, to memorise the entire dictionary. But did it work?
e
■ i jeo or just a note about the word’s etymology, or something
=- • ng about its pronunciation. It was up to me to come up with
r. own mems for each word in the dictionary.
Ц> It took me almost a week by plane, truck and ferry to get to
the Mbendjele village of Макао. For several days, I was stuck in a
village called Bomassa, while I waited for a truck. It was frustrating
> For example, “engine” is “motele” in Lingala. When I learned
and I couldn’t believe it, but it gave me an opportunity to begin to
т ■: word, I took a second to visualise a rusty engine revving in
test my Lingala with the locals.
i -otel room. It’s a cheap motel room I stayed in one time on a road
On my third day in town, a pygmy named Makoti came to visit me
-: I made an effort to see, hear and even smell that experience of
early in the morning. “Yo na ngai, totambola na zamba” - “You and
г : ly machine revving and rattling on the stained carpet floor.
me, let’s walk in the forest,” he said. This was my first conversation
t - s all sounds a little silly, it is. But that’s also the point. Studies
in Lingala without a translator at my side. Even though I had to
тг/е confirmed what Cicero and the other ancient writers on
keep telling him, “Malembe, malembe” - “Slow down, slow down”
- emory knew well: the stranger the imagery, the more markedly
-1 realised I was understanding quite a bit of what he was telling
-нпогаЫе.
z app refers to the words you’re trying to learn as “seeds”. Each
j-e you revise a given word, you “water” it in your “greenhouse”
_ : it has fully sprouted and been consolidated in your long-term
-rmory “garden”.
me and that my drilling with Memrise had given me a far better
grounding than I had thought possible. Then a thought occurred to
Makoti, which I was surprised had taken him so long to express.
“Wapi oyekolaka Lingala?” - “Where did you learn Lingala?” I did
my best to tell him about the Internet, about my computer, about
Memrise, but once again my language skills weren’t quite up to
” My own pattern of using the app worked like this: each
the scratch so instead, I held out my hand to shake his and told
-oming there would be a message waiting in my inbox, prodding
him he should let his wife know that he’d be travelling with me to
- e to water a few of my memories that were in danger of wilting,
Макао.
(10x2=20
Progress
— Check
**
w
Listening
C
Vocabulary
You will hear part of an interview in
Choose the correct word.
which a student called Katerina Philips is
1
discussing her work experience. For questions
1-4, choose the answer (А, В, C or D) which
2
fits best according to what you hear.
1
3
position?
3
4
I called a tree therapist/surgeon/broker to cl:
the rotten branch off the oak.
What was Katy’s main reason for choosing the
2
Polly’s company encourages its staff to brush
up/catch on/wind down on their skills.
I would rather take any job I could find than gc
on the dole/rope/shot.
A
to finish an assignment
В
to vary her studies
C
to study the farm
D
to apply her knowledge
4
so I never know where my next piece of work
is coming from.
When asked about her role on the farm, Katy
A
admits that she had a lot to learn.
My job isn’t at all gruelling/mundane/
unpredictable because I work as a freelance'
5
I found the lecture mind-numbing/demanding
stimulating and learnt so much in a reall,.
В
explains the benefits of her assortment of tasks,
C
highlights the importance of her position.
D
emphasises her impact on the company.
interesting way.
Speaking
Regarding the effect of her experience, Katy says she
A
understood that she has to work harder to pass,
В
found it less important than her classes,
C
realised that it’s important to study theory,
D
gained an insight into what employers want.
Choose the correct response.
1
A: It might be an idea to talk to your boss
about getting a pay rise.
B: a
b
Katy advises other students looking for work
experience to
2
A
ensure that they have a good time.
В
decide how little they are willing to work for.
C
avoid companies they don’t know.
D
consider working for free.
That’s an idea.
That does sound like a problem.
A: How about doing something about that
problem?
B: a
b
3
(4x5=20)
b
Choose the correct word.
You tried that once but it didn’t work,
That’s easier said than done.
A: If all else fails, you should leave your job.
B: a
Grammar
1
(5x3=15
You’re wrong there.
Thanks, I’ll give it a try.
(3x3=3
Writing
Mike says he can’t help eating/to eat sweets
Read the rubric.
all day at his desk.
2
^The Director of Studies at your University is planning
Mark was very/absolutely furious that Matt
to promote a summer work experience program
took the credit for his good work.
and has asked students for their opinions. You
3
Ian would rather do/to do an apprenticeship
agree with his plan. Write a letter to the Director
than go on to further education.
4
5
of Studies explaining your reasons for agreeing ana
Luke tends leaving/to leave all his study until
giving your opinion on the importance of work
the last minute.
experience during a student's time at university.
Everyone sat in complete/real silence waiting
Write your letter (220-260 words).
for the awards ceremony to begin.
(5x3=15)
(21 marks
(Total = 10C
Competences
Now I can...
Lexical Competence
Reading Competence
•
•
use vocabulary
about education,
58
intensifiers
Listening Competence
entrepreneurs
•
jobs and working
•
life
Grammar Competence
•
•
read an article about young
complete multiple matching tasks
inf initive/-/ng forms
•
Speaking Competence
•
give and respond to advice
listen to people talking
Writing Competence
about jobs
•
write formal/semi-formal
•
write a letter to the editor
letters
answer 4-option multiple
choice questions
Module 4
Health Matters
Emotional Health
Video
(A) • contributes • improves • low
A wholesome diet, 1)..................... in sugar and rich in
healthy fats, provides more overall energy, 2)........
the quality of sleep and 3).................... to
Module Objectives
general brain health.
z—x
► Vocabulary
1 overriding
well-being
social contact
stress-busting • interacting
ealth problems & injuries
•
*ood and nutrition
Human beings have a(n) 4)................
•
dioms (health)
need for positive connections with others and
5)................ face-to-face with people releases
□repositions (health)
6)................ hormones.
□hrasal verbs (health)
.vord formation
-
brakes
Reading
*
like relaxing music
Calming sensory 7)
an article about smiles
T/F statements, multiple
choice questions,
synonyms/antonyms)
•
’
helps calm the nerves, putting the 8)
unwanted stress.
relaxation
Grammar
•
modals (present & past)
•
deductions
•
ohrases that express
modality
•
Not only does physical activity release endorphins that
9)................... your mood, it also helps you
10)...................a sense of control over
Listening
your body.
•
monologue (sentence
completion)
•
short dialogues (multiple
choice)
•
sharpness • havoc
activity
Frequently skipping a few hours of
sleep can take its 11)................... on
Speaking
•
mood, energy and mental 12).................
expressing opinions &
agreeing/disagreeing
Long-term chronic sleep loss can
wreak 13)................ on
► Writing
•
• maintain
Language Focus
►
•
words often confused
•
fitness & sport
idioms (related to sports)
•
grammar in focus
►
Progress Check
.□rds of wisdom
‘-zalth is a state of complete
:-ysical,
• generate • strengthen
К sense of purpose in life is essential to brain
•
i -■
purpose
your emotional health.
an essay based on
prompts
mental and social
sleep
health and helps 14).....................new cells and
neural pathways. It can also 15).....................your
immune system as well as help 16)....................a positive
outlook.
D
Inner well-being
Read the texts and fill the gaps with the correct word.
What affects our emotional health?
-being, and not merely the
-sence of disease or infirmity."
World Health Organisation,
[ Discuss
2
Are you emotionally healthy? Give reasons.
Video
Look at the picture. What is the name of
the painting? Who painted it?
What’s
in a Smile?
The woman is smiling. Is it a mischievous
smirk or a beaming grin? Why?
Why do we smile? What impact can a smile
have on yourself and others? Read the article
to find out.
STUDY SKILLS
T/F/DS statements
Read the text quickly to see what it is about. Read the
statements and find the key words. Read the text again
and find the part that relates to the statement. Make sure
all the elements in the statement are true. Be careful with
statements that contain words such as always, only, never,
not. Remember the information can be paraphrased. When
looking for doesn't say items be careful; these can often
seem like, true or false answers but are things that aren't
mentioned at all in a text.
Read the text again. For questions 1-8, tick
(/) the correct box.
1
The Mona Lisa has only remained popular
because of da Vinci’s amazing technical skill.
False
2
□
Doesn’t say |
|
The act of smiling is studied by lots of different
scientific disciplines.
False |
3
|
Doesn’t say О
Smiling isn’t a natural action and needs to be
learnt through social interaction.
True
4
□
False
□
Doesn’t say |
8
A
□
Emotionally sincere smiles take their name from
C
False
Doesn’t say
states that the action only benefits
the person performing it.
False
Doesn’t say Q
Smiling is said to be a basic human instinct
because
7
argues that the action is only a reflection
of one’s current emotional state.
a researcher.
True □
suggests that the action provokes an
emotional response.
В
True □
6
Darwin’s idea on the act of smiling
Primates can signal more than one meaning by
baring their teeth.
5
|
Write the words in the box.
9
Find the word in the passage that means the
A
it is a popular topic for artists.
SAME as
В
it isn’t found in any other animal species. О
illustrates (paragraph 3) |
C
it has been detected in unborn babies. О
curative (paragraph 4) |
According to documented evidence, smiling
10
~~
Find the word in the passage that means tb-e
A
maintains blood pressure,
OPPOSITE of
В
lowers endorphin levels,
obedient (paragraph 1) |
C
increases dopamine in the body.
dishonest (paragraph 3) |
|
4
ew works of art have made such an impact on
smile - named after the scientist who first recognised
the world as Leonardo da Vinci's Mona Lisa. Yet
the difference between the two types - displays real
why has this painting made such an impression
emotional warmth.
on us? To many people's minds it's because of the lasting
While smiles might express various degrees of sincerity,
power of her unique and enigmatic smile. Smiling is a
it seems their beneficial effects remain the same
universal expression that captures our imagination and
regardless. This is because the act of smiling has proven
lifts our spirits; be it the Mona Lisa's mischievous smirk
therapeutic benefits and may even be essential for
or a loved one's beaming grin, reaching from ear to ear.
good
However, what's in a smile and why do we do it?
neurotransmitters such as dopamine, releases mood­
Scientists are now examining this simple act to reveal its
enhancing endorphins, and lowers blood pressure.
mysterious secrets and powers.
Charles Darwin, the scientist who developed the theory
Smiles seem to be as natural to us as breathing. Smiling
of evolution, noticed this and postulated that smiling is
has been recorded in babies in the womb, as a reflex,
more than a mere response to positive emotions, but is
health.
It
increases
the
level
of
reward
just as making the motions of breathing and blinking
pleasure-inducing in and of itself. These transformative
are. And even blind babies smile when they feel
effects are also infectious, and can be passed on to
happiness, for example at the sound of their mother's
others. The people around you will return the smile you
voice. In this context it's not surprising that smiles have
give them and then their bodies begin their own cycle
a long history in our evolution. In fact, the roots of
of feel-good changes, too.
smiling go all the way back to our primate heritage.
So, the next time you're unhappy or worried and
Primates often show their teeth to communicate fear or
someone tells you to 'grin and bear it', maybe you
readiness to attack, but our ability to smile most likely
should follow their advice, and you might really feel
developed from how primates also draw back their lips
your troubles fly away.
to show closed teeth as a sign of non-aggression.
And yet, smiles are not quite so simple. First of all, there
are two kinds of smile involving totally distinct muscle
groups. The polite 'social smile' involves muscles around
the mouth and the cheeks. Some people think it is not
Check these words
• enigmatic • mischievous smirk
• beaming grin • womb • reflex
• heritage • non-aggression • engage
as sincere as the smile that also engages the muscles
• therapeutic • dopamine • mood­
around the eye area. This kind of smile, the Duchenne
enhancing • endorphins • postulate
• mere • pleasure-inducing
• transformative • infectious
Vocabulary Focus
[3 a) Match the words in bold in the text with
** their synonyms below.
•
genuineness • influence • apes • vital
•
unconnected • development • irrespective
•
one-of-a-kind
Find eight body parts in the text. What are
they in your language?
| ICT| What did you know about
smiling? What did you learn? What else
would you like to know? Collect more
b) In pairs, explain the meanings of the
information. Tell the class.
underlined phrases/idioms in the text.
Listening & Speaking
Writing
О Listen and read the text. In pairs
Find the main idea in each paragraph
discuss what you think the most
and write a short summary of the text.
beneficial thing about smiling is.
Write up to six sentences.
61
4ь
Щ
Vocabulary
Topic vocabulary
Well-being
Vocabulary from the text
Fill in:
a) Complete the sentences with the following nouns:
• mysterious • mischievous
stamina, mood, therapy, disease, stress, recovery.
• therapeutic • infectious
• mood-enhancing
1
Smiles can be quite........................
1
Meditation is a very effective way to cope with........................
2
The........................... can be contracted through contaminate:
water.
causing others to smile too.
2
3
Studies are finally starting to
order to complete the 10 km race.
cast light on the.........................
4
secrets of smiling.
3
People suffering from depression often undergo..........................
with a psychologist.
Whether it’s a(n)...............................
5
smirk or and huge grin, a smile
A great way to boost your............................ is to meet up w г
close friends.
can tell us a lot about a person.
4
Regular training is the only way to build up............................ '
6
A smile can make the body
A positive and supportive environment can really speed up the
...................... of a patient.
produce.......................................
substances such as dopamine.
5
When someone is ill, smiling can
b) Match the six nouns from Ex. 4a to the sets of adjectix a
offer ........................... benefits
to form collocations.
and speed up recovery.
2
1
daily I severe I emotional................................
2
alternative I non-invasive / ongoing................................
Fill in: display, lift, reveal, capture
3
amiable I rotten I defiant................................
in their correct form.
4
dramatic / full / swift.................................
5
chronic I terminal / degenerative................................
6
great I mental / physical................................
For centuries, art historians have
c)
Write sentences with three of the nouns from Ex. 4a,
speculated over what emotions
using them with at least one of its collocations from
..................... in the Mona Lisa
Ex. 4b. Read them to your partner.
1
Mona Lisa’s smile...........................
the imagination of viewers for
hundreds of years.
2
painting.
3
..................... their spirits and
gives them a sense of hope.
4
Health Problems and Injuries
Many viewers find the painting
5
Art historians study the Mona
1
Carla had a stinging/splitting headache so she went home
Lisa in hopes of........................
2
If the glands in your throat are swollen/bruised, you mig"
the secrets behind her smile.
have an infection.
3
Jim tore/twisted a muscle in his calf and is using crutches IM
get around.
3
4
1
Mary’s beautiful smile makes
an impression.........
she took some pain medicine.
5
everyone she meets.
2
Studies show that smiling is
essential....... good health.
3
4
Grandma had a thrashing/throbbing pain in her knuckles s:
Kevin stubbed/fractured his toe on the door; that’s why '
toenail is black.
6
I blocked/dislocated my collarbone in a skiing accident arc
I have to wear a sling for two weeks.
The best response............... a
smile is to smile back.
b) Find the health problems/injuries described in
Babies often smile................ the
sentences 1-6 and list them under the headings:
sound of their mother’s voice.
hands
5
Your smile can have a positive
impact......... the people
around you.
62
legs
head/neck
torso
4ь
Prepositions
с) СListen to three people talking. Match
what they say to one of the injuries/health
10
Fill in: on (x2), with, at, of, in. Check in
Appendix I.
problems described in the sentences 1-6
from Ex. 5a.
1
Speaker 1:.......
Speaker 2:.......
Carol is obsessed............. her weight and is
almost constantly on a diet.
Speaker 3:
2
Stress takes its toll.............the body both
mentally and physically.
(speaking
6
Have you/your friends ever
experienced any health problems/injuries?
3
Nurses try to put their patients.............ease.
4
It’s okay to eat sweets.............moderation.
Describe what happened and how you felt.
5
After two weeks in hospital, Jacob is finally
...... the road to recovery.
Л Complete the sentences with the verbs in
6
You will soon see the benefits........... exercising.
the correct form.
Phrasal verbs
• relieve • heal • treat
1
Applying this ointment will help
Choose the correct item. Check in Appendix II.
the wound
............................ faster.
2
1
The accident victim was taken to hospital to be
......................for minor cuts and bruises.
3
2
These heat compresses really help................
3
The fracture was slow to............................ due to
4
the age of the patient.
5
Apply the cream twice a day and the rash will
clear up/away in no time.
back pain.
4
My grandfather passed over/away last month
at the ripe old age of 92.
It’s vital to wind on/down after a stressful day.
Mr Jones has pulled back/through and is
home from the hospital.
The article suggests certain breathing exercises
5
in order to....................... anxiety.
She takes vitamins in order to ward off/away
winter colds.
6
Health conditions
Doing rigorous exercise certainly works up/out
an appetite.
j Match the conditions to the complaints.
Word formation
• migraine • sinusitis • cramp • arthritis
1
“My grandma suffers from stiff joints.”
2
“I have a terrible headache and nausea.”
3
“Tony has a very painful muscle spasm.”
4
“My nose is blocked and my face is swollen.”
Idioms (related to health)
9
12
Read the text. Use the words in capitals to
form words that fit the gaps (1-8).
Something to be thankful for
There is a lot to be thankful for in life but studies
have shown that we should give thanks for
Match the two columns to make idioms.
1)...................................... itself. It is important to
Which idiom matches the picture?
2)...................................... the goodness in life and
GRATEFUL
IDENTITY
the positive emotion of being grateful allows us
1 |
| be fit as
2|
| feel out
3|
| be given
4|
| be back on
a
one’s feet
b
a fiddle
c
of sorts
d
a clean bill of health
to do just that. That does not mean we should
ignore everyday troubles and 3)...............................
COMPLAIN
but rather just change our focus. People who are
4).................................... grateful report a variety of
CONSIST
benefits, both psychological and physical. Their
5).................................... are strengthened as they
RELATE
allow themselves to show appreciation while at
the same time they are quick to 6)..........................
KNOW
that others value them too. Being grateful can
7).............................. one’s life from negative and
miserable to positive and 8)..................................... ,
and that is definitely worth being thankful for.
FORM
MEAN
63
4с
Modals
Grammar in use
^see pp. GR7-GR9
Read the sentences and match them to their synonymous
Read the article about super
phrases. Which group expresses: necessity, possibility,
foods. Which of the modals in
obligation?
bold express: advice? possibility?
prohibition? deduction? ability?
A | 1 |
| She could have
absence of necessity? Check in
the Grammar Reference section.
asked me.
a
b
| She might ask me
| 2 |
but...
asked me but...
c
в |1 I ] You mustn’t do that.
L1L
L1LJ You oughtn’t to do
d
a
more and more popular nowadays. You must
have come across the term if you follow
b
health
magazines.
Consisting
of
food
that.
I strongly advise you not to do
that.
c
It wasn’t necessary for you to
do that and so you didn’t do it.
done that.
[5]_ 2] You didn’t have to do
It isn’t necessary for you to do
that.
that.
2] You needn’t have
It was possible for her to ask
me but she didn’t.
J You needn’t do that.
Items known as ‘super foods’ are becoming
It’s possible that she’ll ask me,
however I doubt it.
| She may ask me.
| 4 |
It’s possible that she had asked
me but I don’t remember.
| She might have
| 3 |
It’s possible that she’ll ask me.
d
e
products as well as nutritional supplements,
It’s forbidden for you to do that.
It wasn’t necessary for you to
do that but you did it anyway.
these wonder foods can be taken by people
of various ages for lots of reasons.
Although the term ‘super food’ has only
| 1 |
| I have to remind them.
| 2 |
[ | should have
recently become well known, you may be
surprised to hear that many of these now
reminded them but...
fashionable vegetable and herbal extracts
have been used for thousands of years! While
the methods of taking them might have
11 had to remind them
| 4 |
| | ought to remind
benefits remain the same. Products such as
I am supposed to remind then
however, I don’t think it’s essentia
d
I have a duty to remind them; it’s
important to me.
them but...
maca, a type of radish from Peru, contain
I was supposed to remind them
however, I didn’t.
с
but...
| 5 |
I was obliged to remind them;
however, I didn’t.
b
11 must remind them.
| 3 |
changed over time, from fresh ingredients to
modern tablets, these super plants and their
a
e
vitamins and minerals that some people
I am obliged to remind them;
someone told me to.
claim can increase concentration, energy
levels and even improve your mood! Of course
you don’t have to only go for exotic plants
because many ‘super foods’ are common
fruit and vegetables and it’s quite likely that
you’ve
eaten
them
before!
3
Read the sentences and decide how they differ in meaning
1
Beetroot,
tomatoes, garlic and apples are all examples
that you could already have in your kitchen!
2
a
Jess should have gone to bed earlier last Sunday,
b
Jess should go to bed earlier on Sundays.
a
After months of hard work, I could have beaten my recc
b
After months of hard work, I was finally able to beat it
on the running track.
While there’s no question that healthy living is
a good idea, if you do decide to try food
record on the running track.
supplements, you should always read the label
and you mustn’t take them until you have
3
a
checked with your doctor. So give ‘super foods’
b
a thought, because whichever form you decide
64
I must practise at the training ground. I really want to w
the national championship.
to use - smoothies, fresh veg, powder or
tablets - you’re likely to get a welcome boost!
I have to practise at the training ground, so I can’t go o-
with you this afternoon.
4
a
You don’t have to attend the gym session today.
b
You mustn’t attend the gym session today.
Words and phrases I3see
that express modality
Fill in the sentences with the structures in
the list. Explain their meanings.
pp. GR9-GR10
• can’t have been • must have finished
Fill in: be sure to, allowed to, is bound to,
• might be • needn’t have gone
supposed to, unlikely to, surely. Which phrases
• should be training • must be
imply: possibility? advice? probability?
certainty? permission? obligation?
1
Tony’s rugby game.....................................................
2
That..................................................... Sally you saw
in the gym; she’s away at university.
If you’re a student you 1)
3
There..................................................... some places
of cash to spare. Even so, you’re still 2)..........................
left in the fitness class; why don’t you ask?
eat properly and look after your health! Here are some
You................................................. to so much trouble
tips for eating well without breaking the bank:
by now; he’s been away for hours.
4
ВДзй
Bat
. plan your meals. This way, you're
just for me; I’d have been happy with a sandwich.
5
buy things impulsively.
The menu has changed; there ..............................
............... a new chef working at the restaurant.
don’t have a lot
• Don’t throw away leftovers. Put them in your freezer to
lower your expenses.
reheat later. This 5)
6
Neil..................................................... at the moment;
his football practice started ten minutes ago.
• Set yourself a budget and save your cash for
special occasions; after all you’re 6)...........
treat yourself
In pairs, rewrite the sentences using modals.
1
from time
It’s possible that James has gone to the gym.
James might/may/could have gone to the gym.
2
Hayley was supposed to be here by now.
Hayley .......................................................................
3
8
Read the article in Ex. 1 again and find
examples of phrases that express modality.
It’s forbidden to use the fitness studio without
Key word transformations
having membership.
You ....................................................................................
Complete the second sentence so that it
4
I am obliged to speak to an instructor before I
means the same as the first, using the word
use any new exercise machines.
in capitals. Use between three and six
I ..........................................................................................
5
words.
It isn’t necessary for us to book a table at the
restaurant. It’s OK if we just turn up.
6
1
Ellen should have been given her new exercise
We .....................................................................................
programme at the health club today. SUPPOSED
I strongly advise that you cut down on the
Someone........................................Ellen her new
exercise programme at the health club today.
amount of processed food you eat.
You ....................................................................................
2
Do you think the nutritionist could recommend
some ‘super foods’ for me? POSSIBLE
Make speculations/deductions about the
Would..........................................................................
pictures using modal verbs and the ideas in
to recommend some ‘super foods’ for me?
the list.
3
You still have to pay your membership fee, even
if the aerobics machines are out of use this
• exercise in the
park
• suffer from pulled
muscle
week. CAN
be dietician
Whether the aerobics machines........................
work office
not, you’ll have to pay your membership fee.
create diet plan
4
for a client
The doctor said that my arm may be fractured.
• warm up first
enjoy her job
LIKELY
• continue exercise
study nutrition
The doctor said
• see doctor
at college
was fractured.
toman in picture A must have been exercising
10
(
speaking
my arm
) in pairs talk about: two things you
should have done/could have done/and may
do/must do to keep fit and healthy.
e oark.
65
4d
Listening skills
Sentence completion
b) Read the title and the sentences. What do you think
Preparing for the task
the monologue is about? What type of words are missir
STUDY SKILLS
An Unhealthy Obsession
Before you listen read the instructions to
help you understand what you are going
Charlotte believes that people possess the 11 |
to listen to and what vocabulary you may
to eat healthily.
hear. Then, read the sentences and think
Some people’s attempts to get in shape can put a strain on their
I
about what is missing in each gap (noun,
proper names, adjective plus noun, etc).
Charlotte uses the term 13 |
While you listen, you will often hear
people photographed in the media.
several options which could fit but only
one is correct. Remember, the sentences
Crash diets and high levels of exercise can cause
|41
| in people that go on them.
follow the order of the audioscript but use
Charlotte states that there is a lot of information about the
different words, however, the answers are
15 |
the exact words that appear in the script.
There could be up to three words missing.
| of steroids.
Peoples body shapes are different on account of 16 |
She says people should not be so concerned about having
the right 17 |
a) Read the sentence below.
What type of word is missing
| to refer to the
|.
In Charlottes opinion, people will look good if they stay
i8 I
| and healthy.
in the gap?
The help of loved ones is vital to a
c)
patient’s...........................
about health and fitness. For questions 1-8 in Ex. 2b
\You will hear a doctor called Charlotte Green talkii
complete the sentences with a word or a short phrase.
b) Read the sentence again.
What words could be used to
How healthy is your family's lifestyle? Discuss
3
complete the sentence?
with a partner. In which ways would you like to change i
c) Read the extract taken from
the audioscript. Are any of the
Multiple choice
words you thought of in Ex. 1b
in the script? Which words in
the script are possible answers?
Which one of them is correct?
It’s important to have a positive attitude
when recovering from an illness. There are
4
Q Listen and for questions 1-4, choose the answer (A, E
or C) which fits best according to what you hear.
Extract one
You hear two people discussing a documentary.
1
highlight an issue that people with mental illness encoum.e
many things patients can do themselves to
A
boost their mood and keep their stamina
В
point out penalties faced by employers when hiring worke
up but the support of family and friends is
C
emphasise the need to help people after they suffer setbac-
an essential part of their recovery.
I
-
2
.......
-r
i
f'
*""
-Г
***
2
-1.......
a) You will hear a monologue.
The man thinks that society
A
understands the problem.
В
wants to learn more about the subject.
C
is afraid of things they don’t know about.
Before you listen, check these
Extract two
words in the Word List.
You hear two friends talking about sleep deprivation.
• general practitioner • obesity
3
How does the man react to the woman’s comment about"
physical state?
• hectic lifestyle • nutritious
• societal pressures • epidemic
A
He is worried about the consequences to her health.
• tackle the issue • starvation
В
He is doubtful it will affect her in the long term.
• muscle mass • bulk up
C
He is relieved that she does not have a serious problem
• side effect • naturally
66
The woman uses the term ‘virtual pariah’ to
4
The woman states that she
predisposed • physically
A
needs to improve her sleeping schedule.
unattainable • processed food
В
typically sleeps at the same time seven days a week.
C
suffers from chronic sleep deprivation.
Speaking skills
Expressing opinions & Agreeing/
Disagreeing
I Read the first and the last exchanges. What
4e
In pairs, discuss with your partner what
young people should do to have a healthier
lifestyle. Use the prompts below and/or
do you think the dialogue is about? Read
your own ideas and the phrases in the
through and check.
Useful Language boxes. You can use the
dialogue in Ex. 1 as a model.
Craig: Did you see that documentary last night
about teen obesity? It’s getting to be a real
• stay active • follow a healthy diet
• manage stress • get enough quality sleep
problem.
.ennifer: Yes, I did, and I totally agree. I think the
STUDY SKILLS
solutions they gave were very good, too. It
seems to me that better education on
healthy eating is essential. A good way to
do this would be via compulsory cooking
classes in schools, as the programme said.
Expressing opinions based on visual prompts
Look at the picture and read the short text/quotation
following it. This will give you an idea of what the topic
is about. Read the question and the list of points. Make
sure you discuss each point.
Craig: Well, you’ve got a point there, but I’m not
sure that’s the best solution. Personally, I
think parental encouragement is the key.
Look at the picture and read the quotation.
Parents can play a huge role in healthy
What do you think the topic is about?
eating by encouraging their children to
develop a love of cooking.
.ennifer: That’s true. The way I see it, the role of
local councils is also important because
community programmes and events are
really helpful. For example, food festivals
are a great way to discover new healthy
alternatives you might not be familiar with.
Craig: You’re absolutely right! Speaking of which,
there’s an organic food fair in the town
centre next weekend. We should go!
.ennifer: Brilliant! I’m sure we can pick up some
■ "Extremes are easy. Strive for balance." (Colin Wright) "
great cooking tips there!
Which underlined phrases in the dialogue
Work in pairs. Take turns answering the
express opinions and which express
question. Consider the following points to
agreement/disagreement? Replace them
help you develop your answer. Use phrases
with phrases from the Useful Language box.
from the Useful Language box in Ex. 2.
Giving an opinion
Agreeing
Question: In your opinion, does society pressure
• n my opinion, ...
• That’s true.
people to go to extremes to look good?
• : is my belief (that)...
• I totally agree.
•
whether how we look reflects who we are
•
how adverts and posters promote appearance
•
(don’t) believe/think ...
• You’re absolutely right.
•
m sure (that)...
• You’ve got a point there.
• feel (that)...
• That’s a good idea.
• If you ask me,...
• Of course./Certainly.
• Personally, ...
• -or me, ...
• To tell you the truth, ...
• A good way to ... is by
• These days, ...
• Today, people ...
•
whether attractive people have more career
success
Disagreeing (gently)
• The way I see it, ...
• ft seems to me (that)...
over character
• Oh, I don’t know.
О Listen to someone doing the task in
• I don’t think so.
Ex. 5. Evaluate them in terms of:
• I’m not sure.
• I see what you mean,
but...
• I take your point, but...
•
richness of vocabulary
•
variety of grammar structures
•
natural manner of speech
67
Writing
An essay based on prompts
Understanding the rubric
General introduction
a) Read the rubric and underline the key words.
Essays based on prompts are formal
pieces of writing based on notes that you
"Your class has listened to a radio discussion about whic'
took from a discussion you listened to, a
documentary you watched or something
methods governments should use to reduce the amount of jur
*.
similar, as well as opinions from other
food that young people eat. You have made the notes below
people. The task requires you to make a
relevant argument based on the notes,
with subsidiary points, reasons, results
and/or examples as appropriate while
using ideas from the opinions given.
General outline for an essay
based on prompts
Para 1
► an introduction which
gives the reader an outline
of the topic (ending with
a thesis statement)
Paras
► a main body consisting of
2 & 3
Para 4
Some opinions expressed in the
two paragraphs (one
Methods governments
paragraph for each of the
could use to reduce young
points with examples/
people’s consumption of
reasons/results)
junk food
► a conclusion giving your
opinion (include a direct
comparison between the
•
advertising ban
•
education
•
price increases
discussion:
“Advertisements give the impressic
junk food is cool.”
“There are many ways schools
col
:
help young people make healthie’
food choices.”
two points/issues, etc that
“Young people wouldn’t eat so mucr
you discussed along with a
junk food if it was more expensive ‘
clear statement regarding
which point is more
important or effective and
Write an essay for your tutor discussing two of the metho:,
why.)
in your notes. You should explain which method you think :
The essay should be written in a formal
more important for governments to consider and provice
or semi-formal style and should use a
reasons to support your opinion.
variety of basic and more advanced
You may, if you wish, make use of the opinions expressed
vocabulary (A more positive alternative
the discussion, but you should use your own words as far s
is...), more advanced structures and
grammatical
that...,This
including
(It
forms
could
formal
be
is
achieved
by),
words
and
linking
possible. Write your essay in 220-260 words in an appropriate
believed
style.
phrases (On the other hand,). Avoid using
b) Read the statements and decide in pairs whether ear
contractions (It's), colloquial expressions
is true or false. Correct the false statements.
and slang (once in a blue moon, what it
all boils down to).
---------------------------------------------------------
1
You are going to write an essay for your tutor.
2
Your essay is based on a discussion you heard.
3
You should write in an informal style.
4
You should write about all three methods in the list.
5
You must include all of the opinions you heard during "
discussion.
6
You must rephrase the opinions expressed in the discuss :
in your own words.
7
You don’t need to support your opinion with reasc'
examples, etc.
8
You must choose which method from the list you think is “
most important.
68
4f
Paraphrasing
Thesis statement/topic sentences
A thesis statement is usually the last sentence in the introductory
•
•
When you paraphrase, you express an
paragraph, and gives a concise summary of the main point of
idea in your own words. It should be
the essay.
clear to a reader that the vocabulary
A topic sentence is usually the first sentence of the main body
and sentence structures are your own.
paragraph, which gives the main idea of the paragraph. It is
To avoid plagiarising unintentionally,
followed by supporting sentences that further expand on the
make notes of the main points and
topic.
then write your paraphrase without
looking at the original text. When you
have finished check that:
I a) Read the essay answering the rubric in Ex. 1 and
•
should
(A-F) below. There are two extra sentences you do not
done
more
than
change
the
sentence
structure, too.
•
you have retained the meaning
of
number of young people eating processed junk food is continually
. -easing, and this can cause serious health issues in later life. 11 I
I
have
substitute a few synonyms; you
choose the correct thesis statement and topic sentences
need to use.
you
the
original;
accuracy
is
important.
| This can be done by providing resources and lesson plans on
2
es.thy eating and helping teachers to organise special events such as
-ealthy eating weeks and cookery competitions. What is more,
Which opinions from the rubric
in Ex. 1 have been used in the
x ernments can pass laws to ensure that all schools provide healthy
model in Ex. 2a and how have
- eals and snacks for students. By doing this, we will help students
they been paraphrased?
- r eblish good dietary habits and avoid unhealthy foods.
3
] Adverts showing attractive, fashionable people consuming
. ■ -ealthy snacks are particularly persuasive to children and teens. One
же.
to limit their impact would be to introduce bans and controls on
zh advertising. Thus, young people would not be influenced to
: -sume junk food to such an extent.
] This is because promoting healthy eating habits in schools will
Linking words & phrases
a) Look at the linking words/
phrases in bold in Ex. 2a. Which:
introduce and add points!
introduce reasons/examples/
results? conclude? show contrast?
e d longer-lasting results and influence students to make healthier
■:d choices. After all, what we learn in school is important and as the
b) Replace the linking words/
.. z mg goes, ‘we reap what we sow'.
phrases in bold in the essay
-
=
with appropriate ones from the
Useful Language box on p. 71.
Taking everything into consideration, I believe that the best way
:o limit young people’s consumption of junk food is through
Choose the correct words/
education.
phrases in the sentences.
First of all, plenty of options are available to better educate teens
1
about healthy eating.
For instance/While, working
□ Alternatively, governments can tackle the issue of exposure to junk
2
=
-
out at the gym helps burn fat
*'ood through advertising.
and calories. However/As a
Nonetheless, it is argued that young people need to learn healthy
result, people tend to lose
eating habits.
weight and become fitter.
This worrying trend affects all of us, and it is vital that governments
zake measures to lower the excessive amounts of junk food
consumed by our youth today.
Consequently, youngsters have trouble reducing the amount of
□nk food they eat.
First of all/Although, going to
the gym has health benefits.
2
In this way/On the other
hand, it is sometimes argued
that exercising at home is
better than joining a gym as it is
more convenient. It’s perfect for
those who don’t have transport
b) What examples/reasons/results does the writer use to
support their topic sentences?
or live in an area without a gym,
for example/moreover.
69
4t
—
Techniques for Introductions
6
and Conclusions
In order to persuade readers to continue
reading,
an
effective
Match the introductions (1-3) to the conclusions (A-C).
Which techniques (A-l) from the theory box are used?
introduction
| Forty-one million children under five are overweight. Th s
| 1 |
shocking statistic illustrates the degree of our public heal:
*
needs to grab their attention. To do this,
can
you
use
crisis. Now, imagine a world where those children did not er
one or more of the
junk food and were healthy and active.
following techniques:
It is our choice. Wb
urgently need to take steps to reduce obesity in children.
A start with an objective statement,
e.g. High levels of sugar in snack
foods has been proven to have a
| Have you ever opened a box of chocolates, planning to only hav«
| 2 |
one, and then eaten the whole box? Don’t worry; it might not be
detrimental effect on public health.
В
reference to
make
a
your fault. Some say sugar makes food irresistible and addictive
surprising
Luckily, there are easy ways to reduce our sugar intake.
scene or situation.
e.g. You may be surprised to hear
that many
C
'healthy' ready meal
| William Bernbach once said, ‘Good advertising does not jus:
| 3 |
alternatives contain more salt than
circulate information. It penetrates the public mind with desires
some junk food dishes.
Bernbach recognised the power of adverts, and so does the
address the reader directly.
food industry today. This is why steps must be taken to reduss
e.g. Have you ever wondered what
the effects of adverts promoting unhealthy foods.
exactly is inside our food?
D
start with a quotation or saying.
A
e.g. The well-known saying, "we are
what we eat," is especially relevant
E
In conclusion, I’m sure that by better controlling junk food adverb
and by showing educational public heath messages alongsiz-
and worrying in the modern world.
them, we can help consumers realise the truth behind the adverb
After all, when we see mouth-watering images, we need to pausd
start with a rhetorical question.
and ask ourselves if these foods are really nutritious.
e.g. Is It really possible to eat a meal
additives and chemical preservatives?
All an all, it is my opinion that making it harder for young people
access processed foods and providing them with natural, fresr I
start with a problem that needs a
cooked meals will do a lot to reduce the obesity epidemic. As ck^
solution.
Marco Pierre White said, ‘Mother Nature is the true artist and c J
e.g. The latest figures show that
job as cooks is to allow her to shine.’
nowadays that isn't full of hidden
F
В
nearly 20% of children aged 10-11 in
the UK are obese; this shocking trend
cannot be allowed to continue.
C
All things considered, I firmly believe that everyone can eat les
sugar. By cooking healthy meals at home and replacing process^:
snacks with fruit and nuts, it is easy to accomplish. With so ma-»
An effective conclusion summarises
alternatives available, why not make a healthy choice?
the points discussed and then provides
a satisfactory end to the essay. To end,
you
use one or
can
more
of the
Which expressions for giving opinions have been used in
conclusions A-C in Ex. 6? Replace them with suitable
following techniques. You can:
alternatives from the Useful Language box on page 71.
G
give the reader something to
consider.
e.g.
If governments took
action,
firmer
food producers would be
forced to reduce the levels of salt,
Use the language in the Useful Language box on page 7
*
and the prompts below to give opinions, as in the example
1
sugar and fat In their products.
H
while jogging gets your heart pumping/maintains stamina
circuit training better way to maintain all-round fitness
end with a quotation or saying.
All in all, while there is no doubt that jogging gets your hea'
e.g. As famous chef Jamie Oliver said,
pumping and maintains stamina, it is my firm belief that circu'
"Real food doesn't have ingredients,
training is a better way to maintain all-round fitness.
real food is ingredients."
2
I
end with a rhetorical question.
foods - help someone to lose weight - exercising is more
e.g. Is it really possible for children to
effective for weight loss.
learn the importance of good eating
choices without proper education?
both eating smaller portion sizes - cutting out all sugary
3
taking part in team sports - beneficial to young people -
teach them teamwork skills - doing individual sports - more
70
beneficial - teach young people to become self-reliant.
4f
I a) Read the rubric and underline the key words. Decide
*
Useful Language
which two methods you are going to choose and which
To introduce & add points
you think is most important. Then answer the questions.
•
Firstly/First of all/ln the first place/
instance, • Secondly/Also/ln addition/
Your class has just attended a lecture on factors which influence
people to go to extremes with their looks.
Moreover/Furthermore/What is more,
•
Besides/Apart from/as well as/not to
mention the fact that
To introduce examples/reasons/results
•
For example/For instance,...
•
such as/like ... • since, • In particular,
•
Therefore, • For this reason, • Thus,
•
Consequently, • (In) this way,...
•
By doing this,... • As a result,...
To make contrasting points
On the other hand/However/
•
Nonetheless, it is said/argued that...
Some/Others believe that...
•
Though/Even though/Even so, • While
•
-actors which
Some opinions expressed in the discussion:
it is true to say that..., in fact...
- luence people to
“People seem to believe that our appearance
To express opinions
:o to extremes with
determines how popular we can become in
•
reir looks
society.”
•
social standing
“Adverts
•
advertising
pressuring people to copy them.”
•
career
advancement
I believe/think/feel that..., • I strongly/
firmly believe that..., • It is my firm
feature
physically
fit
belief that..., • To my ттЬЯЬе way
models,
“People wouldn’t go to extremes to look good
if external appearance wasn’t associated with
job success.”
I see it.... • In my opinion/view,...
•
As far as I'm concerned,...
•
It seems/appears to me, (that)...,
To introduce a conclusion
• In conclusion, «Tosum up, • All in all,
• All things considered, • On the whole,
Write an essay for your tutor discussing two of the factors in your
• Taking everything into consideration
notes. You should explain which factor you think most influences
people to go to extremes with their looks and provide reasons to
support your opinion.
You may, if you wish, make use of the opinions expressed in the
jwj Checklist
discussion, but you should use your own words as far as possible.
Write your essay in 220-260 words in an appropriate style.
When you finish your piece of writing,
check that:
1
What are you going to write?
2
Who is the target reader?
3
What style should you write in?
4
Which points should you include?
5
How many paragraphs should you write?
•
•
•
1
Attractive people have more advantages in the workplace.
2
Everyone seems to think that looking good is a requirement in
order to be well-liked.
3
Images of perfect bodies in the media persuade people to look
•
there is a variety of suitable formal
linking words to connect ideas
•
the appropriate level & style are used;
advanced/formal/semi-formal is used
(register)
•
grammar and spelling is used
accurately (language accuracy)
•
there is a range of rich vocabulary
(language range)
•
10
there are examples/reasons/results to
support each viewpoint
a certain way.
Use your ideas in Exs 9a & b and the Useful Language box
the writing is well-organised
(viewpoints in separate paragraphs)
b) The following sentences (1-3) paraphrase the opinions
think of other ways to paraphrase them?
appropriate beginning and ending
statements are used
•
in the box in Ex 9a. Match them to the opinions. Can you
all the points asked for in the rubric are
included (content)
the target reader is fully informed
(communicative achievement)
to write your essay.
►] CLIL/Culture В p. 150
i
71
Language
Knowledge
4
Key word transformations
2
a) For questions 1-4, complete
Preparing for the task
the second sentence so that it
STUDY SKILLS
first sentence, using the word
has a similar meaning to the
Read the complete sentence, then the gapped one. Identify the
structure the second sentence asks for. When you
have
completed the second sentence in this task, check your answers
given. You must use between
three and six words.
1
Kim
couldn’t find
her tenn
for any mistakes. These could include:
racquet anywhere. NOWHERE
• the meaning of the second sentence is not the same as the first
Kim’s tennis racquet ........
• the key word has not been used or has been changed
• an invalid number of words (more or fewer than the word limit
asks for - remember contractions count as two words)
• incorrect use of a preposition
found.
2
I’m surprised that Steve has
*
arrived yet. EXPECTED
• incorrect grammar
I .........................................................
• a necessary word is missing
............................................... by no
3
The referee will have to postp;
the match if the storm continue
Work in pairs. Look at tasks a & b and the answers
CALLED
(1-3). What kind of mistake is in each answer? Correct the
The match will have ................
mistakes.
if the storm continues.
a) For questions 1-3, complete the second sentence so
4
health. RESULTED
that it has a similar meaning to the first sentence,
III health..........................................
using the word given. You must use between three
................................... leave her jo:
and six words.
1
2
How much will the recession influence people? EXTENT
To what extent and how much will people be influenced
b) Rewrite the sentences to
by the recession?
give the same meaning as the
The closure of the factory has had a serious effect on
original, using the word or
youth unemployment rates. AFFECTED
words given. Do not change
Youth unemployment rates were seriously affected by the
the word or words given in
closure of the factory.
3
Jill had to leave her job due to
any way at all.
Danny doesn’t seem able to stay out of trouble.
INCAPABLE
1
It snowed heavily last night so t*
fun run will have to be cancel •
Danny isn’t capable of staying out of trouble.
(in view)
b) Rewrite the sentences to give the same meaning as
the original, using the word given. Do not change the
2
word given in any way at all.
1
Gary took
no
notice
of
brother’s complaints about
meal, (paid)
The court ordered him to pay the tax he owed, (made)
He was made pay the tax he owed by the court.
2
The cut in funding hasn’t impacted our community garden,
(affected)
3
cook
Our community garden has been affected by the cut in
rather
than
go
to
restaurant, (would prefer)
funding.
3
Sue wants to stay home a'
Sam’s friends often influence him in his decision-making,
(influenced)
Sam’s decision-making is often influenced with his friends.
72
4
Bob went to work even thou
he didn’t feel well, (spite)
Language^
Knowledge
Vocabulary
Grammar
| Choose the correct Item. Give reasons.
•
Choose the correct Item. Give reasons.
He’s been training for......... time that he’s bound to
1
*
3
A
A
such long
C
so long
В
a long
D
such a long
2
sluggish
C
deficient
D
withered
Despite
В
Although
D
However
3
He kept running......... his life depended on it.
as for
В
C
as to
as it were
D
as if
My sister is always......... the latest miracle diet.
4
В
descended
D
subsided
I’m afraid you have tonsillitis but don’t worry, I will
.. some antibiotics for you.
В
quick for starting
D
quick in starting
A
subscribe
C
inscribe
В
prescribe
D
transcribe
C
Not only is Lily
D
Whereas is Lily
5
Some children who cannot hear well are able to
.. by lip-reading.
When Matt was a student he......... like meditating
A
comprise
C
compensate
before he sat exams.
В
constitute
D
conclude
was used to
C
used to
D
use to
6
Victor ......... all odds and ended up winning the
championship title in boxing.
The old man told us the secret......... was to keep
A
defied
C
defended
active and be happy.
В
debated
D
defeated
A
living well
C
for well living
В
to living well
D
to live well
7
He held an ice pack on his swollen ankle to.........
the pain.
Although she tried............ Anna couldn’t eliminate
A
evaporate
C
alleviate
sugar from her diet.
В
dissolve
D
pacify
A the best
C
better
her best
D
for good
8
Her health improved......... when she started
exercising; her doctor says it may have saved her
This workout is......... for a beginner.
life.
A
too much really hard
C really much too hard
A
radically
C
respectively
В
much too really hard
D really hard too much
В
excessively
D
severely
His doctor suggested that he....... the stress in his life.
9
People with fair skin are more......... to sunburn.
A
reduce
C reduces
A
gullible
C
approachable
В
reduced
D will reduce
В
impressionable
D
susceptible
......... the university to open more sports clubs,
A Was
10
Oliver had some......... on his legs after falling while
hiking.
A
В
C
Were
Had
D
That boy ought to......... from eating a whole bag of
A
prevent
C
have prevented
В
be preventing
D
have been prevented
......... in 2010, the athletics track has become a
12
Completed
C
В
Having completed
D To complete
13
C
too much
so much
A
hinges
C joints
В
intersections
D junctions
After her cold, she was left with a sore throat that
hoarse В
coarse
C
rugged
D
hefty
I decided to......... with a healthy eating plan to help
A fall in
quality of food as reducing the quantity.
D
stains
me lose weight.
The solution to obesity is......... about increasing the
as much
D
Due to arthritis, he has difficulty bending the..........
A
It was completed
A
not just
rashes
made her voice a little..
-'avourite training ground.
В
bruises C
of his fingers.
sweets.
A
В
sprains
Should
11
fx
sunk
quick to start
activities.
13
C
C
many students might decide to sign up to more
ц
decreased
quickly to start
В
—
Sam waited until the storm had........ before going out.
A
A
Not only Lily is
divert
D
I avoid carbohydrates because they make me feel
flawless
C
В
H
assert
В
In spite
A would
?
C
A
A
В
•
exert
accept the scholarship to the sports college.
....... great at swimming, but she can run for miles too.
7
В
.. after eating.
A Although Lily is
:
insert
......... it being a great opportunity, Harry didn’t
A
-
If you......... a toothpick into the cake and it comes
out clean, then the cake is done.
win his race next week.
14
В
take up
C make off
D
come up
A........walk is far better exercise than a leisurely stroll.
A
brisk
В
bustling
C nimble
D
agile
Language
Focus
Food & Nutrition
Expressing happiness
Fill in: beam, grin, chuckle, giggle,
Fill in: fibre, minerals, fatty, nutritious, appetite
smirk in the right form.
grains, calories, digestion, obesity.
1
Joan.................. quietly to herself
2
Tom was............................. with joy
for
as she read the comic novel.
when he accepted the award.
3
She.................... nervously when
the teacher called her to the
board.
4
Feeling grumpy, tired or depressed? Try stocking up
mood-boosting foods.
• Yoghurt and fermented foods contain millions of good 1).........................
that are essential not only for the 2)............................of food but also
smugly when
for the production of neurotransmitters and hormones that directly
she found out she was right and
affect mood. Some scientists think these tiny organisms can even
Ann ....................
her brother was wrong.
5
’
cure depression.
My uncle is a friendly man who
• Wholewheat bread, brown rice and other whole 3)..........................
contain a lot of dietary 4)......................... which helps prevent weight
always........... cheerfully.
gain that can lead to 5).............................These foods can do a lot to
Fitness & Sport
Adjectives
control the 6)........................... and reduce cravings for unhealthy
7)..........................foods. This is important because being overweight
and inactive can promote depression.
Fill in: exhilarating, invigorating,
• Bananas are known to be good for our bodies because they are highly
hazardous, demanding.
1
2
8)....................... but did you know they can also make us happy?
There’s nothing better than a(n)
Bananas contain lots of В vitamins that the body uses to make
............................ swim in the
serotonin, a neurotransmitter that regulates mood. They also contain
sea to give you lots of energy.
9).......................... like potassium and magnesium that help keep us
Training for a marathon is
feeling energetic.
• Dark chocolate can boost mood because it contains a chemical that
extremely............................. but
reduces stress hormones and can even block pain. Chocolate is high
very rewarding.
3
Most
extreme
sports
in 10)......................though, so make sure you eat it in moderation!
are
........................ and sometimes
lead to serious injury.
4
Abseiling down the mountain
>
Grammar in Focus
was........... but also terrifying.
Fill in the gaps with the correct word, put the verbs in
Idioms (related to sport)
3
brackets into the correct form or choose the correct word.
Fill in: ball, shot, ropes, overboard.
Meditation 1) can/must be a powerful tool in the fight against stress and
Do you have any similar idioms
the pursuit of mental and physical well-being. 2)............................... can be
in your language?
done anywhere as long as you find a quiet place and a free moment.
For people new to the practice, it’s a good idea 3).............................. (start)
1
When Tim took over as the
small. Two minutes a day is 4) far more/good enough to begin with.
team manager he needed a few
Each week, increase the time 5)........................ two more minutes and by
months to learn the............... the second month, you 6)............................. (meditate) for 10
(understand how things work)
minutes a day. It 7)........................ (help) to set a regular time
Ej
2
A sports reporter has to be on
the................. when following
the action, (sharp and aware)
3
4
74
for your practice and to stick to it. Also, 8)................................
(not/choose) a position that will cause you any
JML
discomfort. Once you 9)......................(sit) comfortably,
|
;
If you go....................... with your
start the process by 10)................................ (focus) on
exercise program in the
your breathing. Recent studies 11)..............................
beginning, you risk injuring
(show) that meditation not only reduces stress but
yourself, (do too much)
also improves concentration and boosts the immune
He might win the tournament if
system. So, by taking a little time out of your day, it’s
he trains everyday, but it’s a
12) sure/possible that you will add years to
long.................. (it’s unlikely)
your life.
H
'
g
Reading
For questions 1-8, circle the
correct item.
rhe Island
1
fLONC LIFE
2
On the Greek island of Ikaria, life is sweet... and
very, very long. So what is the secret?
3
Ikaria is unlike any other Greek
Researchers have studied Ikaria for
many years. T/F/DS
4
of illness in his life. He has short-cropped white hair, a robustly
In many respects the geography of
island. T/F/DS
► bregoris is 100 years old and, aside from appendicitis, has never known
to=
Gregoris has never been sick at all.
T/F/DS
The locals produce their own food
on the island. T/F/DS
5
■ :some face and a bone-crushing handshake. He is known at the cafe
How is the cuisine on Ikaria different
from other Greek islands?
1 = :it of a gossip and a joker, frequenting it twice a day. It’s a 1 km walk
A
-to- his house over uneven, sloping terrain. That’s four hilly kilometres a
to 'Jot many people half his age manage that. In Ikaria, a Greek island in
Ье ’ 'editerranean, such characters are not exceptional. With its beautiful
В
to es. rocky cliffs, and steep valleys, Ikaria looks similar to any number of
C
to т Greek islands. But there is one vital difference: people here live on
Lrage 10 years longer than those in the rest of Europe and America -
It contains large amounts of
lamb and poultry.
It contains mostly pulses and
leafy vegetables.
It contains a great deal of
sweets and savoury snacks.
6
What do the men on the island do to
tar d one in three live into their 90s.
stay healthy?
to Not only this, but Ikarians also have much lower rates of cancer and
A
walk
to " disease, suffer significantly less depression and dementia, and remain
C
work the land
to sacally active deep into their 90s. What is the secret of Ikaria? What do
to ’--abitants know that the rest of us don’t? Cardiologists found that the
В
keep-fit exercise
Write the words in the box.
7
oran diet, which has been the subject of a number of scientific studies,
Find the word in the passage which
to . es a lot of beans and not much meat or refined sugar. The locals also
means the SAME as:
different (paragraph 2) |
|
эп locally grown wild greens, which contain extremely high levels of
care for (paragraph 4) |
|
to
to . xidants, as well as potatoes and goat’s milk. Researchers add that the
tor s distinct from that eaten on other Greek islands with lower life
8
Find the word in the passage which
means the OPPOSITE of:
o-ztancy. The Ikarians also drink a lot of herb tea and small quantities of
feebly (paragraph 1) |
|
antagonism (paragraph 3) |
|
tor—. unlike some other areas in the country. In addition, and quite
to:: iantly, research suggests the Ikarian habit of taking afternoon naps
Le. nelp extend life. One extensive study of Greek adults showed that
(8X2=16)
■p ar napping reduced the risk of heart disease by almost 40%.
Vocabulary
to -nother important factor is that nearly everyone grows their own food
г- -ere is also a strong tradition of solidarity among Ikarians, yet they are
to^m wealthy. Nearly all elderly Ikarians have a story of suffering, though
2
Choose the correct item.
1
are keen to tell it. After the Second World War, the locals were
and honey has been shown to
to z mined not to become depressed and remained grateful that nothing
treat/relieve/heal the
to se happened to them. In terms of longevity, it was a wise stance,
to ession, sadness, loneliness, stress - they can and do take a decade
Drinking green tea with lemon
symptoms of a cold.
2
: -r lives. Family is a vital part of Ikarian culture and every old person I
I have a thrashing/splitting/
stinging headache and the
toed has children and grandchildren actively involved in their lives. As one
painkillers don’t seem to be
M -e island’s few doctors said, “It’s not a ‘me’ place. It’s an ‘us’ place.”
working.
?-■ т locals agree: “To have your family around you makes you feel stronger
3
The highly mysterious/
■к: more secure.”
mischievous/infectious flu
> . jst before taking my leave, I walk to a village and ask a number of men
spread to everyone in the class.
- - т r 90s and 100s if they do any keep-fit exercise. The answer is always
-e same: “Yes, digging the earth,” says one man, a 93-year-old who looks
К ..ears younger. Each morning he goes out at 8 am to feed his animals
arc :end his garden. “I’ve never thought about getting old,” he says. “I feel
x< : I feel 93, but on Ikaria that’s OK.”
4
Jason revealed/captured/
displayed a natural aptitude
for patient care in his first year
as a resident.
(4X4=16)
л
■■
Progress
Check
_____ 1_д.инг-„:
Speaking
Listening
'«
0 Choose the correct response.
You will hear a young man called Lee giving
a talk about getting children to start cooking.
1
For questions 1-8, complete the sentences.
2
|.
3
|.
They certainly have a point.
I see what you mean.
A: Personally, I think cooking at home is th
best option.
At Lee’s school, Home Economics classes were for students
who wanted to learn how to take care of a 141
|.
B: a
b
| to local farms would
Lee thinks planning 151
I still want to try.
ready meals.
B: a
b
Children should learn about making 131
b
A: It seems to me that we should cut down c
I•
The owner of the restaurant asked Lee if he would like to
become a 121
I totally agree.
В: a
Educated Eating
The restaurant Lee worked at belongs to a 111
A: A good way to lose weight is by exercisin
To tell you the truth.
You’re absolutely right.
(3X4='
help children appreciate their food.
Writing
A lot of children are not aware that the snack they enjoy
begins life as a 6
Children need | 7 [
|.
Your class has attended a discussion on
[ from their parents in order
what methods can be used to encourage
to begin to love cooking.
Lee thinks the |8|
teens to cook healthy meals. You have
| should host festivals and
made the notes below.
demonstrations about healthy cooking.
(8X2=16)
Grammar
Methods that
Some opinions expressed in the
can encourage
discussion:
teens to cook
“Schools could introduce
Replace the underlined words with an
healthy meals:
compulsory cooking lessons.”
appropriate modal verb.
• education
“There are many ways parents
• parental
can encourage their children to
1
It isn’t possible that Jane ordered roast chicken;
encouragement
she’s a vegetarian.
• community
Jane..................................... ordered roast chicken;
she’s a vegetarian.
2
Was it necessary for you to wait for a long time
develop a love of cooking.”
“If local councils ran community
programmes
programmes and events,
and events
cooking could be made more
fun and accessible.”
to see a specialist, Sophie?
........................................... wait for a long time to
3
see a specialist, Sophie?
Write an essay for your tutor discussing two о
It’s almost certain Suzy got food poisoning
the methods in your notes. You should expla i
from one of the dishes.
which method you think is more important to
Suzy................................................................ got food
consider and provide reasons to support you'
poisoning from one of the dishes.
4
opinion. You may, if you wish, make use of th
My doctor wants to conduct an X-ray as it’s
opinions in the discussion, but you should use
possible I have a fractured wrist.
your own words as much as possible. Write
My doctor wants to conduct an X-ray as I........
your essay in 220-260 words.
............................................... have a fractured wrist.
(20 marte
(Total = 10-
(5X4=20)
МГ Competences
Now I can...
Lexical Competence
• talk about well being,
Reading Competence
Grammar Competence
Speaking Compete!
•
read a health and
•
use present & past modals
•
express opinions
fitness related article
•
make deductions and speculate
•
agree and disac r
answer T/F/DS and
Listening Competence
multiple choice
•
listen to a talk about health
write an essay
questions
•
do sentence completion and
on prompts
health, food and nutrition,
fitness and sports
• use language related
to the topic of health
76
and fitness
•
3-option multiple choice exercises
Writing
Dause for Concern Module 5
What is your social consciousness IQ?
Fill in the gaps (1-4) on the webpage with the words below.
Then label the pictures (A-D).
average • right • sustainable • sanitation • finite
developing • gender • extreme
Module Objectives
► Vocabulary
•
modern social problems
•
crime & punishment
•
social injustice & world
•
the environment
•
phrasal verbs
(environment)
•
prepositions (social issues)
•
word formation
GL BAL
C TIZEN
problems
Welcome to Global Citizen
Q ........... TO AN EDUCATION
► Reading
•
Did
you
an article about an
environmental crime
investigator (multiple
choice, comprehension
Did
Ь,^Уои
rknow...
know.;?
J
’’L
questions)
► Grammar
•
the passive
•
personal/impersonal
structures
•
the causative
•
many 2)
resources such as
oil are being consumed at such dramatic
rates that they will be exhausted in the next
50 years?
substitution & ellipsis
► Listening
•
an interview (multiple
INEQUALITY
choice)
•
POVERTY
JU
monologues (multiple
matching)
know...
► Speaking
•
discussing causes &
results of an issue,
offering solutions
•
reaching an agreement/
decision
► Writing
•
►
a report about a social
issue
Did
you
women employed full-time earn on
32% of the world’s population does not
3)............................ 23% less world-wide
have access to adequate 4)...................
than their male counterparts?
facilities such as toilets?
Language Focus
•
words often confused
•
idioms related to social
issues
•
grammar in focus
► Progress Check
. WordsofwisdomMeBBj
What solutions could there be for each issue (А-D)? Choose from
the ideas below and add any of your own ideas.
• encourage companies to pay equal salaries to men and women
• promote the use of renewable resources • invest in waste management
• offer free reading support programs at school/in the workplace
You must be the change you
want to see in the world."
Mahatma Gandhi) [ Discuss
What social issues do you think are most important? Rank
the social issues (А-D) in order of importance. Compare with a partner.
7
Reading
Read the title of the article and the
introduction. How might these activities be
related to the job of an Environmental
Crime Investigator?
rummage through bin bags
patrol back alleys
walk through a stinking pile of rubbish
Video
Environmental Crime
Investigator
Rummaging through bin bags and patrolling back
alleys is all in a day’s work for Enfield’s
environmental crime investigator.
bring about a successful prosecution
elicit incriminating details
outline the rules for waste disposal
Read the text to find out.
STUDY SKILLS
Missing Sentences
Read the text to find out what it is about. Then read the
missing sentences and identify the main points in each.
I am in an alley in the London borough of Enfield walking throt :r
Read the text again and pay attention to the meaning
a stinking pile of fizzy drinks cans, chicken bones and oozin;
of the passage before and after each gap. Look for
unidentifiable things in knotted carrier bags. The stench is ?
contextual, lexical and grammatical clues which help you
thick I can almost taste it. Patricia Henry is pointing her camei
infer the writer's attitude, mood or intention in order to
recognise the connection to what came before the
missing sentence or anticipate what will come next.
at a
collapsed
shed balancing like a sculpture on a heap :
unwanted furniture. Henry, 46, is an environmental crime office
with the local council and her photographic eye is an unusua
one. 11 | O| This is a job that requires a strong stomach. It a я
2
Read the article again. Six sentences have
been removed from the text. Choose from
the extracts A-H the one which fits each
gap. There are two extracts you do not need
to use. One has been done as an example.
О Listen and check.
calls for careful observation skills.
Recently Henry’s detective work brought about the success*,
prosecution of a shop which had been dumping packaging in b *s
reserved for residents. “| 2 |
| In about 40% of cases there’s
some kind of evidence such as receipts, labels or address?:
envelopes, she says.” Once she has identified a suspect, Hervj
questions them under caution. When the evidence is sour:
A
В
Henry gestures to the sacks and waves the
enough, it can lead to a prosecution and reclaim the considera: e
man over.
cost of cleaning up after the offender.
She outlines the rules for waste disposal and
| 3 |
tells him the case is closed.
C
She obediently hauls six of the sacks back on
to her drive but disowns another two that have
burst open, leaving dirty nappies and rotting
food onto the pavement.
D
Her albums feature meticulous portraits of bin
liners split and leaking, graftitied obscenities on
walls and rotting furniture.
E
F
There was a lack of evidence to charge them.
| “Dozens of them, abandoned all over the place,” she
says. “It was my bugbear. I was always complaining to the
supermarkets. I’ve always been passionate about the problem .*
litter.” And that passion has not faded. “I am so thankful the:
got this job,” she says. “Every complaint is important to the
person who makes it so you have to give it your all, because I
might have repercussions forthem.”
Today a resident has alerted her to a garden shed that has bee’
disposed of
in a back alley. Someone else has spotted :
It was shopping trolleys that propelled Henry
into her current career six years ago.
G
H
78
Henry bustles up, charming smile in place and
Check these words
listens amiably, but the man is less than helpful.
• borough • oozing • knotted • shed • heap
Someone reported a car registration number
• meticulous • split • leaking • till receipts
which we traced, then found till receipts which
• offender • bugbear • tenant • obediently • haul
led back to the shop.
• disown • nappy • sack • yield • inexplicably
5а
Vocabulary Focus
3
Match the highlighted words in the text to
the meanings below.
4
•
strong smell • too early • searching
•
negative consequences • accurate and strong
•
thrown away • friendly light-hearted conversation
•
said to have happened • fallen apart
•
blockage
Fill in: charming, alley, lawn, photographic,
registration, addressed, disposal, incriminating,
rotting, bin. Use four of the phrases in a
sentence of your own.
х zhbour not cleaning up her dog’s waste on the grass and
1
.......................... bags
6
number
2
back ..........................
7
details
3
.......................... eye
8
food
.....................................
9
smile
10
front...........................
4
т re’s been a messy incident behind some garages. First on her
envelopes
fee is the dumped shed. The informant has provided her with a
5
waste .......................
xuse number, but the tenant denies all knowledge. During some
a: zarently innocent social chit chat , Henry elicits possibly
.-: -ninating details that indicate the shed might indeed belong
-m. | 4 |
5
What does the writer mean by the underlined
phrases/sentences? Discuss in pairs.
|
i .: jple of miles away is the house of the alleged dog offender,
Text Analysis
fe she approaches the house, Henry notices a mountain of bin
x:s on the pavement outside. A nervous young woman, who
ariits to owning a dog, says she’d got the dates of the rubbish
ri ection mixed up. | 5 |
e
6
In your own words, answer the questions
according to the information in the text.
| Nobody she knows has a baby, she
Compare answers with a partner.
s. Henry puts on her gloves, peels off the black plastic and
1
trts rummaging through, not paying attention to the stench.
searching for the perpetrator of a crime?
~-r second sack yields a clue: two letters bearing the address of
2
: righbour up the road who happens to be mowing his front
I. - . | 6 |
How do you think Patricia might follow up each
of the cases mentioned in the article?
| The man explains that he’d left the sacks in the
it r outside his house two days
What kinds of clues does Patricia look for when
3
prematurely to reserve a
What do you think are the main skills
necessary for Patricia’s job? Why?
s re for his car and they had inexplicably vanished. Patiently
fr-"y explains that sacks in the road are an illegal obstruction
■ -e highway.
7
she drives off, Bin Bag Man approaches Dog Dirt Lady and
| ICT | Do some research online about other
'green jobs' that help the environment.
:< ares he has no knowledge of how his rubbish came to be
Choose one job and make notes about what
• izzered outside her driveway. We leave them, arms waving
the job entails and how it helps the
x: jt, in the middle of the road. “It’s nice,” says Henry ironically,
environment. Present the job to the class.
-: эе able to help neighbours get to know each other.”
Speaking
What is your opinion of Patricia
Writing
The crimes that people like Patricia Henry
Henry's job? What do you think the
investigate affect the environment and the
challenges would be? Do you think
whole community. What can be done to
that it is an important job? Why/Why
prevent these crimes? Post your comments to
not? Discuss in pairs.
the newspaper's article.
■
79
Vocabulary
Vocabulary from the text
Topic vocabulary
Fill in the gaps with the words
Social injustice & World problems
below.
a) Read the headlines (A-F) and fill in the gaps with
words from the box.
• prosecution • disposal • stinking
• incriminating • dumping • patrols
• affordable • anti-social • alarming • disadvantaged
• deprived • appalling • harsh • detention
A STUDY FINDS 1)................... BEHAVIOUR LEADS TO BULLYING AND RACISM
B
THE NUMBER OF HUNGRY AND 2)..............................
CHILDREN RISING AT AN 3).............................. RATE
c LACK OF 4)............................ HOUSING TRIGGERED BY ECONOMIC CRISIS
TROUBLED TEEN CAUGHT SHOPLIFTING
SENT TO YOUTH 5)........
CENTRE
D
1
An environmental crime
investigator.......................... the
streets on the lookout for illegal
E CONVICTED BOMBER FACES 6).......................PUNISHMENT
rubbish.
2
Most offences involve the
3
An
F
incorrect................... of waste.
investigator often
INVESTIGATION FINDS RESIDENTS LIVING IN 7)........................
CONDITIONS IN 8)............................. AREAS OF TOWN
has to
rummage through...................
b) Which of the social issues (1-6) below do the headlines
piles of rubbish.
4
5
in Ex. 3a refer to?
Once the investigator discovers
an offence, he/she must search
1 prejudice and discrimination О
the rubbish for.........................
3 recession О
details that reveal the offender.
5 terrorism О
In
more
serious
cases,
4 impoverished communities О
6 malnourishment О
an
investigation can lead to the
Crime and punishment
.......................... of the offender.
6
2 juvenile crime О
The investigator hopes his/her
Choose the correct item.
work prevents offenders from
1
illegally.......................... rubbish
Billy was caught trespassing/jaywalking after climbing over
the wall of the stadium when it was closed. He was given -
in the streets again.
police warning/ban.
2
2
Choose the correct item.
1
3
company
'
The suspect was convicted of assault/manslaughter fo'
accidently killing a pedestrian with his car. He was sentence:
4
The newspaper was charged with libel/fraud for printing
to do.
incorrect information criticising the film star. It will probab
Household rubbish is often
have to pay her a fee/compensation.
5
spot/yield/reclaim a clue about
its owner.
Often neighbours identify/admit/
If the man is convicted of the murder/mugging, he may be
given capital punishment/imprisonment.
The investigator searched the
carrier bag in hopes it would
6
s
Mike was convicted of vandalism/homicide of public propert.
He got community sentence/service as a punishment.
а)
ч ? Listen to three people discussing a crime they were a
victim of. Match each speaker to one of the crimes in Ex. 4.
alert an environmental crime
investigator to a rubbish offence.
80
funds.
to six months in prison and then put on trial/probation.
knotted/leaked bin bags.
5
taking
Rummaging/Hauling/Splitting
thrown out in slumped/
4
secretly
crossing the street.
through bins is not an easy job
3
for
convicted, he will probably have to pay a hefty fine/licence.
The bin bag burst/strew/
scattered open as I was
2
Mr Kelly is being held on charges of securities fraud
embezzlement
Speaker 1
Speaker 2
Speaker 3
5ь
(
b)
speaking
Prepositions
Which punishment
is appropriate for each of the crimes
Fill in: in (x2), on, to. Check in Appendix I.
described in Ex. 5a? Discuss with your
1
partner. Use ideas from Ex. 4.
2
The environment
a)
( collocations
Many endangered species are bred ............
captivity in order to increase their numbers.
Mark is due............court on Monday accused
of assault.
Match the verbs below to
3
the group of nouns to form collocations.
The prisoner was released ...........
bail after
serving just over half of his sentence.
4
• adapt • avert • face • curb
The government will take steps to put an end
..... illegal dumping.
1
................... reality, extinction, the facts
2
................... to a new habitat, to change
3
................... (a) tragedy, (a) scandal, (a) disaster
4
................... emissions, pollution, the spread of
Phrasal verbs
| Fill in: for, out, down, up. Check in Appendix II.
1
There are concerns that global warming will
wipe..... many animal species.
b)
Use collocations from Ex. 6a in the correct
2
form to complete the sentences. Then write
your own sentences with the ones you did
3
4
Join us for a march on parliament to demand
to the
The town council is calling........... immediate
action to reduce litter in the area.
legislation...................... of CO2 from factories.
2
They held a protest to stand ...........
factories dumping waste in the river.
not use.
1
Plastic takes hundreds of years to break...........
in landfills.
Word formation
Volunteers are needed before the hurricane hits
to............................. in coastal areas.
3
Donate and help save animals.................................
11
We can save threatened animals if we act now!
4
More than 1000 displaced animals have to
.............................due to the forest fire.
I Fill in: climate, toxic, rainforest, water,
*■
endangered. Then, match the environmental
Read the text. Use the words in capitals to
form words that fit the gaps (1-8).
Savingxthe Pornoises
Sea Shepard Society is a marine wildlife organisation that
works to protect species and their 0) natural habitats.
NATURE
Milagro III is their campaign to save an extremely
issues (1-5) to their causes (a-e).
1)
marine mammal - the vaquita
DANGER
porpoise. With a population of less than sixty vaquitas, only
a
nuclear industry - landfills -
chemicals and pesticides
destruction
b
greenhouse gas emissions -
global warming - burning
species
fossil fuels
pollution
c
d
e
deforestation - illegal
twenty-five are believed to be 2)................................
which 3)
at the Sea Shepard society
are 4)...
focused on protecting. One
way this to done is by using Sea Shepard’s sailing vessel
5)..............
that are pursuing the vaquita in
destruction of habitat -
order to 6)
.......... kill them. However, the
poachers - disease
biggest threat to the vaquita is fishing gillnets. These
oil spills - marine dumping-
harmful nets are transparent and are 7)
sewage
to the vaquita, which can become 8)...
in
them and then suffocate. Sea Shepard is determined to
eliminate the presence of gillnets in the region in order to
ensure the survival of this species.
you think is the most serious? Do some
research on it: what are its causes/solutions?
Write a few sentences about it. Present the
issue to the class.
CONSERVATION
PRINCIPAL
to patrol the waters in Mexico and look out for
logging - cattle farming
ICT Which environmental issue in Ex. 7 do
PRODUCT
females. This is truly a species on the brink of extinction,
HUNT
LEGAL
VISION
TANGLE
Grammar in use
The passive
Fill in by or with, then rewrite the sentences
see pp. GR10-GR11
a) Read the newspaper report and identify
in the active, as in the example.
all the passive forms. How are they formed?
1
What tense is each?
A large donation has just been made to thd
charity by a Middle Eastern businessman.
de
A Middle Eastern businessman has just made
large donation to the charity
2
The litter collection campaign is being nr
.............. a lot of energy and enthusiasm by loca
for a
volunteers!
3
Sadly, many sea turtles are injured
bcs
propellers.
4
Homeless people in Arizona, USA, found
The whole wall had been vandalised and w
covered
themselves receiving unexpected gifts from
graffiti.
an unlikely source. They became the new
Write the signs and headlines in full passive
owners of coats which were donated to them by
sentences, as in the example.
Makenna Breading Goodrich, an amazing young girl
who took it upon herself to make a difference.
1
Fly-tipping is prohibited. All offenders will be
It is often said that charity begins at home, and in Makenna's case
prosecuted.
that was certainly true. After seeing the homeless in her neighbourhood
suffer during winter, she decided to go around the community with a
1
NO FLY-TIPPING
small red cart and collect as many coats as she could. Next, she got
Offenders
her parents to print fifty flyers so she could put them up around her
prosecuted
2) GOVERNMENT TO
CUT NATIONAL
HEALTH BUDGET
home town. Makenna herself even started a charity, which has been
named Makenna's Coats for a Cause.
Since first starting her scheme, this remarkable girl has gathered over
1,000 coats as well as various other winter items such as scarfs, gloves
Free pick-up of
® garden rubbish
every Tuesday
and sweatshirts for those that desperately need them. Any size, style
4)
Car firm makes
200 redundant
or colour will be gladly accepted. There is only one requirement; items
are expected to be clean and in a condition that can be used.
Personal - Impersonal structures
When she was asked by reporters why she decided to help, Makenna
(it + passive verb + that-clause / subject passive verb + to-infinitive)
said: 'I just want people to know someone cares about them.' The
schoolgirl went on to explain her plans for the future, 'I want this to
see p. GR10-GP'
spread. A little kindness can inspire others!'
Read the text in Ex. 1 again and find example
of personal and impersonal structures. How
b) In pairs, change the passive structures
do we form these structures? Then report the
into active ones.
weird facts below, as in the example.
Fill in the correct passive forms of the verbs in
brackets. Why do we use the passive voice?
1
Have you heard? Jane’s business..........................
2
The stolen diamonds................................................
........................ (break into) last night.
We
Did you know...
1
Melting glaciers and icebergs are reported to ma
*--
Neighbourhood Watch schemes.............................
(mislead)
The government
about the impacts of pollution on local rivers.
5
After
(declare) extinct a long
It is reported that melting glaciers and icebe^
make a distinctive fizzing noise?
2
6
82
that people have a unique tongue print, similar t: .
fingerprint? (report)
3
that recycling one aluminium can saves enocr
4
that the amount of wood and paper we throw av>a |
time ago, the Javan elephant....
(rediscover) in 2003.
d
a distinctive fizzing noise?
(set up) in Newbury. Ask for further details.
4
that melting glaciers and icebergs make a distinc
*.
fizzing noise? (report)
(recover) from jewel thieves early this morning.
3
R J FACTS
energy to run a TV for 3 hours? (say)
84% of all household waste can
yearly is enough to heat 50,000 homes for 20 yea’s
(recycle)
(estimate)
5с
ICT| (speaking) Find five other weird facts
about environmental issues and present
them to the class. Use the passive voice
and/or personal/impersonal structures.
Reflexive - Emphatic Pronouns
(myself/yourself/himself/
see p.
herself etc.)
(Substitution & Ellipsis I
Substitution is used to avoid repetition. The
following can be used to replace a noun phrase or
a verb phrase: it, there, that, one, do, so, neither,
not. I was robbed yesterday. It was terrible!
Ellipsis is also used to avoid repetition. It involves
GR11
omitting words or phrases. He feels proud and (he
feels) excited about becoming a police officer.
| Read the text in Ex. 1 again and find examples
* of reflexive and emphatic pronouns. How
have they been used in the text and why?
Ш
-t
E
Read the theory box and find examples of
1 substitution and ellipsis in the text.
r j Read the dialogue and put the verbs in
brackets in the correct form with or without
a reflexive/emphatic pronoun.
12
Fill in the gaps in the sentences with the
words in the list where necessary. In each
sentence, which words are we avoiding
Hi, Tina. I got your text. What happened?
Hi, Jason. I’ve had a terrible evening. I was a bit tired
repeating? Which are examples of ellipsis?
so I wasn’t 1) feeling myself (feel) all afternoon, but
• there • one
went to the supermarket after work anyway. Then,
1
when I was carrying my groceries, I tripped on the
John has tried so hard to find a recycling bank
but he hasn’t been able to - . (find a recycling
uneven pavement and fell down.
bank - ellipsis)
к
That’s awful! The city should keep the pavements in
з
Yes, I twisted my ankle. And the groceries went
yet?’ ‘Dad called them an hour ago. They must
everywhere! My ankle was sore but I 3).................
have............ ’ ...........................................................
(get up) and gathered up all the groceries.
3
hope you called someone to help you carry them.
=
No, that wasn’t necessary. I 4)............................ (do/it).
a
Well, make sure you take it easy for the next few
I
2
good condition. Did you 2)...................... (hurt)?
‘Have the police arrived at your parents’ house
I volunteer for a children’s charity and my sister
volunteers for an animal....................................
4
We’re heading to the police station now to report
the road accident. We’ll see you.....................
days and you’ll soon 5)..................... (be) again!
Thanks, Jason. I will!
Key word transformations
The causative (get/have
something done)
see p. GR11
13
Complete the second sentence so that it
means the same as the first, using the word
in capitals. Use between three and six words.
| Read the text in Ex. 1 again and find a
** causative structure. How do we form the
1
were chasing a criminal. HELD
causative form? Give examples of other uses
The police................................................................
of the causative.
Use get or have and the ideas in the list to
An accident slowed down the police whilst they
whilst they were chasing a criminal.
2
By the end of the day, we had agreed on the
next school environmental project. REACHED
complete the sentences in the causative, as
By the end of the day, an .................................
in the example.
.................................................................. what the next
•
the garden/tidy up • hair cut • Jake/bike steal
•
leaflets/print
1
The witness didn’t recognise the suspect at
storm. CAUSED
first; he’s had his hair cut really short.
A great deal of..............................................................
We must........................................It’s all overgrown!
....................................................by the heavy storm.
school environmental project would be.
3
2
3
4
Oh no! That’s the second time.............................
4
Trains have been greatly disrupted by the heavy
Mike’s new home security system will be
.......................... this year!
installed by a professional. HAVE
The charity are.................................................... about
Mike............................................................................
the impact of pollution on wildlife.
his new home security system.
83
Listening skills
Multiple choice
b)
Read the questions. What are you being
asked to listen for in each?
Preparing for the task
1
STUDY SKILLS
This task covers a wide variety of questions, which ask
students to listen for the gist, the speaker's opinion,
attitude, purpose, feelings, etc as well as specific facts.
2
Where does Martina work?
A
in a drop-in centre
В
C
in a private practice
at social services
C.
What does Martina believe is the main cause of
When reading the questions, pay attention to the
the increase in people seeking help?
question words used as they can help you determine
A
the lack of new jobs available
what type of question it is. Once you know what to listen
В
the recent financial downturn
for, listen to the whole segment before deciding on your
C
the increased cost of living
L_
answer. All the distractors will be mentioned, but there
3
is only one right answer.
Which feeling does Martina say comes from
having a job?
A
confidence
a) Which of the following questions is asking
В
anxiety
you to listen for specific facts? What words
C
enthusiasm
helped you decide? What are the other two
4
Martina says the top priority when someone
is struggling to cope with something is to
questions asking you to listen for?
A
1
Where did Alison study for her degree?
2
What was Alison’s reason for going to Australia?
3
How did Alison feel about her course?
5
В
put things in perspective.
share the problem.
Martina thinks the government should help by
b) Read the extract from an audioscript
A
giving homeless people more money.
below and answer the following question.
В
giving homeless people psychological
support.
C
1
Where did Alison study for her degree?
A
Australia
В
America
getting homeless people involved
in charities.
C the UK
с)
A:
not let embarrassment control them.
C
Why are the other two options wrong?
I:
__
ч
Listen and answer all the questions
You’ve spent a lot of time in Australia, haven’t you?
in Ex. 2b by marking the correct box with
What was it that you were doing there?
a tick (/).
After leaving school in England, I decided to get some
work experience before going on to higher education.
My relatives in America offered to let me work on their
ranch in Texas but I decided to travel to Australia
instead, where I volunteered at a homeless shelter.
While I was there I did a course in psychology and I
found it so interesting that I wanted to learn more about
it. I applied to several universities there and in the
States but decided to return home to study.
How does homelessness affect yoarea? Discuss with your partner what the
causes behind and impact of this issue are
and what can be done to resolve it. Write =
few sentences and report them to the class
Multiple matching
О For questions 1-5, choose from the list
(A-H) what each speaker felt about their
voluntary experience.
2
a) You are going to listen to part of an
interview with psychologist Martina Williams.
grateful for the skills acquired
В
excited by a creative prospect
Before you listen, check the following words/
C
thankful for existing relationships
phrases in the Word List.
D
glad of a relaxing break
E
encouraged to pursue a plan
Speaker 1
F
enthusiastic about the future
Speaker 2
G
delighted by an unexpected
Speaker 3
• the underprivileged • recession • the bubble
burst • compound • stark • knock-on effect
• state handouts • demoralising • default
• confide • get sth out in the open
• put sth in perspective
84
A
side-effect
H
Speaker 4
comforted in a time of need
Speaker 5
Speaking skills
Discussing causes/results of an
issue - offering solutions
l| Read the first and last exchanges in the
dialogue. What do you think it is about?
О Listen, read and check.
5e
In pairs act out a similar dialogue about
youth unemployment using phrases from
the Useful Language box and the ideas
below and/or your own ideas.
Causes: economic recession - lack of
qualifications/skills
»=te: It’s horrible seeing so many homeless people on
Results: poverty & debt - low self-esteem
Solutions: incentives for businesses to employ
the streets.
. m: I know, and there seem to be a lot more than
young people - funding more vocational training
there used to be.
* ate: Well, I guess that’s mostly down to the recession.
Collaborative task
A lot of companies have been laying off workers
and they’re finding it difficult to get back on their
feet, especially when more jobs are being lost
than created and the cost of living continues to
rise.
STUDY SKILLS
Interactive discussion
Read the series of options set out in the rubric. Make sure
you discuss all the options in the list with your partner.
. m: You’re absolutely right. Unemployment is a big
You should try to come to a consensus by the end of the
problem and state benefits aren’t enough for
discussion but you do not have to agree on all the points.
people to pay their rent and bills. As a result,
some people end up on the streets. It’s awful.
*a:e: I know, but what can be done about it? I mean,
I sometimes give them my spare change, but
I’m never sure if I’m doing the right thing.
. m: I know what you mean. I wonder if that helps
Read the information and options below.
Use the Useful Language box to discuss the
suitability of each option with your partner.
You can use your own ideas as well.
them at all. I suppose a long-term solution
would be for local authorities to give more
The mayor wants to make your city greener. Discuss
support to homeless charities and to invest in
all the options from the list below and then decide
new job training schemes. They should also
build more affordable housing and provide
which two you would choose as being the best way
to help the environment.
counselling to help the homeless get their
• make recycling compulsory • plant more trees
confidence back.
<ate: All that is OK, but in the meantime we could
donate to one of the charities or volunteer to help
• build car parks near transport connections
• introduce cycle lanes • create community
gardens • start litter clean-up schemes
out. My cousin volunteers with a charity at the
weekends. Why don’t we go along some time?
Expressing opinions
. m: Sounds like a plan.
general
personal
• 1 feel that... • To my mind, ...
Which of the underlined phrases in the
dialogue discuss causes/results and which
• It’s (generally)
• In my opinion/view, ...
accepted/
• 1 would say/think/suggest that...
believed that...
offer solutions? Replace them with phrases
• As far as I’m concerned, ...
from the Useful Language box.
• Speaking for myself/Personally, ...
people say
• 1 would go for...
that...
Discussing causes
it’s all/mostly down to
. plays a small/huge
Discussing results
• This often/invariably/etc
leads to/causes/brings
about/contributes to ...
□art.
think/believe ... has a
ot to do with it .../is
also) (partly) to blame ...
• Some/Many
Justifying opinions
• (I say this) because/since/as ... • The main reason
I feel this way is ... • Facts/Evidence suggest(s) that...
• If..., then inevitably ...
• As a result/
Q Now listen to two people doing the
consequence,...
speaking task in Ex. 4. How does it compare
Offering solutions
to your answer?
A short-term/long-term solution to the problem would
□e ... • I think a lot can/could be achieved by ....
85
Writing
2
General introduction
Reports are usually written to present information
Reports
Read the model and fill in the gaps (1-3)
with the correct heading (A-C).
in a formal situation about a particular person,
place, event, plan, etc. They are addressed to
superiors/colleagues, members of a committee, etc
and give information in response to a request or
instruction about a meeting/seminar that was held,
a project that has finished/is in progress, etc or to
To: Paul Walter, Head of Community Affairs
From: Suzy Lanshore, Council Representative
Subject: Improvements in my community
Date: 4th November
suggest an alternative course of action.
The layout of a report is similar to the layout of a
proposal. A report normally starts with information
about who the report is for, who it is from, what
it is about and when it was written.
Introduction
The aim of this report is to outline and assess tn»
improvements that have been made to Hampton, an up-ar :
coming inner-city area, and to suggest further measures т
e.g. To: Frank Newton, Council Representative
From: Tom Davies, Head of Community Affairs
be taken.
Subject: Addressing local social problems
Date: 14th May, 20.......
Several major improvements have been made to r
neighbourhood recently. Firstly, council-owned properties c'
General outline for reports
Para 1
streets have been restored and new amenities such as
► an introductory paragraph which
community centre and a well-equipped school have be-
clearly states the purpose and
constructed. Additionally, an ugly area of wasteland has bee
content of the report.
Paras
transformed into a popular park and several trendy cat's
► a main body with relevant
2 -4
have opened.
information, presented in several
sections (2 or 3) with subheadings.
Para 5
► a conclusion which summarises the
While some measures have been successful, others ha.e
information and may include an
been less so. The park and cafes are helping to improve "
opinion or a recommendation
area’s image as well as provide pleasant recreational vec­
tor the community. In addition, the community centre offe
Reports are normally written in formal style (no
contractions, frequent use of the passive, advanced
linkers and vocabulary, complex sentence structure,
etc).
Q
educational opportunities such as computer classes "
upgrade residents’ job skills. Despite these efforts, there e
still a problem with youth unemployment and delinquer ?
Moreover, many streets seem dark and menacing at nigh'
Understanding the rubric
Taking all the above in consideration, there are several we in which the neighbourhood could be further improved. F:
Read the rubric and underline the key
instance, improving street lighting at night and initial•
words, then answer the questions.
Neighbourhood Watch programs are likely to make pec:
You work for the local town council. The head of the
community affairs committee is investigating ways
to improve neighbourhoods in different towns. He
has asked you to write a report in which you give
information
about
the
improvements
in
your
community.
Your report should briefly describe what has been
done to make your neighbourhood a more pleasant
place to live, discussing whether the improvements
have been successful. It should also explain what
feel safer. Furthermore, vocational training schemes cc.
be implemented in order to get disaffected youngsters off'.' streets and into work.
Conclusion
On the whole, I believe that the impact of recent rejuvenat л
and redevelopment in the area has been positive, there
still room for improvement but I would recommend furVs
upgrading amenities, social programs and security meases
to make the area an even more pleasant place to live.
more could be done.
Write your report (approximately 220-260 words).
1
What do you have to write and for whom?
2
Which of the following do you expect to use: a
A
Suggestions for the future
В
Neighbourhood improvements
C
Impact on neighbourhood
lot of idioms & everyday words/expressions?
short forms? the passive voice? a lot of phrasal
verbs? advanced vocabulary?
3
86
What information must your report include?
Register
Formal Style
Linking words/phrases and structures
• In reports, ideas are linked using linking words/
phrases. These could be used to: introduce/list
Find the corresponding formal language for the
points; give examples; introduce contrasting points;
phrases/sentences below in the model in Ex. 2.
1
I’m writing this report to tell you what’s new in
express cause and effect.
• In reports we can also use phrases/structures to:
make suggestions/recommendations; express
my area.
2
Some changes were good for the area while
others were not.
3
There are some things to do to make the area
4
While some changes were made, young people
better.
still can’t find work and some get into trouble.
5
6
opinions and conclude.
New and important changes were made in the
(See the Useful Language box on p. 89)
5
a) Join the sentences below with
appropriate linking words/phrases.
1
Various government-sponsored schemes are
area.
helping to get young people back into work.
I think that the changes have been good for the
................................ the recession is still making
area but things aren’t perfect yet.
a) Read the extract below and replace the
it an uphill struggle.
2
...................................... poverty is still a problem in
the area, initiatives are being taken to help
underlined words/phrases with the formal
people in need.................................... .. food parcels
expressions given.
are being distributed to families struggling to
in terms of new statistics • plague
make ends meet...................................... .. a drop-in
an alarming increase • globally
centre has been opened to provide advice and
rapid deterioration • escape • citizens
practical assistance.
serious consequence • prompt action is taken
3
......................................... a successful tree-planting
day has already been organised. Secondly,
.....................................
it’s difficult to persuade
people to give up their free time, several small
groups
have
volunteered
to
organise
a
neighbourhood recycling scheme.
There has been 1) a shocking rise in air pollution levels in cities
2) around the world. It is by far the biggest environmental
problem to 3) trouble our planet in recent years. 4) If we're
looking at new data, the most 5) important effect will be a
6) quick drop of air quality levels in cities in the future.
7) People will be unable to 8) get away from clouds of smog
b) Fill in linking words and phrases/structures
to make suggestions/recommendations,
express opinion and conclude.
1
...................................... the increase in the number
from transport, factories, and wood-burning homes. Our
of rubbish bins, there are still unacceptable
organisation believes that, unless 9) we do something quickly,
amounts
levels of air pollution will become hazardous very soon.
......................................
of
litter
on
school
grounds.
therefore, that a school
clean-up day be organised.
b) Expand the prompts into complete sentences.
2
...................................... that everyone can help out,
Water Pollution
.................................... by donating their time or
1
Water pollution/increase/worrying rate
money to a cause they support.
2
Majority/water pollution/rubbish and industrial
waste/dumped/rivers and oceans/individuals
and large industries
about energy conservation........................................
This problem/need be address/quick
4
New data suggest/water pollution levels/
continue to rise/future
The outcome/destruction/marine life/drinking
water supply
6
One way/prevent/water pollution/imposing heavy
fines/severely punishing/individuals/industries
7
....................................... I would highly recommend
a visit from a representative of our group to talk
3
5
3
The effect/this/deter others
we would raise environmental awareness in the
community.
c) Look at the model in Ex. 2. How does the
writer make suggestions? express opinions?
conclude? Identify the linking words and
phrases/structures used. Replace them with
alternatives from the Useful Language box.
87
Beginnings and endings
Grammatical Structures in Reports
Tenses
a) Read the following beginnings and say
The most commonly used verb tenses in reports are as
what you expect to find in the main body of
follows:
each report. Try to predict the section
The present simple - to describe the facts/a situation
headings which will be included.
in the present e.g. At present, the town recycles all of
its household waste.
Beginnings
The present continuous - to describe things that are
currently in effect e.g. What is more, the new amusement
|~A~| Purpose
park is attracting many tourists to the area.
This is a report compiled to assess the success of the
The present perfect - to emphasise past actions that are
charity event held to raise money. The overall attendance
relevant now e.g. Over half of the residents questioned
and donations pledged were contributing factors.
have responded favourably to the Neighbourhood Watch
program.
[~B~| Introduction
The past simple - to report on past actions, events,
The aim of this report is to address the reasons why
etc e.g. Most people who participated in the voluntary
homelessness has increased in the area and to sugges
*.
clean-up event expressed an Interest in similar causes.
ways of solving the problem.
Writing about the future
When writing about the future, we use:
b) Read the following endings. What does
the future simple tense, e.g. The proposed social
the writer do in each ending? (summarise,
programs will help low-income families.
recommend or give an opinion?) Match the
the future continuous tense, e.g. It is estimated that
beginnings (A-В) in Ex. 7a to the endings
the majority of students will be taking part in the tree
(1-2) below.
planting day scheme.
the future perfect tense, e.g. It is hoped that poverty
Endings
levels will have decreased substantially by next year.
11 I
Verbs
| Conclusion
These include propose, intend, hope, expect, predict,
In my opinion, homelessness has increased mostly as s
forecast, look forward to, anticipate, etc. e.g. We
result of a high unemployment rate and a lack o
*
propose to increase police patrols in the area and we
affordable housing. Addressing these problems is ar
expect crime levels to drop considerably.
important step in tackling the issue.
Adjectives
These include imminent, potential, probable, possible,
| 2 |
| Recommendation
forthcoming, future, expected, proposed, etc. e.g.
On the whole, the response to the event was encouraging.
imminent danger, probable results, future events, etc
According to everyone involved, the fundraising ever'
Hypothetical constructions
was a success and we met all our goals and objectives,
e.g. this would mean that, if we could, this should, we
would suggest, therefore, that we organise similar events
might, etc.
------------------------------------------------------------------------------------------
6
in the future.
Structuring paragraphs
Cross out the word or phrase in bold which is
not correct, giving reasons for your choices.
8
a) Expand the prompts into sentences. The"
put the sentences (А-D) in the correct order
1
Citizens’ concerns about crime in the city
centre have increased/increased over the last
few years.
2
3
Currently, members of the organisation
sentence and which sentences support it?
| A|
policing/heavier fines/when law break/
If we could/might implement some of these
seem/make/area safe/more pleasant
| В |
| On/other hand/install/closed- circuit
place to live in.
television/public places/do little/deter
I hope/predict that these recommendations
burglaries/area
are taken into account in any future/potential
| C |
discussions.
5
| Some measures/take/such as/stricter
volunteer/will volunteer at local food banks.
suggestions, our community would be a better
4
to make a paragraph. Which is the topic
It is expected/proposed that many people will
attend the forthcoming/possible charity event.
| While/crime prevention measures/be
successful other/measures/be not
| D |
| Moreover/not only/ugly graffiti/clean off
walls/but colourful murals/talent/young
artists/appear/in its place
b) Write supporting sentences for the following topic
sentences (A and B). Use the ideas listed under them and
the Useful Language box. Compare with a partner.
Without a doubt, recent changes have made the area more
A
Useful Language
To introduce
•
•
attractive for young families, yet there are further measures
outlines/examines/concerns/assesses ...
To introduce/list points
•
plenty green spaces
• despite changes-crime rate still higher than surrounding
areas
Firstly,... • Furthermore/Moreover/
In addition/Additionally,... • Not only
• improved public transport links, e.g. make it easier to
commute to the city
As requested, I am submitting this
report in order to ... • This report
that need to be taken.
• brand-new housing estate built, e.g. affordable homes and
The purpose/aim of this report is to ...
..., but...
To give examples
•
For instance/For example,...
• ... especially/particularly/specifically...
• ... like/such as/namely ...
В
The issue of unemployment is one that the government can
To introduce contrasting points
take action to improve.
•
• employment subsidies, e.g. firms given tax break for hiring
long-term unemployed.
• vocational training schemes, e.g. free classes for
unemployed to improve job skills.
• if measures implemented - will ameliorate the situation and
However/On the other hand/
Nevertheless,... • Although ...,
•
While ..., • Despite ...
To express cause and effect
•
•
By doing this, we could/would ...
In this way,... • This would mean that
..., • As a result,... • Consequently,...
unemployment rate will drop
To make suggestions/recommendations
•
I would strongly suggest that/
a) Read the rubric and underline the key words. Then
recommend ..., • One solution/
answer the questions.
suggestion would be to ...,
To express opinions
You work for a volunteer group that helps homeless people
•
in your community. A member of the town council has asked
•
I firmly/strongly believe (that)...,
As far as I am concerned ..., • I consider
it... that, • It seems to me that...,
you to write a report about the problem of homelessness in
your town.
To conclude
Your report should briefly discuss the causes and results. You
•
In conclusion^ condude/On the whole
should also suggest solutions to help the homeless people in
your community.
Checklist
Write your report in 220-260 words.
1
What do you have to write?
When you finish your piece of writing, check
2
Who are you and who are you writing
that:
to?
•
3
What style should you write in?
4
Which tenses will you use?
5
What information will you include
•
How many main body
•
paragraph)
•
•
What could you
include in your
there is a topic sentence with supporting
sentences (for each paragraph)
paragraphs?
8
the writing is well-organised and coherent
(clear and suitable headings for each
What subheadings will you
use for the main body
appropriate beginning and ending
statements are used
paragraphs will you write?
7
all points asked for in the rubric are
included
•
in the introductory paragraph?
6
appropriate techniques are used to start
and end
there is a variety of suitable formal linking
words to connect ideas
•
conclusion?
the appropriate register & style is used
(advanced/formal)
•
grammar and spelling are used accurately.
b) Use your ideas in Ex. 9a and the Useful Language box
•
there is a range of rich vocabulary
to write your report.
•
the target reader is fully informed
Language
knowledge
И
£■
Э
Key word
transformations
Multiple choice cloze
For questions 1-8, read the text and decide which answer
3
(A,B, C or D) best fits each gap.
joining the
anti-poaching
For questions 1-7, complete
second sentence so that it h
patrol
a similar meaning to the first
sentence, using the word
ar, I joined two men, Ian and Tom, who had given up everything they had
given. You must use betwee'
у their skills to the fight 0) В rhino poachers in Zimbabwe. Where most
three and six words.
might 1).....a blind eye, they are working tirelessly to protect these
0
g animals.
she was shopping yesterday
.. day with them involved checking for any trace left behind by poachers,
HAD
full moons we would stay out all night, as poachers 3)..... more of a
Janet had her wallet stolen
threat to the rhinos when bright nights make their 4)...... easier.
while she was shopping
The outlook for the rhino is 5)........ which is why this project is vital.
yesterday.
Rhino horns are so prized in Asia that poachers have been known to
to harvest them. The 6)....... are disastrous. In the
1
1960s there were over 1,000,000 black rhinos in Africa;
few days. EXPECT
The police...........................
the work that people like Ian and Tom are doing,
......................................... in the nt
populations in Zimbabwe are showing 8)...... of recovery. I
few days.
am so proud to have been a part of it!
2
A
for
В
against
1
A
turn
В
twist
2
A
standard
В
typical
3
A
offer
4
A
prospects
5
A
bleak
6
A
examples
7
A
lowered
8
A
traces
в
в
в
в
в
в
display
aims
miserable
conclusions
declined
signals
C
C
c
c
c
c
c
c
c
It is expected that the police
will make an arrest in the ne>
now numbers have 7)...... to only 4,000. But thanks to
0
Janet’s wallet was stolen wh
The judge concluded that
man was guilty. CAME
over
D
amongst
curve
D
bend
mainstream
D
common
create
D
endeavours
D
sad
D
consequencesD
The judge ............................
that the man was guilty.
pose
purposes
3
I
haven’t seen Angela sir
yesterday morning. LAST
isolated
outcomes
The .........................................
......................... yesterday morn
weakened
D
deteriorated
signs
D
marks
4
Jack says that working in
office doesn’t suit him. CUT
Word formation
Jack says he.............................
For questions 1-8, read the text below.
............................................... work
Use the word given in capitals at the
in an office.
end of some of the lines to form a word
5
that fits in the gap in the same line.
Scientists
believe
that
m=
low-lying countries are in dan
due to rising sea levels.
BELIEVED
Many low-lying countries ....
A new 0) international movement to tackle the issue of food waste is
gaining 1)......................... around the world. Groups of concerned citizens
hold events which bring 2)........................... together in a festive, party
NATION
RECOGNISE
PARTICIPATE
due to rising sea levels.
6
atmosphere created by DJs, to peel and chop kilos of fresh produce and
serve them as soup.The ingredients mostly consist of 3).........................
Craig and...................................
SHAPE
fruit and vegetables which have failed to meet the strict cosmetic
standards that 4).......................... have to stick to these days. In fact,
every year, a(n) 5)......................... high quantity of otherwise perfectly
6)...........................food - nearly a third of all the food produced on the
planet - is being lost or wasted 7)............................ To ‘fill bellies and not
bins’ and to raise awareness of food waste is what 8).........................
everyone involved. And, of course, they get to have fun while doing it!
90
Craig has had his identity stc
and so have I. BOTH
RETAIL
STAGGER
EAT
NECESSARY
MOTIVE
............................ of identity tb
7
The pollution index in the
was higher than expected.
TURNED
The pollution index in the cit
higher than expected.
Language
Knowledge
5
Vocabulary
Grammar
Choose the correct item. Give reasons.
•
The number of cars that......... in the city in the last
-
1
€
area.
have been stolen
C
had been stolen
A
disappeared
C
disengaged
В
are being stolen
D
were being stolen
В
dissolved
D
dispersed
2
rushed to the nearest hospital.
A
as
C
so that
A
В
provided
D
on condition that
3
crucial
C
criminal
D
A
conferred
C
concealed
В
consented
D
converted
A
was thinking
C thinks
В
had thought
D
has thought
I was really impressed that Jessica
4
herself
C
her own
В
by herself
D
by her own
The investigator was well known for being able to
.. between a lie and the truth.
managed to
A
5
A
determine
C
detect
В
discern
D
discriminate
The violent man was........ by the police, who were
I know you want your computer back today but the
used to this sort of behaviour.
repairs... until we get the parts delivered.
A
subdued
C
soothed
В
disciplined
D
conquered
A
can’t be done
C
shouldn’t be done
В
mustn’t be done
D
ought not to be done
6
The government has decided to raise the minimum
wage to help citizens who are struggling to make
The mayor stands by all his decisions even though
.. popular with the council.
.. meet.
A they have not always been
A
they always have not been
7
not always have they been
don’t
so
В
C
not
В
D
8
do
C
lived on
living on
D
who live in
allies
В
peers
C
A
despite
C
however
В
in spite of
D
even though
repel
В
deflect
A
10
havoc
В
defect
A
recoiled
В
shunned
motive behind the crime.
D
C
deficit
D
fracture
C
balked
D
steered
conform
В
create
C
realise D
establish
also
12
Of the two teenagers, one is often in trouble and
not the other is
C
В
not is the other
D the other is not
New......... on companies have been put in place to
reduce their carbon footprint.
is not the other
A
13
К The students......... bring water into the exam hall
A
regulations
C
restrictions
В
restraints
D
renovations
Visitors are asked to........ to the rules of the park to
prevent damage to its fragile ecosystem.
out food was prohibited.
were likely to
fend
Investigators have so far been unable to......... the
A
В
D
After the allegations, he was........ by his friends and
nvestigation will take.
A were bound to
avert
neighbours.
11
nor
C
The dumping of rubbish into the ocean has caused
Neither the police......... the FBI know how long the
C
associates
colleagues D
agency.
they are... residents have been complaining.
either
goals
.. in the marine ecosystem.
В The city council will continue to run things the way
В
D
The council managed to........ an ecological disaster
A
9
A who lived in
or
aims
thanks to the quick thinking of the environment
□eople...the lowest wages.
A
C
ends
Teenagers are likely to copy what their......... do
A
The government started a programme to assist
В
edges
rather than think for themselves.
I’m sure Jason will go with you to the clean-up day.
A
critical
The council .........to trialling the new compulsory
reaching their verdict.
If... . then call me and I’ll come instead.
rt
В
recycling scheme.
D
<
central
I’d rather the jury .......... about it carefully before
C they have not been always
E
The victim was in ......... condition and had to be
safer to walk with someone else when it’s dark.
В
’
The police......... the crowd that had gathered in the
A
collect so many donations all......
:
Choose the correct item. Give reasons.
month has risen dramatically on the previous month.
2 Take Michael with you when you go home......... it is
I
5
A
C
were allowed to
D
were supposed to
14
adhere
В
bond
C
affix
D
cling
The council have decided to....... traffic away from the
centre in the hopes of reducing air pollution in the city.
A
transmit
В
deflect
C
switch
D
divert
91
anguage
Focus
Environment
Vocabulary
Law enforcement
Choose the correct item.
Fill in: make, plead, reach, pay, take, break in
1
the correct form.
1
2
got green credentials/reservoirs/pollutants
2
Sometimes, if the accused........................ guilty,
Africa and saw animals which are in danger cf
The jury debated for a week before they
extinction.
3
4
5
driving.
6
The Atacama desert is an arid region/borough
setting that receives little rain.
A lot of people don’t realise that you....................
the law if you use your mobile phone while
5
The hills were covered with deciduous/paddy
evergreen fields where farmers grew rice.
The police feel confident they have enough
evidence............... an arrest.
4
We visited a game haven/shelter/reserve
they receive a lighter sentence.
............... a verdict.
3
The new organic soap producer has definite
Fossil fuels are a restricted/recyclable/finite
resource; there is not an endless supply.
My dad was caught speeding and had to
6
Some natural/organic/ecological pollutant
............... a fine.
like PCBs can damage the immune systems *c
The vandal realised he had been caught and
animals and humans.
............... the blame for the damage.
2
Choose the correct word.
1
2
3
Grammar in Focus
His driving ban/fine will last a year and then he
has to resit his test.
Complete the gaps with the correct word,
The judge suspected/suspended his sentence
choose the correct word or put the words
because he showed remorse for his crime.
in brackets in the correct form.
The accused was acquitted/pardoned of all
the charges.
4
The security guard accused/blamed her of
shoplifting.
5
For over ten years,
Robin Emmons from North
Carolina, USA struggled desperately to get help for he'
mentally ill brother, who 1)......................................... (live)
on the streets for years. Finally, Robin 2) must/had to
The suspect was charged/sentenced with
have him admitted to a special home with psychiatric
disturbing the peace.
services. But 3)........................................ Robin’s surprise,
while her brother’s mental health improved, his physica
Idioms (related to social issues)
3
Fill in: foot the bill, on the fringes of society,
spiral out of control, back against the wall,
health did 4)........................................... After investigating,
she found out that he 5)............................... (feed) most!,,
packaged and processed foods because the institution
6) that/where he was living couldn’t afford fresh fruit
came to a head, in dire straits.
and vegetables.
1
2
People.............................................................. such as
Further investigation led to the
realisation that low income neighbourhoods had very
the homeless, can find it difficult to get help.
7
When industries profit at the expense of the
felt 8)......................................... was an injustice and too-
environment, the whole world will..................
drastic action; she began to grow organic fruit anc
)
access to fresh produce. Robin
vegetables in her garden which 9) could/can be sole
3
4
5
6
When my neighbour lost his job, he found
in these ‘food deserts’. She now provides affordable
himself................................................. and didn’t
produce and even sells seeds 10)......................................
know what to do.
customers can grow food for themselves. In addition,
Their
disagreement
with
government
recipe cards are offered with every purchase and Robi"
....................................................... when a general
11).......................................... (run) cooking classes anc
strike was called.
demonstrations with her volunteers 12)...........................
Bullying is likely to......................................................if
(show) people how to fend for themselves. She woulc
the school council do not address it.
love her scheme 13)........................................(adopt) by
He owes a lot of money and has his...............
others in order to tackle ‘food deserts’ whereve'
...................................... because he can’t find the
14)............................ exist.
funds to pay off his debts.
92
the
5
sappeanng<
fishing villages
: Bangladesh
of mangrove trees sticking out of the sand, exposed by low tide off Kutubdia
in the Bay of Bengal, is all that remains of a coastal village that for
tions was home to 250 families. The villagers were forced to flee as their
: лhich had been slowly eroding for decades, was finally engulfed by the everg tide five years ago. 11 |£>| They also act as a warning of what is to come.
> sdentists predict some of the worst impacts of climate change will occur in
bn and South-east Asia, and that more than 25 million people in Bangladesh
Ь teat risk from rising sea levels by the middle of the century. | 2 | | Here,
I • tertainly true. The carbon footprint of these people is small - most do not
i -■ nave access to a regular electricity supply. But they fear that for them, time
eady running out.
i r. members of the fishing community of Ali Akbar Dail have learned to adapt
i ke many natural disasters thrown at them. | 31 | These shelters, along
■r storm warning signals from the country’s early warning system, have
jE_3tically reduced fatalities. However, after a year that they say has brought
x e - and more powerful - storms than before, the fishermen are engaged in a
■Ie for survival against their only asset: the ocean.
IetwI Huque, an assistant meteorologist, said: ‘This year, the quantity of signals
к more than any other year in the Bay of Bengal. Two or three depressions
c.r normally, but this year there were seven or eight, and four cyclones.’
| The monsoon, which runs from June to October, began later last year,
tsaidTand the year before.
fritists say the sinking of islands in the Bay of Bengal is due to natural and
к- bly manmade climate change. Erosion linked to storm surges, for instance,
-jte global warming. But sea surface temperature, linked to sea level rise,
B: risen in the Bay of Bengal.They believed the higher surface temperatures
г те Indian Ocean were causing cyclones to increase their frequency and
те-'sity.
fecbul Ahmed, project coordinator of Coast, an organisation working with
- ate-affected communities and migrants on Kutubdia and elsewhere, believes
-e Hagers are victims of climate change, because they are facing so many new
t- enges.'l 5 |
1 There, they have to adapt to a new environment.There are
- ies from Kutubdia who were once rich, with land and cows and boats, and
cw are living in slums and are beggars. There is no money for the migrated
z Ie and no government policy to help them.’
*-■: of thousands of Kutubdia islanders have already fled to the mainland, many
(them resettled by the government after 20 villages were swamped when a
massive cyclone hit the island in 1991. | 6 | | But in their new home,
they are still anxious and uncertain about the future. ‘Climate change
migration is an issue of the future that we will have to think about
and plan for today.’
progress
Check—-
Reading
Read the passage about climate change. Six
sentences have been removed from the
text. Choose from the extracts A-H, the one
which fits each gap. There are two extracts
you do not need to use. One of them has
been done for you as an example.
A
He also confirmed a change in the pattern of
the seasons.
В
It is well known that many of the countries
most vulnerable to climate change are among
those who contribute to it the least.
С
Most live in makeshift corrugated iron and
bamboo huts in a shanty town behind the airport.
D
For the embattled people, the distant trees
serve as a bittersweet reminder of what they
have lost.
Е
The local government wants them to move
elsewhere so it can build a bigger airport to
service the growing tourist industry.
F
But this year, they have seen an increase in
signals, forcing them back to land and cutting
their earnings further.
G
There are too many challenges. People are
losing their ancestral land, and they are having
to migrate to other places.
H
When cyclones hit, they hoist their children on
to their shoulders and head for the network of
cyclone shelters.
(5x4=20)
Vocabulary
Choose the correct item.
1
Governments need to do more to address/
face/curb the concerns of their electorates.
2
I’m sure my neighbour threw out that sofa, but
he disposed/dumped/disowned it.
3
Teen offenders often grow up in disadvantaged/
harsh/deprived areas.
4
Stealing trade secrets from a competitor may
be a petty/white-collar/major crime but it still
hurts a lot of people.
5
The rubbish made a big mess on the road
because one of the bin bags was rotting/
stinking/leaking.
(5x2=10)
progress
Check
3
₽
3
Listening
Grammar
0 You are going to listen to
Choose the correct item.
part of a presentation by
1
Environmental Education
The boys I saw vandalising the school live near to where
I -/do/do live.
Officer, Lisa Madden. Listen,
The Javan elephant was rediscovered/had been
2
and answer all the questions
rediscovered/has been rediscovered in 2003.
below by marking the correct
1
I know for a fact that Jeff raised £2000 for the wildlife charity.
3
box with a tick (/).
I heard him say so by myself/on my own/myself.
Where is the presentation being
When Scott’s CCTV camera broke, he had repaired it/he had
4
held?
2
it repaired/it had repaired by the security company.
A
at the city council
В
in a school
been lowered/will lower by the council scheme before the
C
in a community centre
end of the year.
The centre of Lisa’s community
3
village hall.
В
beautiful park.
C
local amenities.
5
A: Youth unemployment plays a huge role in the increase in
1
juvenile delinquency.
Lisa reveals that people were
It really is.
B: a
using the local dump to
4
(5x3=15
Speaking
is the
A
Sarah hopes that car emissions will have lowered/will have
5
throw away normal waste.
В
recycle waste products.
C
get rid of oversized rubbish. О
О
increase in homelessness.
I think the recession is also to blame.
В: a
All these things contribute to the problem.
b
A: Vandalism and graffiti are becoming a major issue in this city.
3
Lisa says that people had
I think the council need to do more to alleviate
В: a
begun to use the park
A
to relax in while they eat.
В
as a way to make their
I totally agree.
A: To my mind, family breakdown is responsible for the
2
A
b
the problem.
О
There are several reasons why I believe this.
b
(3x5=15
journeys shorter.
C
Writing
for recreational sporting
activities.
5
Read the rubric and do the writing task.
Residents have done more
with their green spaces
You work for the local council. Your manager has asked
A
after winning a competition. О
you to write a report about the environmental issues in
В
as a result of seeing the
the community, suggesting ways in which these issues
changes in the park.
could be resolved. Write your report. (220-260 words)
C
because they got their
pride back.
I
(20 marks
I
(Total = 10C
(5x4=20)
gffi Competences
Now I can...
Lexical Competence
Reading Competence
Grammar Competence
• use language related to the topic
• read an article about
• use the passive
of modern social problems,
an environmental
crime and punishment, world
crime investigator
problems and the environment
• use prepositions related to
94
• answer multiple
choice and
social issues and phrasal verbs
comprehension
related to the environment
questions
• form personal and
impersonal structures
•
Speaking Competence
•
and ellipsis
Listening Competence
• listen to an interview
discuss the causes and results
of an issue and offer solutions
• use the causative
• recognise substitution
do multiple choice and multiple
matching tasks
•
reach an agreement
Writing Competence
•
write a report about a social
issue
Module 6
Material world
How Ad Aware Are You?
Bargains to blow you away!
Module Objectives
► Vocabulary
•
advertising
■
shopping
•
money & spending
•
phrasal verbs (shopping)
•
prepositions (shopping)
•
word formation
all vehicles!
NEXT
EXIT
han ’t/eave it
to Mance...
Reading
an article about
consumerism (cross-text
2
multiple matching)
Grammar
conditionals (all types)
Й15Ш
wishes
mixed conditionals
Listening
interview (multiple
choice)
Speaking
making and responding
to a complaint
arguing a case
Writing
1«Л^5Й'
.*
for-and-against essays
Language Focus
Advertising
words often confused
Read the ads (1-4). What type of advertising is each? Choose
idioms related to money
Grammar in focus
from the list. What are other types of advertising? Discuss with a
Progress Check
partner.
• brochure • digital advertising • full page spread • digital hoarding
• classified ad • flyer • pamphlet
2
/ords of wisdom
What product/service is each ad promoting? Who is the target
audience? What is the message of each ad? Discuss.
'~-e most powerful element
t advertising is the truth."
rZ Ham Bernbach, creative
3
In the ads find: a catchy slogan, alliteration (repetition of a sound),
: rector)
an attention-grabbing headline, a scientific reference. What impact
I - svertising is legalized lying.'
do you think they have on the reader?
- G. Wells, author)
Artiich quote do you agree
th? Why?
[ Discuss
4
What makes an ad effective? Which of the above ads do
you think is most effective? Why? Discuss.
95
Reading
a) Read the four opinion statements (1-4)
below. Which are positive? negative?
Underline the words that helped you decide.
1
Besides
the
environmental
impact
of
consumption, the author points out its effect on
people with real-life stories; definitely a thought­
provoking and important book.
2
Although the topic can be rather tedious, the
writer combines the relevant information with
a compelling narrative that really engages the
reader.
3
The writer goes
way
beyond
the typical
discussion of why we over-consume to suggest
a dangerous consumption cycle and practical
solutions on how to break it.
4
The writer tends to dramatise the issue of
Four readers comment on Annie Leonard's book about
consumption with the intention of engaging the
how our obsession with stuff is trashing the planet, оу
reader, but in fact the exact opposite occurs.
communities and our health - and her vision for change.
b) What do you think the book reviewed in
[A] Leonard's book follows our stuff from extraction ::
the texts is about?
О Read and listen to find out.
production to distribution to consumption to disposal, ar:
the result is a
horror
in which we're all implicate:
Basically, Leonard tells us, if you are a consumer, you're .
c) Read the texts again and match the
polluter. I didn't know, for example, that for every poun:
opinions (1-4) from Ex. 1a to the reviews
of cotton produced, one third of a pound of chemica
(A-D).
fertiliser and pesticides is used. But it is not all doom y.
gloom. In the book's epilogue, Leonard suggests to -
Study skills
practical changes that we can make. If we start valuir:
the time we spend with our families and friends, f:
Cross-text multiple matching
instance, we will break the vicious cycle of working ur:
First read the texts to determine the general attitude of
we're exhausted, collapsing in front of the TV and watchin:
each writer to the subject under discussion. Underline the
ads for products which we want, which then sends us ba:
parts of the texts which give an attitude or opinion. Then
to work. If you're like me, you won't be able to put ths
read each question and underline the key words. If a
question is asking for a similar or different opinion to one
book down and after reading it, nothing you see, not eve"
of the other people, identify and underline that aspect of
the humble tube of toothpaste you use every morning, v. il
opinion. Then look at the other texts to identify similar
ever look the same again.
or different opinions in order to answer the question.
|~B~| If the
2
author
had
only
looked
at the
health
an:
environmental impacts of our addiction to consumptic'
Read again and for questions 1-4 choose
she would still have written a very important work. She
from the reviews А-D. The reviews may be
goes way beyond this, however, to show not only ho
*
chosen more than once.
materialism negatively impacts the environment, but a s:
Which reviewer
how it hurts human relationships. She includes numerc.
has a different opinion to the others on
compelling examples of the suffering imposed on peop e
in the
the extent to which the book grips
the reader?
I 1 I
I
shares reviewer A’s opinion regarding
a sense of optimism in the book?
I 2 I
I
problems, she explains, also apply to affluent countrie:
when we tie our sense of success and purpose to mate' a
|
acquisition. The result is we are left overworked, depresse:
and
takes a similar view to reviewer D about
96
world as product manufacture:
over access to resources, like gold and diamonds. But these
disagrees with reviewer C’s opinion about
the author’s talent as a storyteller?
I 3 |
the intensity with which the author
expresses some ideas?
developing
destroys indigenous communities and even leads to war
I 4 I
,
I
anxious,
and
distanced from
our families
an:
communities. The Story of Stuff is definitely worth a re:-:
and, more importantly, a lot of thought afterwards.
6a
Vocabulary Focus
3
Match the highlighted words
in the text to their synonyms
below. Then use a dictionary
to find an antonym of each of
these words.
Text A: feasible, terror
Text B: advancing, prosperous
Text C: attractive, real
Video
Text D: captivating, badly, used
4
In pairs, explain the meaning
of the underlined phrases/
sentences.
z j were expecting a narrative as implied by the title of this book, you'll
Text Analysis
: orely disappointed. For me, The Story of Stuff has fatal flaws. The author's
- . on how we should consume seems far too extreme and therefore it is
likely to resonate with most readers (she scoffs at the recycling of
ninium cans, for example). I found it difficult to finish this book. If the
knor had offered us more concrete examples as to how everyone could
La<e small changes that make a difference, the book would surely be more
jfective and appealing than chapter after chapter of anger, doom and
5
In your own words, explain
what the word it in bold refers
to in the texts.
Text A
1
(line 7) .................................................
2
(line 15) ..............................................
Text В
» mis fascinating expose of consumerism, Annie Leonard reveals how ads
"sr:aurage us to buy products with the promise of happiness and security,
j-z how products are now purposely poorly
made so that they are
reaper to replace than to repair. You might expect a level of dryness with
3
(line 6)
................................................
TextC
4
(line 3) .................................................
5
(line 5) .................................................
t j subject matter, but Leonard interweaves all the facts and statistics (the
icnest 20% of the world's population is responsible for over 75% of its
c.’sumption, for instance) with engaging tales of activism around the
Text D
6
(line 12) ..............................................
Icdd, which draws the reader in and allows some room for hope. Although
rne arguments sound borderline obsessive, for example when she writes
( speaking ) Tell your partner
izz at the harmful toxins in our everyday
four things you have learnt
njsehold items, this is not such a
from the text.
LTial book that it leaves you in
Check these words
д-ioair. She has many suggestions
iz zjt how we can change our bad
nzits and heal the planet, such as
к nposting, buying
second hand ,
s. zcorting local businesses and simply
resuming less.
• obsession • extraction • distribution • disposal
• fertiliser • pesticides • value • break the cycle
• collapse • humble • compelling • resources
• material acquisition • narrative • sorely
• resonate • scoff • expose • purposely
• interweave • engaging • dismal
Speaking
Imagine you are Annie Leonard and you have been
asked to give a short talk to some college students
about your book. Make notes from the text under the
following headings: why you wrote the book - some interesting
facts about consumerism - why consumerism is a problem - what
Writing
IMI
Find more information
about ways we can reuse,
recycle and reduce. Write a
report with your findings and
read it to the class.
can be done. Use your notes to give your talk.
97
6b
Vocabulary
Topic vocabulary
Shopping
Vocabulary from the text
| Use the words in their correct
form to complete the gaps.
a) Complete the sentences using the
words in the box.
• extraction • production
• distribution • consumption
1
• delicatessen • organic food shop
Mass.............................. of
• DIY superstore • farmers’ market
consumer products has made
• millinery shop • craft shop
them cheaper to buy.
2
There
has
been
a
It’s amazing how fresh the produce is at the
dramatic
comes straight from the fields.
increase in the.........................
of leisure products due to an
2
increase in incomes.
3
street is better than anywhere else.
Developments in mining have
3
made the...................... of gold
4
The company uses lorries for
5
• implicate
6
People like buying food from the......................................because it’s
free from chemicals.
Product manufacturing in
developing countries can
b) Look at the items in the list below. Where can you
................... problems on the
each of them? Choose from the places in Ex. 3a.
poor people who live there.
• hammer and nails • canvases • seasonal vegetables
Large amounts of waste
• pesticide-free food • a fascinator • cold meats
negatively................... the
environment.
7
The..................................... sells a much wider range of speciality
cheese than the supermarket.
• impact • imply • impose
6
Sheila got a beautiful hat at the.................................... to go with her
dress for the wedding.
the....................... of goods.
5
You can get all the equipment and materials you need to tile the
bathroom floor from the...............................
easier.
4
The range of art supplies in the..................................... on the high
c)
Anyone who litters........................
In pairs, discuss which of the places in Ex. 3a you w
like to shop at and why. What would you buy there?
in polluting the planet.
8
In this book, the author
A:
I love going to the farmer’s market. They always have bea<
B:
Personally, I like shopping at the delicatessen ...etc
fresh fruit and vegetables, and the quality is excellent.
that materialism
creates problems in society.
2
Money & Spending
Replace the underlined words
with words/phrases from the
4
Choose the correct option.
list.
• resonate with me • engaging
• indigenous • obsessive • scoff at
1
At times the author can be a bit
only recyclable products.
If you follow these simple guidelines, your next
shopping trip needn't leave you 1) cracked/broke!
Annie’s points about the way
■ Sign up for email
overly concerned about buying
2
consumerism
3
is
harming our
about
The Story of Stuff is full of
sales and
that really draw you in.
Some experts nastily make fun
2) alerts/warnings from
your favourite retailers to keep you informed
world really affect me deeply.
fascinating and gripping stories
4
Smart Shopping I
3) proposals/offers such as upcoming
4) deductions/discounts.
■ Shop in the
5) last-minute/end-of-season
sale
and store the items for next year. Buy classic
styles so they won't go 6)
out of/off fashion.
of the idea that some products
■ Find factory outlet shops which sell repaired
are toxic.
5
Consumerism
is endangering
native tribes around the world.
98
or flawed items at
7) knock-down/cut-down
prices. Just be aware that there often isn't a
8) returns/repayments policy.
6b
СЯ | ICT| (
speaking
) Do some research online
Discuss with a partner.
about other ways to shop smart. Report your
findings to the class.
a) Fill in: in arrears, on impulse, at auction, in
What kind of spender are you?
b)
Prepositions
8
full, in advance, on hire purchase, in instalments,
Fill in: of, after, to, for (x2). Check in Appendix I.
1
in the sales.
Online shopping is proving to be a threat..........
the high street.
2
The economy is showing signs.......... recovery
after the recession.
3
A lot of shops sell ‘bags...........life’ to reduce
plastic waste.
4
The meal deal in the supermarket is really good
value....money.
5
b) Fill in the gaps with phrases from Ex. 6a.
1
This dress is really expensive - even.......... the
discount.
I really wanted to buy an antique table
Phrasal verbs
........................... but I was outbid.
2
Choose the correct item. Check in Appendix II.
You can pay for this sofa........................................
to spread out the cost.
3
1
The supermarket always pays their employees
deal.
.......................... for the last month they worked.
4
Sally always shops away/around for the best
2
I bought this hat........................................ and now
I wanted a new smartphone but when I went to
the shop, the one I liked had sold out/up.
I regret it. I should have thought more about it.
3
Alfie’s new suit had a small tear in it so he
took it back/over to the shop.
c) What are the advantages of paying in
4
the following ways? Discuss in pairs.
We’re about to run down on/out of bread.
Can you get some in the morning?
• in cash • by credit card • with a store card
5
I often pop over/into my local shop to grab
some milk on my way home.
| a) Fill in: reduced, split the bill, in debt, good
Word formation
deal, stingy, credit card, sales, pricey.
10
Read the text. Use the words in capitals to
form words that fit the gaps (1-8).
I realised I was heavily 1).....................
when I got the statement for my
2).........................I have to stop
spending money.
:k: spendthrift
love going shopping when the
3)................... are on. Many shops have
:ems 4)............... by up to 50%, so
.ou can geta really 5).............
Tailored
Advertising
Retail companies are in the 1)...................... stages
of introducing ‘smart shelves’ which will target individual
develo­
customers directly with 2).......................... adverts
while they shop. Motion 3)...................... will ‘watch’
customers by scanning their 4).........................
pers:»
features to determine their age and gender. In-store
5)....................... will be specifically aimed at the
customer and beamed straight to their smartphones,
with 6)..................... for further purchases. All this
My friends joke that I'm really
is not too far removed from the scenes in the film
6)................... because I don't like
Minority Report, where Tom Cruise's character was
restaurants that are too 7)...................
and I always want to 8)...............
exactly.
bombarded with 7)....................... chosen adverts
based on his state of mind as he walked through a mall.
So, what do you think? Is this the future of advertising
or just a creepy and 8)...................... ploy?
SENSE
RCE
COMME?::
Grammar in use
Put the verbs in brackets into the correct
tense.
1
If I hear a good sales pitch, it always...................
(make) me buy the product.
2
If I had more money, I.................................... (shop
in boutiques.
3
If you....................................... (not/stop) spending
you’ll get into debt.
4
If I hadn’t been pressured, I....................................
(turn) down the salesman.
Mixed conditionals
\see p. GR12
Match the columns to form mixed
conditionals. Which conditionals are used ir
each part and why?
It’s an unfortunate fact that when we go shopping, we tend
to spend money that we wish we hadn’t . Advertising and
shops are designed to
make us wish we 1) owned/had
owned the latest products . However, if we 2) know/knew
the tricks of the trade, would we fall victim to a sales pitch so
easily? Let’s look at some common sales techniques so we
can know what to look out for.
Ш
и
и
ш
и
If Ian hadn’t asked about sales vacancies,
If Susan bought the concent tickets,
If she’d been shopping all day,
If Jack really wanted to get out of debt,
If the advert is as great as everyone says,
One classic technique is the ‘foot in the door’ method. This
a
he would have cut up his credit cards.
b
she’d have lots of bags with her.
agreed to buy something bigger and more expensive.
c
she won’t have any money left for the supermarke’
Another method is the direct opposite, the ‘door in the face’
d
he would not have a job today.
technique. Here a sales person starts by trying to sell you
e
the company should have sold more products.
technique works on the principle that if you are already willing
to spend money on an item, you 3) may agree/would have
something very expensive, expecting you to say no. They then
offer something cheaper, knowing that if you 4) refused/had
refused their first offer you will feel guilty and are likely to
4
Rewrite the sentences using mixed
conditionals, as in the example.
accept the second one.
1
These aren’t the only two methods. Sales people often try the
by myself.
‘and that’s not all’ approach as well. This involves offering
extras as incentives.
Marion works on Sundays, so I prepared dinrei
If Marion didn’t work on Sundays, I wouldn’t
We all wish products 5) will/would
offer us more for our money , don’t we? Sales people rely
2
on this, and might tell you that should you buy the product
Mike can’t have been tidying the stock room a I
morning; it looks far too messy!
today, they 6) throw/will throw in an extra item for free!
3
So you had better remember these techniques the next time
I know I spent too much today, but I’m gett
paid tomorrow.
you go shopping. Then, you won’t ever need to say ‘If I
4
7) didn’t fall/hadn’t fallen for that trick, I wouldn’t have spent
Mary isn’t good at closing a deal, so she we”
on a sales techniques course.
so much money!’
5
William hasn’t been hiring enough staff; the 1
why they can’t reach their sales targets.
b) Read the text again. Find:
• type 0, type 1, type 2 and type 3 conditionals
Wishes
^see p. GR13
• a mixed conditional • an inverted conditional
c) Which structures do we use to talk about:
100
;
have prepared dinner by myself.
5
Look at the highlighted sections in the text
Which structures talk about: something we
a general truth? an imaginary situation that is
would like to be different about a present
contrary to facts in the present? a very probable
situation? something we regret which
situation in the present or future? an imaginary
happened in the past? a desire for a situation
situation which is contrary to facts in the past?
to be different?
a)
Write a wish for each of the following
situations, as in the example.
1
You want to buy a smartwatch, but you haven’t
got enough money.
Other phrases with hypothetical
meaning
^>see p. GR12-GR13
a)
1
Match the sentences 1-4 to their uses (a-d).
Suppose/Supposing you were an advertising
executive, how would you promote our product?
I wish/lf only I had enough money to buy
a smartwatch.
2
When I sell an item, I get a commission.
2
You missed out on the special offer last week.
3
Unless an item is requested, we won’t stock it.
3
You would like to go shopping today, but you
4
have to study instead.
4
You purchased an item in a shop that you regret.
Even if this product sells well, we won’t order
any more.
Which:
makes clear that an action will only
b)
( speaking ) Tell your partner two things you
wish weren't true, hadn't happened, or you'd
like to complain about (using I wish/lf only).
в^НасИзеМег/^^
occur as the result of a demand?
Ial
presents an imaginary situation?
states that an action won’t affect
the result?
•
I had better call the shop before going there.
•
I would rather shop online.
•
I'd rather have studied management than tourism
states that an action definitely occurs?
b)
Rewrite the sentences using the words in
brackets.
in college.
•
I'd rather visit a department store than go to the
1
•
I'd rather you didn't send me junk mail about
your products.
•
I still have to go shopping, rain or no rain.
(even if)
mall.
I'd rather you had informed me about the stock
2
I don’t go to the shop if I don’t need a lot. (unless)
3
All items are reduced if there is a sale, (when)
4
What would you buy if you had a million
check earlier.
•
•
I prefer shopping to sightseeing when on holiday.
I would prefer to get gifts at the airport rather
than purchase them during my holiday.
•
I would prefer it if the shop had a bigger selection.
•
I would have preferred it if you had reserved the
pounds? (suppose)
item for me.
■Ssee pp. GR13-GR14
Key word transformations
Complete the second sentence so that it
7
a)
Look at the Theory box above and the
Grammar Reference Section (pp. GR13-GR14).
means the same as the first, using the word
in capitals. Use between three and six words.
Find an example of had better in the text in
Ex. 1. What does it express?
1
Remember, if you open your own shop, you will
be spending a lot of time away from home.
b)
Choose the correct item.
1
I would rather you had told/had been telling/
MEANS
If you become a shop owner, it................................
.................................. spending much time at home.
told me about the customer’s problem sooner.
2
2
Mr Scott would prefer it if we spend/spent/had
spent more time attending customers in the
But...............................................................................
shop.
3
Ben would rather to have trained/train/to train
never have found the dress I wanted.
3
in customer services than quality control.
4
5
Dan wished he had followed the man’s advice
when purchasing a new television. DOING
It would have been better if you had paid/have
Dan regretted...........................................................
paid/paid by card than with cash.
...................... when purchasing a new television.
I’d rather not apply/applied/had applied for a
loan because I won’t be able to pay it off.
6
If the salesperson hadn’t helped me, I would
never have found the dress I wanted. HELP
4
Looking back, not buying the computer in :~e
sale was the wrong thing to do. BETTER
I prefer to pay/paying/to have paid by credit
Looking back, it......................................................
card rather than in cash.
you had bought the computer in the sale.
6d
1
Listening skills
What type of shops are popular in your
a) You will hear Brian Wilson interviewing
area? Where do you and your friends
Rob Jones, a website designer, about
like going shopping? Why?
Internet shopping. Before you listen, check
the following words in the Word List.
2
a) You will hear Brian Wilson,
convenience • hardware store • contend with
a radio presenter, interviewing
overheads • running costs • opt for • warrant
Kate Roberts, a shop owner,
vigilant
about retail shopping. Before
you listen, check the following
b) Read the questions 1-5 and the options
words in the Word List.
A-C and circle the key words.
take a battering • aspiring • boom in
Rob thinks the boom in online shopping is =.
revenue • tedious • limitation
result of
inventory • warehouse • invaluable
A
the exception that proves the rule
its ease.
В
its comfort.
C
its speed.
Rob admits that
b) Read the questions 1-5 and the options
A
online shopping can be a chore for some.
A-C and circle the key words.
В
you have to go to the shops for basic items
C
retail shopping for certain things is excitinc.
1
According to Brian, the high street shops were
3
doing poorly because
2
3
Brian points out that online shopping
A
they did not have the Internet.
A
is more expensive.
В
of the global financial situation.
В
has hidden costs.
C
of the lack of council funding.
C
is cheaper overall.
Kate points out that small retailers
4
Rob suggests that online shoppers
A
don’t have the talent for starting a website.
A
be patient in order to save money.
В
lack the investment needed to sell online.
В
shop around for the best price.
C
can’t afford the expenses of a website.
C
order more than they need.
Kate believes that retail shopping cannot be
5
rivalled in terms of
A the feeling it gives to the shopper.
В
the range of items available.
According to Rob, online safety
A
is no longer an issue.
В
was better in the past.
C
can be managed with care.
C their returns policy.
4
Brian argues that some shoppers are put off by
с)
О Listen and, for questions 1-5, choose
A the time retail shopping takes.
В
the correct answer (A, В or C).
weekend opening hours.
C the number of shops.
5
c)
d)
Kate says that
A
lots of shops have bad customer service.
В
people don’t know what they want to buy.
C
a good sales assistant is vital.
Q Listen and, for questions 1-5, choose
Q Listen again and complete the table.
Online Shopping
Pro
Justification
Con
Justification
1
2
3
the correct answer (A, В or C).
d)
Q Listen again and complete the table.
1
2
Retail Shopping
Pro
3
Justification
1
2
Look at your answers in Exs 2d &
3
3d. What do you consider to be important
Con
1
2
3
102
Justification
for the shopping experience? Which type o'
shopping fulfils your requirements? Discuss
with your partner.
Speaking skills
Л
Making and responding to a complaint
Q
6e
Imagine that a salesperson was rude and
refused to give you a refund in a shop. You
a) Which of the phrases below make/
want to complain to the manager. Your
w respond to a complaint? Which phrases
partner is the manager. Act out a similar
request sth/offer a solution?
dialogue using the ideas in Ex. 1 and the
• please accept my apologies • I’d like to make a
language in the Useful Language box.
complaint • what we could do is • I was rather
hoping • What really upset me, though, was
Study skills
• sorry to have kept you waiting
Expressing opinion on a controversial issue based
b) О Complete the gaps (1-6) in the
on written input
dialogue with the phrases above. Listen and
Read the short text which provides the two sides of the
check, then read out the dialogues in pairs.
issue. Then read the questions and the list of points.
Decide to support one side. You can discuss the chosen
Manager: Hello, 1)..................................................... I’m the
manager here. How can I help you?
points using the opposing points as well to strengthen
your argument. You may also use your own ideas.
Sally: Well, 2).....................................................
tanager: Oh, what’s the problem?
Sally: Well, I bought this top last week but when
В
Arguing a case
Read the text, the questions and the written
I got home, I changed my mind about it.
prompts. Work in pairs. Take turns answering
Your sales assistant told me I could only
the question. Consider the following points
exchange it. 3).....................................
to help you develop your answer.
you could give me a refund.
Issue: Shopping online has become a major
.tanager: I’m afraid it’s company policy not to give a
trend. This trend allows people to buy
refund unless the item is damaged.
things in the comfort of their own homes
Sally: Well, that’s disappointing. 4)............................
at any time of the day. However, if people
...................... the shop assistant’s rude and
aren’t careful, this could lead to shopping
unhelpful attitude towards me.
addiction and financial security risks.
.tanager: I see. Well, first of all, 5).....................................
Question: What do you think? Should
...............I assure you that that kind of
consumers be encouraged to shop online?
attitude isn’t acceptable and I’ll look into
it. As for the top you purchased, 6).............
............................... to offer you a credit note
For:
to spend in the store at your convenience.
Sally: OK, I suppose that will be fine. Thank you.
Manager: You’re welcome.
Making a complaint
• I’d like to make a
complaint. • What (has)
really upset me is/was ...
• I’m afraid I’d like to
complain about...
• Excuse me, but I’m really
not happy with ...
Responding to
a complaint
For:
Encouraging
Discouraging
ONLINE SHOPPING
ONLINE SHOPPING
• wide selection of products
• reduces security risks
• cheaper prices
• fewer unnecessary purchases
• convenience
• can actually see product
• saves time
• no extra shipping costs
• Sorry to have ....
(+ past participle)
a) Q Listen to a speaker answering the
• I’m sorry to hear that.
question in Ex. 3 and tick (/) the correct box
• Please accept my
(Yes or No).
(sincere) apologies ...
• I’m so/terribly sorry
(that...)
• I was really upset when ...
Does the speaker:
1
give short answers?
2
speak with some hesitation?
Offering a solution
3
use rich language?
• I was rather hoping ...
• I assure you that... and
4
give detailed reasons to support their answers?
• Can you do something
I’ll/we’ll... • What l/we
5
discuss all the points in the rubric?
Requesting
about it?
• I’d rather get/have ...
could do is ... • To
make amends, I’d/we’d
b) How does the speaker's answer compare to
like to (offer you etc) ...
your answer and your partner's answer in Ex. 3?
Writing
For-and-against essays
Understanding the rubric
General introduction
For-and-against essays are formal
Read the rubric and underline the key words, then
pieces of writing which discuss the
answer the questions.
advantages and disadvantages of a
topic. Arguments on both sides of the
"Ybu've had a class discussion about online banking. Now
topic are presented in equal detail. The
your teacher has asked you to write an essay discussing
writer's
opinion
is
included
in
the advantages and disadvantages of online banking.
the
Write your essay (approximately 220-260 words).
conclusion.
General outline for a
1
What do you have to write? Who for?
for-and-against essay
2
Should advantages and disadvantages of the topic be
Para 1 ► an introductory paragraph
discussed in the same paragraph?
in which you state the
3
What style should the essay be written in?
4
How should each argument be supported?
5
How many paragraphs should you write in the main body?
6
What should each main body paragraph start with?
topic.
Paras
► a main body in which one
2 & 3
paragraph contains the
points for, plus justifications/
examples, and one
Model analysis
paragraph contains the
points against, plus
justifications/examples.
Each main body paragraph
2
Read the model. Choose the appropriate linkers from the
words in bold.
should start with a topic
sentence that introduces
the main idea followed by
supporting sentences which
further explain the idea of
number of people paying their bills
the topic sentence.
online has risen significantly. But
what are the main benefits and
Para 4 ► a conclusion which
summarises the arguments
drawbacks of online banking?
and gives the writer's
There are a number of arguments
opinion.
in favour of online banking. 1) One
of the main advantages of/ln the
first place online banking is convenience. 2) For instance,/This way,
Argumentative essays are
characterised by:
banking sites are always open for business as long as there is an Interr?
• formal/advanced vocabulary, longer
sentences and verb forms. (It is not
wise to conduct financial transactions
with a credit card if you have cash, as
connection.
3) This means that/ln addition, customer bank accountsca’
4) Moreover,/Yet, online banking s
be accessed twenty-four hours a day.
fast and saves customers valuable time. For example, customers can
complete transactions in seconds in the comfort of their own homes
you can get into debt.)
• formal/advanced linking words to
join ideas {Although, Whereas, For
this reason, etc)
• use of passive (Electronic payments
can be made online...)
instead of waiting in long queues at the bank.
5) In addition,/On the other hand, banking online has its
drawbacks. 6) To begin with,/Even so, while most banks
share of
offer secure >Ли
pages to conduct financial transactions, no system is completely foolp': 1
7) Although/This is because
bank websites are susceptible to hackers
• techniques for introductions (start
with an objective statement/make
reference to a surprising scene or
situation/ address the reader directly/
start with a quotation or saying/a
rhetorical question)
techniques for conclusions (give the
when they need a loan or special service not offered online.
11) Above all До conclude,
although there are some disadvantages tc
reader something to consider/end
online banking, I believe the benefits outweigh them as it is a quick wa.
with a quotation/saying or a rhetorical
pay bills and check finances. Upon consideration, if banks took firmer
measures to minimise security risks then customers
question)
—
~
8) As a result,/Nonetheless,
this information can lead to identity theft and fraudulent activity. 9) A
further common criticism /Another benefit of online banking is that it :?■
not provide adequate customer service. 10) This is due to the fact/Des: в
the fact that customers do not have direct contact with the banking sta~
try to gain access to financial information.
Remember to use:
104
Have you ever considered online
banking? In recent years the
would feel more at ease to do their banking online.
___ _
6f
3
a)
Look at the model essay.
Which paragraph:
Techniques of cohesion
To make ideas in a piece of writing easier to follow,
you should use cohesion techniques to connect
A
contains argument against the topic?
sentences and paragraphs. These can make a piece of
В
summarises the writer's opinion?
writing flow well.
C
contains arguments for the topic?
D
states the topic?
• linking words & phrases (That is to say, In other
words, Admittedly, Having said that, etc)
• referencing, i.e. pronouns, demonstratives, phrases
(Ultimately
b)
List the arguments for and against. How
does the writer justify their points?
Complete the table.
online
shoppers
to
need
take
responsibility for their actions; We are told not to
give out our personal details, but we know this
already; As I mentioned above, ...)
• ellipsis, i.e. omitting words when something is
repeated (This is because agencies sell advertising
space in newspapers and [they sell advertising space]
in magazines as well.)
• substitution, i.e. changing words when something
is repeated (Should we use less or more. Probably the
former.)
• repetition (The way we do business is outdated so
the way we do business needs changing.)
• synonymy, i.e. using words that mean the same
(He put £40,000 capital into his new company, but
AGAINST
Arguments
1
....................................................................................................
2
....................................................................................................
Examples/justifications
1
....................................................................................................
2
....................................................................................................
he is still short of capital. -+ He put £40,000 capital
into his new company, but he is still short of funds.
• antonymy,
i.e.
using
words
that
mean
the
opposite (High street shops buy items at a low cost
—
and sell them at a high price to make a profit.)
Rewrite the sentences below using
techniques of cohesion.
1
KV a) Find the topic sentences in the main
We need to rethink the effect of advertising on
the consumer. We need to consider how
body paragraphs. Suggest other appropriate
adverts influence people to buy products.
ones.
(linking words & phrases)
2
Living on credit will become a reality for most
b) Find the linkers/linking phrases in the
people soon, although living on credit has been
model which:
the norm for some of us for many years.
a
b
(referencing)
introduce/list advantages
introduce/list disadvantages
3
Due to the increasing workload, some shop
assistants have to work the morning shift and
c
add points
d
show contrast
e
introduce examples/justifications
f
conclude
now they have to work the evening shift as well,
(ellipsis)
4
Local farmers sell fresh produce themselves or
they sell it to local vendors. Perhaps the most
cost effective way is for farmers to sell their own
produce themselves, (substitution)
c) Replace them with other appropriate
ones (See Useful Language p. 107).
5
For a university graduate, getting a job is
undoubtedly an important step. Indeed, for
many, getting a job is the start of their careers,
Д What technique has the writer used to
begin/end the essay? Suggest another
(repetition)
6
It is not enough to teach subjects like economics;
beginning/ending using a different
we also need to teach students how to manage
technique.
their personal finances, (synonymy)
7
Interest rates shouldn’t be higher. In fact, they
should be less high, (antonymy)
6f
jLIj
Punctuation
The sentences below contain punctuation errors. Rewrite
the sentences correctly using appropriate punctuation.
Punctuation allows better
understanding and ease of reading.
Consumer spending which has increased enormously in rece~
1
In advanced writing, it can be used
years represents the bulk of credit card debt.
for emphasis to enhance an essay.
2
• a dash introduces extra information,
These so - called - deals - are actually more expensive than *
competing shops.
an interruption, etc, into a sentence
and can replace more conventional
3
punctuation. (Onlineshopping, which
If the previous generation were faced with the flood ст
marketing messages consumers now receive, they would *soo
is a quick way to shop, is ideal for
yell out, “Too much!!!”
many consumers. -» Online shopping 4
which is a quick way to shop - is ideal
theft and operational error.
for many consumers.)
Note: a dash and a hyphen are often
5
confused. A hyphen is shorter and
Businesses are becoming increasingly competitive in ther
search for the best available workers, some have even offerer
connects different words to make
bonus incentives.
one unit of meaning (hard-working,
6
state-of-the-art).
A successful business is the result of three things; qualr>
products, reasonable prices and good customer service.
• a colon is often used before a list. It
can also be used when introducing
an
Trusting an online bank is an issue for two reasons, identic-,
Justifications/Examples
explanation or direct speech.
(Businesses can utilise technology in a
number of ways: to Increase efficiency,
to advertise and to cut costs./Stevens
has said: 'The Internet has had an
impact
on
the
way
we
conduct
business.')
• a semi-colon is used instead of a full
stop when the meaning
of two
sentences is closely related. (When
you pay by credit card, you can collect
points. They can be used to get free
When you pay by credit
items. -+
card, you can collect points; they can
be used to get free items.)
• inverted commas are used with
direct speech and quotations.
(T
Advantages & disadvantages of shopping
prefer credit cards,' said John.) They
in high street fashion shops
can also isolate a word, phrase or
title from the rest of the sentence.
| 1 |
| enable/youngsters/stay in fashion easily
(The website is called 'Market Watch'.)
| 2 |
| clothes/can be/poor quality/some/not even sew/properly
| 3 |
| most/large shops/chains/do no support/local economy
that he is the 'king' of finance.) In
| 4 |
| usually conveniently located/in town/city centres
British
| 5 |
| difficult/find original/one-off items
They can also be used to question
the validity of a statement. (They say
English,
inverted
single
commas are preferred, whereas in
American English, double ones are
b) Match the points (1-5) above to their corresponding
the rule.
• an
exclamation
mark
ends
justifications/examples (a-e). Then write a paragraph for
a
each side of the argument using the ideas, suitable
sentence to show excitement or
intense
emotions
and
is
usually
cohesive techniques and appropriate punctuation.
found in direct speech ("What a way
to work!").
Note: Exclamation marks are generally
avoided in formal language. Never use
more than one.
a
profits go/large/international corporations
b
often manufacture/factories/low cost
c
likely/see others/wear/your clothes
d
shoppers/can easily use/modes of transport/such
e
shops/recently become popular with youngsters/have top
as/bus/tram/train/get there
fashions/available/reasonable prices
106
Linkers/Linking phrases
Useful Language
Jj Complete the sentences with the ideas in the list, then
replace the words/expressions in bold with a suitable
To introduce/list advantages:
• One/Another/A further/An additional
advantage of... is... • А та]огЯЬе
alternative from the Useful Language box.
main/(0ne of) the most important
• it can influence younger children
benefit(s)of... is... • One/Another
• there are often other facilities like cafes and wedding list
convincing point in favour of... is...
services
• is acceptable provided that the balance is paid off every month
• indicates lack of thought on the part of the gift-giver
To introduce/list disadvantages:
• A serious drawback/disadvantage (of)...
• A (further) common criticism of... is...
1
Other people, however, argue that giving a gift voucher
To list/add points:
• Firstly/First of all/Secondly/Lastly/
2
3
Finally,
It is my strong belief that using credit cards to purchase
goods ........................................................................................................
A further common criticism of TV advertising is that...........
• In the first р1асеЯо begin with,
• Moreover • Not only ... but also ...
To introduce supporting sentences/
4
An additional advantage of department stores is...................
To give examples/justifications
• For example,/For instance,...
• This is because/due to ...
10
a) Read the rubric and underline the key words. Then
• This means that...
• This way,/Consequently, ЯЬеге^ге,...
answer the questions.
• As a result,... • such as/like ...
To conclude:
You've had a class discussion
• In condusion/ln зиттагуЯо conclude/
about online shopping. Now
To sum up/AII things considered,...
your teacher has asked you
• There are convincing arguments both
to write an essay presenting
for and against..., but I (firmly) believe
the pros and cons of online
that... • It's my view that...
shopping. Write your essay
(220-260 words).
1
What do you have to write?
2
Who are you and who is the target reader?
3
What style should you write in?
4
How many paragraphs should your essay have?
5
What information will you include in the main body paragraphs?
•
6
What could you include in the last paragraph?
•
Й Checklist
When you finish your piece of writing,
check that:
a clear outline has been created
all points asked for in the rubric are
included
b) Read the points (1-6). Which of the points are
•
advantages? disadvantages?
•
1
security risks
4
cheaper prices
2
extra shipping costs
5
cannot see or try products
unlimited selection of products
6
separate paragraphs)
convenience
•
•
a formal style is used
grammar and spelling are used
accurately
What justifications do they give for each point in Ex. 10b?
11
there is a variety of suitable linking
words to connect ideas
•
Make notes in your notebook.
there are justifications/examples
to support your arguments
c) In pairs, think of justifications for each point.
d) 0 Listen to two people discussing online shopping.
the writing is well-organised
(advantages and disadvantages in
•
3
appropriate beginnings and endings
are used
•
there is a range of rich vocabulary
•
the target reader is fully informez
Use the ideas in Ex. 10 and the Useful Language box to
write your essay.
►] CLIL/Culture C :
Language
Knowledge
1
For questions 1-8, read the text below and think of the
3
For questions 1-6, complete the
word which best fits each gap. There is an example at the
second sentence so that it has
beginning (0).
a similar meaning to the first
sentence, using the word
The Pursuit of HAPPINESS
given. You must use between
three and six words.
After a decade of study on the subject, psychology professor
0
Leaf van Boven has concluded that material possessions do
I’d prefer not to lend you r*
favourite dress. BORROW
not provide as 0) much enduring happiness as the pursuit
I’d rather you didn’t borrow r
1).............................. life experiences like travelling and going
favourite dress.
to concerts. The common belief that acquiring more material
1
possessions earns us the esteem and admiration of others
I really regret buying three
dresses. ONLY
appears to 2)............................. the exact opposite of the truth.
If.........................................................
Van Boven found that materialistic people are more isolated.
They have 3)............................... friends and poorer quality
three dresses.
friendships. In one experiment, strangers were paired up
2
randomly and asked to have a conversation 4)..........................
as the advert had claimed.
about their possessions or their experiences. Those
TURNED
5).............................. talked about what they had done warmed
to each 6)...............................
The product was not as effect -
The product.................................... -
quickly while those who
discussed the things they had came 7)................................ as
effective than the advert has
more selfish.
claimed.
So, 8)...............................
you’re stuck deciding between
3
spending your hard-earned cash on a new car or a summer
I only happened to see Mane»
because I went to the mall cr
of travel, you now know which option to choose!
Saturday. BUMPED
If I hadn’t gone to the mall or
Read the text. Use the word in capitals to form a word
Saturday, I .................................... -
that fits in the gaps (1-8). There is an example at the
Mandy.
beginning (0).
4
The Problem with Popcorn
Even if I try really hard, I do' 1
think I’ll ever save up enough “
buy a car. HOWEVER
Do you find the ‘crunch-crunch’ of popcorn-eaters in the cinema irritating?
Well, now 0) advertisers do too, as recent research has concluded that cinema
adverts may prove 1)...................... because of chewing. The reason for
I think that........................................
ADVERT
SUCCESS
I won’t save up enough to buy
this is that, as we watch an advert, our lips and tongue automatically simulate
the 2)...................... of the brand name when we first hear it. Thereafter,
each time we come across the same name, our mouth 3).....................
‘practises’ mouthing it again until it becomes indelibly 4).....................
car.
PRONOUNCE
INSTINCT
PRINT
5
never have afforded to buy a ca
HELPED
on our brains. When we chew, however, this ‘inner speech’ is disturbed and
rendered 5)......................
The researchers made their 6)..................... after inviting a
If..........................................................
EFFECT
DISCOVER
I could never have afforded "
group of people to watch a film and giving half of them popcorn
buy a car.
and the other half just a sugar cube. The results strongly
6
suggested that the pre-film adverts had no impact on the
We didn’t have enough *more
so we couldn’t buy the lates
popcorn-eaters, but those who hadn’t been chewing showed
positive 7)................. responses towards the products.
But for my parents’ help, I cout
laptop on the market. HAVE
PSYCHOLOGY I
If we had had enough money, v e
Only time will tell whether the 8)..................... will result
in the end of popcorn sales in cinema foyers forever!
the latest laptop on the marke'
108
6
Vocabulary
Grammar
5
Choose the correct Item. Give reasons.
1
2
1
for months, Eric could now afford a PC.
A
Saving up
C
Having saved up
В
Being saving up
D
Having been saved up
The new mobile phone......... to hit a million sales
3
is set
В
sets
C
set
A
2
D
A
what you are
C
of what you are
В
what are you
D
you are
3
4
5
7
•0
A
trustworthy
C tasteless
В
naive
D
token
was still under.. and had stopped working.
5
wasn’t wearing
C
wouldn’t have worn
В
didn’t wear
D
hadn’t worn
rate
Jessica returned her smartphone to the shop, as it
D assurance
A
D
helpless
I’m sure he would have got the job if he......... casual
If you choose a car.it could last for decades.
A
6
precisely
В truly
C closely
D
wisely
Every month, Rowan made a list of his......... so he
‘These trainers can make you run faster, take my
could keep track of where his money was going.
word... it!’
A
dividends
C
expenses
A
В
proceeds
D
revenues
with
В
for
C
in
D
by
The sales in the mall......... for people to buy things
A
possibly make
C
make possible
В
make it possibility
D
make it possible
7
Her wedding dress was a perfect fit after she had
the.. made.
A
adjustments
C
amendments
В
adaptations
D
alterations
There were no......... at the hotel we wanted so we
There is......... to pay more for products produced in
decided to rent a villa instead.
a sustainable way.
A
openings
C
vacancies
В
blanks
D
breaches
A
growing willing
C
willingly growing
В
willingness growing
D
growing willingness
9
We paid for the car with low monthly .......... over
Joan’s laptop broke down so she .......... at the
three years.
electronics shop.
A
shares
C
instalments
В
settlements
D
debts
A
had repaired it
C
had repaired
В
had it repaired
D
repaired it
10 Judy couldn’t stand the........... of having nothing new
Those designer shoes may look stylish but cheap
to wear to the party so she went shopping.
they. !
A
concept
C
notion
В
image
D
thought
have not
В
are not C
might be
D
are
The prices are rising but the increases have.........
В
a little
C
little
D
any
........ consumers must examine carefully is the quality
of the clothing they want to buy.
A
Those
В
How
C
What
If you put your mind......... it, it’s possible to avoid
A
on
В
to
11 The window display is only............done; it will look
better when we are finished.
A
partially
C
poorly
В
lightly
D
drastically
12 Shopping online has become a frequent ............ in
most households.
That which D
impulse spending.
14
consider
C
C pledge
A the less
•3
rank
guarantee
relation to the cost of production.
•2
В
agreement
A
*1
picture
В
D
8
9
D
It is rather..........to believe buying these clothes will
A
C
they want for a cheaper price than usual.
3
C tactic
Being
She is
clothes.
6
tool
make you look like the models in the adverts.
4 ....... wealthy, she is able to buy whatever she likes.
While
tendency В
It is important to..........consumer spending habits
A
will set
online in order to know... buying.
В
Giving celebrities free clothes is a common.........
when setting the price of a new product.
It’s important to check carefully when shopping
A As
Choose the correct Item. Give reasons.
used by fashion brands to advertise the brand.
within the first three hours of its release.
A
Lanquage
Knowledge
A
incident
C
circumstance
В
occurrence
D
instance
13 Property values have............. making owing a home
C
with
I hate......... waiting in long queues at the
supermarket.
A
to keep
C
being kept
В
keeping
D
be kept
D
in
easier for first-time buyers.
A
plunged
C
lapsed
В
swooped
D
descended
14 All he wanted for his birthday was a new ............
camera to take photos with.
A
electronic В
digital
C
technical
D
binary
109
anguage
Focus
6
Advertising
4
Which of the words in the list mean:
generous? stingy? poor? rich? Write a sentence
Choose the correct word.
using each.
1
The singer was paid a great deal to boost/
promote the soft drink in his music video.
2
They launched/released the details about
•
miserly • prosperous • affluent • hard-up
•
well-off • penny-pinching • broke • mean
•
big-hearted • tight-fisted • wealthy • charitab ?
their new product several weeks before it came
onto the market.
3
4
5
Idioms (related to money)
The company was fined for making promises
they could not deliver/distribute.
Fill in: cost an arm and a leg, foot the bill,
Many adverts employ/occupy humour to
strapped for cash, save for a rainy day, a licenct
make their message memorable.
to print money.
The posters for the hotel express/convey a
1
sense of peace and relaxation.
When Gemma passed her exams, her da:
decided to .............................................................. .
for a celebratory dinner.
Shopping
2
His new car is really cool but it ..........................J
3
Bill thought his idea for a new app was ........
4
It’s always a good idea to put a little aside t:
Fill in: priced, offered, transaction, imports,
stock.
1
A lot of people nowadays prefer to buy local
products rather than cheap.............................
2
This shop has some very reasonably
5
...........................items.
3
Bill asked to borrow some money because he
was a bit.......................................... this monr
It’s necessary to use a card to complete a(n)
...........................when shopping online.
4
We..................................the dealer £1,000 for the
>
Grammar in Focus
second-hand car and he was happy to take it.
5
Most clothes shops.......................... a wide range
of sizes but the popular ones sell out quickly.
Fill in the gaps with the correct word, choose the
correct word or put the word in brackets in the
correct form.
Money & Spending
Don’t shop, swap!
Fill in the words.
invest • deposit • withdraw • owe
1
2
3
your friend is wearing and thought you would like to have
I don’t have any cash so I’m just going to the
2)......................... ? Or that you would like to buy a designer
ATM to................................. some money.
outfit but just 3) can't/couldn't afford to? Well, the answer
Don’t forget that we each........................................
may be 4)................ (find) a swapping event near you. In a
Danny £50 for the concert tickets!
time 5)................. the environment around us is in
I’ll ......................................... some money in your
bank account so you can pay for the TV.
4
1)................................ (you/ever/see) something that
Brenda asked us to.............................some money
in her new boutique and we agreed.
6)................ a mess and we are constantly being
7)
(tell) to reuse, recycle and reduce the produce
that we buy, some people have started 'swapping' their
clothes. Most 8)................ us have clothes in our
wardrobes that we 9)......................(not/wear) anymore, so
instead of throwing them 10)................ , why not take
• savings • expenses • loan • fee
them to a swapping event?
5
Some ATMs charge a(n)............................... if you
don’t have an account at their bank.
6
7
8
11) would/will have a huge impact on
Jane took out a(n) bank..............................to start
the environment by reducing waste
her bakery.
and preserving resources. And you
.
Tim hasn’t got any.............................. because he
never know, you might just find the
i
spends all the money he earns every month.
outfit you 12)................
You
should
take
care
of
your
..................... before you go shopping.
110
If everyone got involved in clothes swapping, it
monthly
(always/dream) of.
wasted week^
A Hardly anyone realises quite how much rubbish
w- sroduce each day. This is why Seven Days of
Serfage by Gregg Segal is such an ingenious
-?'=s of photos. It reveals, in an undeniable and
jRrhic way, exactly what people are throwing
=y. The artist photographed his subjects
xjside the people they live with, surrounded by
re household waste they created in a week.
- portantly, he chose to photograph people from
= valks of life and of all ages.This diversity gives
be meaning of his photos tremendous strength,
Bcecially since the rubbish people created was
*e uniform. None of us can view them and say
r not our problem. The artist even included
ц-self so as not to seem judgemental. This is a
Ie -thought-out and skilfully-captured photo
r es that everyone should make a point of seeing.
В This series of photographs takes an honest
o:< at the question of whether everything in our
: ety has become a bit too disposable. The
viduals and families in the photos are calm,
- ing, some in fancy dress.They appear lying on
reach, in a pool of water, or in a forest,
surrounded by a mess of rubbish that the artist
asked them to save up for a week. It is a strange
juxtaposition; the people seem completely at odds
with their surroundings and this becomes a
metaphor for our ‘out of sight, out of mind’ attitude
about the waste we all produce while going about
our daily lives. If Segal's goal was to make his
audience feel uncomfortable, to perhaps shock
people into examining and questioning their own
habits, he has surely succeeded with these
remarkable photographs.
C Seven Days of Garbage is a series of striking
images with one flaw. Segal admits in a recent
interview that some of the subjects actually edited
out some of their garbage and left out the really bad
stuff. This is a shame, and perhaps the artist should
have been clearer with his subjects about what he
expected because the most powerful images are
unquestionably of those subjects who included
everything. Surely the main point of the photo series
is the awkward truth that what we throw away can
reveal who we are, and we would do better by being
honest with ourselves. So although their point is
Reading
Four critics comment on artist Gregg
Segal’s photo series.
weakened, these are still compelling photographs
that confront us with a serious issue that will only
be solved when each one of us takes personal
responsibility.
p; The subjects of Seven Days of Garbage were
Segal’s family, friends and neighbours. He made an
admirable effort to include a variety of ages and
different social backgrounds, to show that everyone
is part of the problem. Some people volunteered
because they supported the message of the project
while others were paid to participate. The artist says
some dropped out, and others edited their rubbish
and presented washed packaging and little else. It
must have been a strange, if not humiliating,
experience to be photographed surrounded by your
own rubbish, and the subjects of the photos appear
as both victims and perpetrators. This perspective
is sure to make some viewers uncomfortable, as
will the subject matter itself. Still, as long as you
aren’t too sensitive, it’s worth checking out. The
warning expressed by these thought-provoking
photos couldn’t be clearer.
Vocabulary
You are going to read four reviews of an
Fill in: engaging, alerts, prosperous, compelling,
exhibition of photographs. For questions
returns.
1-4, choose from the reviews А-D. The
reviews may be chosen more than once.
1
The brothers built a(n)............................. company
which employed more than 500 people.
Which reviewer
1
2
shares reviewer D’s opinion about how the
photos will make those who see them feel?
2
3
4
regarding Segal’s choice of subjects?
I receive email........................... from my favourite
shop when they have sales on.
5
expresses the same opinion as reviewer D
Saving up to 50% on some items is a(n)
...........................reason to shop in the sales.
has a different opinion from reviewer A about
who should see the photo series?
4
3
expresses a different view from the others
concerning the success of the photos’ message?
The................................ policy in this shop means
you can’t get a refund without your receipt.
The sales person in the jewellery shop had a(n)
...........................smile.
(5x2=10)
(4x5=20)
111
Progress
Check
S
о
О
Grammar
Choose the correct item.
1
There are some really good deductions/deals/
discounts to be had when you shop around.
2
2
3
(5x2=10)
Supposing/Providing/Unless
the
deliven
arrives today, we’ll ship orders to our customers
4
We usually break/collapse/split the bill and
each pay for what we ordered.
I wish my sister would/could/will stop shopping
so much!
I like paying for things in advance/arrears/
instalments because you can spread the cost.
5
I’d rather you finalised/finalise/have finalised
the deal in writing by the end of the month.
Product distribution/extraction/disposal is
done mostly by road in this country.
4
1
Brian spent all of his budget for the month so
he was flat stingy/frugal/broke till pay day.
3
Choose the correct item.
If Jeff had the money, he would have paid/wil'
have paid/will pay me back what I lent him.
5
I would prefer to have everything in stoc<
rather than to risk/rather than risk/rather
Listening
than having risked running out of products.
О You will hear Casey Adams, a radio
presenter, interviewing Lyle Tate, a financial
advisor, about methods of payment. Listen,
(5x3=15
Speaking
and for questions 1-5, choose the correct
Fill in: Please accept my apologies. - What's the
answer (A, В or C).
problem! - Sorry to have kept you waiting.
1
1
According to Lyle, choosing a payment
A: I’m the manager here. 1)................................
method should depend on
2
3
4
5
A
how much debt a person has.
В
how somebody handles their money.
C
what type of a consumer people are.
B: That’s OK.
Lyle states that purchases done on the Internet
A
cost more when you pay in cash.
В
have helped with the popularity of cards.
C
allow people to avoid large debts.
keep track of their spending.
В
clear their debts with creditors.
C
pay for hidden costs.
A: I’d like to make a complaint.
B: Oh. 2).................................................................
3
A: The sales assistant was really rude to me
B: Oh, dear. 3).....................................................
(3x5=15
Lyle believes that paying in cash helps people
A
2
Writing
Read the rubric.
You have had a class discussion about credit cards
Lyle’s criticism of using cash is that
A
it can’t be replaced.
Now, your teacher has asked you to write an essay
В
it can’t be used for big purchases.
discussing the advantages and disadvantages of
C
it’s difficult to use on a budget.
credit cards. Write your essay (220-260 words).
According to Lyle, a credit card
A
(20 man s
makes shopping more expensive.
В
helps people who can’t save money.
C
enables people to put money aside.
(Total = 10C
(5x2= 10)
■ Competences
Now I can ...
Reading Competence
Listening Competence
•
use language related to the
•
read an article about consumerism
•
listen to an interview
Competence
topics of advertising, shopping,
•
answer cross-text multiple
•
do multiple choice tasks
•
matching questions
Speaking Competence
and-agains:
•
essay
money and spending
•
•
112
Writing
Lexical Competence
use idioms on the topic of
Grammar Competence
money
•
make wishes
use phrasal verbs related to
shopping
•
use mixed conditionals
make and respond to a
complaint
use conditionals (all types) and
•
argue a case
writeafor-
Module 7
Back to Nature
GOING EXTREME - the adventure blog
☆ A ra
This weeks aduentures from around the globe ...
Destinations
Module Objectives
| Activity resources
| Videos
| About us
| Share your adventures
The Great Blue Hole, Belize
< Searth
Tyrol, Austria
► Vocabulary
•
exploring nature &
•
landscapes &
•
extreme weather &
outdoor activities
geographical features
natural phenomena
•
sounds in nature
•
prepositions (weather)
I really couldn't believe I was about to go
phrasal verbs (weather)
scuba-diving in a
word formation
sinkhole. But diving into the
forests,
waters and descending
the valley. Little did I expect to do this while
•
► Reading
an article about surfing
massive
underwater
crystal-clear
past the intricate
' Grammar
•
intrepid
adventure seeker I was
thrilled at the idea of exploring the vast
alpine
lakes and steep gorges of
snow rafting over the
coral reef formations, I realised...
powdery snow...
read more
in harsh environments
(missing paragraphs)
As an
read more
Cerro Negro, Nicaragua
Everest Base Camp, Nepal
reported speech
reporting verbs
articles & determiners
•
inversion
► Listening
monologue (sentence
completion)
monologues (multiple
matching)
► Speaking
narrating an experience
& showing interest
•
comparing photographs
Standing near the top of an active volcano
Our climb covered a variety of terrain
surrounded by the
striking landscape was
mind-blowing. The real challenge,
though, was to sand board down the coarse
including
truly
peaks. At night, we camped out on
volcanic ash slope to the bottom...
definitely not for the
jagged
rock and snow-covered
slender
ledges overlooking sharp drops below us;
fainthearted ...
read more
read more
► Writing
About Us
a narrative
|
Services
|
Solutions
|
Support
|
Contacts
► Language Focus
idioms related to nature
grammar in focus
► Progress Check
Exploring nature & outdoor activities
Read the titles of the blog entries. What do you know about these
places? Read and watch the video to find out more.
Now read the blog entries again and replace the words in bold
□rds of wisdom
■ .:ok deep into nature, and
with a word/phrase with a similar meaning from the list.
tren you will understand
• fearless • high-altitude • cowardly • astonishing • gigantic • stunning
everything better."
• pointed • elaborate • extremely clear • soft • rough • narrow
Discuss
Which place in the blogs appeals to you the most? Why?
Reading
de
In Alaska, one of the world's most inhospitable places, people still find ways to defy the extreme cole
Charlie Skultka frantically scanned the frozen shoreline, the
the surf break. I used to have to sit in the bath for an he J
dark fringes where the raging Pacific collides with the forest-
afterwards to warm up -1 was almost hypothermic.'
covered Mount Edgcombe volcano. Waves pounded the
razor-sharp lava reefs, offering no safe haven for him to
scramble ashore. He was drifting in the icy waters for about
six miles and was beginning to run out of island. 'I was in
the soup, bouncing around,' he recalls.
'I wiped out once, in water temperature that was abc:
freezing,' says Lesley Choyce, a New Jersey-born cold-ws-2
surfer. 'I got caught in one of these dead zones where n
current was pulling me back out and this big wave . a
pounding me down, going under, coming back up.'
'I was coming up to the last beach where I could make it
ashore when I spotted my board in the same current,' he
m
Out of the water, the environment can be just as harsr
says. This stroke of luck tipped the scales. Skultka swam for
'Ice-covered boulders - where water freezes over n
his life, grabbed his board and paddled ashore, exhausted.
shore,' says the Canadian surfer Lance Moore. 'Yo. i
He then had to walk for three hours back through the
walking 20 minutes against the wind, and you slip, you si 2
isolated Alaskan wilderness to his camp; three hours
you drop your board; you almost want to cry. And of cc _ i
through dense, freezing forest, thick with grizzlies and
you're tired, your body temp has dropped. And you c."‘
cougar where one false step can be your last.
m
realise it because you've got some adrenaline гиг'Ш|
through your body. I see people out in the water and I d
There's a sharp reality to surviving in this cold environment
them, "You're shivering with cold, man, you should gc r.
that hits you like a slap across the face. Blizzards with fierce
That's the one thing I've really been trying to tell myse f 1
biting winds that chill you to the very bone are a regular
do when it's minus four or five degrees. That's when yo_ a
occurrence. Sitting in a warm room, heating on, melting into
sick. But we always stay out for that one more wave.'
the soft sofa, looking through the double glazing at the
comfy white blanket outside is little preparation for the
shocking, stinging realism of the climate
Being covered from head to toe in hi-tech insulri
wetsuits does not separate these searchers from the effel
and the ice-laden sea.
of these glorious sights, just as it does not
them against the creeping fingers of the icy
'The ice drifts in,' he continues. 'Then we get
conditions. For high-altitude climbers, it
the slush ice, that's really interesting. To watch a
is as much about the climb as the
wave move through that is incredible. We used to
summit reached. So it is with cold-water
get up on the ice and, when a wave came, you
surfers, as much about the pure
could run off and dive in and catch the wave.
embrace of these wild landscapes
Kind of like a little island out in the middle of
1
as the waves they ride.
Check these words
a) Where is Alaska? What sort of scenery do you expect
to see there?
defy • frantically • fringes • pou'.
scramble • drift • stroke of luck
tip the scales • paddle • venture
b)
Why would someone choose to travel there?
slap • stinging •icefloe •slushy-
coordination • wipeout • trigger
a) The man in the pictures surfs in cold conditions. Imagine
you are there and you are surfing. What can you: see,
hear? How do you feel? Tell the class.
slip • slide • shiver • integral
seek out • soar • insulating
b) Read the text quickly and underline key sentences
which identify how the surfers feel.
4
a) Explain the highlighted
words in the text. Check in a
dictionary.
3
Read the article again and choose from the paragraphs
b) What are the highlighted
(A-G) the one which fits each gap (1-6). There is one
words used to describe in the
extra paragraph which you do not need to use.
text? In pairs, decide what else
Q Listen and check.
they can be used to describe.
A
Choose from the following.
That degree of cold carries with it a quiet, ever-present threat.
It waits for that one mistake when responses are slowed, when
• danger • mountain • colours
coordination and judgment are slipping, when hypothermia
• claws • shadows • cargo
clouds the senses. Just one broken zip during a mid-winter
• words
dive or a bad wipeout can trigger a fight for survival.
В
Surfers have been lost to the cold. ‘You have only a few
STUDY SKILLS
seconds underwater in sub-zero temperatures before your
head is exploding and your lungs are screaming,’ Choyce
Understanding literary techniques
says. ‘It’s nasty stuff. That would have been one of the three
• Simile: to compare two unlike things -
or four times, I guess, that I thought I was going to die.’
C
‘My brother-in-law was still there,’ he says. ‘He told me that
he thought I’d drowned. In all my time as a surfer I’ve almost
drowned several times. Up here there’s no lifeguards on the
beach, nobody there but the people you bring.’ When you
paddle out here in Alaska, you are truly venturing into the wild.
often introduced with like or as
e.g. The waves were as fierce as a tiger.
• Metaphor: an implicit comparison made
between two unlike things that have
something
in
common
e.g.
He
is
experiencing a roller coaster of emotions.
• Personification: to assign human qualities
D
There are those cold-water surfers, like Leadbetter and Moore,
who endure the snow storms and bitter cold because it is their
home, it is what they expect. Yet for others the cold has
become an
integral and essential
part of their surfing
experience. They seek it out. They have developed a love of
to something which isn't human
e.g. The sun glared down from the sky.
Understanding these techniques will help
you to better understand and appreciate a
text.
the snowy backdrops, the mountain peaks, the towering
cedar forests, the deep, crystal-clear waters, where eagles
soar overhead and killer whales cruise below.
E
5
Read the Study Skills box, then
It was the beginning of a life-long love of riding waves. ‘I can’t
look at the underlined parts of
imagine not surfing,’ he says with a smile. ‘I get in two or three
the text. Which are: similes?
times a week.’ This is no mean feat. The main surf season falls
metaphors? personifications?
within the dark months of these northerly latitudes, when
Decide in pairs. Explain why.
daylight hours are a precious commodity.
F
For most people ‘do or die’ is a slogan, a mantra to push them
Text Analysis
out of their comfort zone. Here in Alaska, where the winters
can be particulary unforgiving, it is a very real possibility.
6
Use information from the text
Having wiped out and lost his surfboard, Skultka was locked
to answer the following
in a fight for his life. He was like a leaf in a river, helpless
questions. Use your own words.
against the torrent.
G
‘We get ice floes come right into the area, not icebergs as
1
such, but chunks of ice as big as this room,’ says Jim
Leadbetter, a first-generation Canadian surfer. He first took to
2
Why is the severe cold so
dangerous for the surfers?
the waters here in the mid-1960s, armed with only an ex-navy
diving suit that leaked like a sieve.
In what way(s) was Charlie
Skultka in a fight for his life?
3
Why do cold-water surfers do
what they do?
Speaking
Writing
What do you think the main challenges of
Imagine you are a surfer in Alaska.
winter in Alaska would be? Would you
Write an email to your friend about
like to experience it? Why/Why not? Discuss in pairs.
your experience.
115
Vocabulary
Topic vocabulary
Landscapes & geographical features
Vocabulary from the text
Complete the sentences with
the verbs in the list in the
correct form.
3
a) Read the extracts from travel brochures. What do the
words in bold mean? Check in your dictionaries. Put the
words under the correct headings. Some words fit under
• grab • collide • scramble
• pound • slide • paddle
• drift • leak • slip • soar
1
Dave lay on his surfboard and
tried desperately to................
more than one heading.
pj~| The observation centre at the estuary where the river meets the sea
is a perfect place to spot dolphins out in the water and birds nesting
on the sand dunes.
back to shore with his hands.
2
Mike.......................... his canoe
paddle just before it
.........................out of reach.
3
The boat was starting to
..................so they frantically
[2] The dam built further upstream to create the reservoir for the city’s
drinking water has resulted in a swamp which is home to a number
of rare and beautiful species.
[3] Your guide will take you along the ridge situated near the peak which
affords spectacular views of the valley below.
tried to bail the water out and
get to the shore.
4
The two boats......................... with
each other, but fortunately no
Щ The boat leaves from the jetty at 10:00 am to explore the sea around
the peninsula, where you can dive down to discover the amazing
sea life on the reef just off shore.
damage was done.
5
We could see an eagle
Coasts
Mountains
Rivers/Bodies of water Man-made features
.................. in the sky above
the surfers as we watched
them do their tricks.
6
Nick.........................over the
rocks to reach the beach in
strong winds, being careful not
b) Use some of the words from Ex. 3a and your own
ideas to describe the pictures.
to...........................
7
From his little beach hut,
Malcolm could hear the loud
crash of the ocean waves
.................. onto the shore.
8
Matt and Andrew dragged their
canoe down the beach and
..................it into the sea.
In picture A, I can see four jetties sticking out into the sea on a beautifJ
coastline covered in trees ...
Match the words to make
phrases, then choose five of
the phrases and write your
own sentences using them.
Extreme weather & natural phenomena
I Choose the correct words. Write a sentence using the
other word.
L1LJ shiver
LALJ stroke
3LUtip
L±L Z swim
6I
a
of luck
1
Wrap up warm; it’ll be a bit balmy/nippy today.
b
across the face
2
A cold snap/haze is forecast for next week.
c
with cold
3
It was so blustery/breezy this morning that my umbrella kecr
d
the senses
4
There’s just a light drizzle/drought so I don’t think you’ll nee2
comfort zone
5
When it rains in summer it can get hot and roasting/mugg)
g
the scales
6
We drove into a thick flurry/patch of fog and could hardly se-
h
a fight for
J slap
e
for his life
Z cloud
f
out of their
Z trigger
LAL Z push
someone
survival
blowing inside out.
an umbrella.
where we were going.
7
The soil erosion/slush caused by the flood has led to з
landslide over the road.
116
b) 0 Listen to the sounds and put the verbs
Fill in: battering, evacuate, levels, pounded,
from Ex. 8a in the order you hear them.
forecasters, alerts, tide, surge.
Q
in Scarborough
1
.....................
3
.....................
2
.....................
4
.....................
5
.....................
Prepositions
Choose the correct preposition. Check in
Appendix I.
1
never forget the storm I experienced in Scarborough, a seaside
Scientists say that global warming is behind/
beyond the recent increase in extreme weather.
т .vn in North Yorkshire. More than 200 flood 1).....................were
■ olace all over the country that night with 140 mph arctic winds
2
2)..................... the coast, which brought a storm 3).......................
The council is putting more money after/
towards strengthening the city’s flood defences.
-at flooded shops and homes. On the radio, we heard
3
x)........................ predicting the worst was yet to come with the
I think you should stay home tonight - it’s
raining buckets from/for a start.
• gh 5)........................later that night. They were telling people to
4
5)........................ As we were leaving I saw fishermen trying to
nothing compares to/for Thailand.
: --;e their boats as waves 7)........................ against the harbour
5
■all. We found out later that water 8).........................that night
ere the highest ever recorded.
Speaking of/on interesting places, for me
There were only three umbrellas among/out of
five people so we had to share.
___
Phrasal verbs
( speaking
What kinds of bad and good
1 я weather does your country experience? Think
of one example of each and tell the class.
10
Fill in: up, in, through, away, off. Check in
Appendix II.
1
damage.
Q Q ( listening & writing ) Listen to a story
и
about extreme weather. Which of the prompts
below are mentioned? Write a similar story
The boat came.................... the storm without
2
A storm is moving................... from the coast.
3
It’s been pouring all day but now it’s beginning
to let...............
using the prompts and ideas of your own.
•
heaviest snowfall in years • blizzards coupled
4
We were cut................... for weeks due to snow.
5
Several cars were washed..................in the flood.
with high winds - 10 ft snow drifts
•
motorists trapped in cars overnight
•
schools & businesses closed
•
thousands snowed in • worst yet to come
Word formation
For questions 1-8, use the word
in capitals to form a word
8
a) Look at the verbs and match them to the
that fits in the gap.
option which makes the noise they are
describing.
1
2
3
4
5
rustle
crunch
howl
rumble
patter
A
water flowing down a river
В
leaves moving in the breeze
C
melting snow
A
someone walking through snow
В
someone jumping in a puddle
C
someone dropping a branch
A
wind gusting through the trees
В
heavy rain falling on the ground
C
the call of a bird
A
water flowing over a waterfall
В
a wave hitting the shore
C
thunder in the distance
A
a running animal
В
rain hitting a window
C
a sail in the wind
The island of Socotra, Yemen, was almost completely
0) inaccessible until 1999 when its airport was built and,
ACCESS
as such, was 1).................. to most.The island is home
KNOW
to 800 rare species and its 2).................. has ensured
SECLUDE
that around a third of these can’t be found anywhere else.
The‘Dragon’s Blood Tree', which is 3)................ striking, EXCEPTION
has a distinctive appearance and its 4).................. to
SAME
an inside-out umbrella is uncanny. Its sap has the
appearance of blood and these 5)................. were once
SECRETE
8 highly prized for their 6).................. properties. Socotra MEDICINE
t is starting to see a trickle of adventure-seeking
7).................. arriving each year. However, it only takes
one look at the island’s stunning scenery to understand
и that Socotra is not just another luxury holiday destination
| but a place of 8).................. rare beauty.
TOUR
ORDINARY
Grammar in use
b) Use your answers in Ex. 1a to help you
Video
answer the questions.
1
How do the verb tenses and pronouns change
when reporting what someone said?
2
MISSING HIKER
unchanged in reported speech?
FOUND
Rescue services confirmed that they had airlifted a
3
2
Rewrite the following sentences in reported
speech.
teenage girl to safety yesterday after helicopters flying
1
her friend, Nicholas.
The guide asked us to stay on the park footpath
neither of them had expected to be out for more than
hours.
“Stay on the park footpath please,” the guide
said to us.
Unfortunately, the teens were not adequately prepared as
a few
Apart from say and te//, what other verbs are
used in the text to report what someone said?
* over Cleveland National Forest spotted her.
The girl got lost after hiking with
Why does the verb in Ex. 1a question 7 remain
2
Rescuers said that Kyndall Jack was
“I’m travelling to Mount Api in Malaysia,” says
Thomas.
exhausted, dehydrated and having trouble breathing. She
was rescued from a near-vertical wall that she was clinging
3
to. “She couldn’t have survived another day out in the
“Stop picking those protected flowers
immediately!” said the forest ranger.
wilderness,” said a paramedic who treated her. Nicholas
made an emergency call before his mobile phone battery
4
ran out, telling authorities that the couple were lost and
“Don’t forget your walking boots,” Sara said t:
me. “You have a difficult trek tomorrow.”
didn’t have any water. He was found three days later
confused and with severe dehydration.
5
“Let’s visit the Alps when we are in Switzerlanc *
Mark said.
He told police that he had been looking for help when he
was separated from Kyndall. Miss Jack’s family were quickly
notified that rescuers had found their daughter. The area
6
“Who should I speak to about the wilderness
tours?” Andrea said to Mark.
sheriff warned other hikers that it is very easy to get lost in
this heavy brush and to be prepared with plenty of food, and
7
water and proper clothing.
“Don’t drop litter outdoors!” Kevin’s father sa :
“It can harm wildlife!”
Reported speech
see p. GR14-GR15
8
“I was sailing in the Mediterranean when I sa«
*
some dolphins,” said Lewis.
a) Read the news report. Then complete the
sentences. Use: is (x2), couldn't have, have,
9
airlifted, was looking, don't have, have found,
“You should visit the Lake District when you a -
in England,” he said to us.
are.
1
‘We ............................... a teenage girl to safety
10
today,’ said rescue services.
2
“I’ve never seen the Great Barrier Reef,” sa ::
Victor.
When rescuers found Kyndall, they said, ‘She
........................ exhausted and dehydrated.’
3
4
5
6
A paramedic said that she ...............................
a) With which of the verbs in the list can the
survived another day in the wilderness.
structures (A-E) be used? Check in the
‘We............................. lost and................................ any
Grammar Reference section.
water,’ Nicholas told 911.
•
‘I............................. for help when I was separated
•
notify • admit • threaten • refuse • promise
from Kyndall,’ said Nicholas.
•
warn • advise • remind
A
somebody that
В
somebody + to
‘We ............................... your daughter,’ rescuers
told Miss Jack’s family.
7
3
‘Be careful while hiking here. It..............................
very easy to get lost in the heavy brush,’ said
the area sheriff.
C
deny • wonder • suggest • forbid • urge
D
wh- word (who, whe-т
-inf
E
to-inf
-ing
F
that
whether etc)
7с
Determiners/Nouns
b) Rewrite sentences 1-4 using
the verbs in Ex. 3a.
1
5
see pp. GR19-GR21
a) Look at the examples of determiners highlighted in the
text in Ex. 1. What types of determiners are they?
“This is quite a dangerous road
for cyclists,” Tom said to me.
2
Tom warned me that it was quite
b) Which of the following determiners can be used with:
a dangerous road for cyclists.
singular/plural nouns? countable/uncountable nouns?
Liam asked:
Some can be used with more than one.
“Why don’t we
book a trip to see Ayers Rock?”
• another • every • a few • some • all • both • a little
3
“It wasn’t me that broke your
• several • enough • each • hardly any • neither • either
camera,” said Kelly.
4
• less • much • other • any
Simon asked me: “Do you think
we’ll see any grizzly bears on
6
our trip?”
5
“Our trip to the mountains is
cancelled
because
it’s
too
Underline the correct item.
1
All/Both K2 and Everest are beautiful mountains.
2
James visits the Maldive Islands every/either summer.
foggy,” said Jim.
6
3
“You really ought to wear a
None/Every of the winter jackets Ian had were appropriate for
these extreme conditions.
thicker coat, Mary. It’s minus five
4
outside.” said Janet.
Martin suggested two forests we could visit, but Tom didn’t
like either/neither of them.
Articles
I
5
see p. GR18-GR19
expected it to be so hot.
Read the text in Ex. 1 again. Find
6
** the articles and justify their use.
7
necessary in the text below.
There’s none/no need to worry; our captain has experience
sailing in rough seas.
8
:ird who lured him out of the palace and
hills, where he fell
_p into 18)
asleep. When he awoke he found
everything flooded. Could it be
19)........ town's remains
that some can still see
| :oday?
The team spent all/whole afternoon planning their route for
the climb.
Then fill in the or а/ап where
I ........ Lake Bala is in 2)......... North Wales.
- 3)........ Welsh, it is known as 4)......... Lake
- Serenity. It's 5)........ very beautiful spot
that's popular with 6)........ tourists. Local
agends tell of 7)........ creature similar to
Loch Ness monster named 9)
Si
'eggie' that supposedly inhabits 10)........
rea. Some also claim that on 11)........
-oonlit nights buildings can be seen deep
.nderwater. 12)........ legend of Tegid Foel
sates that 13)........ prince who was very cruel
old town of
. his tenants lived in 14)
big
feast
with many
Bala. One day, 15)
musicians was being held in his palace, when
harpist heard a voice
jddenly 16)
wing "Vengeance will come!" He looked
little
ver his shoulder and saw 17)
The heat in the desert was very intense; all of/none of us
Q
Neither/Either Laura nor Vicky had been to a rainforest before.
Use a different determiner to rewrite each sentence without
changing its meaning.
1
Each of the USA’s national parks are places of extraordinary
beauty.
All of the USA’s national parks are places of extraordinary beauty.
2
3
There are few black rhinos left in the wild.
Neither of the climbers avoided frostbite during their climb
up Mount Everest.
4
It’s been such a dry summer that there’s hardly any water left
in the stream.
5
6
Not many of my friends are going on the kayaking trip this time.
There are a few families camping in the national park this
weekend.
8
(speaking j in pairs, say what the difference is in meaning
between the words in each pair below. Check in a
dictionary. Can you think of another example?
1
2
hair/hairs
3
good/goods
She has got lovely hair.
4
pain/pains
I found a hair in my soup!
5
content/contents
wood/woods
6
look/looks
119
Listening skills
a) In two minutes, write down as many
surfers or surf yourself on the Eisbach
of. Compare your list with a partner.
b)
Would you like to watch the
3
extreme outdoor activities as you can think
River? Why? What other extreme activities
would you like to try/watch? Why? Tell the
Why do you think people participate in
class.
these kinds of activities? Have you ever
taken part in one of them?
4
2
a) You will hear five short extracts in which
people are talking about experiences they
a) You will hear a monologue. Before you
have had. Before you listen, check these
listen, check these words in the Word List.
words in the Word List.
•
emulate • suburbs • standing wave
•
phenomena • hotspot • proximity
•
bucket list • once-in-a-lifetime • evaluate
•
vantage point • oblivious • counterpart
•
prompt sb to do sth • see sb in a different ligh:
•
excursion • do sb/sth the world of good
•
catch a wave • flood lights • illuminate
b) Q Listen and complete the tasks.
b) Read the title and the sentences. What
do you think the monologue is about? What
TASK ONE
type of words are missing in the gaps?
For questions 1-5, choose from the list (A-H) the
reason each person gives for choosing their
destination.
A
to mark a special occasion
В
to follow a recommendation
C
to help a relative
Klaus says that people wearing
D
to have a well-earned break
11 I
E
to abide by professional
| is not something one
advice
Speaker 1
1
F
to fulfil a promise
Speaker 2
2
G
to realise a long-held
Speaker 3
3
Speaker 4
4
Speaker 5
5
would expect to see in his home city.
Klaus feels that the Eisbach is so popular
I.
because surfing it is I 2 |
wish
The wave was caused by a fault on the
H
to strengthen a familial
bond
Many people watch the surfers from the
bridge or the
Ш
] of the river.
Hidden rocks under the water mean that it is
not suitable for I 5 |
] to surf the
TASK TWO
For question 6-10, choose from the list (A-H) whr
each speaker gained from their experience.
river.
A
a different direction in life
The area is covered with signs
В
the beginning of a new career
I 6 I
C
the appreciation of others
D
a new group of travelling companions
| people about the dangers.
At night, lights from the | 7 |
|
allow Klaus and his friends to continue surfing.
E
Klaus describes only being aware of the sound
F
the desired physical
benefits
of the , 8 i
surfing.
a wonderful new home
G
a fresh perspective on
an existing relationship
H
the chance to learn
about someone new
Speaker 1
6
орвЭКвГ 4
T
T
T
Speaker 5
10
Speaker2
Speaker 3
c) () You will hear an extreme sportsman
120
called Klaus Fischer talking about an unusual
| ICT | Do some research on the Internet into
activity in his city. For questions 1-8 in Ex. 2b
an extreme sport or outdoor activity that is
complete the sentences with a word or a
gaining popularity in your country. Present
short phrase.
it to the class.
Speaking skills
Narrating an experience & showing
interest
1
2
advert below and the Useful Language box to
experience? ask for more information?
act out a similar dialogue to the one in Ex. 1b.
express interest?
I don’t have words to tell you how great it was
•
I hear you’ve had an exciting summer
•
How did that go • That must have been incredible
•
Oh, that’s a shame • Did you take any photos
described below in the advert and you are
telling your partner all about it. Use the
a) Which of these phrases: narrate an
•
Work in pairs. Imagine you went on the tour
Visit the Galapagos Isla
Join our 5-day guided tour
•
see strange & wonderful wildlife
including iguanas & seals
b) Complete the gaps (1-6) in the dialogue
•
with the phrases in Ex. 1a.
Q Listen and check, then read the dialogue
hike through volcanic landscapes,
forests & lagoons & race a bike downhill
•
snorkel with sea turtles
aloud in pairs.
Narrating an experience
Jane: 1)................................................... Michael.
Michael: I certainly did. I backpacked around
Morocco.
Jane: 2).............................................. ?
Michael: I had the time of my life. The highlight
though was a 2-day organised tour in the
Sahara desert.
Expressing interest?
• I had the time of my life.
• I hear you ...
• I don’t have words to tell
• Did you/Have you/Are
you (really)?
you how amazing it was.
• You can’t imagine what an
• That must have been
incredible!
amazing time I had.
• You just wouldn’t believe
• Wow! That’s just
amazing, etc ... !
... (what I did, etc)
Asking for more
Jane: 3)............................................... Isn’t that in Africa?
information
Michael: Yes. Actually it’s the largest desert in the
world and covers most of North Africa.
• What was that like?
Some people take a tour in a minivan
• Really? What did you...?
which even includes a drive through the
• Did you take any photos?
mountainous regions of the Sahara! Can
• How did that go?, etc
• Oh, that’s a shame!
• What an adventure/
amazing experience!
• I can’t imagine how
spectacular that must
have been.
you imagine? But I didn’t do that.
Jane: 4).................................................
Michael: Well, not really because I went camel
3
The pictures (A-C) show different landscapes.
What can you see in each picture?
trekking across the Moroccan sand dunes
instead.
Jane: What was that like?
Michael: 5)...................................................We rode the
camels across the reddish dunes. It was
amazing! Then we watched the sunset
and slept under the stars.
Jane: I can’t imagine how spectacular that must
have been. 6)............................... ? I’d
love to see them!
Michael: Yes, I did and I’ve already uploaded some
on my social media profile. Have a look!
Jane: I’ll definitely do that.
4
Compare two of the pictures and say:
• What might it be like living in these places?
• Which place do you think it would be the
most difficult to live in?
0 Listen to someone doing the task.
Compare her description to yours.
Would you like to live in one of
these place? Which one? Why?
Writing
—
A narrative
Understanding the rubric
General introduction
Analysis.
A
narrative
presents
Read the rubric and underline the key words, then
a
answer the questions.
connected series of events in a vivid
descriptive style. It may be written in
the first person (l/we) about real or
Your teacher has asked you to write about a frightening
imaginary events which happened to
experience you've had for the school magazine. Write your
us. Third person narratives are written
narrative (220-260 words).
in the third person (he/she/they/etc) and
are real or imaginary events about
1
What do you have to write and for whom?
another person or other people. These
2
Who will the main characters be?
3
What can the narrative be about?
describing the action as it would be
4
What tenses should you use?
seen through their eyes.
5
How can you begin your narrative?
narratives
include
the
thoughts,
reactions, etc of the main character(s),
Model analysis
General outline for a narrative
Para 1
► sets the scene (describes
2
a) Read the model and put the verbs in the correct past
tense.
the weather, time,
---------------- _
^^1
atmosphere, people
involved, possible
feelings, etc)
Para 2
► a series of events leading
LOST-in the-DARK
*
to the climax event
Para 1
Para 3
► the climax event
The morning sun 1)........................ (shine) brightly as
Para 4
► end the narrative (refer to
my tour group and I set out on a cave exploration led
moods, consequences,
by an experienced guide. Carrying my rucksack with
people's reactions,
all of my equipment on my back, I was absolutely
feelings, etc)
ecstatic to begin my cave adventure.
Torches lit, we 2)........................ (enter) the cold dark
Points to consider
cave. Crawling on our hands and knees through the
Before you start writing, you should
narrow opening, we touched the moist walls of the
think of a suitable narrative outline and
cave. Finally, we came to a spot where it widened and
decide on a detailed plot showing the
main events in sequence.
we could stand. We slowly moved forward and went
f. »
deeper into the murky cave. We were simply amazed
by the spectacular rock formations and the narrow
We can use various past tenses in a
narrative:
• past simple,
to describe actions
which started and ended in the
past, or actions which happened
one after the other in the past.
• past continuous, to set the scene or
passages and stood still to hear the sound of water
trickling down the walls. I 3)...................... (follow) the
group for some time when my curiosity led me to
explore a passage off the planned path. Wondering
what was ahead, I walked through a maze of gloomy
tunnels and soon realised I was lost.
to describe events/actions in progress
I was all alone in a pitch-black cave with no idea how
at a stated time in the past.
to find my way out. I 4)...................... (start) shouting
• past perfect, for actions
frantically, but I realised it was useless. I had no idea
which happened before
how far I 5).......................(stray). I just stood there
other past actions, or to
waiting anxiously for someone to find me. Not until I
give the background of
6)....................... (hear) faint voices and saw dim lights
the narrative.
did I start yelling for help again. A distant voice
Para 3
7)...................... (shout) back, Alison, where are you?’
‘Over here,’ I replied.
I was overjoyed to see the guide and our group. I
apologised for wandering off and rejoined them to
finish the tour. As I climbed out of the cave and saw
sunlight, 18)..................... (let) out a sigh of relief. I was
definitely grateful to be heading home safe and sound.
Para 4
Read the model again and complete the
b)
paragraph plan in Ex. 2a. Then answer the
a)
What adjectives has the writer used in
Ex. 2a to describe the following?
questions.
• cave • opening • walls • rock formations
1
Which paragraph sets the scene?
2
What is the climax event?
3
What happened before it?
4
What happened in the end?
5
How did the character feel?
• passages • tunnels • voices • lights • voice
b)
Fill in the adverbs the writer uses in
Ex. 2a with the following verbs. Make
sentences using these phrases.
1
................................................................. move forward
List the events in the order they
2
shout ................................................................................
happened. Use them to give the class a
3
wait....................................................................................
short summary of the narrative.
4
.............................................................................. grateful
c)
и
и
и
и
The guide found her.
c) Find examples of direct speech in Ex. 2a.
She crawled on her hands and knees.
What verbs has the writer used instead of
She rejoined the group.
"said"?
She entered the cave with her group.
d) Find examples of the writer's use of senses
She yelled for help.
in Ex. 2a. Which sense does each refer to?
She wandered through a maze of tunnels.
Replace the words in bold with appropriate
She got lost.
ones in the lists.
d) Complete the table.
(Q • warmly • briskly • qualified • deafening
• exclaimed • pleasant • brightly • shrieked
The main character is
The secondary
The sun shone 1) nicely
characters are
as David - a 2) good flying
The attitude of the main
Para 1?......................................
character changes
Para 2?......................................
through the story. How
Para 3?.....................................
did she feel in ...
Para 4?.....................................
instructor - and Bob walked
3) fast onto the runway. It was a 4) nice
spring morning and they were both looking
forward to the lesson. “I can’t wait to get
up there!” Bob 5) said and David smiled
Descriptive Techniques
6) nicely in agreement. Once in the air,
To make your narrative more interesting to the reader
they heard a 7) loud sound and saw smoke
you can:
coming from the front of the plane. “We
• use a variety of adjectives and adverbs to bring
the text to life. e.g. The lovely old woman shook my
hand gently
have to land!” 8) said Bob, trying to control
his rising panic.
• use direct speech and a variety of verbs such as:
exclaimed, uttered, screamed, announced, mentioned,
stated, expressed, shouted, bellowed, etc to avoid
(JT) • huge • stunning • towering
using said all the time. e.g. Instead of saying "Let the
• extremely • cautiously
race begin!" he said, you can say "Let the race begin!"
• strenuous
he announced.
• use your senses (sight, sound, smell, taste, touch),
Jane and Erica 1) carefully climbed
e.g. I heard a loud bang and saw flames coming out
onto a 2) big rock and admired the
of the building. I could smell something burning and
3) nice view of the valley below them.
a blast of hot air blew past me. I could feel the heat
from it.
Even though it had been a 4) bad climb, they
were both 5) very pleased to have reached
the top of the 6) high mountain.
7f
a) Match the beginnings (1-3) to the
Feelings
Narratives should illustrate how the characters feel:
endings (A-C), then decide which techniques
e.g. happiness, sadness, frustration, loneliness, etc.
have been used to start and end a narrative
This makes them more interesting to the reader and
in each.
brings the characters to life.
Beginnings
|~A~| ‘You ready for this?’ I yelled to Kirk seated behir.c
Read the following story endings which
me in the canoe. He looked at the swirling waters
describe how the characters feel. Fill in the
and closed his eyes. The most dangerous part, wit'
gaps with the adjectives: frustrated, lonely,
churning rapids, was immediately ahead.
happy, sad.
1
The young girl looked at me and smiled. I had
|~B~| Is camping in the wild a good idea? Jack felt uneas,.
as he helped Tim put up their tent. But it was quite
finally rescued her. I felt very..............................
2
dark and they were tired from hiking all day, so they
When I saw him injured I didn’t know how to
climbed into their sleeping bags to get some rest
help him. I felt really................................
Neither boy had noticed the big sign.
3
The rescue team arrived within minutes. They
did their best to save my dog but they couldn’t
in the end. I was so................................
4
|~C~| The sun was shining brightly as I dived into the
She waved goodbye to her friend as she sat in
crystal clear water on my first scuba dive. I sa
the empty coach. The silence suddenly made
brightly-coloured fish swimming among the cora s
her feel so................................
and ribbons of seaweed floating around me. As
gazed with amazement at the underwater world
couldn’t help feeling that something strange was
Beginning and ending a narrative
about to happen.
The beginning and ending of a narrative is very
important. A good beginning will stimulate interest
and make the reader want to continue reading the
narrative. A good ending will give the reader a
sense of satisfaction.
Endings
I 1 I
Techniques to start a narrative:
•
That’s why we have the “No Camping” sign,’ the
creating atmosphere by describing the weather,
ranger said. They had never felt more relieved
people, setting the scene, etc
•
| ‘You were very lucky. The bears like this ares
their lives.
using direct speech, either a statement or a
question
•
directly addressing the reader/asking a rhetorical
| 2 |
| When I opened my eyes I was lying on the floor л
the dive boat with the instructor peering down a
question
•
describing someone's mood or feelings
me. I felt relieved and I remember him sayir :
•
creating a feeling of suspense or mystery
‘You’re safe now.’
Techniques to end a narrative:
| 3 |
| At last, Kirk and I lay panting on the ground. We
■
•
using direct speech
•
asking a rhetorical question
exhausted but we were happy to be alive. Slow’»
•
describing your reactions, feelings or mood
we stood up and looked around. We were safe t.'
•
describing other people's reactions or feelings
where were we? Was our adventure over, or jir
•
creating a feeling of suspense or mystery
beginning?
Remember that more than one technique may be
used to begin or end a narrative.
b) Which extract is 1st person/3rd person
—
narration?
c) Write a beginning and an ending for a
narrative entitled "A trip to remember." Uss
any of the techniques in the theory box.
Q
Useful Language
Inversion
Some words, especially adverbs of frequency and time words/
□hrases,
are
followed
by
inversion
is
when
Starting a narrative/Setting the scene:
specific
• One day last...,... went/decided, etc...
.vords/phrases are used in the beginning of the sentence followed
• It was a ... (cold, windy, beautiful, etc)
(that
oy a verb in question form in order to achieve emphasis), e.g. Erica
had never imagined that she would find herself in such a situation.
day and l/we/they felt....
• It was... (raining hard) when ...
Never had Erica imagined that she would find herself in such a situation.
• The words/phrases followed by the inversion are often negative
in meaning: Never (before/again), No sooner, No longer;
Nowhere, Not often, Not always; Not only (... but also)
(started the trip)
•... felt (exhausted) as... had been
(hiking in the forest)
Seldom/Rarely = 'not often'; Hardly ever/anywhere = "almost
Describe people/places/feelings:
never/nowhere"; Not until, Not before
• The young woman at the ...
Only when = 'not until/before', Only if = 'not unless' e.g. No
• We walked ... (through the crowded
sooner had I left the house than the telephone rang. Not only was
• Notice that "Not until/before" and "Only when/if" are followed
by inversion in the second part of the sentence, e.g. Not until |
it grew dark did they stop searching for the missing dog.
-------------------------------------------------------------------------------------------------- --------
streets) trying to ... (follow the map).
• To our... (amazement/surprise/relief,
I hungry but also extremely thirsty.
etc),...
• Imagine my ... (embarrassment/
annoyance, etc) when...
J
Leading up to the main event
Expand the prompts to form sentences. Then rewrite
each sentence beginning with the word(s) in bold.
11 no sooner I enter/ the haunted house /1 / hear / strange noise
I had no sooner entered the haunted house than I heard a
• At first, nobody realised...
• We had only just... (set off on a canoe
trip) when ...
• The next thing ... (Mary) knew,... (she
was)...
strange noise.
The main event/dimax of the narrative
No sooner had I entered the haunted house than I heard
• Everyone started ... (yelling frantically).
a strange noise.
• Then just at that moment,...
(a helicopter came)
1
It/be/not until/l/arrive home/l realise/my/wallet/missing
2
Passengers/calm down/only when/plane/land/safely
3
Jane’s car/not only/be/slow/but/it/be/also/very/uncomfortable
4
Helicopter/no sooner/take off/l know/l make/terrible mistake/
Ending a narrative/Feelings
• l/We/They never felt so ... (terrified) in
my/our/their life/lives!
by/agree/get on/it
5
Climber/never/have/such/terrifying/experience/before.
Й Checklist
a) Read the rubric and underline the key words. Then
answer the questions.
When you finish your piece of writing,
check that:
'The sky was dark and the wind
was howling. A thunderstorm
had started and I didn't know
how I could get home.' Write
your narrative (approximately
220-260
words),
beginning
with this sentence.
• a clear outline has been created (with
the correct number of paragraphs)
• the scene has been set in the first
paragraph
• the writing is well-organised and has
coherent, clearly structured paragraphs
(events in the order they happened)
• the content is relative to the task
1
What do you have to write?
2
Who will the main characters be?
3
What will the narrative be about?
4
What tenses should you use?
5
How can you begin/end your narrative?
6
How can you make your narrative more interesting?
• the right tenses are used (past tenses)
• the appropriate variety of adjectives,
adverbs and descriptive techniques are
b) Use your answers from Ex. 8a and phrases from the
Useful Language box to write your narrative.
used
• grammar, spelling and punctuation are
used accurately
^Language
Knowledge
7
Multiple choice cloze
3
For questions 1-6, complete the
second sentence so that it has
О For questions 1-8, read the text below and decide which
a similar meaning to the first
answer (А, В, C or D) best fits each gap. There is an
sentence, using the word
example at the beginning (0).
Hang Son Doong
given. You must use between
three and six words.
I’ve always been someone who 0) C out adventures, so imagine my excitement when I
I found out that my trip to Vietnam would 1)...... with the opening up of the world’s I
largest cave to visitors for the first time. Only discovered in 1990 by a local man,
2)...... by accident, the cave wasn’t located again until 2009. 3)....... to say, I was
awe-struck at the mere thought of touring a cave this large - it is 2.5 miles long and j
so high that it could 4)......a 40-storey skyscraper!
My adventure began in style with a night camping in Hang En cave, which has S
thousands of swallows nesting overhead. The next morning, we trekked through Гм
5)........ pristine jungle to the entrance of Son Doong and climbed down an almost hf
vertical 80m drop into the darkness before swimming along a fast-flowing river. The I
cave is so huge that there are wispy clouds near the ceiling. As we approached a I
massive skylight that lit up the cave, a huge stalagmite that looked just like the paw j
of a dog came into 6)........
This tour certainly isn’t for the 7)...... of heart, but really there is nothing to be afraid
of. Our guides were extremely knowledgeable, professional and safety 8)........ I’ve
never had such an amazing adventure!
I
I
1
“Don’t go near the edge of the
cliff,” Sally said to her son.
WARNED
Sally..................................................
.......................................... go near the
edge of the cliff.
2
Sam doesn’t mind whether he
goes hiking or canoeing this
weekend.
DIFFERENCE
It makes...........................................
whether he goes hiking or
canoeing this weekend.
3
How likely is it to rain today?
CHANCES
What..................................................
raining today?
4
John couldn’t go scuba divine
because he didn’t have the rigtit
equipment.
PREVENTED
‘Л' л •* XA,.".'. 'r :
0
A
1
A
2
A
3
A
4
A
5
A
6
A
7
A
8
A
searches
coincide
exactly
Worthless
fit
dense
range
bad
conscious
В finds
C
В occur
C
В only
c
в
в
в
в
в
в
Needless
contain
heavy
glimpse
slight
sure
c
c
c
c
c
c
seeks
match
practically
Useless
include
concentrated
view
mild
informed
D
discovers
correspond
purely
Pointless
enclose
rich
vision
faint
D
wise
D
D
D
D
D
D
D
John..................................................
scuba diving because he didr ’
have the right equipment.
5
Mike and Shelley had a
disagreement about where to
go on holiday.
OPINION
Mike and Shelley..........................................................about where tc
go on holiday.
Complete each sentence with a word formed from the
6
word in capitals. Check in a dictionary.
1
2
The ancient city of Petra in Jordan was a forgotten city until its
WAY
................................... (DISCOVER) in 1812 by a Swiss explorer.
There’s.............................................-
4
to do a sky dive!
She brought a gift to show her............................................. to her
instructor. (APPRECIATE)
3
I absolutely refuse to do a s-•
dive.
7
Norman thought that the tour:'
the
(MATURE)
organised. OBJECTED
Nowhere epitomises the wonderful.............................................. of
It was the organisation of to_r
trip
nature more than the jungle. (DIVERSE)
5
Pompei was destroyed by a(n)............................................ volcanic
eruption in AD 79. (CATASTROPHE)
6
Endangered animals are often bred in............................................ in
order to protect them. (CAPTIVE)
126
was
Sharks can take ten years or even longer to reach..........................
on the trip.
very
bac
Language
Knowledge
7
Vocabulary
Grammar
Ц| Choose the correct item. Give reasons.
1
He claims he goes camping every year.......... I’ve
5
1
never seen any camping equipment in the house.
A
2
despite
В
while
C
however
D
3
Esther decided to make ....... change in her life and
2
destitute
D
deprived
The ......... geologist has written many important
a permanence
books on volcanoes.
В
it permanent
D
a permanent
A
acclaimed
C
affluent
В
accepted
D
acknowledged
........ in some countries is the environment, especially
3
The herd of deer suddenly ......... when I tried to
A
A crucial area for reform
approach them with my camera.
В
It is crucial to reform
A
scattered
C
scampered
C
Reforming an area crucially
В
scuttled
D
scurried
D
To reform a crucial area
The council is urging people........ littering seriously.
Lions are successful......... which hunt other animals
for food.
A
having taken
C
taking
A
scavengers
C
predators
В
to be taking
D
to take
В
poachers
D
killers
The festival will take place........ the field is too wet
5
The climb to the top of the hill was more difficult
than I had.....
A
unless
C except
A
presumed
C
anticipated
В
whether
D despite
В
foretold
D
projected
The tiger is native...........this region.
A
7
C
deciduous
C
from the rain.
6
deserted
В
it permanence
4
5
A
A
in countries where deforestation is a big factor.
4
of any sunlight so plants don’t
The garden is
grow there.
yet
move to New Zealand.
Choose the correct item. Give reasons.
near
В
of
C
to
6
D for
I should have remembered to water my plants; now
they have.. and are likely to die.
The hiking guide was so good at his job that we let
A
perished
C
disintegrated
В
starved
D
withered
.. into going on another trail.
A
himself talk to us
C
ourselves talk
В
him to talk us
D
ourselves be talked
7
The animals ......... the forest as the fire spread
through the trees.
A
8
skipped В
split
C displaced
D
fled
If you prepare well in advance, the trek........ be hard.
A
wouldn’t
В
hadn’t
C
shouldn’t
D
couldn’t
8
I wish Ellen would stop......... me about where we
are going on holiday this year.
9
Since the mountains are often covered with clouds,
you.. the peaks right away.
A
10
C hankering
hinting
D haunting
might have seen
might not be able to see
C
could have seen
group where they would set up camp.
D
could not be able to see
A
mark
C
figure
В
blemish
D
imprint
9
The guide put a(n)......... on the map to show the
Otters and sea otters are ......... to each other
10
Andy had to.........the fox to keep it still while the
A
closely related
C
closed related
vet treated its wounds.
В
close related
D
related closely
A
repress
C
restrict
В
restrain
D
inhibit
If you had remembered to bring the compass, we
.our sense of direction in the wood.
12
hassling
В
В
although they live in different habitats.
11
A
11
The Maldives are .........
beautiful
islands with
A
wouldn’t be lost
C
hadn’t lost
amazing landscapes.
В
wouldn’t have lost
D
wouldn’t lose
A
exclusively
C
exceptionally
В
enormously
D
equally
.........have had the chance to study this species.
A The scientists are few who
В
Few are the scientists which
12
Park rangers work hard to protect the natural ....
of forest animals.
C The few scientists
A
surroundings
C
biosphere
Few scientists
В
territory
D
habitat
D
12'
Language
Focus
Idioms (related to nature)
Extreme weather
Choose the correct words, then check in a
4
1
2
a) Complete the idioms with the words in
the list. Are there similar idioms in your
dictionary.What do the other words mean?
language?
Last night’s torrential/territorial rain caused
the river to burst its banks.
• woods • wave • stone • bush • shade
During rough seas the points/crests of waves
1
rise up and crash into the harbour.
3
Arid regions such as North Africa and deserts
2
often suffer from dust storms/cyclones.
4
Rumours that the volcano was about to erupt
sent a.............of panic across the island.
After the heavy downpour the town was hit by
3
meltwater/flash floods that destroyed houses.
5
Mike didn’t beat about the................... and got
straight to the point about cleaning up the park.
The rain could come back so we’re not out of the
............ yet and there may be more flooding.
It’s dangerous to swim off the coast; the
4
current/draught is very strong.
Victoria Falls in Zimbabwe puts all other
waterfalls I’ve ever seen in the............. !
5
The dog won’t hear you; he’s..................... deaf!
Geographical features
2
Fill in: cliff, glacier, mountain,
b) Choose four of the idioms above and
canyon, waterfall, moor.
write your own example using them.
1
a gushing...........................
2
a deep...........................
3
a windswept......................
4
a snow-capped.................
5
melting...........................
6
a vertical...........................
>
Grammar in Focus
Fill in the gaps with the correct word, the
correct form of the word in brackets or choose
the correct word.
Missing family found
Desperation turned 1).......................... jubilation on Tuesda.
when a family of six 2) whose/who failed to return from a
a) Match the words.
trip in the snow after their jeep rolled 3) over/across were
found alive and well. The county sheriff, Richard Machadc
J colourful/breathtaking/glowing
L?J_2] fluffy/scattered/dark/low
lAL2| clear blue/starry/overcast/
menacing
2] bright/blazing/rising/setting
| 5 |
said that it was an absolute miracle that 4)..........................
a
clouds
b
sun
c
water
rugged Nevada mountains. After a massive air and groun:
d
sky
search, the family were finally tracked down when police
e
sunset
traced
| murky/stagnant/flowing/rushing
of the family had even suffered 5)............................frostbite
as temperatures had been well 6)........................... zero in the
their
mobile
phone
signals
and
footprints
7)............................. (spot) in the snow. The family to:
rescuers that they had survived by huddling together anc
8)............................ (heat) up rocks. The father of the family.
b) Complete the sentences with phrases
James
from Ex. 3a.
9)........................... upside-down vehicle for shelter and burr
1
Tom and Julie love to sit on the beach after dark
and look up at the.................................................
2
Beads of sweat ran down Adam’s face as he
hiked under the......................................................
3
There are plenty of fish in the lake, but it’s
difficult to see them through the ................
4
It looks like the weather will be great today; just
look at that.................................................
5
Judging by those....................................................... in
the sky, I think there’s going to be a downpour.
128
Glanton,
said that
he
kept everyone insice
its spare tyre for warmth. Rescuers praised the family fc
staying together, emphasising that they would have hac
10)............................ chance of survival if they hadn’t.
Hidden
progress
Check
/
PEPTHS
qeq
Turkey's first free-diving course lets you view the country's
Reading
spectacular coastline from a different perspective.
Read the extract from an article and choose
ve been sitting on a rock on the seabed surrounded by the
from the paragraphs A-F the one which fits
crystal clear waters of the Mediterranean for nearly a minute,
each gap (1-5). There is one extra paragraph
wearing nothing but goggles and a pair of swimming trunks.
which you do not need to use.
Before me, my wife glides past a shoal of fish, performing the
hand signals we've learned over the past few days. She then
A
rwists away and spirals to the surface surrounded by a necklace
who would descend to the seabed with their legs tied to a boulder,
of air bubbles.
before resurfacing laden with wares. Michael begins to tell us
zo
Dur tutor Burak runs his diving school right on the beautiful sandy
about some free-divers who have experimented with inhaling pure
oxygen pre-dive, but before he can finish, Burak shoots him a dirty
□each of Kas - the perfect location for this pastime. Joining us in
look. It's clear that this particular course is as much about safe,
his barefoot classroom are Michael and Maria from Germany. We
step-by-step breathing techniques as it is about coasting around
discuss free-diving breathing techniques, which use specific
in tranquillity under the waves.
orocedures to aerate the blood and slow down your pulse,
nelping your body to consume as little oxygen as possible when
A similar technique was once used by local Greek sponge divers,
В
But in the hotel pool the next morning the whole technique clicks
you shoot below the waves.
into place. I'm able to slip to the bottom of the pool, pinching my
ZD
Burak further subdivides the sport into those who do it for fun to
nose every few seconds to pop my ears. I lie there in quiet
meditation for 30 seconds, staring up the water's surface, before
explore the hidden depths of the ocean, and record-breakers. The
drifting skywards.
after are epitomised in the 1980s movie The Big Blue', divers who
cruise to depths of more than 200m with the aid of an electronic
C
We were away on what is quite an unusual activity break: Turkey's
sled', then shoot to the surface clinging to a balloon of
only free-diving course for beginners. This oxygen-free diving
compressed air.
discipline has been around for millennia; Japanese pearl divers
After lunch, we simply swim out from the classroom over the
technique, however, has undergone a recent surge in popularity.
routinely stayed underwater for three or four minutes at a time. The
rocks beneath us for our first free-dive. We pair off to try out the
D
breathing technique we learnt in class. We suck oxygen down into
backslapping and sitting on crates of post-dive cold drinks. We,
the diaphragm, into the mid-section, into the chest, and, by
on the other hand, are on deck, where Burak acts as yoga teacher,
bending forward, into the upper lungs. A few 'relaxation' breaths
running through partner-assisted stretches and breathing drills.
slow the pulse. After one final mega 'exchange' breath, we're
'eady to dive.
On board, the scuba group is indeed a different crowd,
E
30
One by one we descend using flippers. I wanted to use a mermaid­
style monofin like the one featured in The Cove, a recent dolphin
Sadly, it turns out that I need neither. After a few flips below, the
movie involving some stunning free-diving sequences, but Burak
oressure in my ears becomes overwhelming. Moreover, I'm too
says these only work for experienced swimmers, as novices
nervous about running out of breath to stop and equalise my
simply waste valuable oxygen flapping about.
eardrums.
30
The next day we join a scuba diving boat and leave Kas harbour.
F
As a veteran of 600 scuba dives as well as a meditation teacher,
Michael is particularly interested in the skill. He says it will allow
Our destination promises deeper water, plentiful fish and a more
him ‘to be one with the fish’ in the way that diving with heavy
intense free-diving experience where we will be more able to
scuba apparatus doesn't. Burak believes that underwater
appreciate the stunning sub-aquatic landscape. Once there, after
enthusiasts fit into one of two categories: those interested in
several practice dives and a 60-second face-down breath-holding
scuba, who tend to be more social, and those into free-diving, who
exercise; Burak explains our final task: diving down to a line he's
are, in Burak's words, individual and ‘a little strange’.
laid out 4m below the surface, then following it underwater for
25m. A gaggle of scuba divers gather to watch us trace Burak's
line, in the silent blue we glide past them, slowly and in complete
control: streamlined subaqua superheroes compared with the
Q
Grammar
(5x4=20)
Choose the correct item.
clunky underwater astronauts. Snorkelling will never be the
1
We can’t come to your party; We’re going
camping his/that/the weekend.
2
If I were you, I’d wear any/every/some warm
clothes today; it’s freezing outside.
3
Jack doesn’t mind which day we go canoeing:
either of/either/neither Saturday or Sunda.
would be fine for him.
4
Mountaineers rely on each other/every other
the other to reach the summit safely.
(4x3='2
Progress
Check
3
Rewrite the sentences in reported speech
Listening
using the verbs in the list.
Q You will hear a student called Leanne
• warn • remind • promise • advise • boast
Ramsay talking about going on an activity
holiday. For questions 1-8, complete the
1
“Don’t forget to check the weather forecast
sentences with a word or short phrase.
before you go sailing,” Jane said to me.
Cycling in Croatia
2
Tim told his daughter: “You mustn’t go any
Leanne's family never went on 11 I
closer to the edge of the cliff!”
The holiday they chose included I 2 |
I holidays.
I and cycling.
Leanne never expected the accommodation to be as
|3|
3
“I’ll teach you how to snowboard one day,”
Sally told me.
I as it was.
Leanne was anxious about suffering from |4|
I on the trie
Leanne spends a lot of time on a |5|
~~I when she is
commuting.
After the second day, Leanne could |6|
4
“I’ve been to many exotic countries!” said Karen.
She was most impressed by seeing the
I7|
I.
She suggests that anyone wanting the same
5
“If I were you, I’d stay at home during this bad
weather, sir,” the police officer said to him.
experience should build up their |8|
before they go.
(8x2=16
Speaking
(5x2=10)
Vocabulary
4
Choose the correct item.
1
2
Fill in: I had the time of my life -1 hear you went I don't have the words to tell - Did you.
A:
month, Dave. What was it like?
Boulders and mud have blocked the road;
there must have been a(n) erosion/landslide/
B:
2)..........................................................
avalanche!
A:
3)..................................... really? What did you do'
Autumn days are beautiful and sunny but wear
В:
a coat because the air can be nippy/muggy/
blustery.
3
1).......................................................... to Munich las'
I went river surfing. 4)........................................... -
you how amazing it was!
(4x3-' ‘
Writing
When the wave hit the boat, Dave quickly
Read the rubric.
scrambled/paddled/grabbed the oars before
they slid into the water.
was the first time I had ever been on an activit.
4
We decided to wait in the cafe for the snow
drizzle/snap/flurry to pass.
5
holiday and I was really looking forward to it. Litt e
did I know, however, how difficult it was going t:
When the snow begins to melt, there is wet
be.'
grey slush/mud/swamp on all the city streets.
beginning with the sentences given.
Write
your
narrative
(220-260
words
(20 таг- з
(5x2= 10)
(Total = 100
Now I can...
Lexical Competence
Reading Competence
•
use articles and determiners Speaking Compe:=i
•
•
read an article about surfing
•
use inversion
in a harsh environment
Listening Competence
use language related to the
topics of outdoor environments
and activities, landscapes and
geographical features, extreme
•
130
report speech/use reporting
verbs
narrate an expe <
listen to people talking about •
cofnpare photc: 1
extreme sports
Grammar Competence
weather and natural phenomena, •
and sounds in nature
do a missing paragraphs task •
•
•
Writing Compete»
do sentence completion and •
multiple matching tasks
write a story
Module 8
The Art of
Entertainment
What’s on this Weekend?
Decorative
©
Module Objectives
The Joke Room presents...
Arts Exhibition
И The Best
I of Stand-Up
► Vocabulary
•
different types of art
•
TV & film
•
music
•
literature
•
adjectives describing
•
prepositions (theatre)
•
phrasal verbs (film & TV)
•
word formation
forms
Featuring top comics:
Marlow Brady & Denise
performances/art
►
•
Visit a rantasuc collection
of the artist's finest work!
Reading
We7/ make you LAUGH till you CRY!
an article about
The Lexington Poetry Festival
multiple choice)
•
relative clauses
•
clauses
•
cleft sentences
•
" th л r w e
*
Dr Sep/b
Listening
Sat/Sun 10-3 .pm Gossdary Bookshop
——
•
Different types of art forms
interview (3-option
multiple choice)
Speaking
1
Read the posters. What is each about? Discuss with a partner.
2
a) Read the definitions (1-3) below and match them to the
making suggestions/
interrupting/responding
relevant art form (a-c).
to suggestions
► Writing
•
►
Join us in an adventure
through language!
Don’t miss it!
monologue (3-option
sentence completion)
►
Poetry collections from our local
poets as well as classics.
Edgar Allan Poe
multiple choice &
•
Entrance:
€10/person
Doors open: 8 pm
Show: 10 pm
Whitely Museum
► Grammar
•
Friday June 19th
November 20 - December 12
a stuntman (4-option
►
Lauder
Form and function:
The Ceramic Work of Jane Clifford
a review
Language Focus
| 1 I
I Arts that use acting, dancing or singing e.g. theatre
a
visual
I 2 I
| Arts that use any form of creative writing e.g. novels
b
performing
| 3 |
| Arts such as painting, sculpture or film.
c
literary
•
idiom related to
•
grammar in focus
b) Which art form - visual, performing or literary - does each
►
Progress Check
poster above belong to? Which words helped you decide?
entertainment
How does art contribute to society? Discuss with a partner.
Consider the following:
4 Words of wisdom
• encouraging self-expression • understanding of differences
"Art is not what you see, but
• connecting people • challenging people’s perceptions
what you make others see."
• creating awareness of an issue
(Edgar Degas)
(;----------Discuss
Create a poster for an arts event in your school or community. Use
an eye-catching image and try to think of a slogan for the event.
131
Dean Forster gets asked about his job so often that he has learned
a routine. ‘It’s usually the same few questions,’ he says, with a wellbalanced air, in his mirrored sunglasses. ‘Have you met anybody
famous? Have you been hurt? Is the money good? How did you get
nd LinnS
into it? For years I used to shrug and say, “Oh, I’m embarrassed.
f
Then I realised that’s what the job entails, and now I love it.’ He does
not have to convince me, even if some of that early bashfulness sti
lingers at the edges of his schoolboy smile.
/ What does it take to
forge a career leaping
off tall buildings?
Movie stuntman Dean
Forster talks to
Leo Benedictus.
The answers to these four routine queries slip so effortlessly off his
tongue. Yes, he has worked with several famous people. His injuries
have been numerous. ‘Just as a chef’s going to burn himself,’ he
shrugs, ‘we get battered and bruised. It’s inevitable, but it’s jus:
bumps and scrapes.’ And at anything up to several thousand pounds
a day, the money is indeed good. As for how he got into doin:
stunts for a living, well, he was never really into anything else
‘My family used to own a motorcycle display team,’ he explains
‘As soon as I could walk, they put me on a bike to do little
jumps. And it progressed into other areas.’ From judo an:
gymnastics to bicycles and trampolines, if it was fast, physice
or involved generally throwing yourself about, then the teenacs
Forster was obsessed with it.
Without such dedicated single-mindedness, it’s unlikely that Forste
would have made it. But this passion alone isn’t what has made hir
1
a) Find the words in the list in the text.
3
What is emphasised about Dean’s work in the thir:
paragraph?
What do these words mean? What do they
describe in the text? Can you think of more
words that might describe a stuntman's
A
It isn’t as straightforward as you might think.
В
There are aspects of it that are beyond his
control.
character?
C
• well-balanced • obsessed • complacent
expect.
• daredevil • restless • foolhardy
b) Look at the title of the article. What does
His stunts are more high-tech than people
D
4
it mean? Scan the text to find out in what
ways Dean Forster is 'risking life and limb'.
He thrives on doing the more complicated stun::
When talking about fear, Dean explains
A
his determination to keep it under control.
В
how it’s a disability in his line of work.
C
his disagreement with a common assumptic'
about it.
a) Read again and, for questions 1-6,
D
choose the answer (А, В, C or D) which you
how stuntmen differ in their ability to deal w :_
it.
think fits best according to the text.
5
1
2
The phrase ‘My absolute ultimate’ (lines 58-59
What do we learn in the first paragraph about the
used to describe
public’s interest in Dean Forster’s job?
A
a dream career.
C
a personal failure.
В
a risky attempt.
D
a professional ambitic-'
A
It constantly astounds him.
В
He has come to see it as crucial to his success.
C
It has boosted his self-confidence.
D
It used to make him uncomfortable.
Why does Dean mention a chef burning himself?
6
Overall, Dean Forster is portrayed as possessir::
A
a tendency towards pessimism despite his
success.
В
a healthy fear and a childlike sense of fun.
A
to deny that his job is dangerous
C
an inexhaustible energy and ambitious drive.
В
to point out a wrong assumption about his work
D
an unusual degree of passion with a hint of
C
to downplay the danger involved in his job
D
to emphasise just how risky his work is
arrogance.
=
з successful stunt performer. He had to practise his skills
“Jump through that window.” I’d say, “Do I look stupid?” With a
elentlessly while impressing people sufficiently to build up
stunt they’ll put little dents in the window, so the second I go
rontacts in the film industry. Even now, the learning goes on. ‘I can
through it it’s going to explode. And I’m going to wear knee pads
rail a rental company and ask them for an airbag, build a tower,
and arm pads to protect myself.’
and then spend a day practising high falls,’ he suggests, by way of
Forster’s first paid stunt was in fact very similar to the scene he
example. So how much, I wonder tentatively, does one actually have
has just described. It was for a 'water explosion’ in the film Mission:
:o grasp to throw yourself off a building onto a giant airbag? ‘The
Impossible. ‘Tom Cruise throws his chewing gum at an aquarium,’
-igher you go, the smaller that thing gets,’ says Forster. ‘You’re
he recalls, and the restaurant caves in with water. ‘I was sitting
standing there on the edge ready to jump, and your whole body and
opposite Tom Cruise when that happened, doubling the actor he
mind are screaming, "Don’t do this. You do this and you’re going to
was talking to.’ Since then, he has worked on The Fifth Element,
die.” In my last high fall, there was computer animation above me,
Tomorrow Never Dies, Dr Who and many other projects. And yet still
and it was going to collide with me so I flew backwards and twisted
he is waiting to try the one stunt that has always enticed him. ‘My 58
through the air.’
absolute ultimate,’ he says, becoming restless in his seat with
There has to be fear,’ he continues, ‘otherwise you become
excitement, ‘would be the classic jumping off a bridge onto a steam
complacent, and if you become complacent you’ll get hurt. I’ve
train, and running from carriage to carriage to carriage.’
neard it said that familiarity makes the fear less intense, but I don’t
Forster’s chance to run along a train may yet come, although his
find that. You keep the nerves at bay the first time, because it’s an
time is running out. As he gets older, he is taking more work as a
unknown. The second time you do it, that’s when you’re prone to
coordinator and less as a performer. 'In ten years’ time it would
freak out a little from the anticipation of what’s to come. It’s not
be foolhardy of me to still be getting knocked down by a car or
everybody’s cup of tea, but it’s what we do.’ That glint is back in
falling down stairs. Not because the will isn’t there,’ he adds hastily,
his eye. Clearly he does relish a bit of danger - or is proud of himself
as if anyone might doubt his enthusiasm, ‘just because of all the
for braving it, at least. Yet he insists he isn’t a daredevil but rather
aches and pains.’
quite discerning regarding his work. ‘If somebody said to me now,
Vocabulary Focus
Check these words
risk life and limb • forge
leap • mirrored • entail
a) Find six words in the text that are results of injuries.
b) Explain the words in bold. Check in the word list.
bash fulness • linger
query • slip off the tongue
Read the sentences with the underlined phrases in the
dedicated • tentatively
text. Replace them with the synonymous phrases below.
anticipation • glint
relish • discerning • dent
knee/arm pads • double
entice • ultimate
b) Which parts of the text
• not interested in other things • come very easily
• his career is coming to an end • not everyone likes such things
• likely to panic a bit • try to stay calm
• all of you is in a state of panic • been successful
Text Analysis
helped you decide on the
Answer the questions, using information from the text.
answers? Highlight and
1
How did Dean achieve success as a movie stuntman?
2
What is Dean’s attitude towards the danger involved in his job?
3
What are his ambitions and plans for the future and why?
compare with a classmate.
Listening & Speaking
Listen to the text. What do you
admire about Dean Forster?
Would you like to do his job?
Why/Why not? Tell your partner.
Writing
What is your ideal job? Write a short article describing
it. Include what the job entails, what qualities a person
requires to do it, what the positives and negatives of
the job are and why it appeals to you.
133
Vocabulary
Vocabulary from the text
Topic vocabulary
Fill in: bashfulness, familiarity,
Radio/TV/Film/Theatre
query, doubling, glint.
Read the extracts (1-3). What do the words in bold mean?
1
2
3
Dean has appeared in many films
Put the words under the correct headings. Some words
.......................... famous actors.
fit under more than one heading.
Dean felt embarrassed being
This documentary follows the cast and crew of the award-winning
interviewed about his job at
musical from its first audition right through rehearsals to the final act
first, but he soon lost this
of the opening night, with commentary from the show’s star.
He is no longer nervous about
answering any..........................
® The film, which is a remake of an old French classic with English subtitles,
features an opening scene reminiscent of the director’s early work.
reporters have about his job.
4
You can tell how much Dean
The pilot episode, which airs tonight, is a welcome change from the old
loves his work by the
repeats that the channel usually offers and it ends with a cliffhanger
......................... in his eye
that will leave you gasping while the end credits roll.
when he talks about it.
5
Dean doesn’t believe that
TV
Radio
Film
Theatre
........................... with a stunt
makes it easier.
2
Choose the correct words, then
a) Circle the odd one out and say which other aspect of
make sentences using the
a film the odd adjectives can describe. Then, with a
other words.
partner, decide whether the adjectives are positive (P) or
1
Martin just shrugged/lingered
when Jane asked him why he
had chosen such a dangerous
job because he didn’t really
know.
2
When Fiona is getting ready for
negative (A/).
story
plot
performance
special effects
ending
riveting, overrated, charismatic, gripping
intriguing, tedious, confusing, high-tech
unforeseen, unconvincing, compelling, captivating
spectacular, tangled, breathtaking, dreary
absorbing, contrived, predictable, poignant
a concert she practises
tentatively/relentlessly for
b) Choose the correct word.
long hours to make sure she is
fully prepared.
Doctor Strange, the latest offering from Marvel
3
It can be challenging to entail/
forge a career on the stage
because it’s so competitive.
4
You must be enticed/dedicated
to become a great performer.
5
Studios, is a(n) 1) unforeseen/gripping story
that will have you on the edge of your seat. It
stars Benedict Cumberbatch as a gifted
surgeon whose career lies in tatters after a
devastating accident leaves him with tremors
Sam leaped/freaked out when
in his hands. The 2) intriguing/tedious plot
he stood on the edge of the
takes us on an exciting journey with Strange
ledge and looked down.
as he discovers powers beyond his wildest
imagination. The performances are
i
‘ i Fill in: knee, film, animation,
3) captivating/high-tech especially from the leading man, and the
mirrored, display, stunt. Use each
4) poignant/breathtaking special effects are what we have come to
collocation in a sentence.
expect from Marvel. Although the ending is a little 5) riveting/
predictable, the film is a worthy inclusion in the superhero franchise.
134
1
....................................... sunglasses
2
....................................... performer
3
computer.....................................
( speaking
4
..................................... pads
the adjectives in Ex. 5a to describe the story, plot,
5
....................................... team
performances, effects, ending and say why you would
6
....................................... industry
recommend it to others. Use Ex. 5b as a model.
What is your favourite film? Tell the class. Use
8ь
Prepositions
Books & Literature
a) Read the comments from critics below.
Fill in: for, into, to, with, by (x2). Check in
Fill in: publication, copies, storyteller, edited,
Appendix I.
bestselling, illustrated, chilling, depicting.
1
1
‘Ms Jones’ latest ............................... children’s
2
book is full of breathtaking drawings and has
been............................... carefully to be appropriate
3
‘The gripping story ................................... life in
4
The young actress waited to hear about the
part after she had auditioned....... the role.
................................. account of a very dark period
5
of history.’
The scriptwriter pitched his idea for a new play
....... the producer.
‘I have to say that the author really is an expert
6
........................who has produced a captivating
Watching a rehearsal gives you a wonderful
insight....... what brings a play together.
plot. It’s hard to believe that this is the first novel
he has submitted for.......................’
4
The story of the play was inspired.............. true
events.
wartime Britain is very accurate. It gives a(n)
3
It’s important for stage actors to engage............
the audience.
for nursery-age children.’
2
The musical is back.............. popular demand.
Phrasal verbs
‘I loved Paul Harris’ ........................... novel and
Choose the correct item. Check in Appendix II.
recommend it. With such spectacular writing
it’s easy to understand why so many.....................
1
have been printed this year alone.’
Be sure to tune out/in to next week’s show for
tips on how to grow vegetables.
2
b) \) Listen to three people reviewing books.
When a screenwriter comes up over/with a
compelling script, it can be worth a fortune.
Make notes in your notebook on the adjectives
3
Musicals aren’t to everyone’s taste; it can be
they use to describe the plot, characters and
off-putting when the cast suddenly break out/
what they thought of the book.
into song.
4
c) Talk about your favourite book. Mention
The director dispensed with/of the extras once
the large crowd scene was in the can.
the plot, characters, and why you like it. Use
Word formation
adjectives from Ex. 5 and ideas from Ex. 7a.
Music
a) Replace the words in bold in the sentences
with the correct word from the box.
11
Read the text. Use the words in capitals to
form words that fit the gaps (1-8).
rhe
Reduced Shakespeare Compaq
If you’ve ever thought that Shakespeare’s plays might not be
• lyrics • gig • single • mellow • vocals • melody
1
The band is doing a performance at the new
2
The singer wrote the words for the hit record
3
The singer’s voice suits the tune of the song
club in the centre of town............................
himself............................
very nicely............................
4
Panpipes make such a relaxing sound when
they are played............................
5
Tina performs all the singing on the band’s new
record herself............................
6
She released her first song from the album last
week............................
b) Answer the questions.
1
What’s your current favourite: band? album?
single?
2
Have you been to a gig? What was it like?
0) accessible to you, then help is at hand! The Reduced
ACCBI
Shakespeare Company has the 1)........................... This three- SCuE
man comedy group, which 2)........................... in the USA, has (№
*=>■
broken down the playwright’s classic stories into a format
suitable for 3)...........................They have presented their short BSM
plays as part of a(n) 4).............................project to make aw- ~ :i
Shakespeare’s works available to all. Their 5)....................... SB
*
contributions are light-hearted and entertaining and the'
6)............................ bring Shakespeare’s works to the masses. :r:FM
The company have also performed other short productions
including 7)...................... Some might say they are *
SC
destroying works of art but the RSC are 8)........................
ДОНЯ
Grammar in use
Relative clauses
^see pp. GR21-GR22
3
Join the sentences using relative adjectives/
a) Read the review. What are each of the
adverbs, putting the adjectives/adverbs in
relative pronouns/adverbs in bold used to
brackets when they can be omitted and
talk about? Which form: non-defining/
adding commas where necessary. Sometimes
definina clauses?
there is more than one way to join the
sentences.
1
Diversity are a street dancing group. They made
it big after winning a TV talent competition.
2
We go to Glastonbury festival every year with
our friends. It’s one of the most famous music
festivals in the world.
3
They usually visit Edinburgh in August. That’s
when the Edinburgh festival is on.
4
Disney, which has brought audiences so many animated films, has
I met Sting last year. I have always admired him
Time clauses. Clauses of purpose,
Clauses of result, Clauses of concession
Clauses of reason, Clauses of place,
Participle clauses, Exclamations
now taken its musical version of Aladdin to London’s West End.
Aladdin has been a huge success since first opening on Broadway,
where it played at the New Amsterdam Theatre. Now, the Prince
Edward Theatre also invites audiences that want to be part of the
see pp. GR22-GR25
magic to experience Aladdin in a dazzling new way.
Casey Nicholaw is the talented choreographer who directed this
musical version of Aladdin, turning it into a unique experience. He has
4
a) Match the sentences (1-8) to the types of
clauses (A-F).
created a thrilling show, which is sure to leave you amazed. It stays
1
true to the story of the film, in which Aladdin is a young street kid
We missed the bus and consequently/
therefore/as a result/as a consequence we
who falls in love with Princess Jasmine. Our hero is luckily saved by
missed the first act of the play.
a magic genie, whose lamp falls into his hands. I must admit I was a
little unsure about the show at first. Studios, hoping to cash in on films,
2
Jason lives next door to the concert hall and as
near as it is, he’s never visited it.
often transfer them to the stage. However, I was pleasantly surprised.
The cast, which includes lots of talented performers, give amazing
3
performances. The actor playing Aladdin is especially good. In
4
general, all the routines are stunning, the choreography top-notch,
Having missed the bus, we took a taxi.
Kate had to queue up from 6 am so as to/ '
order to get tickets for the Beyonce concert.
and the acting superb. All in all, this new stage version of a timeless
5
classic is the best musical that I have ever experienced! Be sure to
We can go to the cinema as soon as/aftewhen/the minute that I finish studying.
see Aladdin for a wonderful evening at the theatre!
6
b) Look at the highlighted sentences in the
7
text. In which clause can the relative
What beautiful costumes the actors are
wearing!
pronoun be omitted? Why?
8
2
Because/Since/As Helen lost the theatre
tickets, she couldn’t see the musical.
The record company advertised the album
yet/but it did not sell well.
Fill in the sentences with the correct
relatives. Add commas where necessary. Then
put the relatives that can be omitted in
brackets, as in the example.
1
The girl (who/that) I just spoke to is a singer in
| A|
| clause of result
| E |
| clause of place
| В |
| clause of concession
| F |
| clause of reason
|C |
| clause of purpose
|G|
| participle clause
| D |
| time clause
| H |
| exclamation
the band that/which my brother started.
2
Seeing his first opera was the moment.............
......................... Ian knew he wanted to be a singer.
b) Read the text in Ex. 1 again and find a
3
The reason..................................... Amy moved to
time clause and a clause of purpose. What
Berlin was for a dance job.
are the clauses referring to?
4
136
Sally....................................... mother was my music
teacher now plays saxophone in an orchestra.
8с
Expand the prompts to form sentences
b) Use the words in brackets to rewrite the
using the words in the brackets. Make any
sentences (1-6) to emphasise the
information in them, as in the example.
necessary changes.
1
young actors try/find it difficult to get a role in
1
Hollywood (whatever/no matter what/hard as)
2
The person who watches more films than
his band is talented and successful/he isn’t
anyone else in my family is my brother.
happy (although/though/despite)
3
My brother is the person who watches more
it was raining/they called off the concert (due
films than anyone else in my family.
to/the reason why/because of the fact that)
4
the famous dancer is sick today/the show has
2
5
3
Jack wants a guitar for his birthday. (All .../A
guitar...)
I booked us tickets in advance/miss out on the
best seats (so as not to/to avoid/for fear of)
I’ve popped over to give you back the book I
borrowed. (The reason ...)
been cancelled (as a result/consequently/
therefore)
My brother watches more films than anyone
else in my family. (The person.../My brother...)
4
Shakespeare’s original
Globe Theatre was
destroyed by fire on 29th June 1613. (29th
a)
text in Ex. 1. Which participle clause:
1
refers to a person?
2
expresses a reason or condition?
b)
June ...)
Look at the underlined sentences in the
5
England. (Somerset, England ...)
6
Rephrase the sentences by using the
Glastonbury Festival takes place in Somerset,
We should buy Kayley a book token for her
birthday. (What .../A book token ...)
(speaking) Complete the sentences so they
words in bold to form participle clauses.
are true for you, using an emphatic
Make any necessary changes.
structure. Compare your answers with a
partner and tell the class.
1
Because he had been awarded a prize for his
book, Neil sold more copies.
2
Julie heard that her favourite band was in town
and then she booked tickets for the show.
4
The first thing that I want to do this weekend
2
The thing that I enjoy most at a concert is ...
3
All that I usually do in the evenings is ...
4
It wasn’t me who ...
5
What really bothers me is ...
is...
The famous pop star who was working in the
studio was recording her new song.
3
1
When he is seen from the audience, the singer
looks much taller than he does in person.
Cleft sentences
Key word transformations
Using the word in bold, complete the second
see pp. GR25
sentence so that it means the same as the
first. Use between three and six words.
something we are saying. Look at the
1
sentences. What is the difference in meaning?
1
Naomi practises the saxophone all day.
Jane,................................................................. the new
b
All that Naomi does is practise the
album, told her friends.
a
b
4
2
It was a fantastic film, so Daniel decided to see
it a second time. SUCH
Most rock stars seek a glamorous and
exciting lifestyle.
It.............................................................. Daniel decided
What most rock stars seek is a glamorous
to see it a second time.
and exciting lifestyle.
3
she told her friends. HAVING
a
saxophone all day.
2
When Jane saw the poster for the new album,
3
Not wanting to miss the next episode of
a
They saw the performance in the Globe.
Downton Abbey, I went home early. AS
b
The place where they saw the performance
I went home early........................................................
was the Globe.
..................... the next episode of Downton Abbey.
a
b
Ellen wanted to see a West End show when
4
Even though he found it a little hard to get intc.
she was in London.
George ended up enjoying the book. DESPITE
The first thing that Ellen wanted to see when
George enjoyed the book..................................
she was in London was a West End show.
................................ found it a little hard to get ''to
8d
Listening skills
'< /Listen and choose A, В or C. The
1
I
What do you know about the history
b)
of cinema and television? Which
interview is in five segments. Each segment
medium do you prefer? Why?
is followed by two questions.
2
a) You will hear a guide speaking to
1
film festivals?
visitors of a museum. Before you listen,
check these words in the Word List.
5
6
7
8
interactive galleries • negative • trace
What can be inferred about experimental films?
hotly • live-action • coupled with
A
They make a lot of money.
•
a trip down memory lane • opt
В
They have amazing CGI.
C
They have strong characters.
.......
3
The site was first supposed to be occupied by a
10
museum. |
|
theatre. |
В
| C
cinema. |
|
They are very similar to each other.
В
They have too many sequels.
C
They have boring stories.
A
It was nominated for an Oscar.
A
is divided on eight different levels.
В
It had a fantastic tale.
В
is completely interactive.
C
It depicted real events.
C
alters depending on the available space.
О
5
A significant item in the collection is the
A
first film shot in Britain.
В
earliest television camera.
C
equipment used on the first British film.
О
Which feature is new to the museum?
A
the Science gallery
В
the Internet exhibition
C
the Wonderlab
What reason does the interviewer give for not
watching emotional films?
6
О
A
They sometimes go over-the-top with the story
В
They are too painful for her to watch.
C
They don’t sound enjoyable.
How did the director succeed in telling the story?
A
by showing the pain of the characters
В
by adding more elements to the original story
C
by letting the audience feel for the characters
People visiting level 5 should
A
expect to be in a queue.
О
В
be experienced gamers.
О
C
arrive early in the day.
Admittance to the museum is I
7
Which medium had the director not worked in
before?
A
I.
8
The IMAX screen was the first of its kind in
television
В
commercials
C
film
What stood out about Sunny’s acting?
A
his respect for the role
В
his emotional performance
C
his struggle with the character
The CGI in the film showing at the IMAX is
I.
The original film was released in I
Watching the film in 3D is a(n) I
9
I
I
|lCT| Do some research online and find a
4
What is Harry’s problem with superhero films?
A
What was remarkable about Lion?
The museum is home to a large collection that
I
9
to attract lots of people
•
A
4
to show little-known films
C
•
questions 6-10, fill in the missing information.
3
to make money
В
designate • related to the world of
questions 1-5 tick (/) the correct box. For
2
A
•
b) Q Listen to the recording and for
1
What does Harry Gorman see as the objective of
10
According to Harry, why is the cinema in danger?
A
because of the size of the venues
В
because the theatres are uncomfortable
C
because new technology is taking its place
What does Harry say will get people back into the
similar museum. What can you see and do
cinema?
there? Write a paragraph about it.
A
more experimental films
В
more unusual special effects
C
more big budget films
a)
You will hear an interview being held at
a film festival. Before you listen, check these
words in the Word List.
138
Do you think it's better to see a film in the
•
diversity • pander • style over substance
cinema or do you believe the cinema has had
•
derive • seal of approval • buck the trend
its day in favour of home entertainment?
•
tug at the heartstrings • deprive • embellish
Discuss with your partner.
•
debut • find one’s roots • advent
Speaking skills
Making suggestions/lnterrupting/Responding
to suggestions
2
Work in pairs. Use the language
in the box to act out a similar
dialogue about seeing a film.
$ a) Read the first and last exchanges. What do you think
Your partner is unsure at first but
the dialogue is about?
you manage to persuade him/her.
ч? Listen, read and check.
Study skills
b) Which underlined phrases in the dialogue make
suggestions? interrupt someone? respond to suggestions
Discussing general topic - related
positively/negatively? Replace them with phrases from
points based on written input
the Useful Language box.
You will be asked to answer topic related
questions. Read the questions and the list
of points. The three points are there to help
Charlotte:
Hi, Ann. It’s Charlotte. There’s a Star Wars film
you, but you may also use your own ideas.
marathon at the Odeon this week. How about
going on Friday evening?
Ann:
Charlotte:
Ann:
Charlotte:
Sure, I’m free on Friday. Which film from the series
3
In pairs, take turns asking and
do you want to see?
answering the questions about
Well, I was wondering whether you’d like to see
the art of entertainment. Use
the original Star Wars film from 1977. It’s ...
the points to help you develop
Sorry, but don’t you think it’s a bit outdated?
your answers.
Well, no, not really. My sister’s seen it and she
said it was absolutely brilliant. I’ve never seen it
Topic: The Art of Entertainment
on the big screen!
Ann:
Well, I don’t know. I’ve seen all the old ones lots
1
of times.
Charlotte:
• Music • Films • Books
How about going to see a more recent one like
Rogue One-. A Star Wars Story? Apparently the
Ann:
2
play in a community?
Also, the ...
• Build community character
Oh, hold on a second. I’ve heard of it.
nominated
It’s a
for
two
• Enhance community participation
So
what
do
• Strengthen cultural values
3
Oscars!
you
• Social Media • Digital downloads
• Animated films
it?
Ann:
How has technology changed the
entertainment industry?
think? Shall we go for
Charlotte:
What role do entertainment facilities
acting and the special effects are spectacular.
prequel to the original Star Wars film and it was
Charlotte:
How is entertainment present in our
everyday lives? Explain.
4
Sure, I’m in!
Should schools place more emphasis
OK, great. I’ll book the
on teaching performing arts?
tickets online tonight.
• Open up new interests
• Recognise new talents
• Provide break from academic work
Making suggestions
Responding positively
5
In what ways do performing arts help
children develop their personality?
• What do you think about...?
• Yes, why not?
• Express inner feelings
• What if we ... (went etc.)?
• That would be (really) lovely.
• Experience a sense of achievement
• How about...? • How would you
• What a great idea! I’d love to.
like to ...? • I was wondering
• Sounds lovely.
whether you’d like to ...? • So what • Sure, I’m in.
do you think? Shall we go for it?
Interrupting
• Wait a minute,... • Hold on a
second,... • Sorry to interrupt, but...
• If I could just say something ...
• Sorry, but don’t you think ...
• But isn’t that supposed to be ... /
But wouldn’t you say that...
• Learn to be creative
6
Is it important to preserve
traditional forms of entertainment?
• Maintain national identity
Responding negatively
• Well, I don’t know. Perhaps
it would be better if/to ...
• I’m not sure that’s such
a good idea/choice.
• I don’t think that... • Have
you thought of... instead?
• Preserve values and legends
• Share heritage with young people
Q Now listen to someone
answering three of the
questions in Ex. 3. How does it
compare to your answers?
Writing
A review
Vocabulary
General introduction
Reviews
are
usually written
for
newspapers,
For each of the sentences below, circle the
magazines, newsletters, etc, and their style is
words/phrases which could be used to fill in
formal or semi-formal depending on the target
the gaps. Then suggest how you would use
audience and the publication. For example, if we
the words/phrases you have not circled.
write for a magazine or a website, we use semi-formal
style with a friendly tone. The purpose of a review is
1
to give your opinion about a book/film/CD/TV
It is definitely one of the most................................
horror films I have ever seen.
programme/restaurant/holiday destination, etc.
When you write a review you can:
•
convincing • chilling • wooden • predictable
describe e.g. the characters in a film, the songs
•
spine-tingling
on a CD, the style of writing, etc.
If you get a chance, get a copy; you are unlikely
2
narrate e.g. the plot of a film/book, etc.
to read a more........................... book this year.
explain e.g. why you think the film/book was (not)
successful.
•
thought-provoking • overcomplicated
compare e.g. two characters/two films/two CDs, etc.
•
spectacular • marvellous • action-packed
General outline for reviews
Para 1
The................................ songs on this album ge:
3
Introduction
you hooked immediately.
► the main details
(e.g. names of film/book, writer/
director, main stars/characters, etc).
Main body
•
moving • rousing • catchy • uplifting
•
unimaginative
Most literary critics agree that this book is
4
Paras 2-3 ► the details requested by the rubric
(e.g. description, narration, analysis,
etc).
Conclusion
Para 4
•
underrated • imaginative • slow-moving
•
long-running • hilarious
► summary of the main body and/or
a positive/negative opinion.
The conclusion usually contains
2
Check the meaning of the adjectives below in
your dictionary. Then choose the one that
a recommendation.
does not fit each category.
Present tenses are usually used for reviews, (e.g.
The action takes place in a small flat In the city.)
Books/Films/Music
Adjectives/Adverbs
• When writing reviews, you need to use a variety of
characters
unconvincing
adjectives (e.g. an outstanding soundtrack, a riveting
plot, etc). To add emphasis, you can use adverbs
such as extremely, completely, absolutely etc. (e.g.
The soundtrack is absolutely remarkable.)
plot
poetic, gripping, riveting, predictable
special effects
stunning, astounding, unimaginative,
well-developed
• You can also use intensifiers (e.g. very, extremely)
to enhance the meaning of an adjective (e.g. He
shallow, catchy, believable,
photography
gave an extremely powerful performance.).
mediocre, amateurish, breathtaking,
enthusiastic
• Since not all adverbs and adjectives collocate with
every noun, you should be careful to avoid mistakes
acting/
appalling, flawless, outstanding,
such as extremely breathtaking, totally moving.
performance(s)
state-of-the-art
writing/script
contrived, melodic, well-developed,
Check in the Grammar Reference section for
confusing
intensifiers (p. GR7).
Study the table and the examples given below.
Adverbs
Adjectives
Adverbs
Adjectives 1-
incredibly
enjoyable
absolutely
breathtaking
extremely
moving
totally
magnificent
exceptionally convincing completely ridiculous
e.g. This is an exceptionally enjoyable book with an в
incredibly gripping plot and extremely well-developed |
characters.
songs/tracks
music
dull, poignant,tangled, remarkable
moving, stimulating, over-the-top,
stiff
lyrics
profound, cliched, awful,
action-packed
8f
3
a) Read the short extract from a film review
Formal linking devices
below. Then replace the underlined sections with
At C1 level we should use formal linking devices to
other positive adjectives from the table in Ex. 2.
organise our writing. Such linking devices are:
• pronominal linking: use of reference words such
This is definitely a film worth seeing; not only are the special
as: this, these, such, it, they, his etc. He made some
effects absolutely stunning but the acting is impressive as
sarcastic one-liners. The sarcastic one-liners made the
well. The main characters are totally convincing and the
audience laugh. -> He made some sarcastic one-liners.
These made the audience laugh.
actors playing them give particularly standout performances.
This is due in part to the extremely realistic script. I found
• fronting: placing words at the beginning of a
the plot totally absorbing, especially when the action shifts
sentence to highlight and clarify. The main character's
condition gradually worsens. -► Gradually, the main
overseas and the story becomes even more gripping.
character's condition worsens.
As far as the film’s soundtrack is concerned, I found most of
• discourse markers: words or phrases that play a
the tracks very moving. The hit song High Up is impressive
role in managing the flow of discourse and making
with extremely thought-provoking lyrics. In general the music
what you say stronger (On the contrary, On the other
was incredibly rousing with the possible exception of...
hand, Frankly, As a matter of fact, In fact, Indeed, etc)
In my opinion the film is overrated. -+ Frankly, the
film is overrated/ The film is overrated, quite frankly.
...................................................................
.............. . .
b) Now make the review negative by replacing
the
underlined
expressions
with
negative
6
Rewrite the sentences below using formal
linking devices.
adjectives from the table in Ex. 2. Make any
other necessary changes. Begin like this:
1
This historical drama has continuously attracted
large audiences, (fronting)
This is definitely a film to avoid; not only are ...
2 The new album is so popular. The new album
4
In pairs, use ideas from Exs 2 & 3 to talk about a
is sure to top the charts, (pronominal linking)
film/book/song that you have seen/read/heard
3 The film is not as good as had hoped. The
recently. You can say positive or negative things.
filmmakers are really worried about losing
money, (discourse markers)
One of the problems with this film is that the acting
Style
seemed totally wooden at times. The main character is
incredibly shallow. The special effects, however, are
absolutely astounding.
-
7
a) Read the extracts. What is being
reviewed? Which tenses are used and why?
Recommending
For positive reviews
|~A~| There’s nothing quite like Maroon 5’s fifth album V. It’s got
• Everyone should (see/watch/go to, etc)...
wonderful songs that flow with soft and slow rock ballad
• This is a (film/book, etc) that you must not miss.
sounds. If you only buy one CD this year, make sure it’s
• If you have a chance, make sure you (see/watch/go
this one. I promise you won’t be disappointed.
to, etc)... • If you only (see one film/buy one CD,
etc) this year, this should be it. • This (film/book,
|~B~| Insightful and bold The Fault in Our Stars is award-winning
etc) is well worth watching/reading. • I would
author John Green's most ambitious and heartbreaking
thoroughly recommend (name of film/book, etc)
work yet. It brilliantly explores the funny, thrilling and tragic
For negative reviews
business of being alive.
• (Name of film/book, etc) is not worth (seeing/
enthralling plot, it is sure to become a modern classic.
buying/reading, etc) • This is a (film/book, etc) to
avoid. • Unfortunately, this (film/book, etc) fails to Г
live up to expectations.
---------------------------------------------------------------- —J i
5
Think of a film, book or CD that a) you really
enjoyed; b) you did not like. Then, using the
expressions above and ideas of your own,
Beautifully written with an
|~C~| Based on the critically acclaimed novel Divergent by
Veronica Roth, the film adaptation has become a box-office
hit with its top-notch cast led by Shailene Woodley and
Theo James. Woodley in particular gives an outstanding
performance as a brave and fierce female character.
b) Look at the extracts and find examples of:
write your recommendation, as in the
example. Compare your recommendation
with your partner.
•
•
sophisticated vocabulary
simple vocabulary/contractions • the passive
voice • direct address • formal linking devices
Inside Out is an animated film well worth seeing. Children
of all ages, as well as adults, love this charming story.
• simple linking devices • complex sentence
structure • simple sentence structure
8f
THE MARTIAN
ANDY WEIR
Model analysis
Understanding the rubric
8
a) Read the rubric below,
underline the key words and
The Martian is a captivating science-fiction
adventure novel written by Andy Weir. It tells
the intriguing story of astronaut, Mark Watney,
and his mission to the most inhospitable
planet - Mars.
answer the questions that
follow.
finds himself
The story follows Mark, 1)
stranded alone on Mars’ surface after a fierce dust storm
nearly kills him and forces his crew to evacuate the planet.
You see the following announcement
Far 2)
in an international magazine
ingenuity and engineering skills to stay alive. He uses his
The Entertainer.
being horrified, Mark actually draws on his
expertise as a botanist to grow food and even devises a plan
to contact NASA back on Earth. 3)
It’s great to get into a good book, isn’t
it? That’s why we’d like to publish
some reviews of books you’ve read
one insurmountable obstacle after another, Mark begins to
believe that he will make it off the planet alive. But Mars has
plenty of surprises in store for him yet.
that you couldn’t put down. Send us
a review of a book that you found
compelling.
he overcomes
4).................. is striking about the book is the tense and
dramatic plot from start to finish. I found myself being
propelled through the book at such a fast pace that it was
In your review describe why you
found it so compelling, and say why
you think other readers might enjoy it
and what they might learn from it.
almost impossible to put it down. The main protagonist is
well-developed,
likeable and
utterly convincing
in
his
relentless determination to survive. The only thing which
disappointed me somewhat was the ending, as I felt it to be
quite unrealistic.
[»> Most of the story is told through Watney’s
logs,
go into plenty of detail and hold the reader’s
5)
interest throughout. It is a fascinating glimpse into what it
would be like to be the only person on an uninhabitable
Write your review (approximately
220-260 words).
planet, which definitely makes it well worth reading.
The Martian is a book I highly recommend especially
if you enjoy science fiction. It teaches the
Plot/Theme
1
Does the rubric require you to
give a summary of the plot?
Should you include some
details anyway?
reader 6)
to survive under
tough circumstances or solve
problems
and
it
surely
provides a welcome break
from
the
typical
sci-fi
reads we are used to.
2
Should you write about the
whole book or just those
aspects that you found
compelling?
Characters
3
Is it important to remember all
the names?
4
Would it matter if you did not
include any comment about the
a) Read the model and fill in: from, how, which, what,
characters?
who, as.
Task/Accuracy
5
Which aspects do you have to
describe?
Style/Register
6
How formal should your writing
be? Give reasons.
b) Find words or phrases in the model that mean the
same as the following.
• charming, unwelcoming (para A)
• trapped, powerful, escape, shocked, cleverness, beats,
impossible (para B)
• suspenseful, driven, character, persistent, unbelievable (para C
b) Read the model and check if
142
your answers were correct.
• understanding, unlivable (para D)
• difficult, pleasant, usual (para E)
8f
10
Useful Language
Read the rubric below and underline the key words. Then
answer the questions that follow.
Beginnings
•... is a(n) gripping/fascinating/dramatic
You see the following announcement on the website
etc. teen romance/action film, etc.
•... was published/released in ... and
filmfans.com-.
was written/directed by...
Reviews wanted
Has a film you’ve seen made a lasting impression on you? If
so, send us a review of it. In your review describe why it made
such an impression on you and say why you think other viewers
might enjoy it and what they might learn from it.
• It stars ... as... It has a star-studded
cast and was nominated for... Oscars.
Describing the plot
•... tells the story of/is the (true) story
of... •... focuses on/is about...
• It is set in/based on ...
Write your review (220-260 words).
Making general comments
• The plot was gripping/compelling/
1
2
What do you have to review?
Who is the target reader? How formal does your writing need
to be?
3
What information should you include in the introduction?
4
Will your review be largely favourable or unfavourable?
5
What do you need in the main body?
6
How will you conclude the review?
dramatic, etc. and ... from start to end.
• The acting was outstanding with ...
giving the performance of his/her life.
• The characters are likeable/believable,
etc., especially ... who ...
• The special effects/cinematography, etc.
was/were astounding/spectacular, etc.
• If I were to make one criticism of the
film, it would be that...
• The only thing which disappointed me
Brainstorm
11
a)
Think of a film that you have seen that made a lasting
impression on you. Use the headings below to make
notes in your notebooks.
Recommending
• I would unreservedly/thoroughly
recommend this film to anyone who
enjoys/appreciates...
• This film is well worth watching if you ...
Notes
• I would suggest that this film is most
Film: (name, actors/director, what about)
Why it made an impression:...............................................................................
What others might enjoy:....................................................................................
What others might learn:.....................................................................................
b)
somewhat was...
Now use your notes to complete as many of the
following sentences as possible.
1
One of the best things about this film is the way .........................
2
The main theme of this film is.............................................................
3
Watching this film, you cannot fail to...............................................
4
The script is, for the most part.............................................................
5
The only thing which disappointed me was .................................
6
The film leaves you feeling....................................................................
suited to/unsuitable for...
• If you only watch one film this year, this
should definitely be it. It's a must-see.
• In my opinion, this is one to watch/
avoid (if you ...)
Checklist
When you finish your piece of writing,
check that:
• a clear outline has been created
7
After the first few minutes, you feel ..................................................
• all points asked for in the rubric are
included
• the writing is well-organised and has
coherent, clearly structured paragraphs
• the main details are included in the first
paragraph
• a variety of interesting adjectives,
c) Use your ideas in Exs 10 & 11 and the Useful Language
box to write your review.
adverbs are used
• grammar, spelling and punctuation is
used accurately
• an appropriate ending giving a
recommendation is included
[►] CUL/Culture D p. 152 ]
143
Language
knowledge
Key word
transformations
Open cloze
For questions 1-8, read the text below and think of the
3
word which best fits each gap.
Piece de resistance!
For questions 1-8, complete the
second sentence so that it has
a similar meaning to the first
sentence, using the word
Ballet is one 0) of the most well-known forms of dance in the world
given. Do not change the word
with a rich history that is 1)...................diverse as it is fascinating. A
given. You must use between
beautiful and elegant form of art, ballet can 2)...................its roots
three and six words.
back to the fifteenth and sixteenth centuries.
While there are lots of ideas and many claims have been
.... forward about the
birth
1
.... difficult to say for certain, what we do know however,
her solo. TAKEN
is that it started in the royal courts of the Italian
Katy..............................................
/ Renaissance, and was taken 5)
Italy to France
by the audience’s response to
by Catherine de' Medici of Italy when she married King
' Henry II of France.
her solo.
2
The name ballet reflects its interesting past and derives
from French, 6)
TRACK
ballare, meaning 'to dance'. What we now know as ballet was
I’m sorry I’m late; I........................
..................................................... time
poetry and music with a dramatic storyline.
A symbol of worldwide culture that is known 7)
Sorry I’m late; I didn’t realise
what time it was!
in turn comes from the Italian
developed by de' Medici and her compatriots by mixing dance,
the globe,
3
Let me know when you decide
ballet is famous for its graceful flowing movements, leaps and twists,
if you want to come to the
and incredible moves that are done on a dancer's tiptoes. Although
cinema with us. MIND
ballet is very popular, most people are more likely to enjoy it from
Let me know when you........
the audience rather 8)
as a direct participant. This is
................................................ whether
because ballet is more than just a dance, it is a captivating art form
you want to come to the cinema
of exquisite beauty!
with us.
g
4
Word formation
2
Katy wasn’t expecting the
audience to respond so well to
of ballet, the truth
‘Do you want to see the new
Johnny Depp film?’ Mark askec
me. INTERESTED
Read the text. Use the word in capitals to form a word
Mark asked me whether.....
that fits in the gaps (1-8).
.............................................. the new
Plavinfi with paper
Johnny Depp film.
5
That’s the silliest film I’ve ever
seen in my life! HAVE
Never...........................................
Art comes in many shapes and sizes in both traditional and more
................................... film!
0) revolutionary forms. From the old masters who produced
REVOLT
1).................................. works such as Girl with a Pearl Earring and
STAND
the Mona Lisa with her 2)...................................smile to the street art
ENIGMA
contest. CHANCE
of the 3)...................................graffiti artist Banksy, artists have
MYSTERY
I think Paul has...............................
attempted to push the 4)...................................of both the mediums
BOUND
....................................... the contest.
they use and the art form itself. One such artist is Li Hongbo, who
6
7
has evolved the tradition of sculpture. Li creates paper
It was Harry who made us late
for the theatre. HELD
sculptures, which may not sound dramatic, but his
5)................................. can move. Each piece is made up of
I think Paul is likely to win the
We would have been on time fo
*
CREATE
the theatre if we......................
thousands of sheets of paper glued together which,
........................... by Harry.
when pulled apart, produce a novel effect of
6)
paper that forms a
surrealistic structure.His 7).......................... to
CASCADE
ATTEND
nothing less than spectacular.
Even if I tried really hard, I don'
*,
think I could ever learn to play
the guitar as well as you.
detail is remarkable and his finished
sculptures are 8)..............................
8
SURPRISE
HOWEVER
I don’t think I could ever learn to
play the guitar as well as you,
...................................................... tried.
8
Grammar
Vocabulary
Choose the correct item. Give reasons.
1
For decades, directors have been staging
5
1
Shakespeare in....
2
5
relax.
C
a various ways
A
smoke
C
moisture
В
a variety of ways
D
various way
В
temper
D
steam
Jessie can be really hard....... she feels like she has
2
on herself when
0
with oneself when
A
distant
C
long
В
on herself as
D
at herself if
В
far
D
wide
I know that Eric hasn’t had his play published yet,
3
A
happens
C
will have happened
A
come along
C
come to
В
will be happening
D
might happen
В
come by
D
come into
It seems like....... plot line; I don’t understand it.
4
somewhat confusing
C
a somewhat confusing
injury.
В
confusing somewhat
D
a confusing somewhat
A
go easy on
C
feel ill at ease
В
take it easy
D
ease her way
The tickets I ordered for the ballet still..........
haven’t been delivered
5
В
needn’t be delivered
acting on stage.
shouldn’t be delivered
A
hold
C
idea
D
mustn’t have been delivered
В
habit
D
hang
Backstage crew usually work....... working in ticket
6
A
by far the most hours
A
salient
C
seasonable
В
seasoned
D
skilled
В
far more hours than those
C
more hours by far than them
D
more hours by far than
7
Lots of people came to the school musical. I had no
making.
idea it would be. success.
A
summit
C
pinnacle
В
crest
D
top
such
В
as such
such as
C
D
such a
We’ll have to hire more staff ....... the number of
8
The new comedian was....... ; I couldn’t stop laughing
at his jokes!
A
given
C
provided
A
ecstatic
C
humorous
В
supposing
D
assuming
В
hilarious
D
whimsical
Rufus Wainwright........pop star to sing five shows
9
Students need....... from the headmaster to book
the drama room for a rehearsal.
A
who was the first
C
was the first
A
authority
C
authorisation
В
when he was the first
D
being the first
В
authenticity
D
authentication
........ the play opening in one week, everybody is
A
12
He knew he had reached the....... of his career when
he won an Oscar, so he decided to retire from film
10
As
В
With
C
Since
D
Given
If the reviews.......... this is the best show in town.
A
are to be believed
C
are to believe
В
can believe
D
believe
11
years.
A
have been competing in C
are competing with
В
have competed to
had competition with
A
acknowledged
C
acceptable
В
accepted
D
accomplished
I just.........to wish you good luck on your music
recital tonight.
Sammy and Cassie ........ dance competitions for
D
Robyn proved to be the most........ violin player in
the orchestra; she’s so talented!
working hard to make sure it’s ready.
11
Cassie is a....... theatre-goer and has seen nearly
all of the shows in the West End.
at the Royal Opera House.
10
Jenna told me she’s still trying to get the........ of
C
people coming to the show.
9
The director told the dancer to....... after her ankle
A
A
8
Good talent is hard to ......... but the lead in the
production is amazing!
sales.
7
The play’s costumes were....... from being finished;
they needed a lot more work.
A
A
6
Going to a concert is a good way to let off........ and
a way of variety
but I still believe it....
4
Choose the correct item. Give reasons.
A
given a poor performance.
3
Language'
Knowledge
12
A
dropped by
C
dropped out
В
dropped off
D
dropped into
I consider the dance studio to be my........; it’s the
one place I can relax and be myself.
A
saviour
C
sanctuary
В
sanatorium
D
seclusion
Language
Focus
8
Idioms (related to entertainment)
Vocabulary
Radio/TV/Film/Theatre
Complete the idioms with the words in the
Choose the correct word, then check in a
list in the correct form. Are there similar
dictionary. What do the other words mean?
idioms in your language?
1
• steal • follow • get • make • face • break
The oldest radio station in the world started
• call • sing
conveying/transmitting in 1920.
2
1
They are planning to shoot/photograph the
3
2
The contender/contestant on the talent show
Carol always .................... a song and dance
about having to help with the costumes.
had never performed before an audience and
was really nervous.
3
The critic ................. the film’s praises in his
review.
4
It’s quite easy to get some work as a(n) cameo/
extra but you don’t get any lines from the play.
4
5
The commentator/presenter gave a wonderful
5
introduction to his next guest.
Gemma’s performance really................the show.
Alex was a great actor and will be a tough *ac
.
to...............
6
Books & Literature
2
If we’re going to get to the cinema on time, we
really need to............ this show on the road.
series on an island over the summer.
If you want to wish someone luck in the theatre
you should tell them to “............. a leg”!
7
Match the words (1-8) to the definitions (a-h).
The stagehand broke some of the props anc
now has to.............the music.
8
a
a long story about fictional
b
to record something by writing
On set, the director is the one that..................
the shots and tells everyone what to do.
people and places
| 1 |
| anthology
| 2 |
| index
c
| 3 |
|cover
| 4 |
| memoir
| 5 |
| novel
| 6 |
[ run
| 7 |
| journal
| 8 |
| transcribe
Grammar in Focus
>
it down
d
a written account of someone’s
Fill in the gaps with the correct word, the
personal experiences
correct form of the word in brackets or
to report all the aspects of a
choose the correct word.
story of interest
e
to show something in a
f
a serious magazine about a
magazine, etc
specific subject
g
'
Going to the theatre is a great way to relax and
enjoy an evening’s entertainment. 1)..............................
a collection of works from
different writers on the same
subject
h
Getting in on the act!
sitting in 2)............................ audience isn’t the only way to be
part of the fun. Community theatres such as the Bob Hope
Theatre in Eltham, London, also offer local people the chance
a list at the back of a book
showing page numbers for
names, subjects, etc
3).............................
(get)
directly
involved
in
the
arts
4) themselves/ourselves. Owned and run 5)for/by the
Eltham
Little
Theatre
Company,
the
current
theatre
6)............................... (found) in 1946 to promote drama anc
Music
music in the community. The theatre was named after the
Fill in: recital, routine, musical, tune, track.
1
The song has a very catchy.............................. that
2
The children were rehearsing their songs
3
This is my favourite...........................on the album.
4
The
backstage before the........................
5
violinist
from
an
9)
though/therefore. There are also lots of schemes for young
people, such as drama workshops and lessons 10) in
addition/as well as trips to the West End and Shakespeare's
extremely
Globe Theatre. In fact, many famous actors 11).........................
(train) by Bob Hope Theatre staff, including stars such as Juoe
...................... family; her parents are both
Law! After all these years the theatre is still going strong anc
concert pianists.
12)............................. (plan) to continue bringing the arts to the
The band have been practising their dance
people of Eltham for many more years to come!
..................... all week.
146
is
born in the area. These days, the theatre runs eleven shows s
year that 8)............................(perform) by amateur actors fror
Eltham. The theatre’s activities aren’t limited to acting
you can’t help singing along to.
first
famous actor and comedian Bob Hope, 7) who/which was
Progress
Check
Reading
(А, В, C or D) which you think fits best.
1
What is the development in acting discussed in the
first paragraph?
A
Seeking inspiration from the past is more
popular.
В
Entertainment has become the most
C
Authenticity has shaped the art in new ways.
D
Real life events influence all shows.
important factor.
2
In the third paragraph Margolin says
A
how she grew to dislike her fellow cast
В
that a colleague’s behaviour affected the group.
C
why she began to feel isolated from everyone
members.
Acting as an art form has changed a great deal over the
.enturies. It's no longer just about entertaining an audience in a
stylised way to depict characters and events that everyone is
else.
-amiliar with. Nowadays, acting has moved beyond the work of
D
ancient thespians, and into a world of hyper realism. Audiences
often expect to be challenged by a performance, and acting asks
sometimes difficult questions about the world around us.
3
Meisner’s view of acting differs from
Stanislavsky’s as
Given this change in emphasis, what kind of toll might acting
A
sake on somebody’s well-being? The idea that there is a
he believes that actors should find their own
personal approach.
psychological price to pay for good acting is nothing new, yet there
В
s surprisingly little scientific research that examines the issue. In
he advises caution when throwing yourself into
a role.
-act, many scientists and experts have been reluctant to examine
C
me area in depth. This is changing, however, with academics now
he argues that actors must use all of their
personal issues to inspire them.
starting to investigate the relationship further.
D
£> Actors often agree that performing can come with risks.
he considers creativity to be more important
than emotional investment.
Deborah Margolin, an award-winning actor, found the line between
-.er stage self and her real personality started to blur the deeper
how she dealt with her personal problems
during a show.
4
What would be a suitable subtitle for this article?
ato character she went. She felt a real emotional impact especially
A
How to distance yourself from a character
when she played difficult or unpleasant roles. Margolin explains,
В
How to interact with colleagues during a show
It was depressing... my character would cry, and I would cry. She
C
How to understand different acting methods
was miserable, and I was miserable.” She recalls the impact on her
D
fellow actors: “Everybody backed away from me... These were
How to handle stress during a difficult
production
lovely people - I loved them dearly - but my character was
unattractive and somehow, so was I.”
These feelings are easy to understand, and would seem to be
a natural outcome of acting styles such as those pioneered by
director Constantin Stanislavsky, who pushed for “believable truth"
Vocabulary
Choose the correct item.
1
A commentary/rehearsal/audition by the
during a performance. These ideas can also be seen in later
renowned jazz musician Fatz Bender
techniques such as ’method acting’, which encourages actors to
accompanied the live broadcast.
use their real life experiences to fuel a role. There are some,
however, who disagree. Actor Sanford Meisner felt that an actor’s
2
didn’t perform well.
no place in a performance. Others warn that actors must be careful
3
4
Naomi Lorrain explains, "It can be hard. Offstage, you have to
remember that it’s pretend and onstage you have to forget..."
The job of a professional stuntman entails,
forges/entices a lot of training.
There’s no doubt that walking the tightrope between
personalities can be a difficult task, however. As drama student
They played some lovely lyrics/vocals/tunes
on the radio.
performers mix these different methods and keep in touch with
family to reconnect with the person beyond their character.
Critics claimed the film’s cast were all
gripping/overrated/absorbing actors who
most important tool is their imagination and that psychology has
of how much of their own experiences go into a part. In fact, many
(4x5=20)
5
We found the film’s script to be contrivea/
poignant/breathtaking and unbelievab e
<5x2= Z
-1 Progress
Check
6
Listening
Tom goes to see his favourite singer where/
wherever/as far as he performs.
() You will hear a guide speaking to
7
visitors of a museum. Listen to the
recording and for questions 1-3 tick (/) the
8
correct box. For questions 4-6, fill in the
2
9
historical
В
futuristic
C
fantasy
However/Despite/ln spite of experienced the
director may be, he always asks for advice.
What type of setting does the book have?
A
Ann, whom/whose/which brother is an actor,
told me about the show.
missing information.
1
Ian bought the book in order to/in order that/
so that read it before he saw the film version.
10
For/Because/On account of the actor didn’t
like the script, he didn’t take the role.
(10x2=20)
Everyday English
What was unusual about the author’s works?
A
They were not popular while she was alive. О
В
They were published after her death.
C
They didn’t reveal her name.
Choose the correct option.
1
A: What do you think about going to the
theatre this weekend?
3
4
The author’s parents wanted her to
A
perform on the stage.
В
be a playwright.
C
be well-educated.
B: a
b
2
Have you thought of the theatre?
Sure, I’m free on Saturday, why not?
A: I really want to watch the new Star Trek ...
B: a
Well, I don’t know. Perhaps it would be
b
Sorry to interrupt, but I’ve already seer
better to call the concert hall.
You can enjoy delicious snacks and cakes in the
that film.
|
5
The gift shop is located on the |
6
There is a room where you can dress up in
3
Shall we go for it?
B: a
|
period |
A: So what do you think about the ballet?
(6x3=18)
Sure, I’m in. I’ve never been before,
Hold on a second, he’s a terrible actor.
(3x4=12
Grammar
4
b
Writing
Choose the correct item.
Read the rubric and do the writing task.
1
The actor which/who/whom played the lead
role won an award for his performance.
2
3
programmes around the world. You decide to
sooner than/now he finished his audition.
write a review of a favourite TV programme in
Mary enjoyed the film nevertheless/even
though/despite she doesn’t usually like sci-fi.
4
An international magazine is looking at T.
Nick was offered the part as soon as/no
There are so many/so much/such many people
your country. In your review, explain what the
programme is about and evaluate whether *.
provides positive role models for young people
Write your review (220-260 words).
here that we can’t find a seat in the auditorium.
5
(20 marks
The theatre closed in view of/since/now that
(Total = 7 0C
the poor ticket sales.
Now I can...
Reading Competence
• use language related to
• read an article about a stuntman • listen to people talking
the topic of different art
• do a multiple choice task
about a museum and a film
forms, including TV and
Grammar Competence
festival
film, music, and literature
• use relative clauses and other
• use adjectives to describe
performances and art
148
Listening Competence
Lexical Competence
types of clauses
• form cleft sentences
• listen for specific information
Speaking Competence
• make suggestions, inter'.
and respond to suggest:
• discuss a topic based c'
written input
(multiple choice, sentence
Writing Competence
completion)
• write a review
CLIL
Science
Animals with
Spider-Man and Catwoman’s superpowers are
superpowers
impressive, but you’ll think they’re nothing compared to
what these creatures can do!
Expert camouflage
Extreme regeneration
.. the blue-skinned, red-haired Mystique from
Just 4)
lumans are unable to regenerate organs or severed limbs
medical intervention, but this is nothing for
the X-Men, The Mimic Octopus is a master of disguise! Only
the Axolotl, a strange looking salamander from Mexico.
discovered by humans in 1998, this incredible creature, which
Amazingly, this creature will regrow limbs, eyes, organs and
lives in the waters around Indonesia and Australia’s Great Barrier
even its spinal cord in a few months 2)
Reef, is able to avoid predators by pretending to be other species
injury. Scientists are hoping to unlock the
such as venomous sole, sea snakes, giant crabs, sea anemones
secrets of the Axolotl’s amazing abilities
and jellyfish. 5)
avoid a damselfish, for instance,
in order to help human burns victims and
it appears as a sea snake, a damselfish’s predator, by
amputees. That’s if it survives
turning black and yellow, burying six of its arms and
as, sadly,
long 3)
waving the 6)
urbanisation has brought the
in different directions. Likewise,
Axolotl close to extinction.
it imitates a jellyfish by
raising its arms above
its head and sinking
Check these words
slowly downwards.
• regenerate • severed • intervention
• spinal cord • amputee • urbanisation
• camouflage • disguise • predator
• venomous • imitate
n
Say one thing you learnt about
Look at the pictures and the headings in the
text. What kind of 'super powers' do you
each creature. Which do you find most
think each of these creatures have? Read to
fascinating & why?
find out.
2
Read again and think of the word which
best fits each gap (1-6).
love affair, pomp and ceremony,
cultural icons related to the
British Royal Family?
LListen and read to find out.
Are there any important
families in your country?
Who are they? Why are they
important or significant?
Collect information, then
report back to the class.
with 'super powers' e.g. immortal jellyfish,
the class.
—1
cultural institution, monarchy,
ICT] Find information about another animal
electric eel, bombardier beetle. Present it to
() Listen and check.
How are these words/phrases:
4
The BRITISH
ROYAL Familv
№
in an ever changing world, there is one cultural
institution in Britain that always remains
admired; the Royal Family. Why is the monarchy so important to British
culture? Many ideas and theories have been put forward to explain this
unusual love affair. Firstly, for many people, the Royal Family don't just offer
pomp and ceremony for tourists. They are an important link to the past and
Britain's rich history. Another important point, since the Victorian period
especially, has been the image of the monarchy being the model family. Lastly,
the British Royals have shown over the years that they are able to adapt to the
times. They support numerous charities in the UK such as the Prince's Trust,
and the Queen now even pays taxes. Whatever the reasons, after 65 years of
her reign, it seems clear that the Queen and the royals remain as popular in
the UK as ever, as well as being British cultural icons to young people overseas.
I___ I
CLIL
PSHE
Read the title of the text and
the subheadings. What do you
How to
Stand out from
the Crowd
think it is about? What are
some ways of 'standing out
from the crowd' when
You're trawling through job websites, and tailoring your applications to each job, but
applying for jobs?
you still aren’t getting interviews. So when competition is so fierce, how do you stand
О Listen and read to find out.
out from the crowd?
Grab the employer’s attention
2
Make sure you get the basics right first. Research the
According to the article, which
sections you should cover on your CV, for example, making sure it’s clearly and carefully
of the following advice is
presented and tailoring the CV to the role, then make sure it’s interesting. Avoid using
true? Justify your answers.
business jargon and cliched wording on a CV or letter of application -1 am passionate
about thinking outside of the box, for instance - or long sentences. Instead, use vibrant
1
2
3
4
5
Use the same CV when
but down-to-earth vocabulary with concrete examples of how you meet the criteria.
applying for different jobs.
Prove yourself
Use popular business
front of your computer all day isn’t always the best use of your time. Journalism
If you’re sending applications and getting nowhere, maybe sitting ir
expressions when filling in a
students, for instance, could try landing some work experience with a TV news channe
job application.
which would look impressive on a CV. Similarly, if you’re aiming for a creative role '
Back up claims you make on a
PR, advertising, website design or copywriting, why not showcase your work on yoi
job app with practical examples.
own website?
Job hopefuls could benefit from
Be marketing savvy
doing some work for free.
to focus on marketing yourself when hunting for a job.What does this mean? Well, it s
You should think of yourself as
a product which needs
promoting.
Companies spend a lot of money on branding, so it makes sense
worth using business social networks as potential employers often look for you here
before offering you an interview.
Have a good attitude
Above all, you’ll need perseverance, patience and a positive
outlook while waiting for those elusive interviews to roll in. Expect it to be tough, dor:
lose heart when you receive rejections and keep focused on your ultimate goal. Yo.
Take notes from the text, then
use them to tell your partner
how to stand out from the
crowd when looking for a job.
attitude will shine through and hopefully you’ll get a job in no time!
Check these words
• trawl • tailor • fierce • jargon • cliched • think outside of
the box • vibrant • concrete • land • copywriting • showcase
branding • potential • perseverance • positive outlook
I ICT! Do some research on
elusive • lose heart • rejection • ultimate
more ways to stand out from
the crowd when job-hunting.
Tell the class.
AUSTRALIAN
Rules Football
You may not have even heard of Australian rules football, but it
What do you know about
Australian rules football? How
is it played?
() Listen and read to find out.
boasts the highest per capita attendance at matches of any sport
on the planet! So why is this? Well, it’s fast-paced, energetic and
high-scoring. In fact, it’s been a national obsession in Australia for
over 150 years!
It began as a way for cricketers to keep fit during the winter and
is played on cricket ovals with four goal posts, 2 large and 2
Write a paragraph about a
popular sport in your country.
You could include: origins,
where & how it's played, the
rules.
smaller. The object of the game is to kick the ball through the
posts, which gives you different amounts of points depending
on which posts you choose. There are 18 players on each
side and the ball can be kicked or punched to another
player, or players can run with it. Once you’ve picked up
the rules, this is a very exhilarating sport to watch.
CLIL
Citizenship
1
What do you know about
Fairtrade products? How
does buying Fairtrade coffee
help producers? Read to find
out.
2
Read again and complete the
gaps with a suitable word.
Q Listen and check.
3
Complete the sentences with
words/phases from the text.
Then use words from the
Check These Words box to
tell your partner what you
learnt from the text.
1
Some coffee producers live in
poverty because they lack
................................................. to
increase the low prices they
are paid.
2
People suffered from
when coffee prices hit rock
bottom.
3
If you buy Fairtrade, producers
get paid...................................
for their coffee.
4
Coffee cooperatives donate
................................................. to
community projects.
4
Дет] Find information about
another Fairtrade product
e.g. cocoa, bananas. Report it
Many people these days just can't live
without their morning brew of coffee made
from delicious coffee beans. They've
travelled for thousands of miles from the
coffee
plantation
to
you,
but
1)..................... if your daily cappuccino
was contributing to the poverty of coffee
producers around the world? Would you
enjoy it as 2)................... then?
: The fact 3)................... . most of the
world's coffee is from the developing
world. The owners have little or no
bargaining power with the large and
powerful companies that they sell to and
therefore have no choice 4).......................
to accept low and fluctuating prices.
A few years ago, there was a major coffee
crisis with growers receiving just 3 cents
from each $3 cup of coffee sold in the
developed world. As a result, poor nutrition
became a problem, children were taken out
of school and nearly 20% of all growers
had to abandon their farms. Recently, prices
have improved, but the producers are
5).................. firmly at the bottom of the
coffee supply chain and they are not
guaranteed a stable income.
As consumers, we can help to further
improve this situation 6)...................
always looking for the 'fair trade' logo on
the coffee we buy. Fair trade means that
the producers receive a guaranteed price
for their coffee and in this 7)...................
the plantations remain sustainable. If the
market price for coffee rises, then
producers get a pay rise, too. The coffee
cooperatives
in
coffee-growing
communities also decide 8)...................
to invest an extra premium they receive to
fund social, environmental or community
development projects, such as the building
of primary schools or the provision of clean
water supplies for farmers and their
families. In Papua New Guinea, for
example, a coffee cooperative has bought
textbooks for local schools and mattresses
for a health centre and fixed local roads.
Coffee is the only source of income for
many communities. We might pay a
9)...................... more to make the switch to
Fairtrade coffee, but it will make
10)................ a difference to people's
lives.
Check these words
• brew • plantation • contribute to
• bargaining power • fluctuating
• crisis • nutrition • abandon
• supply chain • guarantee • stable
• consumer • sustainable
• cooperative • premium • fund
back to the class.
Culture Spot
О
Video
Battersea Dogs & Cats Home
Look at the picture and read
“■B the first sentences. What is
When Mary Tealby founded Temporary Home For Lost And Starving Dogs' in 1860,
Battersea Dogs and Cats
she could not have suspected for a moment that her charity would become one of
Home? What does the
the oldest and most well-respected in the UK. Today, the home aims to never turn
organisation aim to do?
away a dog or cat in need. They love nothing more than to reunite lost dogs and
0
Listen and read to find out.
cats with their owners, but when this is not possible, they help them get adopted
by a new family. They also help some dogs to become working dogs and work
Find out information about a
closely with other organisations to make this
charity or organisation that
possible. Recently, a Chihuahua with an uncanny
protects animals in your
ability to herd sheep was rehomed and the
country. Write a paragraph
current top three dogs at sniffing out illegal items
about it, including
are all ex-Battersea dogs! More than 800 volunteers
information about its name,
history, main aims etc.
generously give up their time to walk the dogs, give
educational talks in schools, fundraise or even foster a dog.
CLIL
Geography
\ ; What do you know about
icebergs? What would you like
to know? Write three
questions, then listen and read
the text. Which of your
Icebergs are a majestic, impressive sight and iconic features of polar
regions, but how much do we actually know about them?
questions were answered?
Read again and, in pairs, say
Icebergs are anything but just large lumps of ice. Over thousands of years, sno
accumulates layer upon layer in Antarctica and the Arctic, until finally freshwate
glaciers form. These glaciers slowly flow towards the ocean under their own weigh'
until they meet it and form an ice shelf. When part of this ice shelf cracks and break:
off, an iceberg drifts into the water. It floats because it is full of air bubbles and les e
dense than the salt-laden sea water surrounding it.
what each paragraph is about.
Complete with the correct
headings below (one heading
does not match). Then think of
an alternative heading for
each paragraph.
A
Life cycles & ecosystems
В
Ancient origins
C
Bergs rule the waves
D
Beware: icebergs ahead
E
Measuring up
No two icebergs are the same. It’s common knowledge that most lies beneath th:
water - from 50-99% - but ‘growlers’ are as small as a car while ‘bergybits’ are
about the size of a house. The largest iceberg ever seen was 11,000km2, which .
larger than Jamaica! Moreover, wind and water can erode icebergs into incredit sculptures. Most are white, but some appear blue. Darker, bluer areas, for instance
may appear in layers where snow fell in warmer conditions and little or no a
became trapped in them.
| ICT, Use the Internet to find
|31
out more facts about icebergs.
Report your information back
to the class.
Check these words
• majestic • iconic • polar regions
• lump • accumulate • layer
I 4 |
In the wake of the tragic sinking of the Titanic after it hit an iceberg in April 1912
the International Ice Patrol was formed to track and monitor icebergs with rac:
Low-lying growlers can be particularly dangerous as only a small proportion
visible above the water. Most worrying of all, global warming may be increas'
the rate at which icebergs form and melt into the oceans, potentially bring'
catastrophic changes in weather patterns across the world.
• ice shelf • drift • dense
• salt-laden • growler • erode
• trapped • cracking • crashing
• collapse • migrate
Culture
Once an iceberg has ‘calved’ from a glacier, sometimes with loud cracking ar:
crashing, it typically exists for 3-6 years. Some simply melt or are eroded away:
wind and waves, whereas others collapse violently. As they melt, they releas trapped nutrients into the water around them, attracting various sea life. But the
can be destructive too. blocking the passage of Emperor penguins migrating to th ocean to feed.
Spot । The Cutty Sark Studio Theatre
What do you know
about the Cutty Sark?
What's unusual about it?
() Listen and read to
find out.
Find out information
about a theatre in your
country. Write a paragraph
about it, including
information about its
history, performances
that have occurred there,
152
and current schedule.
e all love to be entertained, and the people of
London are no exception. Home to the world
famous West End theatre district, the city also has a
theatre that might raise a few eyebrows, the Cutty Sark
Studio Theatre. This unique performance space is unlike
any other theatre in the UK, because it’s inside a ship!
One of London’s most famous tourist hotspots, the Cutty
Sark has attracted visitors for many years before this
~ ~
—
incredible addition. During the day the boat acts as a museum where visitors can explore
the vessel’s cargo hold to get a taste of life at sea in the 18th Century. However, in the evening the cargo
chests aren't the only thing in the heart of the ship. The same space can be turned into an intimate theatre
in around an hour that seats up to 110 people! The Studio Theatre hosts a wide variety of performances,
such as comedies, music concerts and drama. So, the next time you fancy a show with a difference,
come trip the light fantastic on the seven seas!
W
Grammatt
Reference
Module 1
Present Simple
Present Continuous
I THINK
Present Simple and Present Continuous
/ think he's a very good
I'm thinking of going
We use the present simple for:
athlete. (= believe)
to the cinema.
•
(= am considering)
facts and permanent states. My mother works as a
nurse in the local hospital.
HAVE
general truths and laws of nature. Italians drive on the
The Smiths have a fabulous
right.
cottage.
with my best friend.
•
habits and routines (with always, usually, etc). We
(= own, possess)
(= am experiencing)
•
timetables and programmes (with future reference).
(= is taking)
Our plane leaves at 10 o'clock.
My sister is having
sporting commentaries, reviews and narrations. Murray
breakfast. (= is eating)
•
often visit my grandparents at the weekend.
•
I'm having a problem
My dad is having a nap.
smashes the ball over the net and wins the point.
•
SEE
feelings and emotions. My family loves getting together
You can see the entire city
I'm seeing my friends this
from the top of the tower.
afternoon at the mall.
The time words/phrases we use with the present
(= it is visible)
(= am meeting)
simple are: usually, often, always, every day/week/
Do you see what I’m talking
month/year etc, in the morning/afternoon/evening, at
about? (= understand)
at the holidays.
night/the weekend, on Fridays, etc.
TASTE
We use the present continuous (to be + verb -/ng):
•
for actions taking place at or around the time of
My mum's pudding tastes
Dad is tasting the sauce
amazing! (= has the flavour)
to see if it is ready.
speaking. The children are playing in the garden right now.
•
(= is testing)
for temporary situations. My dad is decorating the
SMELL
kitchen these days.
•
for fixed arrangements in the near future, / am meeting
•
for currently changing and developing situations. Jobs
my sister for a coffee tomorrow.
•
This dish smells delicious!
She is smelling the
(= has the aroma)
perfume. (= is sniffing)
APPEAR
are getting more and more competitive nowadays.
The children appear to be
He is appearing in a new
with adverbs such as 'always' to express anger or
having fun. (= seem)
film. (= is performing)
irritation at a repeated action. My sister is always
FIT
borrowing my things without asking!
That dress fits you perfectly. He is fitting a new carpet
(= it's the right size)
The time words/phrases we use with the present
in the living room.
(= is attaching)
continuous are: now, at the moment, at present, these
days, nowadays, still, today, tonight, etc.
LOOK
Stative Verbs
This scarf looks expensive.
She is looking at her
(= appears to be)
graduation photos.
(= is taking a look)
Stative verbs are verbs which describe a state rather
FEEL
than an action, and so do not usually have a continuous
This shirt feels like silk.
tense. These verbs are:
•
(= it has the texture of)
verbs of the senses (see, hear, smell, taste, feel, look,
always smells of fresh cooking.
•
•
verbs
of perception
(know,
to see if he is running
a fever. (= is touching)
sound, seem, appear, etc). My grandmother's house
•
He is feeling his forehead
BE
believe, understand,
She is a good-natured person. She is being very selfish!
realise, remember, forget, etc). Ryan understands how
(character - permanent
(behaviour - temporary
people feel because he's very sympathetic.
state)
state)
verbs which express feelings and emotions (like, love,
hate, prefer, detest, desire, want, etc). / love going to
Notes:
family barbecues.
•
Although the verb enjoy expresses a feeling, it can be
and some other verbs (be, contain, include, belong,
used in continuous tenses.
fit, need, matter, cost, own, want, weigh, wish, have,
My brother really enjoys playing computer games. He's
keep, etc). I wish you would listen!
enjoying the programme very much.
Some of these verbs can be used in continuous
tenses, but with a difference in meaning.
Grammar
——Reference
•
The verbs look (when we refer to somebody's
already, with the result visible in the present. Henry is
appearance), feel (experience a particular emotion),
an expert because he has been working in the industry
for years.
hurt and ache can be used in simple or continuous
to express anger, irritation or annoyance. Someone
•
tenses with no difference in meaning.
has been using my milk without asking me!
He's feeling stressed. = He feels stressed.
for repeated actions in the past continuing up to the
•
Adverbs of Frequency
present. Tom will win the competition because he has
been training for the event every day.
These include: always, frequently, often, once, twice,
sometimes, never, usually, ever, hardly ever, rarely,
The time words/phrases we use with the present
occasionally, etc.
perfect continuous are: for, since, How long ...?, all day/
Adverbs of frequency are normally placed before the
•
morning/month etc, lately, recently, etc.
main verb. I usually eat dinner with my family. I often
•
call my parents.
Note: With the verbs live, work, teach and feel we can use
However, adverbs of frequency are placed after the
the present perfect or the present perfect continuous
verb be and auxiliary/modal verb (if there is more
with no difference in meaning. She has taught/has bee-
than
one
verb,
modal/auxiliary
the
adverb
is
generally placed after the first). My mum is always
teaching History for the last thirty years.
kind. I've rarely been on holiday alone. He may never
Past Simple
be forgiven.
We use the past simple:
•
Present Perfect
or implied) in the past. Tony graduated from university
last year.
We use the present perfect {have + past participle) for:
an action that happened at an unstated time in the
•
•
locked it.
happened is unimportant or unknown. / have painted
the bedroom. Scott has visited London three times.
for actions that happened immediately one after the
other in the past. Henry closed the front door an:
past. The emphasis is on the action. The time when it
•
for an action that happened at a definite time (statec
•
for habits or states which are now finished. /played/
a band when I was at college.
an action which started in the past and continues up
to the present, especially with stative verbs (see
Note: used to can be used instead of the past simple fc
above) such as be, have, like, know, etc. Helen has
habits/repeated actions in the past.
lived in Paris for twelve months.
The time words/phrases we use with the past simple
a recently completed action. Naomi has finished her
are: yesterday, then, when, How long ago ...?, last night/
homework assignment.
week/month/year/Friday/October etc, three days/weeks
•
personal experiences or changes. Louis has cut his hair.
etc ago, in 1999, etc.
•
an action which happened within a specific time
•
period which is not over at the time of speaking (with
time
words/phrases
such
as:
today,
this
week/
Past Continuous
morning/evening/month/year etc). They've organised
We use the past continuous {was/were + verb -ing):
five conferences this month.
•
for an action which was in progress when anothe'
Note: She has been to Paris. (= She has gone and come back.)
action interrupted it. We use the past continuous fc
She has been in Madrid for five years. (= She lives there.)
the action in progress (longer action) and the pas**,
She has gone to Berlin. (= She hasn't come back yet.)
simple for the action which interrupted it (shorte'
action). Ann was cooking dinner when Ellen called.
The time words/phrases we use with the present
•
for two or more simultaneous actions in the past. 7
•
for an action which was in progress at a stated time r
perfect are: for, since, already, always, just, ever, never,
so far, today, this week/month etc, how long, lately,
was washing the car while Norman was tidying the house.
recently, still (in negations), etc.
the past. We don't mention when the action startec
or finished. At 7 o'clock this morning, I was preparing
Present Perfect Continuous
We use the present perfect continuous {have been +
verb -ing):
•
to put emphasis on the duration of an action which
started in the past and continues up to the present.
Mark has been studying all day.
•
for an action which started in the past and lasted for
some time. It may still be continuing or has finished
GR2
my things for work.
•
to describe the atmosphere, setting, etc and to give
background information about a story. The wind was
blowing and the rain was pouring. I was walking
home, totally soaked.
Note: When there are two past continuous forms in a
sentence with the same subject, we can avoid repetition
by just using the present participle {-ing form), and leave
out the verb was/were.
Grammar
Reference
■3—
They were riding their bikes and they were enjoying
themselves. - They were riding their bikes and enjoying
Time words to talk about the past:
ago
themselves.
The time
(= back in time from now) is used with the past
simple. I spoke to Jack about two hours ago.
words/phrases
we
use with
the past
since
(= from a starting point in the past) is used
continuous are: while, when, as, all morning/evening/
with the present and past perfect (simple and
day/week, etc.
continuous).
I haven't seen Vicky since high school.
Past Perfect
for
and past perfect (simple and continuous).
We use the past perfect (had + past participle):
•
•
for an action which happened before another past
(= over a period of time) is used with the present
Kim had been playing computer games for hours.
already is used in statements and questions in the
action or before a stated time in the past. Todd had
present and past perfect to show surprise. I've
met Tony by three o'clock.
already cooked dinner. Have you finished that
for an action which finished in the past and whose
result was visible at a later point in the past. She had
cake already?
yet
is used with the present and past perfect in
broken her ankle a few months earlier and was still in
questions and negations. Have you made the
plaster.
coffee yet? I haven't started cleaning the house yet.
The time words/phrases we use with the past perfect
are: before, after, already, just, for, since, till/until,
Comparisons
when, by the time, never, etc.
We use the comparative to compare one person or thing
with another. We use the superlative to compare one
Past Perfect Continuous
person or thing with more than one person or thing of
We use the past perfect continuous (had been + verb -ing):
the same group. We also use it to show that one person
•
•
to put emphasis on the duration of an action which
or thing is the best of its type. We often use than after a
started and finished in the past, before another
comparative and the before a superlative. She's fitter
action or stated time in the past, usually with for or
than me. He's the smartest person I know.
since. I had been driving for about an hour when I
Formation of comparatives and superlatives of
realised that I had left my wallet at home.
adjectives and adverbs:
for an action which lasted for some time in the past
•
to one-syllable adjectives we add -(e)r to form the
and whose result was visible in the past. He had been
comparative and -(e)st to form the superlative.
exercising and was sweating heavily.
bright - brighter - brightest
Note: In one-syllable adjectives ending in a vowel + a
The time words/phrases we use with the past perfect
consonant, we double the consonant.
continuous are: for, since, how long, before, until, etc.
smug - smugger - smuggest
used to - would - Past Simple - be/get used to
•
•
add -er/-est. narrow - narrower - narrowest
We use used to/wou Id/past simple to talk about past
Note: In adjectives ending in a consonant + y, we
habits, routines and repeated past actions that no
longer happen. We used to visit/would visit/visited
replace the -y with an -/. happy - happier - happiest
•
my aunt every summer. (We don't anymore.)
•
than two syllables, form comparatives and
superlatives with more/most.
states. Would cannot be used with stative verbs. He
arrogant - more arrogant - most arrogant
used to have/had a red sports car. (NOT: He would-h&ve
•
•
We use the past simple for an action that happened
to
adverbs
that
have
the
same
form
as
their
adjectives we add -er/-est. fast-faster-fastest
•
two-syllable or compound adverbs take more/most.
at a definite time in the past. James flew to France last
quickly - more quickly - most quickly
night. (NOT: James used to/would fly to France last
ГУ *is h f \
pleasant, polite, shallow, simple, stupid, quiet car
We use be used to + noun/pronoun/-/ng form to talk
form their comparatives and superlatives either .• --
Note: clever, common, cruel, friendly, gentle,
about habits (= be accustomed to/be in the habit of).
He isn't used to travelling by boat.
•
other two-syllable adjectives, or adjectives with more
We use used to/past simple (NOT 'would') for past
a red sports car.)
•
to two-syllable adjectives ending in -ly, -y, -w we also
We use get used to + noun/pronoun/-/ng form to talk
-er/-est or with more/most.
•
Irregular forms:
good - better - best; bad - worse - worst-
about habits (= become accustomed to). Tim will soon
much - more - most; little - less - least;
get used to speaking a foreign language now that he
far - farther/further - farthest/furthest;
lives in Spain.
much/many/lots - more - most
Grammar
Reference
Types of comparisons:
•
•
the + comparative ..., the + comparative (shows that
as + adjective + as (to show that two people or
two things change together, or that one thing
things are similar or different in some way). In
depends on another thing). The harder he worked, the
negative sentences we use not as/so... as.
more grateful his manager was.
This computer is as reliable as that one.
•
We can use just as + adjective + as instead of as +
Module 2
adjective + as when we want to put more emphasis.
Laura is as kind as her sister. Laura is just as kind as her
sister.
Future Simple
To show that two people or things are almost similar,
We use the future simple (will + bare infinitive) for:
we can use almost or just about as + adjective + as.
•
decisions made at the moment of speaking.
•
predictions based on what we think, believe or
My friend Rob is almost/just about as good as me at
football.
•
I'm hungry, so I'll make a snack.
Instead of not as/so... as, we can use not quite as... as
imagine, with the verbs think, believe, expect etc, the
or not nearly as... as.
expressions be sure, be afraid etc, and the adverbs
Jim and Paul aren't as/so athletic as Jon and Steve.
probably, certainly, perhaps etc.
Jim and Paul aren't quite as athletic as Jon and Steve.
Jim and Paul aren't nearly as athletic as Jon and Steve.
We will probably see Kevin at the party tonight.
•
promises, threats, warnings, requests, hopes and offers.
•
actions, events and situations which will definitely
Note: In informal English, we can use the comparative
phrase nowhere near + as + adjective + as instead of
•
not as/so... as. Norman is nowhere near as creative as his
happen in the future and which we can't control.
cousin.
Jessica's son will be six years old this month.
twice/three times etc/half+ as + adjective + as
She paid twice as much as I did for the same mobile
phone.
He's only half as well-qualified as his brother.
•
I promise that we will go on holiday next year.
less + adjective + than (expresses the difference
be going to
We use be going to:
•
Laura's going to be a graphic designer when she finishes
between two people or things). The opposite is more
... than. Ted is less competitive than his brother.
•
the least + adjective + of/in (compares one person or
university.
•
least patient person in the team.
•
tomorrow.
•
will happen. It's very cold today; the pond is going to
freeze tonight.
This is by far the best job I've ever had.
•
any + comparative (used in negations and questions).
for predictions based on what we can see or what we
know, especially when there is evidence that something
by far + the + superlative (to emphasise a superlative
adjective or adverb).
•
for actions that we have already decided to do in the
near future. Martin is going to visit his friends in Glasgov,
thing with two or more people or things of the same
group). The opposite is the most... of/in. He is the
for plans, intentions or ambitions.
The time words/phrases we use with the future simple
I can't write any quicker.
and be going to are: tomorrow, the day after tomorrow,
too + adjective/adverb + to-infinitive
tonight, soon, next week/month/year/summer etc, in a
too + adjective + a + noun + to-infinitive (to show
week/month, etc.
that something is more than necessary, or at a higher
degree than possible).
He is too shy to introduce himself first.
•
Future Continuous
It was too high a price to pay.
We use the future continuous (will be + verb -ing):
adjective/adverb + enough + to-infinitive (to show
•
coast of Spain.
the necessary degree).
She worked hard enough to earn a promotion.
•
•
much/even/a lot/far/a little/a bit/slightly + comparative
(expresses the degree of difference between two
people or things). Helen is slightly younger than Emma.
•
comparative + and + comparative (shows that
something is increasing or decreasing). My team is
getting better and better with every match.
GR4
for actions which will definitely happen in the future
as a result of a routine or arrangement. Mr Jones will
the same as
be having a meeting in Paris on Friday.
Ann's views are the same as Jenny's.
•
for actions which will be in progress at a stated future
time. This time next week we'll be swimming off the
that there is as much of something as needed, or at
•
when we ask politely about someone's plans for the
near future. Will you be ordering anything else, sir?
Future Perfect (willhave + past participle)
The scientists are on the point/on the verge of developing a
new treatment for cancer.
•
We use the future perfect for actions that will have
finished before a stated time in the future. They will
have finished the project by 5:00 pm.
be bound to/be sure to/be certain to + infinitive are used
to talk about actions which are almost certain to happen
in the future. He is bound/sure/certain to pass his exams
The time words/phrases we use with the future
because he has been studying really hard.
perfect are: before, by, by then, by the time, until/till
(only in negative sentences), etc.
Degrees of certainty
100%
Future Perfect Continuous (will have been +
verb -ing)
t
We use the future perfect continuous to emphasise the
= I'm certain it/
they will
I'm almost certain (that)
I'm fairly sure (that)
t
duration of an action up to a certain time in the future.
I'm positive (that)
= probable
I wouldn't be surprised if
The future perfect continuous is used with: by... for.
50%
By the end of November, I will have been living in Berlin for
it's possible (that)
I suppose (that)
two years.
t
Time clauses with future reference
= I'm not sure
it's unlikely (that)
there's not much chance (that) = improbable
t
We use the present simple or present perfect, but
I doubt (if/that)
0%
NOT future forms, with words and expressions such as
there's no way (that)
while, before, after, until/till, as, when, whenever, once,
= I'm certain
it/they won't
as soon as, as long as, by the time, etc to introduce
time clauses. By the time we reach town, the shops will
have closed. (NOT: By the time we will-reach town...)
it
We also use the present simple or present perfect,
We can use it:
but NOT future forms, after words and expressions
•
instead of an infinitive phrase. It's easy to use the
•
in certain set expressions: It seems that, It appears
such as unless, if, suppose/supposing, in case, etc. Take
an umbrella with you in case you need it. (NOT:... in case
Internet. (=To use the Internet is easy.)
you will need it.)
that, It looks like, It is said that, It doesn't matter, It's
We use future forms with:
pointless/lt's no good/lt's no fun + verb -ing.
•
It's pointless complaining about the weather; it won't
when when it is used as a question word. When will
you be driving to Birmingham?
•
if/whether after expressions which show uncertainty/
change.
•
ignorance, etc, such as I don't know, I doubt, I wonder,
Mike cooked dinner, but it was Janet's delicious recipe
I'm not sure, etc. / wonder whether my team will win
the football cup.
for emphasis (It is/lt was + subject + that/who ...).
that he used.
•
as a preparatory 'it' after verbs like find, think, love,
like, hate, would love, would appreciate, etc.
I find it hard to believe that artificial organs will soon be
Other future forms
as good as human ones!
I find it strange that John doesn't have a mobile phone.
be + to-infinitive is used to express:
•
is to open a new office in Tokyo next year.
•
I would love/appreciate it ifyou could help me out.
formal arrangements/scheduled events. Our company
•
for distance, temperature, time and weather.
It's ten miles to the airport.
instructions/orders. You are to remain seated until
take-off.
•
prohibitions (only in negations). You are not to talk
there
during the examination.
•
There + be is used for something mentioned for the
be due to + infinitive is used to express something that is
first time, or to say that someone or something exists.
expected to happen at a particular time. It is often used
There's a coffee on your desk for you.
with timetables. The meeting is due to start in ten minutes.
The bus from Liverpool is due to arrive at 6:15.
•
Personal pronoun + be/other verb is used to give
more details about something or someone alreac.
mentioned. There is a man at the reception. He needs to
be about to + infinitive/be on the point of/be on the
verge of + -ing form are used to talk about actions that
will take place in the immediate future.
The presentation is about to begin!
give you a parcel.
Grammar
Reference
Module 3
Note: why is followed by subject + verb, NOT an
infinitive. I wonder why he didn't meet us last night.
Infinitive
•
in the expressions to tell you the truth, to be honest,
to sum up, to begin with, etc. To tell you the truth, I'm
Tenses of the infinitive
Active voice
Present
(to) buy
Present continuous
(to) be buying
Perfect
Perfect continuous
not surprised that Ted left the company.
Passive voice
Note: If two to-infinitives are linked by and or or, the
(to) be bought
to of the second infinitive can be omitted. Laura
would love to go and visit Rome one day.
(to) have
(to) have been
bought
bought
(to) have been
The infinitive without to is used:
•
after modal verbs. Eric can draw and paint very well.
•
after the verbs let, make, see, hear and feel. Naomis
buying
team leader made her print all eighty pages of the
report. BUT we use the to-infinitive after be made, be
Tenses of the infinitive corresponding to verb tenses
heard and be seen (passive form). Naomi was made to
present simple/w/// —► present infinitive
print copies of the report for everyone at the meeting.
present continuous/future continuous * present
Note: When see, hear and watch are followed by an
continuous infinitive
-ing form, there is no change in the passive. Helen
past simple/present perfect/past perfect/future
saw Jim working in the garden. Jim was seen working
perfect —► perfect infinitive
in the garden.
past continuous/present perfect continuous/
•
after had better and would rather. You had bette-
drive to work; the trains are on strike tomorrow.
past perfect continuous/future perfect continuous —►
Note: help can be followed by either the to-infinitive
perfect continuous infinitive
or the infinitive without to. Mark helped me (to)
The to-infinitive is used:
•
to express purpose. Paul used the book to research
•
after certain verbs (agree, appear, decide, expect,
topics for his assignment.
decorate the house.
Gerund (-ing form)
Tenses of the -ing form
hope, plan, promise, refuse, etc). Amy expects to get
Active voice
the job because she had a great interview.
•
after would like, would prefer and would love to
express a specific preference. Henry would prefer to
Passive voice
Present
breaking
being broken
Perfect
having broken
having been broken
study English Literature at university.
•
after adjectives which describe feelings/emotions
The -ing form is used:
(happy, sad, glad, etc), express willingness/unwillingness
•
as a noun. Teaching as a profession always needs to
•
after certain verbs: admit, appreciate, avoid, confess
focus on the needs of students.
(willing, eager, reluctant, etc), refer to a person's
character (clever, kind, etc) and the adjectives lucky
and fortunate. Gemma was very happy to pass her
deny, fancy, go (for activities), imagine, keep, mine
entrance exam for college.
miss, quit, save, suggest, practise, consider, prevent, etc
Note: With adjectives that refer to character, we can
/ suggest speaking to Bob ifyou need help; he's an exper.
also use an impersonal construction. It was kind of
on computers.
Fred to cover Tim's shift tomorrow night.
•
•
•
general preference. Victor likes playing tennis in the
evenings. BUT for a specific preference (would like
wouldprefer/would love) we use a to-infinitive.
after a noun/pronoun. The course gave Mike the
•
Helen worked all night only to find that the deadline
there's no point in, can't stand, be fed up with, have
had been extended.
difficulty (in), have trouble, etc. I'm fed up with doin:
so much overtime; I need to rest.
with it + be + adjective/noun. It was difficult to hear
•
GR6
after verbs and expressions such as ask, learn, explain,
after spend, waste and lose (time and money). The
lost a lot of time fixing the problems with the compute'
after be + the first/second/next/last etc. Scott was the
network.
first person to congratulate me on my birthday.
•
after expressions such as be busy, it's no use, it's (no
good, it's (not) worth, what's the use of, can't help
to talk about an unexpected event, usually with only.
Martin's voice so Ben turned off the television.
•
after love, like, enjoy, prefer, dislike and hate to express
good enough to run the new software.
chance to develop his writing skills.
•
•
after too/enough. The computers in the office aren't
•
after the preposition to with verbs and expressions
decide, find out, want to know, etc when they are
such as look forward to, be used to, in addition to
followed by a question word. Vicky's manager explained
object to, prefer (doing sth to (doing) sth else). We ore
how to plan the project.
looking forward to meeting you next week.
Grammar^
Reference
•
after all the other prepositions. Andy is thinking of
flying to Paris next weekend.
•
after the verbs hear, listen to, notice, see, watch and
feel to describe an incomplete action. I listened to
Frank discussing his plans for next week. (I only heard
part of the discussion.)
BUT we use the infinitive without to with hear, listen
to, notice, see, watch and feel to describe the complete
action. I listened to Frank discuss the plan for the
conference. (I heard the whole discussion.)
Difference in meaning between the
to-infinitive and the -ing form
Intensifiers
Intensifiers
are
adverbs
which
are
used
to
make
adjectives stronger. Your project is good.
Your project is very good. (The intensifier makes the
meaning of 'good'stronger.)
The most common intensifier is very. We can use it before:
- adjectives Helen is very happy.
- adjective + noun James is a very kind man.
- adverbs The train travels very quickly.
We can also repeat it for extra emphasis. Tim's new car is very
very nice! BUT we don't use very with strong adjectives,
such as enormous, furious, disgusting, etc.
-ly intensifiers
Some verbs can take either the to-infinitive or the -ing
•
form with a change in meaning.
•
terribly) are often used in place of very for extra
forget + to-infinitive = to not remember to do sth -
emphasis, with:
Jason forgot to turn off his computer when he left the
- adjectives Gavin is extremely polite. The film is terribly
office.
boring.
forget + -ing form = to not recall doing sth - I'll never
- adverbs Mr Smith writes particularly nicely.
forget sailing around the Caribbean.
•
- past participles and verbs I greatly admire my teacher.
remember + to-infinitive = to not forget to do sth -
I'm really irritated by your behaviour.
Did you remember to book the meeting room?
- adjective + noun Lewis is a really professional
remember + -ing form = to recall doing sth -1 remember
joining Mark's team when I first started in the company.
•
employee.
•
mean + to-infinitive = to intend to do sth - I'm sorry, I
furious, completely disgusting).
•
test, it will mean doing extra catch-up classes.
•
deeply depressed/worried, etc).
•
and inform) - The company regrets to inform staff that
regret + -ing form = to feel sorry about doing sth -
•
try + to-infinitive = to do my best, to attempt - The
We can also use some adjectives (absolute, utter, total,
complete, perfect, real) as intensifiers with nouns.
the training course has been cancelled.
•
Many -ly intensifiers collocate with specific adjectives
(bitterly cold/disappointed etc, gravely serious/ill etc,
regret + to-infinitive = to be sorry to do sth (normally
used in the present simple with verbs such as say, tell
Strong intensifiers, such as utterly, completely, entirely,
totally, absolutely, etc, go with strong adjectives (utterly
meant to hand in my essay yesterday but I forgot!
mean + -ing form = to involve - If Jeff doesn't pass his
Some -ly adverbs (extremely, really, greatly, particularly,
She's an absolute genius! That's a real bargain!
/ regret missing out on the school trip to Belgium.
supplier tried to email you but their messages bounced
back.
try + -ing form = to do something as an experiment Why don't you try creating your logo with graphic design
software?
•
stop + to-infinitive = to stop doing sth temporarily in
order to do something else - After a long meeting, we
stopped to have some coffee.
stop + -ing form = to finish doing sth - At five o'clock,
Module 4
Modals
Can, could, may, might, must, have to, ought to, shall,
should, will and would:
•
don't take -s, -ing or -ed suffixes.
•
are followed by the infinitive without 'to'.
•
go before the subject in questions and are followed
•
don't have tenses in the normal sense. When followed
by not in negations.
by a present infinitive, they usually refer to the present
everyone stopped working and went home.
•
or future. We should eat more fruit and vegetables; we
go on + to-infinitive = to do sth else after an activity
will feel more energetic. When followed by a perfect
stated previously - Once we'd written down our notes,
infinitive, they refer to the past. We should have eate -
we went on to type them up.
•
fewer sweets during our holidays.
go on + -ing form = to continue an activity stated
previously - After a short break, Jack went on cooking
Obligation/Duty/Necessity (must, have to, should/
the rest of the dinner.
ought to)
Note: The following verbs can be used with either the
to-infinitive or the gerund with no change in meaning:
begin, start, continue. We began to eat/eating.
•
Must expresses a duty/strong obligation to do st­
and shows that sth is essential. We generally use must
when the speaker has decided that sth is necessa'.
/ must start going to the gym regularly. (The speaker
has decided it is necessary.)
Grammar
Reference
•
Have to expresses strong necessity/obligation. We
Would: Would you like some more fruit salad? (Do you
•
want...?)
use have to when somebody other than the speaker
has decided that sth is necessary. My doctor says that I
•
Shall: Shall I help you chop the vegetables? (Would you
•
Can/Could: We can find something better to do than
like me to ...?/Do you want me to...?)
have to start going to the gym regularly. Jim's mum keeps
telling him that he has to brush his teeth. (Somebody
•
else has decided it is necessary.)
watch TV all weekend. You could go for a walk on the
Should/Ought to + present infinitive express weak
beach tomorrow morning. (Let's ...; Why don't you ...?)
obligation.
Probability (will, should/ought to)
You should/ought to take time to rest at weekends, (less
emphatic than 'must'-This is the right thing to do.)
•
Will: Beth will finish the marathon; she would never give
•
Should/Ought to: William should/ought to win the race;
up. (It's 100 % certain.)
Absence of necessity (don't have to/don't need to,
needn't)
•
he has been training so hard for it! (It's 90% certain; it's
probable.)
Don't have to/Don't need to/Needn't: it isn't necessary
to do sth in the present/future.
Advice (should/ought to, shall)
Her arm has healed; she doesn't have to wear a cast. You
don't need to lose weight. You needn't buy any lettuce
•
Should/Ought to + present infinitive; general advice.
You should/ought to try doing yoga. (I advise you to;
for salad; we have plenty at home. (It isn't necessary.)
it's a good idea; it's a good thing to do.)
Permission/Prohibition (can, may, could, mustn't, can't)
•
•
Shall: asking for advice. Shall I book a table at the
restaurant for eight o'clock? (Is it OK if... ?)
Can/May/Could are used to ask for/give permission.
May is more formal than can. Could is the most formal
of the three.
Past Modals
Can/May/Could I borrow your recipe book this week?
Obligation/Duty/Necessity (had to, should/ought to)
(asking for permission - Is it OK if...?) Yes, you can/may.
•
•
(NOT: Yes, you could.)
•
Had to is the past form of both must and have to.
Can + present infinitive expresses the idea that you are
•
Should/Ought to + perfect infinitive express weak
allowed to do something. Julie can stay up late tonight
obligation. You should/ought to have chosen fresh fruit
because there is no school tomorrow. (She is allowed to.)
for a snack. (You were supposed to, but you didn't.)
Mustn't/Can't: it is forbidden to do sth; it is against
Absence of necessity (didn't need to/didn't have to,
the rules/law; you are not allowed to do sth.
needn't have + pp)
You mustn't/can't use your mobile phone while the
plane is landing. (You aren't allowed to; it's forbidden;
•
Didn't need to/Didn't have to: it wasn't necessary to
do sth. We don't know if it was done or not.
it's against the rules/law.)
Marcy didn't need to/didn't have to join the gym in
Possibility (can, could, may, might)
•
order to take a class there. (We don't know if she joined
Can + present infinitive: general/theoretical
possibility, not usually used for a specific situation.
the gym, but it wasn't necessary to do so.)
•
It can be difficult to find vegetarian food when travelling.
•
Needn't + perfect infinitive expresses the idea that
something happened or was done although it was
(general possibility - It is theoretically possible.)
not necessary.
Could/May/Might + present infinitive: possibility in
I needn't have cooked her dinner - she had already
a specific situation.
eaten. (I cooked her dinner, but it wasn't necessary.)
We might go out for dinner tonight so don't have a
Permission/Prohibition (could, couldn't)
heavy lunch. (It is possible; I think it's likely; perhaps -
possibility in a specific situation)
•
were allowed to do something in the past.
NOT may. Where can/could/might I go running in this
Michael could watch TV after dinner when he was a child.
city? (NOT: Where may Igo...?)
(He was allowed to.)
•
Ability/lnability (can, can't)
•
Could + present infinitive expresses the idea that you
Note: We can use can/could/might in questions, BUT
Couldn't + present infinitive expresses the idea that
you were not allowed to do something in the past.
Can('t) expresses (in)ability in the present/future.
Jean couldn't eat fast food when she was younger.
Nicole can play the piano beautifully. (She is able to.)
(She was not allowed to.)
George can't play the violin. (He isn't able to.)
Criticism (could, might, should/ought to)
Offers/Suggestions (can, would, shall, can/could)
•
GR8
•
Could/Might/Should/Ought to + perfect infinitive are
Can: Can I get you another serving of lasagna? (Would
used to criticise someone's actions, or lack of action, in
you like me to ...? - informal)
the past.
Grammar^:
Reference
Lawrence could/might/should/ought to have walked
Tenses of the infinitive
to work instead of driving. (It would have been better
if....)
The verb tenses corresponding to the tenses of the
infinitive are as follows:
Possibility (could, may/might, would)
•
Tenses of the Infinitive
Verb tenses
Could/Might/Would + perfect infinitive refer to sth in
he does/will do
—► (to) do
the past that was possible but didn't happen.
he is doing/will be doing
—* (to) be doing
Warm up first, next time; you could/might have pulled
a muscle! If you hadn't been wearing a seat belt, you
would have got hurt!
he did/has done/had done —► (to) have done
he was doing/has been
—* (to) have been doing
doing/had been doing
May/Might + perfect infinitive refer to something that
•
possibly happened in the past.
because he has an allergy. (He possibly stopped for this
• She may be at her
• Perhaps she is at her
dance class.
dance class.
George may/might have stopped eating dairy products
present
• I'm sure he
infinitive
exercises a lot.
reason.)
Could expresses general repeated ability in the
•
university. (He was able to.)
Was(n't) able to expresses (in)ability on a specific
•
aerobics class now.
• It's likely that he will continuous • He may be
infinitive
be participating in
participating in
the marathon next
the marathon next
month.
eat all the
in the past, repeated or specific.
chocolate.
eaten all the
chocolate.
• It's likely that she
• She might have
inability in the past)
has gone to the gym
Rob couldn't/wasn't able to swim yesterday because he
already.
You shouldn't have drunk so much coffee yesterday!
Assumptions (must, may/might/could,
can't/couldn't)
gone to the gym
already.
• Tina may have
eaten before she
eaten before she
came to the
came to the
restaurant.
restaurant.
• They may have
• Perhaps they were
been eating when
eating when the
tournament. (I had advised you to do it, but you didn't.)
Should + perfect infinitive: criticism
perfect
infinitive
• Perhaps Tina had
Should/Ought to + perfect infinitive: general advice.
You should/ought to have practised more before the
• Rob can't have
• I'm sure Rob didn't
Couldn't may be used to express any kind of inability
Advice (should/ought to)
•
present
aerobics class now.
month.
was sick, (specific inability in the past)
•
going to her
Mandy is going to her
Lisa was(n't) able to attend the workshop on Saturday.
Rob couldn't swim when he was a child, (repeated
•
• Mandy could be
occasion in the past.
(She managed/didn't manage to ....)
•
tomorrow.
go running tomorrow.
• It's possible that
past. Henry could swim very fast when he was at
a lot.
• He may go running
• It's likely that he will
Ability/lnability (could(n't), was(n't) able to)
• He must exercise
the telephone rang.
telephone rang.
• Maybe Betty has
perfect
been dieting; she
continuous
has lost weight.
infinitive
• I'm sure Joe had
• Betty may have
been dieting; she
has lost weight.
• Joe must have
been practising for
been practising for
Must: almost certain that this is/was true (positive
hours; that's why
hours; that's why
logical assumption).
he's so tired.
he's so tired.
/ can hear music; Ben must be playing the piano.
Maya must have been practising; she has improved a
Expressions similar to Modal Verbs
lot. (I'm almost sure that sth is/was true.)
•
May/Might/Could: maybe, it's possible.
•
expresses
They may cancel the football game if the weather is bad.
never eats junk food. (I'm sure that sth isn't/wasn't true.)
that
someone
else
expects
out. (It's a good idea because it improves your health.)
impossible (negative logical assumption).
practice. Jennifer can't/couldn't have ordered pizza; she
idea
everyday. (Your coach expects you to.) You should work
Can't/Couldn't: almost certain that this is/was
Liam has a broken arm; he can't/couldn't be at basketball
the
something to be done. You're supposed to work out
Mark isn't at home; he may have gone out for a walk.
•
Be supposed to + infinitive means 'should', but it
•
Be to + infinitive means 'must', but it expresses the
idea that someone else demands something.
/ am to report for jury duty next week. (It's the law so I
must obey.) I must report for jury duty next week. (If I
don't, they will come and look for me.) Be supposed to
and be to are used to express what someone expects
Grammar
— Reference
about a previously arranged event. Jury members are
terrible headache. (NOT: A terrible headache is had by
supposed to/are to fill out some forms when they arrive.
me.)
•
(It is scheduled.)
•
everyday speech, when we talk about things that
Be likely to means 'may' (possibility). In order to
express possibility in questions, we don't use 'may'.
happen by accident or unexpectedly. His bike got
Instead, we use: Is he likely toIs it likely that he...?,
stolen, (instead of: His bike was stolen.)
•
Can heCould heMight he ...1
agree to go camping? Could he agree to go camping?
used to say what the agent uses. The entire house was
Would you mind is used to express polite formal
painted by Tom. The wall was painted with spray cans.
requests. Would you mind helping me move this box?
•
•
for dinner. How about making a big salad for dinner?
ate the last cookie. —► The last cookie was eaten.
•
making a big salad for dinner?
meaning of the sentence. Penicillin was discovered by
Would you like to...?/Would you like me to...? (= Shall I...?)
Alexander Fleming.
are used when we offer to do something. Would you
•
The agent is not omitted when it is a specific or
important person, or when it is essential to the
Why don't we make a big salad for dinner? What about
•
The agent can be omitted when the subject is they,
he, someone/somebody, people, one, etc. Someone
Let's.../How about...?/Why don't we...?/What about...?
are used to make suggestions. Let's make a big salad
•
By + the agent is used to say who or what carries out
an action. With + instrument/material/ingredient is
Is he likely to agree to go camping? Is it likely that he will
•
We can use the verb to get instead of the verb to be in
•
With verbs which can take two objects, such as bring
like me to lend you my yoga mat? (Shall I lend you ... ?)
tell, send, show, teach, promise, buy, sell, read, offer
Was/Were allowed to is used to express permission
give, lend, etc, we can form two different passive
on a specific occasion in the past. They were allowed
sentences.
to use their notes during the exam.
Mr Smith teaches us Geography, (active)
(NOT: They-ceukfuse....)
We are taught Geography by Mr Smith, (passive, more
Be bound to is used to express that it is certain that
usual)
something will happen, or it is very likely to happen.
Geography is taught to us by Mr Smith, (passive, less
usual)
You are bound to feel better ifyou improve your diet.
•
then in the passive, it is placed immediately after the
Module 5
verb. She is looking after our grandmother. Our
grandmother is being looked after.
The passive
the
If, in an active sentence, a preposition follows a verb
•
passive with
the verb
to be in
The verbs hear, help, see and make are followed b.
the
the infinitive without to in the active, but by the to-
appropriate tense and the past participle of the main
infinitive in the passive. They made us decide whatv,-:
verb. Only transitive verbs (verbs which take an object)
wanted to do. We were made to decide what we
We form
can be used in the passive.
We use the passive:
•
wanted to do.
•
let us leave earlier today. We were allowed to leave
when the person or people who do the action are
earlier today.
unknown, unimportant or obvious from the context.
A rave review was written for our restaurant. (The
•
the verb is in the interrogative form. Did you faxyo.
given to you. (It's not important to know who will give
application? Was your application faxed?
the instructions.)
when the action itself is more important than the
person/people who do it, as in news headlines,
newspaper articles, formal notices, advertisements,
•
•
When we want to find out who or what performed *a
action, the passive question form is Who/What... b)
What was the damage caused by?
instructions, processes, etc. The treaty is being signed.
Personal - Impersonal structures
when we want to avoid taking responsibility for an
Verbs such as assume, believe, feel, know, report, sa<
action, or when we refer to an unpleasant event and
think,
we do not want to say who or what is to blame. She
expect, etc can have two passive structures.
was misinformed about the meeting.
Changing from Active into Passive
•
In order to ask questions in the passive, we follow the
same rules as for statements, keeping in mind that
identity of the writer is unknown.) Instructions will be
•
Let becomes be allowed to in the passive. Our employe
Only transitive verbs (verbs that take an object) can be
changed into the passive. Active: She died young. (NOT:
understand,
allege,
claim,
estimate,
They think she is an excellent actress.
a) It + passive verb + that-clause (impersonal structure
It is thought that she is an excellent actress.
b) Subject + passive verb + to-infinitive (persons
She-was-died young.)
structure)
Note: Some transitive verbs (have, fit, suit, resemble,
She is thought to be an excellent actress.
lack, etc) cannot be changed into the passive. I have a
rumou-
л
П
Grammar
Referencewith do/does (present simple) and did (past simple).
They estimate there are about 7,000 languages.
Did you have your homework checked?
a) It is estimated that there are about 7,000 languages.
b) There are estimated to be about 7,000 languages.
•
We can also use have something done to talk about an
unpleasant experience that somebody had. We had
Reflexive - Emphatic pronouns (myselfyourself, etc)
•
our car stolen two weeks ago. (= Our car was stolen ...)
•
conversation. I'm going to get my hair dyed on Saturday.
Reflexive pronouns are used after certain verbs
Note: The word order is very important. She had her
(behave, burn, cut, enjoy, hurt, kill, look at, etc) when
nails polished and She had polished her nails have
the subject and the object of the verb are the same.
different meanings. In the first case, she arranged for
Did you hurt yourself? They can also be used after be,
someone to polish her nails whereas, in the second
feel, look and seem to describe emotions or states. He
case, she polished them herself.
doesn't look himself these days.
•
•
Reflexive pronouns can be used after prepositions,
Notes
but not after prepositions of place. He is ashamed of
•
somebody to do something.
herself)
/ got my sister to help me with my homework.
Certain verbs (wash, shave, dress, undress, meet, rest,
•
relaxed. (NOT: They sat down and relaxed themselves.)
Have + object (person) + bare infinitive to give
instructions/orders.
The principal had the pupils help to clean the school yard.
normally take a reflexive pronoun. They sat down and
•
Want and need can be used with an object and a past
participle, to indicate that you would like or need
Wash, shave and dress/undress can be used with a
reflexive pronoun to talk about young people or
something to be done.
animals, in order to indicate some difficulty. The little
/ want the essay rewritten.
I need the errors corrected.
girl is trying to wash herself. The little boy knows how to
dress himself.
•
Won't have + object + present participle or past
We use emphatic pronouns to give emphasis to the
participle is used to suggest that we will not allow
noun, or to the fact that a certain person performs an
someone to do something.
action. They come after the noun or pronoun they
I won't have you wandering around doing nothing!
emphasise. / myself booked everything. (I booked
They won't have their party ruined by their grumpy
everything, nobody else did it for me.)
neighbour.
The author signed the book himself. (The author signed
•
Get + object (person) + to-infinitive to persuade
himself BUT: She looked in front of her. (NOT: in front of
relax, stand up, get up, sit down, wake up, etc) do not
•
We can use the verb get instead of have in informal
the book, not anybody else.)
Substitution & Ellipsis
We can also use the emphatic pronouns with the
Substitution
preposition by when we mean alone/without company
Substitution is used to avoid repetition. The following
or without help (on one's own).
words can be used to replace a noun phrase or a verb
She repaired the sink by herself, (on her own)
phrase: it, there, that, one, do, so, neither, not.
Note these idioms: Enjoy yourselves! (Have a good
•
/ was mugged last week. It was such a shock.
•
The play starts at 9 o' clock at the theatre. I'll meet you
•
- Would you like to join me to an art exhibition next week?
(It = the fact that I was mugged)
time!) Behave yourself! (Be good!) He lives by himself.
(He lives on his own.) Help yourself to tea! (You're
there, (there = at the theatre)
welcome to take some tea if you want some.) Do it
yourself. (Do it without being helped.) Make yourself
at home!
- That sounds great!
(Feel comfortable!) Make yourself heard.
(That = joining you to an art exhibition)
(Speak loudly enough to be heard by others.) Make
yourself understood. (Make what you say clear.)
•
-I would love one! (one = a cup of tea)
Be/Feelyourself! (Feel better/normal).
Note: Each other means one another. Compare:
Family members look after each other. People without
a family have to look after themselves.
Causative form
- Would you like a cup of tea ?
•
- Do you like sushi?
•
- Did you say Dan is being made redundant?
•
I wasn't late last night and neither was Simon.
•
I think you'll find the police station easily; if not, call me.
- Yes, Ido. (do = like sushi)
- Yes, I think so. (so = that Dan is being made redundant)
(neither = not late)
•
We use have + object (thing) + past participle to say
that we have arranged for someone to do something
for us. She had her nails polished. (She didn't polish
them herself.)
•
Questions and negations of the verb have are formed
(not = you don't find the police station easily)
Ellipsis
Ellipsis is also used to avoid repetition. It involves omitting
words or phrases.
_ _
GR11
Grammar
Reference
•
She felt disappoin ted and (she felt) angry after the meeting.
•
"Will you be joining us tonight?"
If + past perfect/ past
"I'll try (to join you) but I'm not sure I can (join you).
•
would/could/might +
perfect bare infinitive
perfect continuous
If she had asked me to babysit the boys, 1 would have
She wanted to talk to the manager but she didn't (talk to
looked after them.
If 1 hadn't been tired last night, 1 could have met my
the manager).
•
-♦
She feels shocked about the robbery but (she feels) very
relieved that no-one was hurt.
•
Main Clause
/f-clause
I'm sorry I locked you out; I didn't mean to (lock you out).
Module 6
friends in town.
Mixed Conditionals
We can form mixed conditionals, if the context permits it,
Conditionals
by combining an /f-clause from one type with a main
clause from another.
Type 0 conditionals are used to express a general truth
or a scientific fact. In this type of conditionals, we can use
when instead of if.
Main Clause
/f-clause
If/When + present simple
—►
present simple
Main Clause
/f-clause
Type 1
Type 3
Iflam as talented as
/ should have been a rock star by
you say,
now.
Type 2
Type 3
Ifyou were less
you wouldn't have made so many
careless,
silly mistakes in your project.
Type 1 conditionals are used to express a real or very
Type 3
Type 2
probable situation in the present or future.
If 1 hadn't left my
/ would have some money with
wallet at home,
me now.
If/When you freeze water, you get ice.
Main Clause
/f-clause
If + present
—► future simple, imperative,
simple/s/?ou/d +
can/must/may etc + present
bare infinitive
bare infinitive
If I finish work by 5 pm, I will/may etc go to the gym
Inversion in //-clauses
When there is should, were or had in the //-clause, the
subject and the auxiliary verb can be inverted and /f is
omitted.
tonight.
If she should call, tell her to meet me at 8:00.
When the hypothesis (//-clause) comes before the main
Should she call, tell her to meet me at 8:00.
clause, we separate them with a comma. When the main
If I were you, I would tell him the truth.
clause comes before the //-clause, then we do not use a
Were I you, I would tell him the truth.
comma to separate them.
If I had known earlier, I would have helped you.
Note: With type 1 conditionals we can use unless +
Had I known earlier, I would have helped you.
affirmative verb (= if + negative verb). I won't be able to
help unless you explain what the problem is. (= if you do
Other phrases with hypothetical meaning
not explain)
Other phrases/expressions used in place of if are the
Type 2 conditionals (unreal present) are used to express
following: on condition that, provided (that), providing
imaginary situations, which are contrary to facts in the
(that), as long as, even if, only if, unless (= if not), assuming
present and, therefore, are unlikely to happen in the present
(that), say (that) (= let's suppose that), suppose (that
or future. We can use either were or was for all persons in
supposing (that), what if, since, as, even though, in case -
the/f-clause. We can also use ‘If I were you' to give advice.
Main Clause
If-clause
lf+ past simple/
past continuous
—►
would/could/might +
present bare infinitive
present tense (for the present), in case + past tense (fo'
the past), but for + gerund/noun.
Study the examples:
If Mr Evans attends our meeting, we'll discuss his ne
*
project. (He may attend or he may not.)
If he knew the answer to the question, he would tell us.
If I was flying to Australia, I would fly first class.
If I were you, I might buy a bigger house.
Type 3 conditionals (unreal past) are used to express
Provided (that)/Providing (that)/As long as Mr Evar:
attends our meeting, we'll discuss his new project. (We
only discuss his new project if he attends.)
Even if Mr Evans doesn't attend our meeting, we'll discuss
imaginary situations, which are contrary to facts in the
his new project. (Whether he attends or not doesn't affer
past. They are also used to express regrets or criticism.
the result.)
GR12
Only if Mr Evans attends our meeting, will we discuss his net
хч
П
Grammar^.
Reference
project. (We'll only discuss his new project if he attends.)
Notes
Unless Mr Evans attends our meeting, we won't discuss his new
•
If only is used in exactly the same way as I wish, but it
•
We can use were instead of was after wish and if only
is more emphatic or more dramatic.
project. (We'll only discuss his new project if he attends.)
Assuming (that) Mr Evans attends our meeting, we'll
for all persons. I wish I were rich!
discuss his new project. (We expect him to attend, and
•
we'll talk about his new project.)
Say/Suppose/Supposing (that) Mr Evans attends our
•
meeting, shall will discuss his new project? (It is unlikely
that he will attend but, if he does, would you like us to
After the subject pronouns I and we, we usually use
could instead of would. I wish I could speak Chinese!
Wish + to-infinitive = want to (formal)
I wish to make a complaint.
•
discuss his new project?)
In order to express hope, we can't use wish; instead,
we use I hope + present/future tense. I hope you'll
What if we discussed Mr Evans'new project? (I suggest that
pass your exams. (NOT: / wish you passed your-exams.)
we discuss his new project.)
When Mr Evans attends our meeting, we'll discuss his new
project. (He will definitely attend.)
Had better/Would rather/Prefer/Would prefer
Had better (= it would be good to) is used to give strong
Since/As Mr Evans can't attend our meeting, we won't
or urgent advice. Had better refers only to the present or
discuss his new project. (The fact that he can't attend
future.
means that we can't discuss his new project.)
•
Even though Mr Evans won't attend our meeting, we'll
discuss his new project. (We know he isn't attending, but
had better + bare infinitive -* future
/ had better get back to work.
•
we'll discuss his new project regardless.)
It would have been better if+ past perfect —► past
It would have been better ifyou had followed my advice.
In case Mr Evans attends our meeting, we'll be ready to
discuss his new project. (It is rather unlikely that he will
attend, but we'd better be prepared.)
Would rather (= would prefer to) expresses preference.
When the subject of would rather is also the subject of
the following verb, we use the following constructions:
Mr Evans attended the meeting in case we discussed his
•
new project. (He attended because he was afraid we
might discuss his new project without him.)
•
would rather + perfect bare infinitive —* past
I'd rather have watched a comedy, but my friends
But for Mr Evans attending (= If Mr Evans had not attended)
wanted to see the new sci-fi film.
our meeting, we wouldn't have discussed his new project.
(We only discussed his new project because he attended.)
would rather + present bare infinitive —♦ present/
future / would rather stay at home tonight.
•
would rather + present bare infinitive + than +
present bare infinitive/noun
Wishes
I'd rather read a book than watch a film.
I'd rather have tea than coffee.
We use wish/ifonlyto express a wish.
Use
Verb tense
/ wish +
/ wish 1 lived in a
to say that we
past
bigger house!
would like
simple/
1 wish you weren't
something to be
leaving soon!
different about a
past
present situation
continuous
When the subject of would rather is different from the
subject of the following verb, we use the following
constructions:
•
would rather + past tense —► present/future
I'd rather you didn't smoke in the living room.
•
would rather + past perfect —► past
I'd rather you had told me about the meeting earlier.
/ wish +
1 wish 1 had
to express regret
past
followed your
about something
Study the constructions of prefer;
perfect
advice! (but 1 didn't)
which happened or
•
If 1 only 1 hadn't
didn't happen in
(general preference)
hidden the truth
the past
I prefer to eat healthy food rather than (eat) fast food.
•
from my parents!
/ wish +
1 wish you would
to express:
subject +
be more patient!
• a polite imperative
would +
If only it would
• a desire for a
bare
stop raining!
1 wish my sister
would stop taking
my clothes without
prefer + -ing form/noun + to + -ing form/noun
(general preference)
(but 1 did)
infinitive
prefer + full infinitive + rather than + bare infinitive
I prefer meat to fish. I prefer cycling to sailing.
•
infinitive (specific preference)
/ would prefer to go hiking rather than stay in this
situation or
a person's
behaviour to
change
would prefer + full infinitive + rather than + bare
weekend.
•
would prefer it if + past tense (preference in the
present)
/ would prefer it if I had more options.
my permission!
G='3
_ Grammar
___Reference
•
Module 7
would have preferred it if+ past perfect (preference
in the past)
И/е would have preferred it ifyou had informed us earlier.
The unreal past
Reported Speech
Reported speech is the exact meaning of what someone
said, but not the exact words. We do not use quotation
The past simple can be used to refer to the present
marks. The word that can either be used or omitted afte'
when we talk about imaginary, unreal or impossible
the introductory verb (say, tell, suggest, etc).
situations, which are contrary to facts in the present.
She said (that) she would call him back in five minutes.
The past perfect can be used to refer to imaginary,
unreal or impossible situations, which are contrary to
facts in the past.
Say - Tell
•
say + no personal object - He said he was exhaustec
•
say + to + personal object - He said to us he was
The past simple is used with:
•
•
exhausted.
type 2 conditionals - Children would be healthier if
•
they exercised more.
Note: We cannot use say about. We can use tell sb/speal
tell + personal object - He told us he was exhausted.
suppose/supposing - Suppose/Supposing your best
talk about instead.
friend lied to you, how would you feel?
She told us/spoke/talked about her childhood frequently.
•
wish/if only - I wish/lf only I could travel more!
•
would rather/sooner (present) - I'd rather/sooneryou
•
as if/as though - She behaves as if she were the boss.
•
It's (about/high) time - It's (about/high) time you
Expressions used with say, tell and ask.
came over now.
hello, good morning/afternoon etc, something
Say
nothing, so, a prayer, a few words, no more, for
certain/sure, etc
made up your mind.
the truth, a lie, a story, a secret, a joke, the time
The past perfect is used with:
•
Tell
type 3 conditionals - If she had listened to me, she
the difference, one from another, someone's
fortune, etc
wouldn't have got into trouble.
•
suppose/supposing - Suppose/Supposing you had
Ask
found out the truth, how would you have reacted?
•
a question, a favour, the price, after somebody
the time, around, for something/someone, etc
wish/if only -1 wish/lf only I hadn't eaten so much last
night!
•
would rather/sooner (past) - I'd rather/sooneryou
•
as if/as though - He looked as if/as though he had
hadn't mentioned anything to her.
Reported statements
•
In reported speech, personal/possessive pronou^
and possessive adjectives change according to И
meaning of the sentence.
seen a ghost.
Maria said, "I'm going to study abroad."
Notes
•
It would have been better if+ past perfect (past)
It would have been better ifyou had followed my advice.
•
would rather + bare infinitive + than + bare infinitive
Maria said (that) she was going to study abroad.
•
We can report someone's words either a long timt
after they were said (out-of-date reporting), or a she '
time after they were said (up-to-date reporting).
(general or specific preference)
I'd rather go out with my friends than stay in tonight.
•
Different constructions can be used with it's time, with
similar meanings:
It's time + to-infinitive. It's time to leave now.
It's time for + object + to-infinitive. It's time for us to
leave now.
Up-to-date reporting
The tenses can either change or remain the same г
reported speech.
Direct speech: Tom said, "I haven't checked the report yr'
Reported speech: Tom said (that) he hasn't/hadn't
checked the report yet.
Out-of-date reporting
The introductory verb is in the past simple, and t'tenses change as follows:
GR14
Grammar
Reference —
Reported speech
Direct speech
Present Simple
•
the following verbs/verb phrases are used: had better,
could, would, used to, needn't have, should, might and
Past Simple
ought to.
He said (that) he was excited.
"1 am excited."
"И/e should visit Paris someday."
They said (that) they should visit Paris someday.
Present Continuous * Past Continuous
"1 am watching a film
He said (that) he was watching
now."
a film at that moment.
He said, "I had better get Mum a souvenir."
He said (that) he had better get Mum a souvenir.
•
Present Perfect —► Past Perfect
"1 have read this book."
there is a past simple or a past continuous in a time
clause.
He said (that) he had read that
She said, "When I was sleeping, I had a strange dream."
book.
She said (that) when she was sleeping, she had a strange
dream.
Past Simple * Past Simple or Past Perfect
"They bought a new
They said (that) they (had)
car."
bought a new car.
•
the time of the information being reported in not over
yet.
She said, "I'll call you tomorrow". She said (that) she will
Past Continuous * Past Continuous or
call me tomorrow. (It's still the same day).
Past Perfect Continuous
"1 was washing the
She said that she was washing/
Reported questions
dishes at 9 pm last
had been washing the dishes
•
night."
at 9 pm the previous night.
know.
Future (will) —►would
•
"1 will go shopping
She said (that) she would go
tomorrow."
shopping the following day.
•
reported
-♦
—►
yesterday
—►
*
-
that week
last week
—*
the week before, the previous week
next week -»
•
—► before
here
—► there
come
—* go
bring
—► take
then the reported question is introduced with /for
whether.
"Do you play hockey on Saturdays?" (direct question)
He asked me if I played hockey on Saturdays, (reported
question)
•
subject + appropriate introductory verb.
"Will you tell me?" she said. "No," he said. —♦ She asked
him if he would tell her, but he said he wouldn't. OR She
when the introductory verb is in the present, future
Chloe says, "I'm happy."
asked him if he would tell her but he refused.
•
speech.
she said. She reminded me (that) it wasn't the first time
law of nature. Our teacher said, "Cuba is an island."
•
reported
"This isn't the first time he has made this mistake, is it?"
in reported speech when reporting a general truth or
Note: The verb tenses remain the same in reported
in
introductory verb, in order to retain their effect.
The verb tenses can either change or remain the same
Our teacher said (that) Cuba is/was an island.
Question tags are omitted
However, we can use the verb remind as a suitable
Chloe says (that) she is happy.
•
Yes/No short answers are expressed in reported
speech with subject + appropriate auxiliary verb OR
The verb tenses remain the same in reported speech
or present perfect.
When the direct question begins with an auxiliary
verb (be, do, have), or a modal verb (can, may, etc),
the week after, the following week
ago
introduced with the same
"What time is it?"he asked her. (direct question)
the day before, the previous day
this week
is
He asked her what time is was. (reported question)
the next/following day
tomorrow
•
then, immediately, at that moment
that day
question
question word.
to the meaning, as follows:
now
When the direct question begins with a question
word (who, where, how, when, what, etc), then the
Certain words and time expressions change according
today
Reported questions are usually introduced with the
verbs ask, inquire, wonder or the expression want to
he had made that mistake.
•
In reported questions, the verb is in the affirmative.The
question mark and words/expressions such as please,
speech when:
well, oh, etc are omitted. The verb tenses, pronouns
the verb of the sentence is in the unreal past.
and time expressions change as in statements.
She said, "I would rather you called me a bit later."
"Can I have a glass of water, please?" (direct question)
She said (that) she would rather I called her a bit later.
He asked me if he could have a glass of water, (reported
They said, "It's time we left."
question)
They said (that) it was time they left.
GR15
Grammar
Reference
Indirect questions
•
Reported speech
Direct speech
Indirect questions are used to ask for advice or
He said, "1 will always He said (that) he would always -“J
information. They are introduced with: Could you tell
do my best to help."
his best to help.
He said, "1 can't visit
He said (that) he couldn't vis:
the National Park."
National Park, (present
me... ?, Do you know... ?, I wonder..., I want to know
..., I doubt..., etc, and the verb is in the affirmative. If
the indirect question starts with 'I want to know ...' 'I
1
reference)
wonder ...'or'/ doubt...', the question mark is omitted.
"Where is John?"she asked me. (direct question)
"Do you know where John is?" she asked me. (indirect
question)
He said, "You can
He said (that) we would be able
feed the animals
to feed the animals later. (futb
*e
later."
reference)
"Did she tell you the truth?" she asked me. (direct
He said, "The ice may He said (that) the ice might/соил 1
question)
melt overnight."
melt overnight.
He said, "Shall 1 book
He asked (me) if he should boot z 1
a skiing trip?"
skiing trip, (advice)
"Could you tell me if she told you the truth?" she asked
me. (indirect question)
Question words {what, where, who, etc) or whether,
BUT NOT why, can be followed by an infinitive in
He said, "When shall
He asked when we would go on
reported speech if the subject of the question is the
we go on holiday?"
holiday, (information)
speaker.
He said, "Shall 1
He offered to make me coffee.
"Where can I leave it?" she asked me. —► She wanted to
make you coffee?"
(offer)
He said, "They must
He said (that) they must have gzc
have got delayed."
delayed, (assumption)
He said, "You must
He said (that) 1 had to respect
respect nature."
nature, (obligation)
know where to leave it.
Reported commands, requests, suggestions, etc
To report commands, requests, suggestions, instructions,
etc, we use a special introductory verb followed by a to-
infinitive, -Ing form or thot-clause, depending on the
He said, "You needn't He said (that) 1 didn't need
introductory verb.
worry."
In order to report orders, we use the introductory verbs
order or tell + sb + (not) to-infinitive.
Get out of the car! (direct order)
to/didn't have to worry, (presen:
reference)
He said, "You needn't He said (that) 1 wouldn't have to
buy a tourist guide."
The policeman ordered him to get out of the car. (reported
buy a tourist guide, (future
reference)
order)
Stop smoking." (direct order)
The doctor told me to stop smoking, (reported order)
Subjunctive
Modal verbs in reported speech
The subjunctive (the bare infinitive form used for a
persons: / go, you go, he/she/it go, etc) is used afte'
The following modal verbs change in reported speech
when the reported sentence is out-of-date.
will
can
may
would
could (present reference)
would be able to (future reference)
might/could
certain verbs and expressions in formal speech. These
are: advise, ask, demand, insist, propose, recommend
request, suggest, it is essential, it is imperative, it is
important, it is necessary, it is vital, followed by (that +)
subject. In British English, we normally use "should +
bare infinitive" instead of the subjunctive.
It is vital (that) he deliver the parcel today, (less usual)
It is vital that you should deliver the parcel today, (more
should (asking for advice)
shall
would (asking for information)
offer (expressing offers)
must
must (expressing possibility or assumption)
had to (expressing obligation)
didn't need to (present reference)
needn't
didn't have to (present reference)
wouldn't have to (future reference)
R16
usual).
Grammar
Reference
SPECIAL INTRODUCTORY VERBS
Reported speech
Direct speech
Introductory verb
+ to-inf
"You're right! We should stay in tonight!"
T
He agreed to stay in that night.
*claim
"This is the truth and 1 know it!"
T
She claimed to know the truth.
*demand
"1 want a refund!"
T
He demanded to get a refund.
"1 can help you with the housework."
t
She offered to help me with the housework.
"1 will bring your laptop back in two hours."
T
She promised to bring my laptop back in two hours.
"1 won't forgive you!"
T
She refused to forgive him.
"We are going to strike if we don't receive
T
agree
offer
* promise
refuse
* threaten
They threatened to strike if they didn't receive a
pay rise.
a pay rise."
+ sb + to-inf
advise
"If 1 were you, 1 would call him back."
T
allow
"You may go to the party as long as you don't
T
She advised her to call him back.
They allowed her to go to the party as long as she
didn't come back late.
come back late."
ask
"1 need you to work late tonight."
T
He asked me to work late that night.
beg
"Please don't leave!"
T
He begged her not to leave.
command
"Report to the main deck!"
T
The Admiral commanded them to report to the
main deck.
encourage
"1 think you should begin playing the piano."
"You mustn't leave the school grounds."
T T
My dad encouraged me to begin playing the piano.
forbid
invite
"Would you like to come to my party?"
T
She invited us to go to her party.
order
"Stay right here!"
t
The police officer ordered him to stay right there.
* remind
"Don't forget to buy some milk."
* warn
"Be careful! The floor is slippery!"
T T
He reminded me to buy some milk.
The principal forbade us to leave the school grounds.
Our mother warned us to be careful because the
floor was slippery.
-ing form
He accused her of stealing his wallet.
"To be honest, 1 was a little bit scared."
T T T T
* admit (to)
"1 know you stole my wallet!"
T
accuse sb of
She admitted (to) being a little bit scared.
apologise for
"I'm sorry 1 lost my temper."
boast about
"My son is a genius!"
complain (to sb)
"Your dogs are constantly barking!"
"1 didn't take your skirt without your permission."
She denied taking her skirt without her permission.
"I'm sure I'm right!"
T
Mark insisted on being right.
"Why don't we eat out tonight?"
T
* suggest
He suggested eating out that night.
+ that-clause
think
inform sb
"It was a difficult film to make."
"Your application has been rejected."
explain to sb how + "That's how you should answer the question."
—►
—►
—►
The director thought that it had been a difficult
film to make.
They informed me that my application had been
rejected.
He explained to me how to answer the question. /
He explained to me how 1 should answer the
to-infinitive/
"Why is he late?" she asked herself.
—►
wonder where/
"What shall 1 get her for her birthday?"
—►
what/how + to-
he asked himself.
clause
wonder where/
They complained (to us) about our dogs
T
insist on
She boasted about her son being a genius.
constantly barking.
about
*deny
She apologised for losing her temper.
question.
She wondered why he was late.
what/why/how +
clause
He wondered what to get her for her birthday.
infinitive (when the
subject of the infinitive
is the same as the
subject of the verb)
for the words with the asterisk, see GR18
GR17
Grammar
Reference
•
The verbs marked with an asterisk (*)
can also be
•
with historical periods/events (the Elizabethan period,
•
with the words only, last and first (used as adjectives).
•
with the words station, cinema, theatre, library, shop,
the Korean war.), BUT World War II.
followed by a that-clause in reported speech.
Keith admitted that he had felt hurt by what I had said.
Note: In order to report negative commands and
requests, we usually use not + to-infinitive.
•
She was the first one to call him.
Direct speech: The teacher said, "Don't make so much
coast, sea(side), beach, country(side), cityjungle, world,
noise!"
ground, weather. I'd rather live in the countryside.
Reported speech: The teacher told us not to make so
•
with group nouns (the committee).
much noise.
•
with adjectives used as nouns to describe groups of
•
with inventions (the steam engine, the plough).
people (the rich, the unemployed, the poor, the elderly).
In conversation, we use a mixture of statements,
commands and questions. When we turn them into
reported speech, we use and, as, adding that, and
he/she
added
that,
because,
but,
since,
etc.
Words/Expressions such as oh!, oh dear, well, etc are
We do not use the:
•
about something in general. Teenagers tend to use
omitted in reported speech.
Direct speech: "Oh dear! I won't be able to finish the
project on time!" Maria said to him. "You see, I only have
two days left before the deadline."
digital media more than adults.
•
before proper nouns. George is visiting Rome next week.
•
before the names of sports, games, activities, days,
months, celebrations, colours, drinks and meals.
Reported speech: Maria said that she wouldn't be able
to finish the project on time because she only had two
days left before the deadline.
Most boys enjoy football. They had lunch at Jen's.
•
BUT: The Italian language is considered to be one of the
easiest languages to learn.
We use the:
•
words States, Kingdom or Republic (Canada, Argentina,
Maria has got a car; the car is red.
Morocco). BUT there are some exceptions: the Ukraine,
with nouns that are unique (the Moon, the Sun, etc).
•
with names of newspapers (the Times), cinemas (the
the Gambia, the Vatican.
•
Village), theatres (the Rex), museums/art galleries (the
BUT: theM6, theA42), squares (Times Square), bridges
(London Bridge BUT the Golden Gate Bridge), parks
(the UN).
(Hyde Park),
with names of rivers (the Nile), groups of islands (the
Central), mountains (Kilimanjaro), individual islands
(the Arabian desert), oceans (the Pacific), canals (the
(Crete), lakes (Lake Michigan) and continents (Asia).
with possessive adjectives/the possessive case.
•
with the names of restaurants, shops, banks, hotels,
That is not my laptop; it's my brother's.
etc which are named after the people who started
them (Macy's).
in
geographical
terms
such
as
the South of France,
the
•
the
which they exist. He was charged with murder and sent
with names of musical instruments/dances (the
trumpet, the waltz).
to prison. BUT: He's a warden and works in the prison.
•
with the word work (= place of work). She comes back
•
with the words home, mother, father, etc when we talk
•
with by + means of transport (by bus/ferry/train/car,
with names of families (the 5m/ths)/nationalities
ending in -sh, -ch or -ese (the British).
from work at 7.
with titles (the Duchess, the Princess) but NOT with
titles including a proper name (Princess Diana).
about our own home/parents. "Let's go home. It's late!"
with adjectives/adverbs in the superlative form (the
best book I've ever read), but when most is followed by
etc).
•
with names of illnesses. Luke's got asthma. BUT:
•
with names of meals. Breakfast is the most important
a noun, it doesn't take the (Most teenagers enjoy
listening to music.).
flu/the flu, measles/the measles, mumps/the mumps.
with the words day, morning, afternoon and evening.
meal of the day. BUT: The breakfast I had this morning
It was early in the morning. BUT: at night, at noon, at
midnight, by day/night.
with the words bed, hospital, college, court, prison,
school, university, when we refer to the purpose for
North/South/East/West.
•
was great. (It's a specific breakfast).
•
with names of substances. Grape juice is used to make
wine.
GR18
Grand
China), nouns with of (the president of the United
States),
•
(Paddington,
Nepal, the United States, the People's Republic of
Antarctic/Arctic/Equator,
•
railway stations
•
Panama Canal), countries when they include words
such as States, Kingdom, Republic (the Kingdom of
•
with names of streets (Milton Street, Madison Avenue
Acropolis Museum), ships (the Titanic), organisations
Bahamas), mountain ranges (the Himalayas), deserts
•
with the names of countries which don't include the
with nouns when talking about something specific.
•
•
with names of languages, unless they are followed by
the word language. Peter speaks Italian and English.
The Definite article the
•
with uncountable and plural nouns when talking
Grammar^
Reference
They are both required. Both of them are required. Both
The indefinite article a/an
pieces of equipment are required.
•
•
•
The indefinite article a/an can be used only with
•
positive meaning and takes a verb in the plural. It is
which one we talk about.
the opposite of none. All the tourists took photos. All
We can use a/an when there is an adjective before a
of them took photos. They all took photos. All four of
noun. We are staying in a beautiful hotel by the beach.
them took photos.
A/An can also be used with: fractions (а/one quarter),
All + that-clause (= the only thing that) takes a
measurements (а/one metre), weight (а/one pound),
whole numbers (а/one million), price/weight (40p
a kilo), frequency
•
•
All refers to more than two people or things. It has a
singular countable nouns, when we do not define
singular verb. All that he did was sit by the pool.
•
(twice a day), distance/fuel (40
None refers to more than two people or things. It has
a negative meaning and isn't followed by a noun.'7s
kilometres a litre), speed (50 km an hour), illnesses (a
there any snow on the mountain?" "No, none." None of
sore throat), jobs (work as a teacher).
is used before nouns or object pronouns followed by
a/an + noun (any one) I'd like a bottle of water, please,
a verb either in the singular or plural. It is the
one + noun (when counting) I'm sorry, I want one
opposite of all. None of the hikers/them had a map.
bottle, not two.
Note: no + noun. There's no garden more beautiful
When we use a noun in the singular number to
represent a class of things/animals, the or a/an must
than theirs.
•
Either (= any one of the two) / Neither (= not one and
be used.
not the other) refer to two people or things and are
The elephant weighs up to 7,000 kg.
used before singular countable nouns. Either day trip
An elephant weighs up to 7,000 kg.
would be interesting. Neither boy likes camping.
For generalisations we can also use the plural.
Neither of/Either of take a verb either in the singular
Dinosaurs existed between 230 and 65 million years ago.
Determiners
or plural. Neither of them is/are going camping.
•
always use a/the/this/my etc + whole + countable
noun, the whole summer (= all summer)
Determiners are: the indefinite article (a/an), the definite
article (the), demonstratives (this - these/that - those),
•
One/Ones are used to avoid repetition of a countable
•
Both ... and ... + plural verb. Both Mary and Jill know
•
Either... or.../ Neither... nor.../ Not only... but also...
noun. "Which bicycle is yours?" "The red one."
possessive adjectives (my, your, his, etc), quantifiers
(some, any, every, no, both, each, either, neither, none,
how to surf.
enough, several, all, most, whole, etc) and numbers (one,
two, etc).
Whole (= complete) is used with countable nouns. We
+ singular or plural verb depending on the subject
This - These are used:
•
for people or things near us. This is my rucksack.
•
for present/future situations. I'm going hiking this
weekend.
•
when the speaker is in or near the place he/she is
which follows or, nor, but also. Neither my sister nor
my parents enjoy swimming.
'Other' constructions:
•
the other(s) = the rest. I took this photo but the others
•
others = several more apart from the ones already
were taken by Bill.
referring to. This cave is huge. (The speaker is inside
the cave.)
•
mentioned. Some people like relaxing holidays, but
to introduce people or to identify ourselves on the
others look for an adventure.
phone. Hello, this is George speaking.
•
That - Those are used:
•
•
•
every other = alternate. We go hiking every other week.
cloud in the distance!
•
the other day = a few days ago. There was a storm the
•
the other one(s) = not this/these but sb/sth else. Th s
•
another =
for past situations. That was a strong storm we had last
other day so we couldn't go diving.
to refer back to something mentioned before.
"I climbed Mt Everest last summer." "That's amazing!"
•
each other to reach the peak safely.
for people or things not near us. Look at that dark
night.
•
each other = one another. The climbers depend on
lake is nice but the other one was less crowded.
when speaking on the phone to ask who the other
person is. Hello? Who's that, please?
one
more
apart from those already
mentioned. Is there space for another person on the ooad
•
Another can be used with expressions of distance,
Note: This - These / That - Those are not always followed
money and time. It will be another three hours before
by nouns. That's how we crossed the river.
the train comes.
•
Both refers to two people or things. It has a positive
meaning and takes a verb in the plural. It is the
opposite of neither/not either. Life jackets and helmets
are required. Both life jackets and helmets are required.
GR19
Grammar
Reference
Countable - Uncountable Nouns
•
Every refers to a group of people/things as a whole.
Every teacher has to attend the seminars, (all of them
•
Countable nouns are those that can be counted (one
chair, two chairs, etc). Uncountable nouns are those that
together)
•
cannot be counted (water, coffee, etc). Uncountable
Each teacher has to have one-to-one meetings with the
nouns take a singular verb and are not used with a/an.
Groups of uncountable nouns include:
parents, (one at a time)
•
•
mass nouns (cheese, sugar, salt, etc)
•
nouns ending in -ics (physics, mathematics, etc)
Each refers to the members of a group individually.
Each is also used to refer to two people/things.
She wore silver bangles around each wrist.
•
Note: statistics + plural verb; politics + singular/
The pronouns everyone, everybody, everything and
the
adverb
everywhere
are
plural verb
interrogative
The statistics are annoying.
followed by a singular verb.
Politics is an interesting field of study.
and
negative
used
in
affirmative,
sentences,
and
are
•
We use every to show how often something happens.
•
We
What are his politics?
We go out every Friday night.
•
sports (basketball, volleyball, tennis, etc)
•
languages (French, English, Spanish, etc)
•
diseases (measles, chickenpox, etc)
without exception. He washes his hair nearly every
•
natural phenomena (wind, hail, rain, etc)
day.
•
some abstract nouns (information, love, courage, etc)
use
every,
but
not
each,
with
words
and
expressions such as almost, nearly, practically and
A few/Few - A little/Little
Some/Any/No
A few and few are used with plural countable nouns.
Some, any and no are used with uncountable nouns and
A little and little are used with uncountable nouns.
plural countable nouns, some orange juice, some bottles
•
A few (= not many but enough) + countable noun.
•
Few (= hardly any, almost none) + countable noun. It
•
Some
and
something,
its
compounds
somewhere)
(somebody,
are
normally
someone,
used
in
There are a few pages left to finish the book.
affirmative sentences. There are some eggs in the fridge.
•
can be used with very for emphasis. There were (very)
Some and its compounds are also used in interrogative
sentences when we expect a positive answer, for
few chairs for the students to sit.
•
A little (= not much but enough) + uncountable noun.
•
Little (= not much, almost none) + uncountable noun.
example when we make an offer or request. Would you
like some cake?
•
I'd like a little milk in my coffee please.
Any and its compounds (anyone, anybody, anything,
It can be used with very for emphasis. There is (very)
anywhere) are normally used in interrogative sentences.
little orange juice left. We have to buy some.
/5 there any milk left? Not any is used in negative
•
sentences. There aren't any chairs in the classroom. Any
A lot of/Lots of- Much - Many
and its compounds can also be used with negative
•
and uncountable nouns. They are normally used in
tasted anything like it.
affirmative sentences. The of is omitted when a
When any and its compounds are used in affirmative
lot/lots are not followed by a noun.
sentences, there is a difference in meaning.
There are a lot/lots of good players at my tennis club.
We can go anywhere you like, (it doesn't matter where)
Is there lots of sugar in this cake? Yes, there's lots.
Anyone could have seen you last night, (it doesn't matter
•
who)
•
A lot of/Lots of are used with both plural countable
words, such as without, never, rarely. I have never
interrogative sentences. Much is used with uncountable
No and its compounds (nobody, no-one, nothing,
nouns and many is used with plural countable nouns.
nowhere) are used instead of not any in negative
There aren't many men in this cookery course. We don't
sentences. We had no homework to do. (= We didn't
have any homework to do). There was nobody there.
need much time to figure out what to do.
•
(= There wasn't anybody.)
How much -1- uncountable noun —► amount
some, any and no. Someone is behind the door.
How many + countable noun —► number
How much information have we got on the issue?
Every/Each
We normally use them when we refer to three or more
How much and how many are used in questions and
negations.
Note: We use a singular verb with the compounds of
Each and every are used with singular countable nouns.
Much and many are normally used in negative and
How many people are coming to your party?
•
Too much is used with uncountable nouns. It has a
negative meaning, and shows that there is more of
people or things. Every student in this group studies
something than wanted or needed. / had too much to
German. Each student was given a special prize.
eat last night.
GR20
Г“|
Grammar
Reference—
•
Module 8
Too many is used with plural countable nouns. It has a
negative meaning, and shows that there are more
Subordinate clauses
people/things than wanted or needed.
You included too many unnecessary details in your story.
•
We use many/much/some/any/most/(a) few/(a) little/
several/one/two etc + of followed by the/that/this/
these/those + noun, when talking about a specific
group. Some of the songs you've written are actually
very good, (your songs) BUT: Some songs are really
good, (songs in general)
Subordinate clauses complete or add to a main clause.
They may function grammatically as a subject, object or
adverb in a sentence.
•
clauses as subjects
•
clauses as objects
Whoever broke the window will be in trouble.
They told us (that) the performance was amazing.
•
Inversion
clauses as adverbs, i.e. time clauses, clauses of purpose/
result/concession/reason/place, etc.
Inversion involves putting the verb before the subject in
an
affirmative
sentence.
It
is
used
expressions which are placed first in the sentence in
order to give emphasis.
•
•
Relative clauses
Relative clauses are introduced with either a relative
Inversion with auxiliary verbs:
•
The film was OK although we had read bad reviews.
certain
after
with negative, restrictive or emphatic expressions.
pronoun or a relative adverb.
No sooner had he turned on the television than the
Relative pronouns
doorbell rang.
We use:
a)
b)
which/that to refer to things.
gasped.
c)
whose with people, animals and objects to show
possession (instead of a possessive adjective).
in the main clause after the phrases: Only after, Only
by, Only if, Only when, Not until/till, Not since.
Only after the credits had finished did they leave the
•
Only by standing on her tiptoes could she see the stage.
Not till the last note was played did the audience make
I bought last week.
•
instead of who or that after a preposition. My sister is
with conditionals: Should I... (type 1), Were I... (type
Were he a better-known actor, he would never have
the person to whom I always tell my secrets.
•
won the prize is excellent.
•
Inversion without auxiliary verbs:
Relative adverbs
On go the lights! BUT: On they go!
We use:
after the quoted words of direct speech.
a)
"The film is starting,"said Ben. BUT:... he said.
restrictive
or emphatic
meaning
when to refer to time.
That was the day (when) I decided to move abroad.
The most common adverbs and adverbial phrases with
negative,
Whose is never omitted. This is the girl whose
grandparents live in Scotland.
after adverbs and adverbial phrases.
Here comes the cast! BUT: Here they come!
•
Who, which and that are not omitted when they are
the subject of the relative clause. The book which
taken that role.
•
Whom can be used instead of who when it is the
object of the relative clause. Whom is always used
a sound.
2), Hadi... (type 3).
Who, which and that can be omitted when they are
the object of the relative clause. This is the dress (that)
cinema.
•
who(m)/that to refer to people.
with clauses of result.
Such a difficult trapeze act was it that the audience
b)
followed by inversion are: Seldom, Rarely, Little, Nowhere,
Not even once, In no way, Scarcely ... when, Hardly ...
where to refer to a place.
This is the hospital where I was born.
that are
c)
why to give a reason, after the word reason.
That's the reason why she decided to move out.
when, Barely ... when, No sooner ... than, Not only ... but
(also), On no occasion/account/condition, In/Under no
circumstances, Only in this way, Only then, Never, Never
before, Neither/Nor/So, Well (formal), etc
"I like rock music." "So do I."
Well do I remember the first time I ever went to see a band!
On no occasion did the tightrope walker ever fall!
Defining/Non-defining relative clauses
A defining clause gives necessary information, essential
to the meaning of the main sentence. It is not put
between commas, and is introduced with who, whom,
which, that, whose, where, when or the reason (why). I'm
really fond of the woman who lives next door.
Never had they seen such a frightening act!
Little did they know what would happen that day!
A non-defining relative clause gives extra information,
and is not essential to the meaning of the main sentence.
It is put between commas, and is introduced with who
GR21
Grammar
^zzReference
whom, which, whose, where or when. My bicycle, which
Time clauses
I've had for a long time, is now falling apart.
We cannot omit the relative pronoun or replace it with
that. Carl, whom everyone admires for his cooking, has
invited us to dinner. (NOT: Carl, everyone admires for his
cooking, .../Carl, that everyone admires for his cooking,...)
Time clauses are introduced with time conjunctions or
expressions such as: after, as, as soon as, before, by, by
the time, hardly ... when, no sooner ... than, now that,
once, (ever) since, the minute (that), the moment (that),
then, the sooner... the sooner, till/until, on/upon, when,
Notes
•
•
whenever, while.
That can replace the relative adverb when, or be
The tickets sold out as soon as they became available.
omitted, in an informal style. He'll never forget the day
Time clauses follow the rule of the sequence of tenses;
(when/that) the earthquake happened.
that is, when the verb of the main clause is in a present
That replaces where, or is omitted, only after the words
or future form, the verb of the time clause must be in a
somewhere, anywhere,
•
•
everywhere and
present form, and when the verb of the main clause is in
place Have you got somewhere (that) I can store my
a past form, the verb of the time clause must be in a past
schoolbooks?Is there anywhere (that) I can find this book?
form too.
That is never used after prepositions.
I'll read the book before I see the film.
nowhere,
That's the place in which she was born. (NOT: That's the
They arrived after the play had begun.
place in that she was bom.)
We never use a future tense in a future time clause;
In non-defining relative clauses, we can use each,
instead, we use a present tense.
part, some, very little/few, a number, both, all, one,
The rehearsals will start next week. We'll be very busy then.
either, neither, most, none etc + of which/whom, to
We'll be very busy when/after the rehearsals start/have
refer to a term in the main clause.
started. (NOT: will start or will have started)
I have two brothers, both of whom are fair-haired.
This is my favourite book, part of which was written
while the author lived in Athens.
•
At which point/ in which case/ which is why can be
used to introduce a comment on the main clause.
Compare:
when (time conjunction) + present tense
When I enter the cinema, I will turn off my phone.
when (question word) + present tense or future tense
I ran 12 miles without stopping, at which point I decided
When does the film end?
to have a break.
When will you get home?
Relatives with prepositions
Clauses of purpose
The preposition is put in front of whom or which (formal
English). It can also be put at the end of the relative
To-infinitive is commonly used to express purpose. We
clause, in which case whom becomes who. In such
can also use in order to and so as to. In order to and so as
instances, however, that (less formal) is more commonly
to are more emphatic and also more formal.
used instead of who/which. In everyday speech, it is also
The actor put on makeup in order to/so as to change her
common for who/which/that to be omitted altogether.
appearance.
That's my friend with whom I went on holiday, (formal)
Clauses of purpose are introduced with so that/in order
That's my friend who I went on holiday with, (less formal)
that in the following way:
That's my friend (that) I went on holiday with, (informal)
so that/in order that + will/can
(present/future reference)
(common
so that/in order that + would/could
structures)
Where can be replaced by:
a)
preposition + which
b)
which/that + clause + preposition
c)
clause + preposition (no relative)
Ann practises the piano every day so that she will/can
That's the building where I worked for seven years.
improve. The music students practised every day so that
a)
That's the building in which I worked for seven years.
they would/could improve.
b)
That's the building which/that I worked in for seven
so that/in order that + may/should
years.
c)
That's the building I worked in for seven years.
When can be replaced by:
a)
preposition + which
b)
that + clause + preposition
c)
no relative, no preposition
2002 is the year when I got married.
a)
GR22
(past reference)
2002 is the year in which I got married.
b)
2002 is the year that I got married in.
c)
2002 is the year I qot married.
(present/future reference)
(formal
so that/in order that + might/should
structures)
(past reference)
The film director hired a taxi in order that he should not be
late for the premiere.
Note: We use so that, but not the to-infinitive structure,
when the
main
and the subordinate clauses
have
different subjects. We booked an extra ticket so that Mia
could come with us.
Grammar
Reference
•
for + noun (to express the purpose of an action)
•
was made of stone.
for + gerund (to express the general use of a thing)
A chisel is a tool used for sculpting ice.
•
•
so + adjective + a(n) + singular noun + that (not usual)
•
so + many/few + plural noun + that
It was so dangerous a stunt that no-one would attempt it.
in case + present tense/should (present/future
reference)
in case + past tense/should (past reference)
There were so many people that we couldn't see the
Book a seat in case the performance sells/should sell out.
street performer.
They took some tissues in case the film was/should be sad.
•
Try to arrive early in case there is a queue. (NOT:...
case there will be a queue.)
Negative purpose is expressed with:
so as not/in order not + to-infinitive (only when the
subject of the verb is also the subject of the infinitive)
so + much/little + uncountable noun + that
We had so much fun that we're going again tomorrow.
Note: Will/Would are never used with in case.
•
so + adjective/adverb + that
The living statue was so still that everyone thought he
We went to the cinema for some entertainment,
Note: Clauses of result follow the rule of the sequence of
tenses.
The gymnast is so flexible that she can do the splits.
The TV presenter was such a charismatic person that everyone
liked him.
The stuntman wore protective clothing so as not/in
order not to get hurt.
•
so that + wouldn't/couldn't (past reference)
They have put up a fence so that fans won't/can't climb
on stage.
The actor wore sunglasses so that he
wouldn't be recognised.
•
Clauses of concession
so that + won't/can't (present/future reference)
Clauses of concession are used to express contrast. They
are introduced with the following words/phrases:
•
but Fiona was ill but she still went to work.
•
although/even though/though + clause
Even though is more emphatic than although.
for fear (that) + might/should/would (very formal)
Though is informal and is often used in everyday
for fear ofsth/doing sth
speech. It can also be put at the end of a sentence.
lest (+ might/should) + infinitive form (very formal)
Although/Even though/Though it was raining, the concert
He wrote his lines on his hand for fear (that) he might/
took place.
should/would forget them.
The concert took place although/even though/though it
The tightrope walker didn't look down for fear of losing
was raining.
her balance.
It was raining. The concert took place, though.
Photography is banned lest the camera flashes (might/
should) disturb the performers.
•
•
however/nevertheless.
prevent + noun/pronoun (+ from) + -ing form
She doesn't like classical music. However/Nevertheless,
Mark couldn't prevent his hands (from) shaking before
she went to the concert.
he went on stage.
•
avoid + -ing form You should avoid seeing this play if
however/nevertheless - A comma is always used after
•
yet (formal)/st///- When yet joins the main clause and
the clause of concession, it is preceded by a comma.
you like a happy ending.
When yet is at the beginning of a sentence, it is
followed by a comma. The interview went very well, yet I
Clauses of result
don't know if I'll get the job.
Clauses of result are used to express result. They are
My course at university was difficult. Yet/Still, I'm proud
introduced with the following words/phrases:
•
as a result/therefore/consequently/as a consequence
that I did it.
•
The famous dancer is injured, as a result/therefore/
brother is a famous pianist.
consequently/as a consequence the performance has
been cancelled.
While he has talent, he can't find a job as an actor.
•
The famous dancer is injured. As a result/Therefore/
In spite of/Despite the heavy rain, the concert hall was
been cancelled.
packed.
such a(n) + adjective + singular countable noun + that
In spite of/Despite arriving early, we could not get a seat.
He was such a brilliant comedian that we couldn't stop
In spite of/Despite the fact that it was cold, there were
laughing.
•
such + adjective + plural/uncountable noun + that
There were such amazing special effects that he decided
•
In spite of/Despite + noun/-/ng form/the fact that +
clause
Consequently/As a consequence, the performance has
•
while/whereas Mark is a writer while/whereas his
many people at the play in the park.
•
however/no matter how + adjective/adverb + subject
+ may + verb
to see the film again.
No matter how well she may know the music, the
such + a lot of + plural/uncountable noun + that
pianist is always afraid she will forget it.
The audience made such a lot of noise that I couldn't
hear the play.
However experienced he may be, the actor still gets
stagefright.
GR23
Grammar
Reference
•
whatever/по matter what + clause
because of/on account of/due to the fact that + clause
•
The theatre was closed because of/on account of/due
No matter what happens, the show must go on.
•
to happen)
•
to the fact that there was a strike.
even if + present tense/past tense/should (unlikely
•
in view of + noun/the fact that
Even if it snows/should snow, we're still going to the
The TV series was cancelled in view of the low
concert in the park.
ratings/the fact that it was receiving low ratings.
adjective/adverb + though + subject + (may) verb
•
Far though he fell, he wasn't badly injured.
•
•
•
Considering/Seeing that can also introduce clauses
of reason.
adjective/adverb + as + subject + verb
Great as they are, the band doesn't have a recording
Considering/Seeing that Mary is only twelve, she is a
contract.
remarkable violinist.
Hard as he tried, the writer couldn't find a publisher.
•
out of + noun (to express the motive for an action)
They went to see the acrobats just out of curiosity.
Handsome though he is/may be, he is not a great actor.
•
Clauses of reason follow the rule of the sequence of
infinitive form + as + subject + may/might
tenses.
Try as you might, you won't become famous.
Since she has injured her arm, she can't do gymnastics.
for all + noun
The singer improvised because he had forgotten the
For all his determination, Alan couldn't find work as a DJ.
lyrics.
Note: Clauses of concession follow the rule of the
sequence of tenses.
Much as he enjoys the opera, he rarely goes.
Talented as the director is, he has made a terrible film this time.
Clauses of place
Clauses of place are introduced with where, wherever,
as far as, as high as, as low as, as near as, etc as follows:
Even though she fell, the dancer got up and continued her
performance.
where
wherever
Clauses of reason
Clauses of reason are used to express the reason for
something. They are introduced with the following words/
phrases:
•
because - They took a taxi because it was raining.
Because it was raining, they took a taxi.
•
for (= because; in formal written style) - A clause of
reason introduced with for always comes after the
main clause.
/ didn't tell her anything, for I don't trust her.
as far as
as near as
+ past
Wherever she
past
tense/might reference
went, she carried
a book.
Note: A future tense is not normally used in clauses of
place. Nina will go to see her favourite band wherever they
perform. (NOT: wherever they will perform)
Exclamations
speaker's feeling
or attitude.
Exclamations
are
not
beginning of a sentence, or as an answer to a why-
subordinate clauses. They are introduced with what
question. If used, there is always a comma before it in
(a/an) and how, and follow the subject - verb word order.
written speech, or a pause in oral speech.
•
What + a/an + adjective + singular countable noun
•
What + adjective + plural uncountable noun
What an amazing performance!
What quiet pupils!
What loud music!
as/since (= because) - Adam watched a film as/since
•
How + adjective/adverb/verb
else to do, he watched a film.
How talented they are!
the reason for + noun/-/ng form - The reason for her
How beautifully he sings!
fact that she had missed the train was the reason for
Exclamatory sentences can also be expressed with:
•
her being late.
the reason why + clause - The reason why she was
now (that) + clause - Now (that) he has moved to Los
Angeles, he will look for a job in the film industry.
because of/on account of/due to + noun The theatre
was closed because of/on account of/due to a strike.
such + a/an + adjective + singular countable noun
She is such a talented musician!
•
late was (the fact) that she had missed the train.
GR24
his guitar with him.
a clause of reason. However, for can't be used at the
delay was (the fact) that she had missed the train. The
•
reference
An exclamation is a type of sentence used to express the
he had nothing else to do. As/Since Adam had nothing
•
No matter where
he goes, he takes
as low as
I didn't join the drama club, for I can't act.
•
present/
future
Note: Because and for can both be used to introduce
I didn't join the drama club because I can't act.
•
tense/may
as high as
Because I can't act, I didn't join the drama club.
•
+ present
so + adjective/adverb
She is so talented!
•
an interrogative - negative verb form at the beginning
of the sentence.
Isn't the comedian funny!
Doesn't he tell great jokes!
rq
Grammar
Reference
•
an adverb or an adverbial particle (away, up, out,
Perfect participles (having written, having
etc) at the beginning of the sentence followed by a
told, having played, etc)
verb of movement + noun, or pronoun + verb of
Perfect participles can be used in place of clauses in the
movement.
Out went the lights!
Up went the curtain!
present perfect, past perfect and simple past tenses,
Out they went!
when the action of the participle happened before that
Up it went!
of the main verb of the sentence. They can be used in
active and passive sentences.
Participle clauses
•
Active
We can replace a clause with a participle clause when the
We have booked a ticket, so we should go to the play. =
subjects of both clauses in a sentence are the same.
Having booked a ticket, we should go to the play.
Because we had booked a ticket, we went to the play. =
Present participles (writing, telling, playing, etc)
Having booked a ticket, we went to the play.
Present participles can be used in place of clauses in the
We booked a ticket and then we went to the play. =
present or past tense, when the action of the participle
Having booked a ticket, we went to the play.
happens at the same time as that of the main verb. They
•
can be used to replace:
•
•
•
•
•
•
Passive
He had been made redundant, so he went back to
coordinate clauses - The audience sat in silence,
university. = Having been made redundant, he went
listening (= and listened) to the concert.
back to university.
relative clauses - The boy playing (=who is playing)
Since he has been made redundant, he is going back
the piano is Tom.
to university. = Having been made redundant, he is
time clauses (before, since, when, while, but NOT: as,
going back to university.
as soon as, until) - Maria dusted the furniture while
He was made redundant and then he went back to
listening (= while she was listening) to music.
university. = Having been made redundant, he went
clauses
of
concession
(although,
even
back to university.
though,
though, while) - While enjoying (=1 enjoy) most theatre,
Note carefully: If the subject of the participle is different
I dislike musicals.
from the subject of the main verb, we cannot omit it. In
conditional clauses - If booking (=you book) tickets
this case, we put the subject of the participle in front of
in advance, you must pay a fee.
its participle. The apples being ripe, the farmers picked
clauses of reason - Feeling (=Because he was feeling)
them. (NOT: Being riperthe-farmers-picked the apples.)
upset about the row, John silently left the room.
We can also introduce the subject of the participle with
Note: The present participle being may be used in place
the preposition 'with'. With the teacher assigning lots of
of is/are/was/were, but this is only used in formal writing.
homework, the students felt rather tired.
Being (=As we were) late for the show, we caught a taxi.
Cleft sentences
Past participles (written, told, felt, played, etc)
Cleft sentences can be used to put emphasis on what
Past participles can be used in place of clauses in the
we are saying.
present or past tense that have a passive meaning. They
•
relative clause
can be used to replace:
•
It wasn't John who saw an opera last night.
relative clauses - The camera used (=which was used)
It is you who is right.
to film this scene is very old.
•
•
clauses of concession - Although praised (=it was
•
clause...?
conditional clauses - If accepted (=you are accepted)
Was it a street performance that they saw in Berlin?
Was it you who saw a famous actor in Berlin?
Notes:
•
What + subject + verb + is/was
•
The place where/The day when/The reason why/The
What Jen loves most is going to the circus.
Sometimes, the past participle can be used without a
conjunction
in
front
of
it.Viewed/When
viewed
person/people who + clause + is/was
(=When it is viewed) from the back of the theatre, the
The place where they performed was the Globe Theatre.
stage looks very small.
•
Is/Was it + noun/noun phrase/pronoun + relative
praised) by critics, the book was not a best-seller.
onto the theatre course, you will work very hard.
•
Itis/was (not) + noun/noun phrase/pronoun +
Time clauses introduced with after, before, since, on
and
in
cannot
be
followed
directly
by
a
•
The first thing that he wanted to do in London was to
past
see a play.
participle, but require being + past participle.
After being informed (=we were informed) that the
concert was cancelled, we made other plans. (NOT: After
informed...)
The (only/first) thing that + clause + is/was
•
All (that) + clause + is/was
All (that) William does is (to) practise the drums all day .
ord List
Abbreviations
Module 1
(adj)
(adv)
(conj)
(idm)
adjective
adverb
conjunction
idiom
Who we are
conceivable /kan'siivabsl/ (adj) = that
you can imagine
guardian /gaidian/ (n) = sb who is
legally responsible for sb else's child
guidance /gaidgns/ (n) = useful advice
given to help sb
interfere /.into'fia/ (v) = to get involved
in a situation where you shouldn't
judgmental /dsAds'mentl/ (adj) =
tending to criticise people
moral /moral/ (adj) = referring to what
is good and evil
sibling /siblnj/ (n) = a brother or a sister
widow /widau/ (n) = a woman whose
husband is dead
wisdom /wizdam/ (n) = deep
knowledge and good sense
la
age-old /eids 'sold/ (adj) = existing
since old times
character trait /kaenkta treit/ (n) = a
characteristic of sb's personality
diametrically opposed (phr) =
completely opposite
evident /evidant/ (adj) = obvious
flipside /flipsaid/ (n) = the opposite
gene pool /dsi:n pud/ (n) = the
characteristic genes of a specific
species, tribe, etc
genetic mix (phr) = a combination of
genes
geneticist /dsa'netisist/ (n) = the
scientist who studies the function
of genes
glimmer /glims/ (n) = a dim sign of sth
gregarious /gn'gearias/ (adj) = sociable
heritage /hentids/ (n) = the traditions
and qualities that are passed down
from one generation to the other
identical /ai'dentikl/ (adj) = looking
exactly the same
it's a wind-up (phr) = it's a joke you
tell to make sb angry
irrelevant/liebvant/ (adj) = insignificant
keep sb at arm's length (idm) = to not
have a close relationship with sb
let alone (idm) = even less (used to
emphasise the fact that because
the first statement is unlikely, the
next thing cannot be likely either)
like chalk and cheese (idm) = (of two
people) totally different
mark sb out /,ma:k 'aut/ (phr v) = to
make sb look clearly different from
others
offspring /of.sprii]/ (n) = children
WL1
(n)
(phr)
(phrv)
(pl n)
noun
phrase
phrasal verb
plural noun
(pp)
(prep)
(prep phr)
(pres p)
past participle
preposition
prepositional phrase
present participle
outspoken /aot'spaukan/ (adj) = openly
expressing your feelings
pick on sb /pik on/ (phr v) = to bully sb
pitch in /.pitj 'in/ (phr v) = to help out
preconception /priikan'sepjn/ (n) =
the idea you have before learning
the facts
prejudice /predjudis/ (n) = unjustifiable
dislike of sb different from you
presume /pri'zjmm/ (v) = to suppose
provoke /prs'vauk/ (v) = to cause sb to
react angrily
race /reis/ (n) = a human group with
the same features
racially diverse (phr) = comprising
various nationalities
slavery /sleivari/ (n) = owning people
who work for you
solidarity /soli'daersti/ (n) = (of two or
more people) help and support for
each other
stare /stea/ (n) = a persistent look
straightforward /,streit'fo:wad/ (adj) =
honest
suspect /sa'spekt/ (v) = to think
the spitting image of sb (phr) = sb's
lookalike
tumbling /tAmbliq/ (n) = acrobatic
exercises on the floor
wrinkly /rnjkli/ (adj) = with lines on
the skin
1b
affectionate /a'fekfanat/ (adj) = loving
aggressive /a'gresiv/ (adj) = ready to
attack
be set in my ways (phr) = to not be
likely to change my habits
be the centre of attention (phr) = to
make people focus on me
caring /кеэгп]/ (adj) = considerate
close /klaus/ (adj) = (of two or more
people) loving each other very
much
considerate /kan'sidarat/ (adj) =
thoughtful
damaged /daemidsd/ (adj) = harmed
dependable /di’pendabal/ (adj) =
trustworthy
dishonest /dis'onist/ (adj) = untruthful
distant /distant/ (adj) = aloof
dominant /dominant/ (adj) = wanting
to control people
doodle /duidl/ (v) = to feel bored and
draw lines, pictures, etc
dysfunctional /dis'fAijkJsnsl/ (adj) =
not normal or satisfactory
fight like cat and dog (phr) = (of two
people) to quarrel furiously
(pron)
(v)
(sb)
(sth)
pronoun
verb
somebody
something
firm Дз:т/ (adj) = unshakeable
gene /d$i:n/ (n) = the part of the cell
responsible for our physical traits
genuine /djenjum/ (adj) = sincere
get on like a house on fire (phr) =
(of two people) to quickly start a
real friendship
headstrong /hedstroq/ (adj) = stubborn
hollow /holau/ (adj) = without any
value or worth
hostile /hostail/ (adj) = aggressive and
unfriendly
insincere /msm'sis/ (adj) = not
meaning what you say or do
laid-back /leid 'baek/ (adj) = calm and
relaxed
line of descent (phr) = sb's family tree
lively /laivli/ (adj) = cheerful and
energetic
mannerism /maenanzsm/ (n) = your
individual way of speaking and
behaving
opinionated /a'pmjsneitid/ (adj) =
unwilling to change your mind
physical trait (phr) = a characteristic
inherited by your parents
pick my fingernails (phr) = to feel
bored and start cleaning the nails
of my hands
productive /pro'dAktiv/ (adj) = fruitful
seek /si:k/ (v) = to try to find sth
self-confident /self 'konfidant/ (adj) =
self-assured
solid /solid/ (adj) = long-lasting
stable /steibal/ (adj) = steady
submissive /sab'misiv/ (adj) = always
ready to agree
supportive /ss'paitiv/ (adj) = helpful
and encouraging
sympathetic /simpa'Qetik/ (adj) =
understanding sb else's feelings
tell sb my side of the story (phr) = to
describe to sb what happened
from my viewpoint
tense /tens/ (adj) = causing worry and
anxiety
tight-knit /tait 'nit/ (adj) = (of a
family) with its members feeling
very close to each other
timid /timid/ (adj) = shy
tolerant /migrant/ (adj) = not getting
indignant at what others say or do
weak /wi:k/ (adj) = lacking strength
1c
caper /keipa/ (n) = a playful silly trick
installment /m'stodmgnt/ (n) = each of
a series of films, episodes, etc
prank /praenk/ (n) = a trick for fun
„
□
Word ListZZ
tumultuous /tjufmAltfuas/ (adj) =
confusing and exciting
waggish /waegij/ (adj) = amusing and
clever
Id
bash /baej/ (n) = a party
choked up /tjaukt 'лр/ (adj) = unable to
speak because of a strong emotion
coincide /.kaum'said/ (v) = to happen
at the same time
cry the house down (idm) = to burst
into tears loudly
devastated /devasteitid/ (adj) = very
shocked and upset
extended family (phr) = a family
consisting of the parents, their
children and other relatives
get hitched (phr) = to get married
go to great lengths (phr) = to make a
great effort
overwhelmed /.auvs'welmd/ (adj) =
stunned
put a spanner in the works (phr) =
to do sth that prevents sth else
from turning out well
rapport /rae'po:/ (n) = a good
relationship
right as rain (idm) = perfectly healthy
run oneself ragged (phr) = to make
oneself very tired
untimely /An'taimli/ (adj) = premature
If
aqueduct /aekwidAkt/ (n) = a bridge
that carries water
gesture /dsestfa/ (n) = a charitable act
heart-felt /halt felt/ (adj) = cordial
sb's neck of the woods (phr) = an
area of a country where sb lives
tutor /tju:ta/ (n) = a private teacher
winding street (phr) = a road with
many turns
Language Knowledge 1
accessible /ak'sesibal/ (adj) =
approachable
accomplice /э'клтркз/ (n) = a partner
in crime
acquaintance /s'kwemtans/ (n) = sb
known to us
adaptation /.asdaep'teijan/ (n) = a film
based on a book/play
adhere (to sth) /ad'hia/ (v) = to follow
sth faithfully
agitated /aedsiteitid/ (adj) = upset
anecdote /aemkdaut/ (n) = an
entertaining short story
approval /a'pruival/ (n) = consent
base (on sth) /beis/ (v) = to ground
sth on sth else
be on my best behaviour (phr) = to
act very well in a social situation
be scared out of my wits (phr) = to
become extremely afraid
blessing /blesig/ (n) = sth good that
improves your life
by means of (phr) = via
call in /,кэ:1 'in/ (phr v) = to turn to sth
for help
captivated /kaeptiveitid/ (adj) =
strongly attracted
catch the drift (phr) = to understand
the general meaning of sth
comply (with sth) /kam'plai/ (v) = to
act in accordance with sth
conclusion /kan'kluijan/ (n) = a final
decision
contact /kontaekt/ (n) = sb you know
that can help you
count on /kaunt on/ (phr v) = to rely
on sb
develop /di'velap/ (v) = to grow
dishonest /dis'onist/ (adj) = deceitful
ecstatic /ik'staetik/ (adj) = excited
beyond measure
excel (in/at sth) /ik'sel/ (v) = to be
very good at sth
fulfil /fulfil/ (v) = to make sth happen
go with the flow (phr) = to take a
relaxed approach
grasp /graisp/ (v) = to understand
grip /grip/ (v) = to hold sth tightly
grounded /graundid/ (adj) = not
allowed to go out with friends as a
punishment
have a tendency to overreact (phr) =
to show inclination to get things
out of proportion
implication /.impli'keijan/ (n) = a
consequence
in terms of (phr) = in relation to
inaccuracy /m'askjarasi/ (n) =
imprecision
indication /indi'keifon/ (n) = a sign
ingenious /m'dsimias/ (adj) = inventive
innovative /inavativ/ (adj) = original
inquisitive /m'kwizitiv/ (adj) = curious
intriguing /in'triigiq/ (adj) = interesting
leak /li:k/ (v) = (of a pipe, tap, etc) to
let fluid out
look for /luk fa/ (phr v) = to search for
sth
look over /Дик 'auva/ (phr v) = to
check quickly
maintain /mem'tem/ (v) = to preserve
mischievous /mistjavas/ (adj) =
annoyingly playful
moody /mu:di/ (adj) = gloomy
naughty /na:ti/ (adj) = behaving badly
nourish /пап// (v) = to help a feeling,
idea, etc grow
obey /au'bei/ (v) = to do as told
on behalf of (phr) = in the place of
overshadow /auva'faedau/ (v) = to
outshine
patchy /paetji/ (adj) = uneven; not
complete
plough /plau/ (v) = to dig sth up and
turn it over
plummet /pUmat/ (v) = to decrease
dramatically and rapidly
prediction /pn'dikjan/ (n) = a guess
prey on /prei on/ (phr v) = to take
advantage of
restraint /n'streint/ (n) = a limitation
root /ru:t/ (v) = to originate from sth
sb is to blame for sth (phr) = sb is
considered responsible for sth wrong
see eye to eye with sb (idm) = to be
of the same opinion as sb
seize /siiz/ (v) = to take by force
sequestered /si'kwestad/ (adj) =
isolated
sidelined /saidlamd/ (adj) = pushed to
one side
spiteful /spaitfal/ (adj) = malicious
sth is my fault (phr) = sth is my mistake
stick to /stik ta/ (phr v) = to remain
loyal to sth
stranded /straendid/ (adj) = unable to
leave
stream /striim/ (v) = (of a liquid) to
pour continuously
stunned /stAnd/ (adj) = shocked
summary /sAinari/ (n) = a brief abstract
supersede /,su:pa'sid/ (v) = to take the
place of
support /sa'pait/ (v) = to back up
teach sb right from wrong (phr) = to
help sb distinguish between good
and bad
turn over /,t3:n buva/ (phr v) = to roll
over
understudy /Anda.stAdi/ (n) =
a stand-in actor
unsteady An'stedi/ (adj) = unstable
variation /veari'eijan/ (n) = an alternative
weigh up /wei 'лр/ (phr v) = to compare
wobbly /wubli/ (adj) = weak and
unsteady
Language Focus 1
argumentative /.aigju'mentativ/ (adj) =
quarrelsome
be down in the dumps (idm) = to be
in low spirits
be happy-go-lucky (idm) = to not
worry about anything
be over the moon (idm) = to be
extremely happy about sth
blunt /Ылт/ (adj) = plain-speaking
brash /braef/ (adj) = too bold and
aggressive
content /kontent/ (adj) = satisfied
exhilarated /ig'zilareitid/ (adj) = thrilled
gleeful /'gli:fal/ (adj) = cheerful
have a face like thunder (idm) = to
have a very angry expression on
my face
hit rock bottom (idm) = to reach the
lowest level; to feel very depressed
jubilant /d^uibilant/ (adj) = glad
overjoyed /auva'dsaid/ (adj) = very
delighted
WL2
ord List
resentful (of sth) /n'zentfal/ (adj) =
bitter (of sth)
self-assured /.self a'Joad/ (adj) =
certain about yourself
self-centred /.self 'sentad/ (adj) = selfish
self-confident /.self 'konfidant/ (adj) =
sure of yourself
self-conscious /.self 'konfas/ (adj) =
easily embarrassed
self-controlled /.self kan'trauld/ (adj) =
self-restrained
self-destructive /self di'strAktiv/ (adj) =
dangerous to yourself
self-disciplined /self disoplmd/ (adj) =
having control of yourself and your
actions
self-important /self im'poitant/ (adj) =
arrogant
self-indulgent /self m'dAldssnt/ (adj) =
used to treating yourself to luxuries
self-pitying /self 'pitiiij/ (adj) = feeling
unnecessarily unhappy and
depressed
self-reliant /self n'laiant/ (adj) = selfsufficient
self-righteous /self iaitjas/ (adj) =
considering yourself morally
correct in an annoying way
sth is presumptuous of sb (phr) = sth
is rude of sb
sulky /sAlki/ (adj) = moody
withdrawn /wiS'droin/ (adj) =
uncommunicative
wretched /retjid/ (adj) = very unhappy
Module 2 Pushing boundaries
acquainted with (phr) = familiar with
adaptable /a'dseptabal/ (adj) = able to
adjust
advancement /ad'vamsmant/ (n) =
progression
aware of (phr) = informed about
be equipped (with sth) /bi I'kwipt/
(v) = to have the necessary items
buzzword /bAzw3:d/ (n) = a term
popular at a certain time
cease /si:s/ (v) = to stop
compliant /kam'plaiant/ (adj) = obedient
condiment /kondimant/ (n) = a spice
contaminant /karitasmmant/ (n) =
a polluting substance
designate /dezigneit/ (v) = to indicate
sth
determine /di'tsimm/ (v) = to decide sth
impact /im'paekt/ (v) = to affect sth
implement /impliment/ (v) = to put
into effect
integrate /mtigreit/ (v) = (of two
things) to combine
interact (with sth) /mtafaekt/ (v) = to
make contact with sth
interface /mta'feis/ (v) = (of two
people/things) to communicate
with each other
WL3
interrelate /mtari'leit/ (v) = (of two
things) to be connected with each
other
manipulate /ma'nipjuleit/ (v) = to
control sth skilfully
matter /maeta/ (n) = a type of material
modernise /modanaiz/ (v) = to make
sth technologically advanced
molecular /ma'lekjula/ (adj) =
concerning the smallest unit of
matter, consisting of atoms
occupant /okjupant/ (n) = a resident
push boundaries (phr) = to make
limits go further out
research and development (phr) = the
department in a firm that invents
and develops new technology
revolutionise /reva'lu:fanaiz/ (v) = to
change sth radically
terminate /tsimmeit/ (v) = to come to
an end
2a
a frame of (phr) = an overall structure
of
artery /a:tari/ (n) = a blood vessel
artificial /aiti'fijal/ (adj) = man-made;
not natural
awkwardness /oikwadnas/ (n) =
embarrassment
blood /Ылс1/ (n) = the red fluid in the
body
blur /Ыз:/ (v) = to make sth unclear
broaden /broidn/ (v) = to expand sth
catch up with /.kaetf 'лр wi6/ (phr v) =
to reach the same level or standard
as sth
chap /tjaep/ (n) = a guy
charismatic /kasriz'maetik/ (adj) =
charming
cochlear /koklia/ (adj) = concerning a
part of the inner ear
commence /ka'mens/ (v) = to begin
conceive /kan'si:v/ (v) = to create (an
idea)
convey /kan'vei/ (v) = to communicate
a feeling, an idea, etc without words
dashing /daefii]/ (adj) = elegant; stylish
elective /rlektiv/ (adj) = that you
yourself choose to do
exceed /ik'si:d/ (v) = to surpass
fondness /fondnas/ (n) = a feeling of
liking sth very much
functioning /fAijkJanii]/ (adj) = working
gaze /geiz/ (n) = a look
generate /dsenareit/ (v) = to produce
implant /impla:nt/ (n) = sth artificial
that is put into the body during an
operation
in essence (phr) = basically
inquisitive /m'kwizativ/ (adj) = curious
integrated /intigrertid/ (adj) =
incorporated
intuitive /m'tjuiativ/ (adj) = instinctive
iris /ains/ (n) = the coloured part of
the eye around the pupil
liberate (sb from sth) /libareit/ (v) =
to free sb from sth
limb Дип/ (n) = an arm or a leg
metabolism /ma'tasbalizam/ (n) = the
body process of converting food
into energy
mind-boggling /mamd .bogluj/ (adj) =
difficult to understand
neural /njuaral/ (adj) = relating to the
nerves in a body
pancreas /paeqkrias/ (n) = a body
organ near the stomach that
produces insulin
pertinent /рзиташ/ (adj) = relevant
possessed of (phr) = (of a person)
having (a particular feature)
profitable /profitabal/ (adj) = money­
making
prosthetic /pros’Oetik/ (adj) = (of a
body part) artificial
prosthetics /pros'Oetiks/ (n) = the
making of artificial body parts
pulsating /pAl'seitig/ (adj) = throbbing
pump /рлтр/ (v) = to supply large
amounts of liquid
recalibrate /rii'kaelabreit/ (v) = to reset
residual /n'zidjual/ (adj) = remaining
restore /n'sto:/ (v) = to repair sth
retinal /retinal/ (adj) = concerning the
retina (the layer at the back of the
eyeball that receives light)
self-regulating /self 'regjuleitii]/
(adj) = self-adjusting
sensor /sense/ (n) = a device that
responds to physical signals
showcase /Jaukeis/ (v) = to show clearly
sophisticated /sa'fistikeitid/ (adj) =
advanced
spleen /spli:n/ (n) = a large, oval, dark
red organ near the stomach that
filters blood
startling /staitlig/ (adj) = extraordinary
stumble over my words (phr) = to
make errors in speaking
tissue /tifu:/ (n) = a group of
biological cells in a body with a
similar structure and function
unparalleled /.Aripaeraleld/ (adj) =
unequalled
2b
adhere (to sth) /od'hia/ (v) = to abide
by sth; to comply with sth
allocate /aelakeit/ (v) = to assign a
piece of work
be on the same wavelength (idm) =
(of two people) to understand and
agree with each other
bookmark /Ьиктскк/ (v) = to save a
website as a favourite one on a
computer
browse /brauz/ (v) = to navigate (e.g.
the Internet)
Word LisT
carry out /.kaeri 'aut/ (phr v) = to do
sth as promised/planned
click (on sth) /klik/ (v) = to press the
mouse on a computer screen to
select sth (e.g. an icon)
conduct /кэп'ёлкг/ (v) = to perform
conjecture /kan'dsektja/ (v) = to
speculate
contest /kan'test/ (v) = to question sth
contradict /.kontra'dikt/ (v) = to
disagree with sth
crash /kraef/ (v) = (of a computer) to
cease to work
cutting-edge /.kAtiq 'edj/ (adj) = most
advanced
demonstration /.deman'streijsn/ (n) =
an exhibition
deny /di'nai/ (v) = to refuse to accept
detect /di'tekt/ (v) = to identify the
presence of sth
detriment /detrimsnt/ (n) = a cause of
harm
dispute /di'spjuit/ (n) = an argument;
a conflict
distractor /di'straekto/ (n) = sth that
draws your attention away
drag /draeg/ (v) = to move a piece of
text or picture on a computer
screen using the mouse
drawback /droibaek/ (n) = a disadvantage
facilitate /fa'silateit/ (v) = to make sth
easier
freeze /fri:z/ (v) = (of a computer
screen) to cease to work
get my wires crossed (idm) = to get
confused about sth
hypothesise /hai'poOasaiz/ (v) = to
suppose
illiteracy /I'litarasi/ (n) = the inability
to read and write
indicate /indikeit/ (v) = to point out
initiate /i'nijieit/ (v) = to begin sth
innovation /.ina'veijan/ (n) = an
invention
installation /msta'leifan/ (n) = a fitting
of sth somewhere
it's not rocket science (idm) = it's not
very difficult to understand
load /laud/ (v) = to put data into a
computer
navigation /nasvi'geijan/ (n) = Internet
surfing
oversee /auva'si:/ (v) = to supervise
podcast /podkaist/ (n) = an Internet
broadcast
predict /pn’dikt/ (v) = to tell in advance
prompt /prompt/ (v) = to make sb do
sth as a reaction
pull the plug (idm) = to put an end
to sth
refresh /ri'freJV (v) = to reload a
computer page
refute /n'fjuit/ (v) = to prove sth false
reinvent /,ri:m'vent/ (v) = to make sth
over again but in a different way
renew /n'nju:/ (v) = to restart
resolve /ri'zolv/ (v) = to find a solution
to sth
retain /n'tein/ (v) = to maintain sth
sth is light years ahead (idm) = sth is
a long way ahead
stingray /stiqrei/ (n) = a big flat fish
with a triangular body and a long
tail
trigger /trigs/ (v) = to cause sth to
happen
uncover /лп'клуэ/ (v) = to reveal
undertake /Anda'teik/ (v) = to take sth on
2c
be bound to (phr) = to be destined to
do sth
be due to (phr) = to be expected to
do sth
be on the verge of (phr) = to be on
the brink of doing sth
be to (phr) = to be supposed to do sth
diverse /dsi'vais/ (adj) = various
feature /fi:tja/ (v) = to present
ground-breaking /graund .breikiq/
(adj) = innovative
hypospray /haipau'sprei/ (n) = a jet
injector
imminent /immsnt/ (adj) = approaching
utterly Mtali/ (adv) = totally
2d
adept (at sth) /a'dept/ (adj) = skilful
adequate /aedikwat/ (adj) = sufficient
budget /'bAdsit/ (n) = an amount of
money allocated for a specific
purpose
entrust (sb with sth) /m'trASt/ (v) = to
give sth to sb for safekeeping
justifiable /dsAstifaiabal/ (adj) =
reasonable
2e
discourse management /diskais
.maenigmant/ (n) = the process of
interacting effectively with sb
during conversation
eye catching /ai kaetjnj/ (adj) = attractive
speculate /spekjuleit/ (v) = to guess
2f
accessible /ak'sesabal/ (adj) = reachable
acquire /a'kwaia/ (v) = to obtain
coherent /kau'hiarant/ (adj) = (of a
piece of writing) well-organised
collaborate /ka'laebareit/ (v) = to work
together
compulsory /kam'pAlsari/ (adj) =
required; obligatory
enhance /m'hains/ (v) = to improve
entice /in'tais/ (v) = to tempt
evaluate / I'vaeljueit/ (v) = to judge the
worth of sth
foreseeable /fai'siiabal/ (adj) = expected
frustration /fiA'streiJan/ (n) =
disappointment
funding /fAndii]/ (n) = money supplied
for a particular purpose
gain an insight into (phr) = to get a
deep understanding of sth
hazard /haezad/ (n) = danger
jargon /dsaigan/ (n) = the professional
vocabulary
literate /literal/ (adj) = knowledgeable
about sth
outdated /.aut'deitid/ (adj) =
old-fashioned
potential /pa'tenjal/ (adj) = possible
register /redsista/ (n) = the type of
language in a particular setting
remedy /remedi/ (v) = to fix
technista /tek'msta/ (n) = an expert in
computer technology
unforeseen /,Anfo:'si:n/ (adj) =
unexpected
Language Knowledge 2
amend /a'mend/ (v) = to change and
improve
assemble /a'sembal/ (v) = to put together
be across the line (phr) = to be
beyond a mark
be on the horizon (phr) = to be
coming in the future
be on the verge of (phr) = to be on
the brink of doing sth
be worthwhile (to do sth) (phr) = to
be useful to do sth
be worthy of (phr) = to deserve
(attention, respect, etc)
capability /.keipa'bilati/ (n) = sb's
potential
contradict /kontra'dikt/ (v) = to
dispute sth
devise /di'vaiz/ (v) = to come up with
(an idea, plan, etc)
dispense /di'spens/ (v) = to distribute
dispute /di'spjuit/ (v) = to question if
sth is valid
empathy /empaQi/ (n) = the
understanding of another person's
feelings
enable /I'neibal/ (v) = to make it
possible for sth to happen
engage /in'geids/ (v) = (of a machine)
to lock in position
enhance /in'hains/ (v) = to improve
execute /eksikjuit/ (v) = to carry out
facilitate /fa'silateit/ (v) = to make sth
easier
founding /faundig/ (adj) = that
establishes sth
fund /fAnd/ (v) = to provide money for
sth
grant /gramt/ (v) = to let sb have sth
have access to sth (phr) = to be able
to use sth
impending /im'pendig/ (adj) =
approaching
imposition /.impa'zijan/ (n) = the
introduction (of a law, rule, etc)
WL4
Word List
incomplete /mkam'pliit/ (adj) =
unfinished
insufficient /.msa'fijant/ (adj) =
inadequate
integrate /'mtigreit/ (v) = to
incorporate one thing to another
interact (with sth) /,mtaiJaekt/ (v) = to
make contact with sth
interface /.mta'fers/ (v) = to connect
two parts of a computer system
interrelate /.intan'leit/ (v) = (of two
things) to be connected with each
other
invest (in sth) /m’vest/ (v) = to spend
money on sth
it's worth it (phr) = it's rewarding to do
it despite the difficulties involved
leave my mark on sth (phr) = to have
a remarkable effect on sth
make a point (phr) = to put forward
an idea
motion sensor technology (phr) =
the use of technology to detect
physical movement within a place
operate /opareit/ (v) = to function
optimise /.opti'maiz/ (v) = to make the
best use of sth
oversee /.auva'sii/ (v) = to supervise
parameter /pa'raenuta/ (n) = a
measurable factor
partition /pai'tijan/ (n) = a dividing wall
perceptiveness /pa'septivnas/ (n) =
quick understanding
portion /paifan/ (n) = an amount of
food for one person
position /pa'zijan/ (n) = sb's situation
potion /paufan/ (n) = a drink with
magical powers
proportion /pra'paijan/ (n) = a
percentage
reception /ri'sepjan/ (n) = the quality
of a received TV or radio signal
rectify /rektifai/ (v) = to put sth right
revise /n'vaiz/ (v) = (for texts) to edit
sharpen /Jaipan/ (v) = to make sth
better or clearer
socket /sokit/ (n) = a power point
solely /'saulli/ (adv) = exclusively
spot /spot/ (n) = a location
starting /stoitiq/ (adj) = of the
beginning of an event
sth is worth doing (phr) = sth is
useful and interesting to do
toil away /tail a'wei/ (phr v) = to work
very hard
underlying /.Anda'laiiij/ (adj) = very
important but not obvious
unsatisfactory /An.saetis'faektari/ (adj) =
not good enough
unsuitable /.An'suitabal/ (adj) =
inappropriate
upgrade /Ap'greid/ (v) = to improve
vulnerable /vAlnarabal/ (adj) =
susceptible
Language Focus 2
artificial /.aiti'fijal/ (adj) = man-made;
not natural
cloak /klauk/ (n) = a cape
conduct /kan'dAkt/ (v) = to carry out
counterfeit /kauntafit/ (adj) = (of
money, goods, software, etc)
made to deceive people
debugger /.dii'bAga/ (n) = sb who
identifies and corrects computer
programming errors
engage /m'geidj/ (v) = (for gear/
machine) to lock in position
fake /feik/ (adj) = not genuine
false /foils/ (adj) = not true; not real
in the blink of an eye (idm) =
extremely quickly
leap tall buildings in a single bound
(phr) = to jump over high
buildings in just one jump; to do
sth impossible
mainframe computer /memfreim
kam'pjuita/ (n) = the main computer
that serves many users at the same
time
outbreak /autbreik/ (n) = the rapid
spread (of a disease)
outcome /autkxm/ (n) = the result
outdo /aut'dui/ (v) = to perform better
than sb else
outline /autlam/ (v) = to summarise
outlook /autluk/ (n) = what is likely to
happen
outnumber /аиГплшЬэ/ (v) = to be
larger in number
outrage /autreids/ (n) = strong anger
outsource /aut'sois/ (v) = to obtain
services from an outside supplier
outweigh /.aut’wei/ (v) = to be more
important than sth else
rubble /глЬэ!/ (n) = the remains after
the destruction of a building
Module 3 Widen your horizons
adaptor /a'daspta/ (n) = sb who easily
adjusts to a new environment
back-stabber /baek .staeba/ (n) = sb
who secretly says bad things about
sb else
collaborative /ka'laebarativ/ (adj) =
cooperative
delegator /deligeita/ (n) = sb who
shares work among employees
job recognition /djob rekag.mfan/
(n) = getting awarded for the high
quality of your work
job satisfaction /djob saetis.faekfan/
(n) = the pleasure you get from
your occupation
multitasker /mAlti'taiska/ (n) = sb
capable of doing several things at
the same time
perks /p3:ks/ (pl n) = free meals, gas,
travels, etc you get from your job
in addition to your salary
slacker /slaeka/ (n) = a lazy person
supervisor /suipavaiza/ (n) = a foreman
workaholic /wsika'holik/ (n) = sb who
enjoys working a lot of time
yes-man /jes maen/ (n) = sb who is
ready to agree with and obey their
superior
3a
add up /aed 'лр/ (v) = to make sense
associate /a'seufiet/ (n) = a colleague
assorted /a'soitid/ (adj) = consisting of
different items
budding /bAdii]/ (adj) = up-and-coming
carbon-neutral /kaiban .njuitral/ (adj) =
that doesn't emit carbon fumes
consummate /kan'sAmat/ (adj) = very
skilful
conversion /kan'vaifan/ (n) = changing
from one form into another
daunting /dointig/ (adj) = intimidating
dissertation /disa'teifan/ (n) =
a research project prepared for
a university degree
entrepreneur /ontrapra'in:/ (n) =
a businessman
entrepreneurship /ontrapra'naifip/ (n) =
the quality of being a businessman
expand /ik'spaend/ (v) = to become
larger
fiver /faiva/ (n) = a British banknote
worth five pounds
fleet /flirt/ (n) = a company's group of
vehicles
forge my own path (phr) = to work
out my own plans
founder /faunda/ (n) = an establisher
freestyle /friistail/ (v) = to sing and
dance on the street without having
done any practice before
funding /fAiidiq/ (n) = money from a
government, etc for a purpose
generate /djenareit/ (v) = to create
gripping /gnpiq/ (adj) = captivating
impromptu /im'promptju:/ (adj) =
on-the-spot
ingrained /m'gremd/ (adj) = firm and
unchanging
internet-savvy /intanet .saevi/ (adj) =
knowing a lot about the Net
investment /in'vestmant/ (n) = money
to be used to start a business
irreverent /frevarant/ (adj) =
disrespectful of what most people
respect
jumble /dsAmbal/ (n) = different items
mixed up
launch /lo:nt|7 (v) = to introduce a
new product/company etc onto
the market
ludicrous /luidikras/ (adj) = ridiculous
mackintosh /maekintof/ (n) = a raincoat
mate /meit/ (n) = a friend
WL5
Word List
mundane /mAn'dein/ (adj) = boring
naively /nai'iivli/ (adv) = easily believing
that all people and things are good
obsession /ab'sefan/ (n) = excessive
interest in and worry about sth
pay off /,pei 'of/ (phr v) = to have the
desired results
philanthropist /fi'laenQrapist/ (n) = sb
who consciously helps people in
need
prime /praim/ (adj) = very important
profit (from sth) /profit/ (v) = to
make money (by doing sth)
put together /put ta'geda/ (phr v) = to
carefully prepare (a plan, a list, etc)
rack up /гаек 'лр/ (phr v) = to gather a
large number
raw /ra:/ (adj) = (of a performance)
not well-developed but powerful
recession /ri'sejan/ (n) = economic
depression
restrict /ri'stnkt/ (v) = to limit
scholar /skola/ (n) = an academic
person
shrug my shoulders (phr) = to raise
my shoulders to show ignorance
or indifference
sign up /sain 'лр/ (phr v) = to enrol for
sth
snap /snasp/ (n) = a photograph
strenuous /strenjuas/ (adj) = very
demanding
uncanny Mn'kaeni/ (adj) = difficult to
explain
unfazed /Aii'feizd/ (adj) = unaffected
by sth bad
vision /visan/ (n) = a mental image
3b
adept (at doing sth) /adept/ (adj) =
skilful (at doing sth)
administrative /ad'mmistrativ/ (adj) =
(of a job) in which you manage a
company, etc
an abundance of (phr) = a wealth of
apprentice /a'prentis/ (n) = sb who works
for an expert so as to learn a job
be inclined to do sth (phr) = to tend
to do sth
be made redundant (phr) = to be
laid off because you are no longer
needed in a company
be on a strike (phr) = (of employees,
etc) to not go to work as a means
of demanding better pay,
conditions, etc
be on the dole (phr) = to receive
welfare money
be self-employed (phr) = to be
working for yourself
breathe down sb's neck (idm) = to
watch sb's activities with extra
concentration
call it a day (idm) = to stop working
for the day
call the shots (idm) = to be in charge
and make decisions
carpentry /kaipantri/ (n) = the craft of
woodwork
civil engineer /sival end3i'nia/(n) = a
scientist who plans and builds
constructions
delegate /deligeit/ (v) = to assign a
task to sb
enhance /m'hains/ (v) = to increase; to
improve
get my foot in the door (idm) = to
get a chance to work in a company
get the sack (phr) = to be fired from a
job
get/be promoted (phr) = to be given
a higher job position
go on a strike (phr) = (of employees,
etc) to decide not to go to work as
a means of demanding better pay,
conditions, etc
go/be on maternity leave (phr) = (of
a mother) to be allowed not to go
to work because she has just got a
baby
go/be on sick leave (phr) = to
take/have some time off work
because of an illness
go/be on the picket line (phr) = to
join/be in a row of striking workers
who protest against sth and
obstruct the entrance to a place
gruelling /gruialuj/ (adj) = hard and
exhausting
hazardous /haezadas/ (adj) = dangerous
impose (sth on sb) /im'pauz/ (v) = to
forcefully make sb do/accept sth
inhibition /mhi'bijan/ (n) = self-restraint
insurance broker /in'Juarans .brauka/
(n) = sb whose job is to sell
insurance
job description /djob di.sknpjan/ (n) =
all the things that sb has to do in
their job
job market /djub ,ma:kit/ (n) = all the
vacant jobs
job prospects /dsob .prospekts/ (pl n) =
chances of finding a job
job satisfaction /dsob saetis,faek|an/ (n) =
how pleased sb is with their job
job title /djob taitl/ (n) = the
description of sb's job
job vacancy /dsob ,veikansi/ (n) = an
unoccupied job
manual /masnjual/ (adj) = (of a job) in
which you work with your hands
marketing executive /maikitiij
ig.zekjutiv/ (n) = the manager of the
marketing department of a company
mind-numbing /mamd плти]/ (adj) =
very boring
occupational therapist /okjapeijansl
'Oerapist/ (n) = an expert who helps
people recover after an illness by
giving them activities to do
perseverance /psisi'viarons/ (n) =
persistence
professional /pra'fejanal/ (adj) = (of a
job) requiring specific training and
education
refuse collector /refjuis ka.lekts/ (n) =
an employee who picks up
people's rubbish
show sb the ropes (idm) = to explain
to sb how to do a job
stimulating /stimjuleituj/ (adj) = very
exciting
trade /treid/ (n) = a craft
tree surgeon /tri: ssidsan/ (n) = a
specialist who treats damaged trees
tuition /tju'ijan/ (n) = education
unpredictable /.Anpri'diktabsl/ (adj) =
so changeable that you don't
know what to expect
work/have flexi-time (phr) = to be
able to work/have flexible hours at
a job
workload /wsiklaud/ (n) = all the work
that one has to do for the
company, etc they work for
workmate /wsikmeit/ (n) = a colleague
workplace /wsikpleis/ (n) = the
building, etc where your job is
workstation /wsiksteifan/ (n) = your
computer and desk in your
workplace
3c
drill /dril/ (n) = a tool for making holes
insight /msait/ (n) = a precise
understanding of sth
refurbish /rii'fsibif/ (v) = to renovate
tuition fees /tju'ijgn fi:z/ (pl n) = the
cost of an educational course
3d
overwhelmed /auva'welmd/ (adj) =
shocked and discouraged
stale /steil/ (adj) = not changing and
uninteresting
3e
obsolete /obsali:t/ (adj) = no longer in
use; old-fashioned
upkeep /лрккр/ (n) = care and
maintenance
3f
become fixated on sth (phr) = to get
obsessed with sth
collaborate (with sb) /ka'laebareit/
(v) = to work together with sb
dwell on sth /dwel on/ (phr v) = to
keep thinking or talking about sth
unpleasant
eligibility /elidsa'bilati/ (n) = having
a right to sth
in decline (phr) = decreasing
recruiter /ri'kru:to/ (n) = an agent who
seeks staff for employment
WL6
ord List
respectful /n'spektfal/ (adj) = showing
consideration
shadow /Jaedou/ (v) = to be an
apprentice to sb
swap /swop/ (v) = to exchange
Language Knowledge 3
adopt /a'dopt/ (v) = to be the legal
parent of a child
associate /a'sauj'iet/ (n) = a partner in
a company
basically /beisikli/ (adv) = essentially
billboard /bilboid/ (n) = a large panel
for advertising
chiefly /tjirfli/ (adv) = mainly
collective /ka'Iektiv/ (adj) = done by
people acting together
communal /komjunsl/ (adj) = public;
for common use
composure /кэт'рэизэ/ (n) =
self-control
contestant /kan'testant/ (n) = a
participant in a contest
demonstrative /di'monstrativ/ (adj) =
expressive; indicative
dissolve /di'zolv/ (v) = to change into
a liquid
ease /i:z/ (n) = lack of difficulty
elect (to do sth) /ilekt/ (v) = to
choose to do sth
engage (sb in sth) /in'geids/ (v) = to
involve sb in sth
evolve (into sth) /i'vdIv/ (v) = to
gradually develop into sth
greatly /greitli/ (adv) = very much
hazard /haezad/ (n) = a risk; a danger
incline /m'klain/ (v) = to have a
tendency to do sth
incorporate /m'koipareit/ (v) = to include
ingenuity /.indjaiijuiati/ (n) = cleverness
joint /dsoint/ (adj) = shared by two or
more people
level /level/ (adj) = horizontal; flat
memento /ma'mentau/ (n) = a souvenir
monotonous /ma'notanas/ (adj) =
toneless and boring
mutual /mjuitjual/ (adj) = (of feelings,
etc) shared
opposite /opazit/ (n) = sb completely
different from sb else
opt (for sth/to do sth) /opt/ (v) = to
choose to do sth
peril /peral/ (n) = a danger
practise /praektis/ (v) = to train in sth
prefix /pritfiks/ (n) = a syllable added
to the beginning of a word
primarily /praimarali/ (adv) =
principally
pursue a career in sth (phr) = to keep
trying to enter a specific profession
recollection /reka'lekjan/ (n) = recall
remembrance /rimembrans/ (n) =
commemoration
reminder /ri'mamda/ (n) = a note that
helps you remember sth
WL7
repose /ri'pauz/ (n) = a period of
relaxation
resolve /n'zolv/ (v) = to find a solution
to sth
revolve (around sth) /n'volv/ (v) = to
go around sth
rival /raival/ (n) = a competitor
scant /skaent/ (adj) = inadequate; very
little
scenic /siinik/ (adj) = (of a view)
picturesque
spare /spea/ (adj) = extra
sparse /spais/ (adj) = widely spaced;
not crowded
stability /sta'bilati/ (n) = firmness
strive /straiv/ (v) = to try hard to
achieve sth
substantially /sab'staenjali/ (adv) =
considerably
suffix /sAfikJ/ (n) = a word ending
take a risk with sth (phr) = to take a
chance on sth
threat /0ret/ (n) = an intent to hurt
transfer /traens’fa:/ (v) = to move sb/sth
from one place to another one
transform /traens'foim/ (v) = to change
sth totally
transmit /traenz'mit/ (v) = to convey an
emotion
transport /traens'poit/ (v) = to take
sb/sth somewhere in a vehicle
unaccustomed (to sth) /.Ana'kAstamd/
(adj) = not used to sth
uncommon /лп'котэп/ (adj) =
unusual; rare
unconventional /,лпкэп'уеп|эпэ1/
(adj) = not conforming to
accepted standards
unfamiliar (with sth) /.Anfo'milia/
(adj) = not knowing much about sth
uniform /ju:nifo:m/ (adj) =
unchanging throughout
Language Focus 3
be committed to doing sth (phr) =
to promise to do sth
be dismissed from a position (phr) =
to be fired from a job
bilingual /bai'liqgwal/ (adj) = fluent in
two languages
credentials /kra'denfalz/ (pl n) =
qualifications
exclude /ik'skluid/ (v) = to rule sth out
hit the books (idm) = to study hard
internship /intamjip/ (n) = a
specialised training programme in
a company for a graduate
keep pace with sth (phr) = to stay up
to date with sth
learn sth the hard way (idm) = to get
to know sth through an unpleasant
experience
make the grade (idm) = to pass a test
pass with flying colours (idm) = to
pass an exam with a very high score
pick sb's brains (idm) = to talk with
sb knowledgeable to get
information about sth
recruit /ri'kru:t/ (v) = to seek staff for
employment
references /refaransiz/ (pl n) =
recommendation letters
spiralling costs (phr) = increasing
expenses
struggle /strAgal/ (v) = to have difficulty
in doing sth; to strive to do sth
take the initiative to do sth (phr) =
to be the first one to do sth
toil /toil/ (v) = to work hard
trainee /trei'ni:/ (n) = sb who is being
taught how to do a particular job
tutorial session (phr) = a private
consultation with your teacher
Module 4
Health Matters
contribute /kan'tribjuit/ (v) = to help to
make sth happen
generate /dsenareit/ (v) = to produce;
to create
immune system /i'mju:n .sistam/ (n) =
the system of the biological
defense mechanisms of our body
improve /im'pruiv/ (v) = to make better
infirmity /in'fsimiti/ (n) = physical
weakness
interact /.mtar'aekt/ (v) = to
communicate
mental sharpness (phr) = intellectual
clarity
merely /miali/ (adv) = simply; just
neural pathway (phr) = a nerve tract
overriding /auva'raidiq/ (adj) = of
great importance
put the brakes on sth (phr) = to stop
sth
release /n'li:s/ (v) = let loose
sensory input (phr) = information
received through our senses
sth takes its toll on sth else (phr) = sth
has a negative impact on sth else
strengthen /streqOan/ (v) = to make
strong
stress-busting /sties bAstnj/ (adj) =
stress-relieving
wholesome /haolsam/ (adj) = healthy
wreak havoc (phr) = to cause chaos
4a
beaming grin (phr) = a very broad
and happy smile
distinct /di'stiqkt/ (adj) = unconnected
dopamine /daupamiin/ (n) = a body
chemical that develops a sense of
pleasure
endorphin /en'doifm/ (n) = a body
chemical that relieves pain and
develops a sense of happiness
engage /m'geids/ (v) = to use (a
muscle to do sth)
enigmatic /enig'maetik/ (adj) = mysterious
*
I__
Word List
essential /I'senjal/ (adj) = vital
evolution /.iiva'luijan/ (n) = the gradual
development of human kind
grin and bear it (phr) = to put up
with sth you don't like, with a
good attitude, rather than
complain about it
heritage /hentids/ (n) = a society's
manners and customs passed on
from one generation to another
impact /impaekt/ (n) = influence
in and of itself (phr) - without
considering anything else
infectious /in'fekfas/ (adj) = spreading
quickly
lift sb's spirit (phr) = to make sb feel
happier or better than before
mere /mia/ (adj) = only
mischievous smirk (phr) = an
embarrassing and evil smile
mood-enhancing /mu:d m,ha:nsiq/
(adj) = that improves the way you
feel
most likely (phr) = in all probability
non-aggression /.non a'grejan/ (n) = a
lack of a desire to fight
pleasure-inducing /р!езэг m,dju:siq/
(adj) = that brings a feeling of
enjoyment
postulate /postjuleit/ (v) = to
hypothesise
primate /praimeit/ (adj) = an ape
reflex /riifleks/ (n) = a natural
response to a physical effect
regardless /n'gaidlas/ (adv) =
irrespective of anything
scientific discipline (phr) = an area of
knowledge taught at universities
sincerity /sm'serati/ (n) = genuineness
therapeutic /,0era'pju:tik/ (adj) = remedial
transformative /traens'foimativ/ (adj) =
bringing about changes for the
better
unique /ju:'ni:k/ (adj) = one-of-a-kind
womb /wu:m/ (n) = the organ in a
woman's body where a baby
grows until it is born
4b
alternative therapy (phr) = not
traditional medical treatment
amiable mood (phr) = a friendly
frame of mind
arthritis /a:'0raitis/ (n) = the medical
condition in which you get the
joints of the body swollen
be back on one's feet (idm) = to be
successful again after overcoming
problems
be fit as a fiddle (idm) = to be very
healthy
be given a clean bill of health
(idm) = to be officially told that my
state of health is very good
block /Ыок/ (v) = to obstruct sth
bruised /bruizd/ (adj) = (of a part of
the body) with a purple mark on
the skin due to an injury
calf /ka:f/ (n) = the back part of the
leg between the knee and the ankle
chronic disease (phr) = an incurable
disease continuing for a long time
collarbone /kolabaun/ (n) = each of
the two bones that connect the
neck with the shoulders
contract /kan'traekt/ (v) = to catch an
illness
cramp /kraemp/ (n) = a severe pain due
to sudden tightening of a muscle
crutch /krAtJ/ (n) = each of the two
long sticks placed under the arms
to help an injured person walk
defiant mood (phr) = a negative
frame of mind
degenerative disease (phr) = an illness
that is gradually getting worse
dislocate /dislakeit/ (v) = to make a
bone change its position by accident
feel out of sorts (idm) = to feel a little
ill
fracture /fraektja/ (v) = to get a bone
broken
gland /glaend/ (n) = a body organ that
produces substances for the body
to use
heal /hid/ (v) = (of an injury/fracture)
to be cured
knuckle /плкэ!/ (n) = each of the
finger joints
migraine /mi:grein/ (n) = a very
painful headache
mood /muid/ (n) = the way you feel
non-invasive therapy (phr) = medical
treatment without operating on
the body
ointment /omtmant/ (n) = a
pharmaceutical cream
ongoing therapy (phr) = continuing
medical treatment
recovery /n'kAvari/ (n) = getting better
after being ill
relieve /n'liiv/ (v) = to make a pain,
stress, etc less strong
rotten mood (phr) = a very bad frame
of mind
sinusitis /.sama'saitis/ (n) = the medical
condition in which you get the
spaces in the bones behind the
nose swollen
sling /slig/ (n) = a piece of cloth tied
around the neck for supporting a
broken arm
splitting headache /splitig 'hedeik/ (n) =
a very strong pain in the head
stamina /staemina/ (n) = the natural
ability to keep doing sth without
giving up
stiff joint (phr) = a joint in the body
that is painful and doesn't bend
easily
stinging /stnjii]/ (adj) = (of a report,
letter, etc) critical
stub /sub/ (v) = to accidentally hurt
my toe
swift recovery (phr) = getting better
after an illness in a short period of
time
swollen /swaulan/ (adj) = (of a part of
the body) bigger due to a disease
or injury
tear a muscle (phr) = to cause
damage to a muscle
terminal disease (phr) = an illness
that leads to death
thrash /Qraef/ (v) = to move violently
throbbing pain (phr) = a regularly
repeated pain
torso /to:sau/ (n) = the part of the
body between the neck and the
legs, without the arms
treat /tri:t/ (v) = to try to cure a
patient of their illness
twist /twist/ (v) = to injure (the
ankle/wrist) by turning it hard and
accidentally
4c
break the bank (phr) = to use up all
my money
herbal extract /,Ьз:Ьэ'1 'ekstraekt/ (n) = the
substance we get from small special
plants through a certain process
impulsively /im'pAlsivli/ (adv) =
spontaneously
leftovers /leftauvaz/ (pl n) = uneaten
food
4d
bulk up /,Ьл1к 'лр/ (phr v) = to put on
muscle
epidemic /epi'demik/ (n) = a large
number of cases of a disease
general practitioner /Дзепэгэ!
praek'tijana/ (n) = a family doctor
hectic lifestyle (phr) = a frantic way
of living
muscle mass /nussl mses/ (n) = the
density of the soft connecting
tissues in the body
naturally predisposed (phr) =
sensitive to sth by nature
nutritious /nju'tn/as/ (adj) = nourishing
obesity /au'biisati/ (n) = the quality of
being extremely overweight
physically unattainable (phr) =
impossible to do with your body
processed food (phr) = food with
chemicals added to it
put a strain on sth (phr) = to
overload sth
side effect /said ifekt/ (n) = a secondary
unwanted result of a drug
sleep deprivation /sli:p depn,veij?n
(n) = a lack of sleep
societal pressures (phr) = social
tensions
WLS
Word List
starvation /stai'veijan/ (n) = a lack of
food
tackle the issue (phr) = to deal with a
particular problem
virtual pariah (phr) = practically a
social outcast
4e
alternative /oJ'tsinotiv/ (n) = one other
possibility
compulsory /kam'pAlsari/ (adj) =
obligatory
strive /straiv/ (v) = to make every
effort to achieve sth
4f
accomplish /э'клтрИ// (v) = to reach a
goal
accuracy /askjarasi/ (n) = precision
addictive /a'diktiv/ (adj) = causing
dependence
additive /aedativ/ (n) = an artificial
ingredient in food to improve its
appearance, taste, etc
circuit training /ssikit .treimq/ (n) = a
series of high-intensity aerobic
exercises
concise /kan'sais/ (adj) = brief and
comprehensive
consumption /kan'SAinpfan/ (n) = the
act of eating or drinking sth
contraction /kan'traekfan/ (n) = a
shortened form of a word or words
exposure /ik'spausa/ (n) = the
possibility of experiencing sth new
intake /mteik/ (n) = the amount of
food you take into your body
mouth-watering /mau9 ,wa:tanr)/
(adj) = appetising
penetrate /penatreit/ (v) = to go into sth
persuasive /pa'sweisiv/ (adj) =
convincing
plagiarise /pleidsaraiz/ (v) = to copy
sb else's written work and present
it as your own
portion /paijan/ (n) = an individual
quantity of food
preservative /pn'z3:vativ/ (n) = a
substance added to food to keep it
good for some time
retain /n'tein/ (v) = to keep
self-reliant /.self ri'laiant/ (adj) =
independent
subsidiary /sab'sidiari/ (adj) =
supplementary; secondary
substitute /sAbstitju’.t/ (v) = to replace
we reap what we sow (phr) = if we do
good things, good things will
happen to us, and if we do bad
things, bad things will happen to us
Language Knowledge 4
i л /1
WL9
agile /aedjail/ (adj) = flexible
alleviate /a'liivieit/ (v) = to relieve
approachable /a'proutjabal/ (adj) =
easy to talk to
assert /a's3:t/ (v) = to state sth with
confidence
brisk /brisk/ (adj) = (of a walk) fast
bruise /bruiz/ (n) = a purple mark on
the skin due to an injury
bustling /bAslirj/ (adj) = (of a place)
with many people
coarse /ko:s/ (adj) = rough
come up with sth /,клт 'лр wid/
(phr v) = to think of an idea
compensate /kompanseit/ (v) = to
make up for sth
comprise /kam'praiz/ (v) = to be made
up of sth
conclude /kan'klu:d/ (v) = to infer
constitute /konstitjuit/ (v) = to form
debate /di'beit/ (v) = to argue
decrease /di'krirs/ (v) = to decline
defeat /di’fiit/ (v) = to beat sb
defend /di'fend/ (v) = to stand up for
sb/sth
deficient /di'fijant/ (adj) = lacking;
inadequate
defy /di'fai/ (v) = to ignore
descend /di'send/ (v) = to go down to
a lower level
dissolve /di'zolv/ (v) = to become a liquid
divert /dai'vait/ (v) = to turn in a
different direction
eliminate (sth from sth else) /I'limineit/
(v) = to remove sth from sth else
evaporate /I'vaepareit/ (v) = to become
steam
excessively /ik'sesivli/ (adv) = too much
exert /ig'z3:t/ (v) = to put your
influence, your power, etc to use
fall in with sb /fail 'in wi6/ (phr v) = to
agree with sb
flawless /flailas/ (adj) = perfect
gullible /длИЬэ!/ (adj) = easily deceived
hefty /hefti/ (adj) = big in size and heavy
hinge /hinds/ (n) = a point of
connection in a door frame
hoarse /ha:s/ (adj) = (of a voice) rough
impressionable /im'prejanabal/ (adj) =
easily influenced
inscribe /in'skraib/ (v) = to make words
on wood, stone, etc
insert /in'ssit/ (v) = to put sth inside
sth else
intersection /mta'sekjan/ (n) = a road
junction
invalid /m'vaelid/ (adj) = incorrect
joint /dsomt/ (n) = a body part where
two bones are connected
junction /dsAgkjon/ (n) = a place
where two roads meet
make off /,meik 'of/ (phr v) = to run
away; to escape
nimble /nimbal/ (adj) = moving
quickly and easily
pacify /'paesifai/ (v) = to make sb calm
prescribe /pri'skraib/ (v) = to write an
order form for medication
radically /raedikli/ (adv) = extremely
rash /raej/ (n) = an area of skin
covered in red spots
rugged /глдЬ/ (adj) = uneven
severely /si'viali/ (adv) = seriously;
very badly
sink /sirjk/ (v) = to go under the water
sluggish /shgif/ (adj) = slow-moving
sprain /sprein/ (n) = a painful injury
due to a sudden twist
stain /stein/ (n) = a mark not easily
removed (usually made by wine,
coffee, etc)
stroll /straol/ (n) = a slow walk
subscribe /sab'skraib/ (v) = to sign up
to sth
subside /sab'said/ (v) = to wear off
susceptible (to sth) /sa'septabal/ (adj) =
easily affected by an illness, etc
take up /.teik 'лр/ (phr v) = to start a
hobby
tonsillitis /.tonsa'laitis/ (n) = an
inflammation of the organs lying
on either side of the throat
toothpick /tuiOpik/ (n) = a small
wooden stick for cleaning your teeth
transcribe /traen'skraib/ (v) = to make
a written copy of sth
withered /widad/ (adj) = (of plants)
dried and dying
Language Focus 4
beam /bi:m/ (v) = to smile happily
chuckle /tfAkl/ (v) = to laugh without
opening the mouth
craving /kreiviij/ (n) = a strong desire
to do or have sth
demanding /di'maindiij/ (adj) =
difficult and tiring
exhilarating /ig'zilareituj/ (adj) =
causing happiness and excitement
fermented /fa'mentid/ (adj) = (of
foods/drinks) having undergone a
chemical process
giggle /'gigl/ (v) = to laugh in a
childlike way or nervously
go overboard with sth (idm) = to do
sth too much
grin /grin/ (v) = to smile broadly
showing my teeth
hazardous /haezadas/ (adj) = dangerous
invigorating /in'vigoreitnj/ (adj) =
refreshing and energising
it's a long shot (idm) = it's unlikely
learn the ropes (phr) = to understand
how things work
neurotransmitter /njuarautraenz'mita/
(n) = a body chemical that sends
out signals to various cells
on the ball (idm) = alert
serotonin /siarao'taunm/ (n) = a
neurotransmitter that is believed
to cause happiness
smirk /sm3:k/ (v) = to smile about sb's
misfortune or because you think
you are better than others
□
Word LisEZ
Module 5 Cause for Concern
adequate /aedikwat/ (adj) = sufficient
counterpart /kauntspait/ (n) = sb of
the same rank or quality as you
developing country /di.velopiij 'клпгп/
(n) = a rather poor country that is
still trying to enhance its people's
quality of life
extreme poverty (phr) = the condition
in which people are very poor
finite /fainait/ (adj) = limited
gender inequality Msenda mi.kwolati/
(n) = the fact that males and
females are not considered equal
illiterate /i'litarat/ (adj) = not knowing
to read or write
on average (phr) = typically
renewable resources /n.njuiabal
n'zoisiz/ (pl n) = sources of energy
that can replace themselves, such
as the sun and the wind
resources /n'zoisiz/ (pl n) = coal, oil,
water, etc
sanitation facilities /saeni'teijan
fa.silatiz/ (pl n) = places and services
for the protection of public health,
e.g. toilets, refuse collection, etc
sustainable development /sa.stemabal
di'velapmant/ (n) = environmentallyfriendly development that can
continue for a very long time
waste management /weist
'maemdsmant/ (n) = the processes
involved in dealing with sanitation
5a
a pile of rubbish (phr) = a lot of
garbage together in a heap
addressed envelope (phr) = a letter
paper wrapper with the recipient's
address written on it
alleged /a'ledsd/ (adj) = said to have
happened
amiably /eimiabli/ (adv) = pleasantly;
in a friendly manner
back alley /,baek 'aeli/ (n) = a small,
usually dark, street behind buildings
bin bag /bin baeg/ (n) = a plastic bag
for the container where we dispose
of rubbish
borough /Ьлгэ/ (n) = a municipality
bugbear /ЬлдЬеэ/ (n) = sth that
irritates sb
bustle up /bAsal 'лр/ (phr v) = to move
energetically and busily
charming smile (phr) = an attractive
grin
chit chat /tjit tjaet/ (n) = a friendly
light-hearted conversation
collapsed /ka'laspst/ (adj) = fallen apart
contextual /kan'tekstjual/ (adj) = relating
to a piece of writing and its meaning
disown /dis'aun/ (v) = to refuse to
acknowledge sth
dispose (of sth) /di'spauz/ (v) = to
throw sth away
elicit /I'lisit/ (v) = to bring out; to
extract (information, etc)
fade /feid/ (v) = to disappear gradually
feature /fi:tja/ (v) = to include; to
present
front lawn (phr) = the forward stretch
of grass-covered land
gesture /dsestja/ (v) = to make a hand
signal
graffitied /gro'fiitid/ (adj) = vandalised
haul /hoil/ (v) = to drag sth
heap /hi:p/ (n) = a pile
incriminating details (phr) = pieces
of information that make sb seem
guilty
inexplicably /.imk'splikabli/ (adv) = in
an unexplained way
infer /шТз:/ (v) = to draw a conclusion
from the information you have
informant /m'foimant/ (n) = sb who
secretly provides information
about sb/sth
knotted /notid/ (adj) = tied
leaking /li:knj/ (adj) = letting liquid out
meticulous /ma'tikjolas/ (adj) =
attentive to detail; precise
nappy /naepi/ (n) = a diaper
obediently /a'biidiantli/ (adv) =
submissively
obscenities /ab'senatiz/ (pl n) = swear
words
obstruction /ab'stiAkfan/ (n) = blockage
offender /a'fenda/ (n) = a criminal; a
wrongdoer
oozing /uiziij/ (adj) = leaking out slowly
patrol /pa'traul/ (v) = to ensure that
there is no trouble in an area by
going around it regularly
photographic eye (phr) = the ability
to notice extreme detail
prematurely /prematjali/ (adv) = too
early
propel /pra'pel/ (v) = to urge sb to do sth
prosecution /.prosi'kjuijan/ (n) = the
action of officially accusing sb of a
crime
registration number /redji'streijan
,плтЬэ/ (n) = the number on a
vehicle licence plate
repercussions /,п:рэ'кл|эпг/ (pl n) =
negative consequences
rotting food (phr) = food that decays
rummage (through sth) /rAmidj/
(v) = to move things around in
order to find sth
sack /saek/ (n) = a large bag
shed /Jed/ (n) = a small outhouse used
for storage
sound /saond/ (adj) = accurate and
strong
split /split/ (adj) = open
stench /stentj/ (n) = a strong smell
stinking /stnjkii]/ (adj) = very smelly
tenant /tenant/ (n) = sb who rents a
house/flat
till receipt /'til ri,si:t/ (n) = a bill of sale
issued from a cash register
waste disposal /weist di.spauzal/ (n) =
the act of getting rid of rubbish
yield /ji:ld/ (v) = to give some information
5b
adapt /a'daept/ (v) = to adjust
affordable /a'faidabal/ (adj) = low-priced
anti-social behaviour (phr) =
disruptive conduct
appalling conditions (phr) = terrible
situation and environment
assault /a'soilt/ (n) = a physical attack
at an alarming rate (phr) = frightfully
fast
avert /a'vsit/ (v) = to avoid
ban /baen/ (n) = an official prohibition
capital punishment/kaepitl
'pAniJmant/ (n) = death penalty
cattle farming /kaetl ,fa:miq/ (n) =
keeping bulls and cows on a farm
for meat and milk
community service /ka,mju:nati 'S3ivis/
(n) = public service
compensation /.kompan'seijan/ (n) =
reimbursement
curb /кз:Ь/ (v) = to restrain
deprived areas (phr) = run-down
parts of a place
disadvantaged /disad'vamtidsd/ (adj) =
under privileged
discrimination /di.sknmi'neijan/ (n) =
unfair behaviour towards people of
a different race from yours
eliminate /I'limineit/ (v) = to remove
sth completely
embezzlement /im'bezlmant/ (n) = the
crime of stealing money from your
job
entangled /m'taeijgld/ (adj) = caught in
a net, rope, etc
face /feis/ (v) = to confront sth
fee /fi:/ (n) = money paid to a
professional for their services
fossil fuels /fosal ,fju:alz/ (pl n) = coal,
oil, etc found in the Earth and
used for production of energy
fraud /fra:d/ (n) = a scam
gillnet /gilnet/ (n) = a type of plastic
fishing net placed vertically in the
water
greenhouse gas emission (phr) = the
fact that toxic gases, which cause
global warming, are sent into air
harsh punishment (phr) = very strict
punishment
hefty fine (phr) = a heavy financial
penalty
homicide /homisaid/ (n) = murder;
manslaughter
illegal /rli:gal/ (adj) = against the law;
unlawful
WL10
т
Word List
impoverished community (phr) = a
very poor group of people
imprisonment /im'prizanmant/ (n) =
confinement
jaywalk /djeiwoik/ (v) = to cross a
street at a dangerous place
juvenile crime (phr) = illegal actions
committed by young people
landfill /laendfil/ (n) = an open site for
disposing of waste material
legislation /Jedsi'sleiJon/ (n) = lawmaking
libel /laibal/ (n) = publicising false
information about sb in order to
harm them
logging /logig/ (n) = obtaining wood
by cutting down forest trees
malnourishment /,таеГплп|тэпГ/ (n) =
malnutrition
manslaughter /maensloita/ (n) = the
crime of unintentionally killing sb
march /mo:tJ7 (n) = an organised walk
to demonstrate against sth
marine mammal /тэ,п:п 'maemsl/ (n) =
a sea animal that gives birth to
babies
mugging /тлдгд/ (n) = the crime of
attacking sb in the street to rob them
murder /msida/ (n) = an intentional
killing
on the brink of extinction (phr) = (of
a species) very close to stopping
existing
overconsumption /.auvakan'sAmpfan/
(n) = the fact that people buy too
many goods and use too many
services
patrol /pa'traul/ (v) = to watch over an
area
pesticide /pestisaid/ (n) = a chemical
for killing the insects which destroy
crops
poacher /pautfa/ (n) = an illegal hunter
police warning /pa'liis ,wo:niq/ (n) = a
police caution
prejudice /predyidis/ (n) = an unfair
dislike of sb/sth
put sb on probation (phr) = to
release a criminal from prison
conditionally
recession /n'sejbn/ (n) = financial crisis
reproductive /.riipra'dAktiv/ (adj) = (of
a mammal) able to produce babies
sailing vessel /seilirj ,vessl/ (n) = a
ship with sails
securities fraud /sa'kjuaratiz fro:d/ (n) =
an investment fraud; a stock fraud
sentence /sentans/ (n) = the punishment
that a court gives to a criminal
stand trial (phr) = to be judged in a
court
suffocate /sAfakeit/ (v) = to lose your
life because you can't breathe
terrorism /teranzam/ (n) = the use of
violence in order to press a
government for sth
WL11
transparent /trasns'paerant/ (adj) = that
you can see through
trespass /trespas/ (v) = to intrude
trigger /trigs/ (v) = to cause sth to
happen
vandalism /vaendahzam/ (n) = the crime
of causing damage to public property
youth detention centre /ju:0 di.tenjan
senta/ (n) = a juvenile hall
5c
cart /ka:t/ (n) = a trolley
distinctive /di'stiijktiv/ (adj) = easy to
recognise
fizzing /fiznj/ (adj) = (of a sound) like
that of gas bubbles in a sparkling
drink
fly-tipping /flai tipnj/ (n) = the
practice of disposing of waste
material illegally
scheme /ski:m/ (n) = a project for
helping people
5d
acquire /a'kwaia/ (v) = to obtain
compound /kam'paund/ (v) = to make
sth worse
confide (in sb) /kan'faid/ (v) = to trust
sb and tell them your problems
default (on sth) /di'fodt/ (v) = to fail to
pay sth on time
demoralising /di'morolaizii]/ (adj) =
discouraging
drop-in centre /drop in ,senta/ (n) = a
place where you can go to get
advice and support at any time
financial downturn /fai.naenjal
'dauntam/ (n) = economic decline
get sth out in the open (phr) = to
make sth public knowledge
justified /djAstifaid/ (adj) =
well-explained
knock-on effect (phr) = the fact that sth
happening causes sth else to happen
private practice /.praivat praektis/ (n) =
a doctor's or other professional's
personal business
put sth in perspective (phr) = to
judge sth sensibly and in
comparison with similar things
recession /n'sefan/ (n) = financial crisis
stark /sta:k/ (adj) - unpleasant
state handouts /.steit 'haendauts/
(pl n) = benefits from a government
the bubble bursts (phr) = a successful
period of time suddenly comes to
an end
the underprivileged /bi .Anda'privalidjd/
(pl n) = the deprived people
5e
consensus /kan'sensas/ (n) = an
agreement
counselling /kaunsaliq/ (n) = advice and
support offered by a professional
incentive /m'sentiv/ (n) = sth that
encourages you
lay off /.lei 'of/ (phr v) = to tell an
employee to leave the job because
there is no more work
5f
ameliorate /a'miiliareit/ (v) = to make
sth better
amenities /a'miinatiz/ (pl n) = facilities
committee /ka'miti/ (n) = a group of
people who have a particular task
to do
compile /kam'pail/ (v) = to put together
contraction /кэп'Гггек/ап/ (n) = a
shortened form of a word or phrase
delinquency /di'liqkwansi/ (n) =
criminal actions by young people
deterioration /di.tiaria'reijan/ (n) =
worsening
disaffected /.disa'fektid/ (adj) =
unsatisfied with the government
imminent /immant/ (adj) = (of sth
bad) about to happen
implement /impliment/ (v) = to put
into effect
inner-city /,тэ 'siti/ (adj) = close to the
city centre
menacing /menasiq/ (adj) = threatening
mural /mjuaral/ (n) = a painting on a wall
plague /pleig/ (v) = to cause trouble
and suffering
pledge /pledj/ (v) = to promise to do sth
subsidy /sAbsadi/ (n) = government
funding
substantially /sab'staenjali/ (adv) =
considerably
superior /su'piaria/ (n) = sb at a higher
rank than you
tackle /taskal/ (v) = to deal with sth
up-and-coming /,лр эп 'клпид/ (adj) =
promising
uphill struggle (phr) = an extremely
difficult task
wasteland /weistlaend/ (n) =
a run-down place
Language Knowledge 5
a typical day (phr) = a normal day
adhere (to sth) /ad'hia/ (v) = to abide
by sth; to follow sth
affix (sth to sth else) /a'fiks/ (v) = to
stick sth to sth else; to attach sth
to sth else
aim /eim/ (n) = an objective
allegation /.aela'geifan/ (n) = an
accusation
ally /aelai/ (n) = a supporter
anti-poaching patrol (phr) = a group
of guards going around an area at
regular intervals to prevent the
illegal hunting of wildlife
associate /a'saufiat/ (n) = a partner; a
collaborator
balk /Ьэ:к/ (v) = to refuse to try sth
r
D
Word List
be in a critical condition (phr) = to
be seriously ill
bend /bend/ (v) = to make sth curved
bleak /bli:k/ (adj) = offering little or no
hope
bond /bond/ (v) = (of two things) to
fix together
central /sentral/ (adj) = principal; main
cling (to sth/sb) /klnj/ (v) = to hang
on to sth/sb
colleague /koli:g/ (n) = a co-worker
conceal /kan'siil/ (v) = to hide sth
confer /кэпТз:/ (v) = to consult with sb
conform (to sth) /ksn'foim/ (v) = to
comply with sth
conquer /korjka/ (v) = to defeat an
enemy
consent (to sth/doing sth) /kan'sent/
(v) = to agree to do sth
consequence /'konsikwans/ (n) = an
effect
convert /kan'vsit/ (v) = to transform
create /kri'eit/ (v) = to make sth
criminal /krimmal/ (adj) = law-breaking
crucial /'kru:Jal/ (adj) = very important
curve /кз:у/ (v) = to form an arch
decline /di'klam/ (v) = to decrease
defect /di'fekt/ (n) = an imperfection
deficit /defasit/ (n) = a shortfall
deflect /di'flekt/ (v) = to divert sth
detect /di'tekt/ (v) = to discover sth
deteriorate /di'tiariareit/ (v) = to get
worse
determine /di't3:min/ (v) = to establish
sth; to find facts so as to prove sth
true
disappear /.disa'pia/ (v) = to vanish
discern /di'ssin/ (v) = to be able to see
or notice sth
discipline /disaplin/ (v) = to train sb to
obey rules
discriminate (between two things)
/di'skrimmeit/ (v) = to distinguish
between sth and sth else
disengage /dism'geids/ (v) = to detach
disperse /di'spsis/ (v) = to make a
crowd go in different directions
display /di'splei/ (v) = to present; to
exhibit
dissolve /di'zolv/ (v) = to become part
of a liquid
divert /dai'vsit/ (v) = to reroute
endeavour /in'deva/ (n) = an effort
establish /I’staebliJ/ (v) = to verify sth
fend sb off /fend 'of/ (phr v) = to
defend yourself against sb
fracture /fraektfa/ (n) = a broken bone
fragile /fraedjail/ (adj) = vulnerable;
sensitive
harvest /haivist/ (v) = to catch an
animal for human use
havoc /haevak/ (n) = destruction
low-lying country (phr) = a country
close to the level of the sea
lower /1эиэ/ (v) = to take sth down
from a higher level
mainstream /memstriim/ (adj) =
conventional
make ends meet (phr) = to barely
earn enough money to live
mark /ша:к/ (n) = a spot
outcome /аигклт/ (n) = a result
peer /рю/ (n) = a person of the same
age as you
perpetrator /p3:patreite/ (n) = a
lawbreaker
pose a threat (phr) = to present a
danger
prospects /prospekts/ (pl n) = chances
of success
purpose /p3:pas/ (n) = a goal; a reason
for doing sth
realise /rialaiz/ (v) = to become aware
of sth
recoil /n'koil/ (v) = to pull back in fear
regulation /.regju'leijan/ (n) = an
official rule
renovation /rena'veijan/ (n) =
refurbishment
repel /n'pel/ (v) = to drive sth/sb away
restraint /n'streint/ (n) = the
repression of your emotions
restriction /n’stnkjan/ (n) = a limitation
show signs of (phr) = to indicate the
possibility of sth
shun /[ли/ (v) = to avoid sb
signal /signal/ (n) = a gesture which
expresses sth
soothe /su:6/ (v) = to calm sb
steer /stia/ (v) = to cause a vehicle to
move in a particular direction
subdue /sab'dju:/ (v) = to suppress
switch /switj/ (v) = to change to sth new
trace /treis/ (n) = a clue
transmit /traenz'mit/ (v) = to transfer sth
turn a blind eye (idm) = to pretend
not to see sth
twist /twist/ (v) = to turn; to rotate
weaken /wi:kan/ (v) = to become less
powerful
Language Focus 5
accuse (sb of sth) /a'kjuiz/ (v) = to
hold sb responsible for sth
acquit /a'kwit/ (v) = to declare sb not
guilty
admit sb to a place (phr) = to take sb
to a hospital to receive special care
arid region (phr) = a dry and infertile
area of land
blame (sb for sth) /bleim/ (v) = to
hold sb accountable for sth
break the law (phr) = to do sth illegal
charge (sb with sth) /tja:ds/ (v) = to
officially say that sb is guilty of sth
come to a head (idm) = (of a
problem) to reach a critical stage
deciduous /di'sidjuas/ (adj) = (of a
tree) losing leaves at the end of a
growing season
ecological /iika'lodsikal/ (adj) =
environmentally friendly
evergreen /evagrim/ (adj) = (of a tree)
green all year
fend for myself (phr) = to take care of
myself alone
foot the bill (idm) = to pay all the
costs for sth
green credentials (phr) = the
qualities that show sb cares about
protecting the environment
have my back against the wall
(idm) = to meet an obstacle with
very few ways to overcome it
immune system /i'mju:n sistom/ (n) =
the system in the body that forms
antibodies to protect it
make an arrest (phr) = to take sb into
custody
natural /naetjaral/ (adj) = relating to
nature
on the fringes of society (idm) = on
the margins of the community
organic pollutant (phr) = a chemical
substance that pollutes the
environment
paddy field /paedi fi:ld/ (n) = a flooded
area of land where rice is grown
pardon (sb for sth) /pa:dan/ (v) = to
allow sb found guilty of a crime to
leave prison
pay a fine (phr) = to settle a penalty
plead guilty (phr) = to confess to a
crime
pollutant /pa'luitent/ (n) = a
contaminant
reach a verdict (phr) = (of a jury) to
make a decision in a trial
reservoir /rezavwa:/ (n) = a water tank
sentence (sb to sth) /sentans/ (v) = to
penalise sb
setting /setiq/ (n) = the surroundings
spiral out of control (idm) = (of an
event) to change rapidly and
uncontrollably
suspect /sa'spekt/ (v) = to believe sb
might be guilty of sth
suspend /sa'spend/ (v) = to put a
prison sentence on hold
take the blame for sth (phr) = to
accept responsibility for sth
to find myself in dire straits (idm) =
to be in a very difficult situation
Module 6
Material World
alliteration /a.lita'reijan/ (n) = the
repetition of a sound
attention-grabbing (phr) = that gets
and holds your attention
blow sb away (phr) = to make sb
extremely excited
brochure /braufa/ (n) = a thin booklet
advertising sth
catchy slogan (phr) = an advertising
phrase easy to remember
WL12
ord List
classified ad /klaesifaid 'aed/ (n) = an
advertisement for buying/selling
sth in a newspaper
digital advertising /didsitl 'aedvataiziq/
(n) = advertisements on the Net, etc
digital hoarding /.didsitl 'hoidiq/ (n) =
a digital billboard
flyer /Паю/ (n) = an advertisement on
a small piece of paper distributed
in the streets
full page spread /.fol peids 'spied/ (n) =
an advertisement covering one
page in a newspaper or magazine
impact /impaekt/ (n) = an influence
indulge myself (phr) = to let myself
enjoy sth
legalized /liigslaizd/ (adj) = lawful
pamphlet /paemflit/ (n) = a small
brochure
scientific reference (phr) =
mentioning sth related to sciences
second to none (phr) = the best
6a
activism /aektivizam/ (n) = the belief of
taking serious action in order to
achieve social or political goals
affluent /aefluant/ (adj) = prosperous
appealing /s'pidiq/ (adj) = attractive
be implicated in /bi 'implikeitid in/
(v) = to be involved in
borderline obsessive (phr) = very
close to being considered
unhealthily paranoid
break the vicious cycle (phr) = to put
an end to a situation in which one
problem creates another worse
than the first
collapse /ks'laeps/ (v) = to fall down on
a sofa, bed, etc to relax
compelling /kam'peliq/ (adj) = interesting
compost /kompost/ (v) = to use
decayed leaves, plants, etc in order
to improve the soil
concrete /koqkriit/ (adj) = real
consumption /kan'sAmpJan/ (n) =
buying goods and services
developing /di'velspiq/ (adj) =
advancing
dismal /dizmal/ (adj) = depressing
disposal /di'spauzal/ (n) = throwing sth
away
distribution /.distn'bjuijan/ (n) =
supplying goods to shops
engaging /m'geidsiq/ (adj) =
captivating
epilogue /epilog/ (n) = the last part of
a book
expose /ek'spauzei/ (n) = a news story
revealing sth shocking
extraction /ik'straekjan/ (n) = obtaining
sth from sth else, e.g. oil/gold
from the earth
fertilizer /faitilaizo/ (n) = a chemical
substance for helping plants grow
WL13
grip /grip/ (v) = to get and hold sb's
attention
horror /hors/ (n) = terror
humble /ИлглЬэ!/ (adj) = ordinary, not
special but useful
indigenous /m'didsanas/ (adj) = native
intensity /m'tensati/ (n) = strength of
feeling
interweave /.mto'wiiv/ (v) = to closely
connect one story with another
material acquisition (phr) =
obtaining money and goods
narrative /naerativ/ (n) = a story
obsession /ab'sefsn/ (n) = a bad
persistent interest in sth
optimism /optinuzam/ (n) = the belief
that only good things will happen
pesticide /pestisaid/ (n) = a chemical
substance for protecting crops
against insects
poorly /po:li/ (adv) = badly
practical /praektikal/ (adj) = feasible
purposely /psipasli/ (adv) = on purpose
resonate (with sb) /rezaneit/ (v) = to
be sympathetically received by sb
resources /ri'zoisiz/ (pl n) = minerals,
precious stones and metals, etc
that exist naturally in the earth
scoff /skof/ (v) = to make fun of sb/sth
second hand (phr) = used
sorely /so:li/ (adv) = very seriously
tedious /tiidias/ (adj) = boring
thought-provoking /0o:t pra.vaukiq/
(adj) = stimulating
trash /trae]7 (v) = to severely destroy a
place on purpose
value /vaelju:/ (v) = to consider sb/sth
highly important
6b
a good deal (phr) = a bargain
a returns policy (phr) = the practice
of a shop accepting products back
and refunding customers' money
bargain-hunter /ba:gm .hAnta/ (n) = a
shopper that looks for cheap
products
be in debt (phr) = to owe money to sb
beam /bi:m/ (v) = to transmit sth to a
mobile phone, etc
buy at auction (phr) = to buy sth in a
public sale by offering the highest
price
buy in the sales (phr) = to buy things
during a period of time when
shops sell their products at
reduced prices
buy on hire purchase (phr) = to buy sth
expensive by paying small amounts
of money at regular intervals
buy on impulse (phr) = to buy sth on
the spot without thinking about it
canvas /kaenvas/ (n) = strong cloth for
making tents, sails, bags, etc and
for painting on
cracked /kraekt/ (adj) = slightly
damaged with lines on the surface
craft shop /kra:ft J‘op/ (n) = a shop
that sells handicraft items
cut-down /kxt daun/ (adj) = reduced
deduction /di'dAkfan/ (n) = the process
of taking an amount away from a
total
delicatessen /delika'tesan/ (n) = a shop
that sells high quality packed foods
discount /diskaunt/ (n) = a reduced
price of a product
DIY superstore /di: ai wai 'suipasto:/
(n) = a huge shop that sells items
for making things yourself
email alert /ianeil 9,1за/ (n) =
information you receive
immediately about offers, sales,
job openings, etc through the Net
end-of-season /end af 'siizan/ (adj) =
at the completion of each of the
four quarters of a year (e.g.
autumn, etc)
factory outlet /fekteri .autlat/ (n) = a
retail store with very low prices
farmer's market /fainiaz ,ma:kit/ (n) = а
place where products are sold
directly by the producers themselves
fascinator /faesmeita/ (n) = a
decorative item of headwear
flawed /flo:d/ (adj) = having
imperfections
frugal /fruigal/ (adj) = economical
with money
go off /gau 'of/ (phr v) = (of a gun,
bomb, etc) to explode
go out of fashion (phr) = to become
no longer fashionable
hammer /haema/ (n) = a tool for
hitting nails into surfaces
knock-down price (phr) = an
extremely cheap cost to buy sth
last-minute /lci:st 'mmit/ (adj) = at the
latest possible time
leave sb broke (phr) = to make sb
spend all their money
millinery /milmari/ (n) = a shop that
sells women's hats
nail /neil/ (n) = a long thin piece of
metal with a flat top, which you
hit into surfaces with a hammer
offer /ofa/ (n) = a product sold at a
reduced price
organic food /a:,gaenik 'fuid/ (n) =
items of food that have been
produced without chemicals
outbid /aut'bid/ (v) = to offer a higher
price to buy sth
pay in advance (phr) = to pay for sth
before you buy it
pay in arrears (phr) = to be late in
making a payment
pay in full (phr) = to give the whole
amount of money for sth that you
buy
Word List
pay in instalments (phr) = to pay for
sth in small amounts of money at
regular intervals
ploy /ploi/ (n) = a trick
pricey /praisi/ (adj) = expensive
produce /prodju:s/ (n) = items of food
that have been produced on a farm
proposal /pra'paozal/ (n) = a suggestion
retailer /riiteila/ (n) = a businessman
who sells products to customers
seasonal vegetables (phr) =
vegetables that are in season
spendthrift /spendSnft/ (n) = sb who
wastes money
split the bill (phr) = to divide the
restaurant bill, etc equally
statement /steitmant/ (n) = a printed
record of a bank account
stingy /stindji/ (adj) = ungenerous
tear Леэ/ (n) = a rip
tile /tail/ (v) = to cover a floor and
walls with pieces of baked clay
warning /wo:nnj/ (n) = informing
people about a possible danger
6c
commission /ka'mijan/ (n) = extra
earnings in accordance with the
sales that a salesman has made
incentive /in'sentiv/ (n) = sth that
encourages you to do sth
know the tricks of the trade (phr) =
to be aware of the clever ways of
doing business
sales pitch /seilz pitJ7 (n) = a speech
given to persuade sb to buy sth
6d
aspiring /s'spaiarnj/ (adj) = would-be
boom (in sth) /bu:m/ (n) = rapid
prosperity (e.g. of economy)
contend (with sth) /kan'tend/ (v) = to
struggle against sth
convenience /kan'vimians/ (n) = ease
funding /fxndiij/ (n) = financial support
hardware store /hcndwea sto:/ (n) = a
shop selling home tools,
equipment, etc
invaluable /in'vaeljuobol/ (adj) = that
you appreciate highly
inventory /mvantari/ (n) = the stock of
a store
limitation /.limi'teifon/ (n) = a restriction
opt (for sth) /opt/ (v) = to select sth
overheads /auvahedz/ (pl n) = the
general expenses of a business
(e.g. rent, electricity, etc)
revenue /revanju:/ (n) = income
rival sth /raival/ (v) = to be
comparable with sth
running costs /,глпи] 'kosts/ (pl n) =
expenses to maintain sth
take a battering (phr) = to do badly
in sth
tedious /ti:dias/ (adj) = boring
the exception that proves the rule
(phr) = sth that emphasises the
truth of a statement by
disagreeing with it
vigilant /vidjalam/ (adj) = alert
warehouse /weahaus/ (n) = a
storehouse for goods
warrant /worant/ (v) = to justify sth
6e
addiction /a'dikfan/ (n) = a fixation
hesitation /.hezi'teijan/ (n) = a pause
due to uncertainty
strengthen /streijQan/ (v) = to make
sth stronger
6f
be susceptible to sb/sth (phr) = to
be likely harmed by sb/sth
bulk /Ьл1к/ (n) = the majority
capital /kaepitl/ (n) = an amount of
money for investment purposes
cohesion /kau'hiijan/ (n) = coherence
conventional /kan'venjanal/ (adj) =
normally used
enhance /m'hams/ (v) = to improve sth
feel at ease (phr) = to be comfortable
to do sth
foolproof /fu:lpru:f/ (adj) = (of a
machine/method) unable to fail
fraudulent /froidjolant/ (adj) =
deceitful in order to make money
illegally
funds /fwndz/ (pl n) = financial reserves
gift voucher /gift vautfa/ (n) = a gift card
gift-giver /gift giva/ (n) = sb who buys
a present for sb else
incentive /in'sentiv/ (n) = a financial
reward offered as an encouragement
indicate /mdikeit/ (v) = to show sth
intense /m'tens/ (adj) = extreme
one-off /.wAn 'of/ (adj) = one of a kind
sew /sau/ (v) = to stitch pieces of fabric
transaction /trasn'zaskjan/ (n) = a
purchase
utilise /ju:tilaiz/ (v) = to put sth to
practical use
Language Knowledge 6
adaptation /aedaep'teifan/ (n) = a
modification
adjustment /a'dsxstmant/ (n) = a small
change
agreement /a'grianant/ (n) = a deal
alteration /oilta'reijan/ (n) = (of
clothes) resizing
amendment /a'mendmant/ (n) = a
correction in a document
assurance /a'fuarans/ (n) = a word of
honour
automatic /oita'maetik/ (adj) = not
operated manually
binary /bamari/ (adj) = relating to a
two-digit numbering system
blank /blaeijk/ (n) = the empty space in
an application form, exercise, etc
breach /bri:t]7 (n) = a physical gap
can't stand the thought of (doing
sth) (phr) = can't bear the idea of
(doing sth)
chew /tju:/ (v) = to grind sth with my
teeth
circumstance /ssikamstans/ (n) = a
condition
closely /klausli/ (adv) = (of watching,
controlling, etc) very carefully
concept /konsept/ (n) = an idea
consider /kan'sida/ (v) = to take sth
into account
debt /det/ (n) = money owed
descend /di'send/ (v) = to physically go
down
digital /didsitl/ (adj) = electronic
dividend /dividend/ (n) = a profit share
drastically /draestikli/ (adv) = extremely
esteem /i'stiim/ (n) = respect
expenses /ik'spensiz/ (pl n) = costs
helpless /helplas/ (adj) = defenceless
image /imids/ (n) = a perception of
sth/sb
incident /insidant/ (n) = an issue
indelibly /m'delabli/ (adv) = in a way
that cannot be forgotten
instalment /m'stailmant/ (n) = a partial
payment
instance /instans/ (n) = an example
lapse /laeps/ (v) = to come to a stop
lightly /'laitli/ (adv) = gently
naive /nai'iiv/ (adj) = gullible
notion /naujan/ (n) = a concept
occurrence /а'клгэпз/ (n) = a happening
opening /aupaniq/ (n) = an available job
partially /paijali/ (adv) = partly
picture /pikt/э/ (v) = to imagine sth
pledge /pledj/ (n) = a promise
plunge /plAiids/ (v) = to drop fast
poorly /po:li/ (adv) = badly
precisely /pn'saisli/ (adv) = exactly
proceeds /prausiidz/ (pl n) = profits
pursuit /pa'sjuit/ (n) = the act of trying
to find sth
rank /raeqk/ (v) = to classify
rate /reit/ (v) = to evaluate sth
render /renda/ (v) = to make
revenue /revenju:/ (n) = income
settlement /setlmant/ (n) = a financial
arrangement
share /Jea/ (n) = (of profits) a percentage
simulate /simjuleit/ (v) = to mimic
swoop /swu:p/ (v) = (of a bird) to fly
down on its prey
tactic /taektik/ (n) = a strategy
tasteless /teistlas/ (adj) = inappropriate
technical /teknikal/ (adj) = mechanical
tendency /tendansi/ (n) = a habit
thereafter /6eaiJa:fta/ (adv) = following
that
token Дэикэп/ (n) = a symbol
tool /tu:l/ (n) = an instrument
truly /tru:li/ (adv) = really
trustworthy /trAst,w3:6i/ (adj) = reliab e
WL14
List
vacancy /veikansi/ (n) = an empty
room to rent in a hotel, etc
warranty /worsnti/ (n) = a guarantee
wisely /waizli/ (adv) = intelligently
Language Focus 6
a licence to print money (idm) = a
way to make loads of cash without
effort
be strapped for cash (idm) = to be
very short of money
big-hearted /big 'hartid/ (adj) =
generous
boost /bu:st/ (v) = to increase
broke /Ьгэик/ (adj) = having no money
charitable /tjaentobal/ (adj) = helping
those in need
complete a transaction (phr) = to
buy sth and pay for it
convey /kan'vei/ (v) = to portray
cost an arm and a leg (idm) = to be
very expensive
deliver a promise (phr) = to stick to
my word
deposit /di'pozit/ (v) = to put a sum of
money in a bank account
distribute /di'stnbjurt/ (v) = to give sth
out
employ /im'ploi/ (v) = to use sth
express /ik'spres/ (v) = to show sth
fee /fi:/ (n) = a charge made by a bank
hard-up /ha:d 'лр/ (adj) = lacking money
import /import/ (n) = a product
bought from abroad
invest /m'vest/ (v) = to spend money on
sth in order to make it successful
launch /lo:nt|7 (v) = to introduce
loan /1эип/ (n) = money borrowed
from a bank
mean /mi:n/ (adj) = stingy
miserly /maizoli/ (adj) = not generous
with money
occupy /okjupai/ (v) = to take up space
owe /ои/ (v) = to be in debt to sb
penny-pinching /peni .pmtfiq/ (adj) =
close-fisted
promote /pra'maut/ (v) = to advertise
prosperous /prosparas/ (adj) = quite rich
reasonably priced (phr) = available at
an affordable price
release /n'liis/ (v) = to make sth public
save for a rainy day (idm) = to put a
sum of money aside for a time of
need
savings /seiviqz/ (pl n) = money set
aside
stock /stok/ (v) = (of a shop) to have a
number of items to sell
swap /swop/ (v) = to exchange sth
tight-fisted /tait 'fistid/ (adj) = stingy
wealthy /wel0i/ (adj) = rich
well-off /wel 'of/ (adj) = having
enough money
withdraw /wid'dro:/ (v) = to take a sum
of money from a bank account
WL15
Module 7
Back to Nature
alpine /aelpam/ (adj) = high-altitude
coarse /kois/ (adj) = rough
crystal-clear /knstl 'klia/ (adj) =
extremely clear
descend /di'send/ (v) = to go down
fainthearted /eint’hartid/ (adj) =
cowardly
gorge /дэ:с!з/ (n) = a narrow canyon
intrepid /m'trepid/ (adj) = fearless
intricate /intnkst/ (adj) = elaborate
jagged /djaegid/ (adj) = pointed
ledge /leds/ (n) = a shelf of rock that
sticks out from the rest
massive /maesiv/ (adj) = gigantic
mind-blowing /mamd .blaoiij/ (adj) =
astonishing
powdery /paodari/ (adj) = soft
sinkhole /siqkhaul/ (n) = a swallow hole
slender/slenda/ (adj) = narrow
striking /straikiq/ (adj) = stunning
terrain /ta'rein/ (n) = ground
7a
comfort zone /kAmfat ,zaun/ (n) = a
psychological state in which you
feel at ease
coordination /kau,o:di'neijan/ (n) = the
effective combination of
movements
creeping /kriipiq/ (adj) = (of cold)
moving slowly inside you
defy /di'fai/ (v) = to be able to resist sth
double glazing /dAbal 'gleiziq/ (n) =
two sheets of glass on a window to
reduce noise and maintain heat
drift /drift/ (v) = to float along with
the sea current
endure /m'djua/ (v) = to tolerate sth
ever-present /eva 'prezant/ (adj) =
existing all the time
frantically /fnentikli/ (adv) = in a
panicky way
fringe /frindj/ (n) = an outside border
glorious /glairias/ (adj) = magnificent
harsh /haif/ (adj) = severe and hostile
haven /heivan/ (n) = a peaceful and
safe place
ice floe /ais Паи/ (n) = a large piece of
ice floating on the sea
insulating /insjuleitiq/ (adj) = trapping
the heat
integral /mtigral/ (adj) = absolutely
essential
occurrence /э'клгапз/ (n) = an incident
paddle /paedl/ (v) = to move sth
through the water using the hands
as paddles
pound /paund/ (v) = to hit sth hard
precious Zprefas/ (adj) = valuable
razor-sharp /reiza 'fa:p/ (adj) =
extremely pointed
scramble /skraembal/ (v) = to climb to
a place using my hands and feet
seek sth out /,si:k 'aut/ (phr v) = to
look for sth until I find it
shiver /Jiva/ (v) = to tremble
slap /slaep/ (n) = a blow with an open
hand
slide /slaid/ (v) = to glide
slip /slip/ (v) = to slide and fall
slush ice /sIaJ" ais/ (n) = partly melted
ice
soar /so:/ (v) = to fly at a great height
stinging /stiqiq/ (adj) = hard and
hurtful
stroke of luck (phr) = a fortunate
happening
tip the scales (idm) = (of an event) to
be the determining factor
towering /tauariq/ (adj) = very tall
trigger /trigs/ (v) = to provoke sth
venture /ventja/ (v) = to dare go to a
dangerous place
wipeout /waitpaut/ (n) = a fall from a
surfboard
7b
a trickle of (phr) = a very small
number of (people, vehicles, etc)
balmy /ba:mi/ (adj) = (of the weather)
mild and pleasant
batter /baeto/ (v) = to hit sth
repeatedly
blustery /blAstori/ (adj) = (of the
weather) very windy
breeze /bri:z/ (n) = a light wind
breezy /briizi/ (adj) = (of the weather)
windy
cold snap (phr) = a sudden spell of
very cold weather
crunch /krAntf/ (n) = the noise that sb
makes when walking through the
snow
dam /daem/ (n) = a man-made wall
across a river
distinctive /di'stiijktiv/ (adj) = unique;
special
drizzle /dnzal/ (n) = light rain
drought /draut/ (n) = lack of rain
erosion /Ггэизэп/ (n) = the gradual
destruction or removal of soil in an
area by water, wind, etc
estuary /estfuari/ (n) = a river mouth
evacuate Zi'vaekjueit/ (v) = to leave a
building or area so that it becomes
empty
flood alert ZfL\d a,13rt/ (n) = a warning
of heavy rainfall
flurry /Алп/ (n) = a light brief snowfall
forecaster /fo:ka:ste/ (n) = a
meteorologist
gust /gAst/ (v) = (of the wind) to blow
strongly
haze /heiz/ (n) = fog
high tide /hai laid/ (n) = the period
when the ocean reaches its highest
point
□
Word List
howl /haul/ (n) = the noise that the
wind makes when gusting through
the trees
jetty /djeti/ (n) = a pier
muggy /тлд1/ (adj) = (of the weather)
hot and humid
nippy /mpi/ (adj) = (of the weather)
chilly
patch of fog (phr) = an area covered
with thick fog
patter /paete/ (n) = the noise that the
rain makes when hitting a window,
etc
peak /piik/ (n) = a summit
peninsula /pa'nmsjula/ (n) = an area of
land surrounded by water on three
sides
pound /paund/ (v) = to beat sth hard
puddle /'pAdal/ (n) = a small pool of
water in the street
reef /ri:f/ (n) = a coral or rocky section
of land just under the surface of
the sea
reservoir /rezavwa:/ (n) = an artificial
lake
trek /trek/ (n) = a long and tiring
journey on foot
vengeance /vendjans/ (n) = revenge
7d
abide (by sth) /a'baid/ (v) = to comply
with sth
bucket list /Ьлкп list/ (n) = a wish list
catch a wave (phr) = (of a surfer) to
be in time for a wave
counterpart /kauntepait/ (n) = a
matching activity
emulate /emjuleit/ (v) = to imitate sb
that you admire
evaluate /i'vaeljueit/ (v) = to assess sth
excursion /ik'skmjan/ (n) = a short trip
floodlight /fkdlait/ (n) = a bright
artificial lighting unit
hotspot /hotspot/ (n) = a place with a
lot of activity
illuminate /I'luanmeit/ (v) = to fill a
place with light
oblivious /o'blivios/ (adj) = unaware of
sth
ridge /rids/ (n) = a long narrow section
at the highest part of a mountain
roasting /raustiq/ (adj) = (of the
weather) extremely hot
rumble /глтЬэ1/ (n) = the noise of
thunder in the distance
rustle /rAsal/ (n) = the noise that
leaves make when moving in the
breeze
sand dune /saend dju:n/ (n) = a hill of
sand created by the wind
sap /saep/ (n) = the juice of a tree
slush /s!aJ7 (n) = partly melted snow
storm surge /ste:m saids/ (n) = a
sudden storm wave
swamp /swamp/ (n) = a marsh
uncanny /лп'кает/ (adj) = strange
water level /wo:te ,leval/ (n) = the
height of the water in the sea, etc
once-in-a-lifetime /waos in a 'laiftaim/
(adj) = very rare
perspective /pa'spektiv/ (n) = a viewpoint
phenomenon /fa'nonnnan/ (n) = a
natural occurrence
prompt (sb to do sth) /prompt/ (v) =
to encourage sb to do sth
proximity /prok'simoti/ (n) = the state
of being near to sth
see sb in a different light (phr) = to
think of sb in a different way
standing wave (phr) = a stationary
wave
sth does sb/sth the world of good
(phr) = sth is beneficial to sb/sth
suburbs /sAb3:bz/ (pl n) = the
residential outskirts of a city
vantage point /vamtidj point/ (n) = an
advantageous position for getting
a good view
7c
7e
brush /Ьгл]7 (n) = a dense growth of
bushes
cling (to sth) /kliij/ (v) = to hold sth
tightly
feast /first/ (n) = an extravagant meal
for many people
frostbite /frostbait/ (n) = an injury to
fingers and toes due to extreme cold
harpist /harpist/ (n) = a musician who
plays the harp (a large stringed
instrument)
legend /ledjand/ (n) = a story about
mythical creatures or events
lure /1иэ/ (v) = to tempt sb into doing
sth
paramedic /paera'medik/ (n) = an
emergency medical technician
remains /n'memz/ (pl n) = ruins
tenant /tenant/ (n) = a resident
lagoon /la'gum/ (n) = a pool of sea
water
snorkel /snoikal/ (v) = to swim close to
the surface using a small plastic
pipe to breathe
7f
bellow /belau/ (v) = to roar loudly
briskly /bnskli/ (adj) = fast
cave exploration /keiv ekspla.reijan/
(n) = an expedition to a large
natural hole
churning rapids (phr) = fast and
violently moving water
crawl /кгэ:1/ (v) = to move along the
ground on all fours
ecstatic /ik'staetik/ (adj) = full of joy
faint /feint/ (adj) = (of a sound) distant
and indistinct
frustration /frA'streiJan/ (n) = strong
annoyance
gloomy /gluimi/ (adj) = having little or
no light at all
maze /meiz/ (n) = a labyrinth
moist /moist/ (adj) = slightly wet
murky /тз:И/ (adj) = dark
pant /paent/ (v) = to breathe noisily
due to exhaustion
peer /рю/ (v) = to look closely at sb/sth
seaweed /si:wiid/ (n) = a sea plant
shriek /friik/ (v) = to yell
stimulate /stimjuleit/ (v) = to arouse a
feeling
stray /strei/ (v) = to move away from a
place where you should be
strenuous /strenjuas/ (adj) = difficult
swirling /swsiliq/ (adj) = moving in a
twisting motion
utter /лй/ (v) = to say sth
vivid /vivid/ (adj) = (of writing style)
very clear
wander off /wondar 'of/ (phr v) = to
go missing
Language Knowledge 7
accepted /ak'septid/ (adj) = approved
acclaimed /a'kleimd/ (adj) = celebrated
acknowledged /ak'nolidsd/ (adj) =
recognised
active /aektiv/ (adj) = dynamic
anticipate /aen'tisipeit/ (v) = to expect
sth
awe-struck /о: sti-лк/ (adj) = stunned
biosphere /baiasfia/ (n) = the part of
the Earth where life exists
blemish /blemif/ (n) = a skin flaw
coincide (with sth) /kaum'said/ (v) =
to happen at the same time as sth
else unexpectedly
concentrated /konsantreitid/ (adj) = (of a
substance) having its water removed
contain /kan'tem/ (v) = (of a place) to
have sth inside
correspond (to sth) /.kora'spond/ (v) =
to be equivalent to sth
deciduous /di'sidsuas/ (adj) = (of a
tree) losing its leaves at the end of
a growing season
dense /dens/ (adj) = (of vegetation)
thick
deprived (of sth) /di'praivd/ (adj) =
not provided with sth
deserted /di'zsitid/ (adj) = abandoned
destitute /destitjuit/ (adj) = not having
the essentials
discover /dis'kAva/ (v) = to manage to
find sth
disintegrate /dis'mtigreit/ (v) = to
break apart
displace /displeis/ (v) = to make
people leave their homes because
of war, natural disasters, etc
enclose /m'klauz/ (v) = to put sth in an
envelope in addition to a letter
WL16
Word List
epitomise /I'pitamaiz/ (v) = to be a
typical example of sth
exceptionally /ik'sepjanali/ (adv) =
outstandingly
exclusively /ik'skluisivli/ (adv) = solely
faint of heart (phr) = cowardly
figure /figs/ (n) = an amount
find /faind/ (v) = to get sth that you
were looking for
fit /fit/ (v) = (of clothes) to be the
right size for sb
flee (a place) /fli:/ (v) = to run away
from a place to escape from danger
foretell /foi'tel/ (v) = to predict to sb
what will happen in the future
glimpse /glimps/ (n) = a very quick
look that you happen to take at
sb/sth
hanker (for sth) /haeijka/ (v) = to long
for sth
hassle /haesal/ (v) = to bother sb
haunt /ho:nt/ (v) = (of a ghost) to visit
a place frequently
hint (at sth) /hint/ (v) = to imply sth
imprint /imprint/ (n) = the mark that
an object makes by being pressed
into a place
include /in'kluid/ (v) = to have sth as
part of a whole
inhibit /inhibit/ (v) = to impede sb
killer /kilo/ (n) = a murderer
mark /ma:k/ (n) = a visible sign
mere /ппэ/ (adj) = only
mild /maild/ (adj) = moderate
natural habitat /naetjaral haebitaet/
(n) = the natural environment of
an animal/plant
needless to say (phr) = it goes
without saying
occur /э'кз:/ (v) = to happen
perish /penJ7 (v) = (of food) to go off
poacher /pautfa/ (n) = an illegal hunter
pointless /paintigs/ (adj) = senseless
predator /predata/ (n) = a hunting
animal
presume /pn'zjuim/ (v) = to assume sth
pristine /pnstiin/ (adj) = (of a place)
unspoilt
project /pra'dsekt/ (v) = to estimate sth
repress /n'pres/ (v) = to suppress (a
feeling, etc)
restrain /ri'strem/ (v) = to physically
stop sb moving
restrict /n'stnkt/ (v) = to impose limits
on sb
safety conscious (phr) = aware of
security matters
scamper /skaempa/ (v) = (of a small
animal) to move quickly with
quick short steps
scatter /skaete/ (v) = (of a herd of
animals) to disperse
scavenger/skaevmdsa/ (n) = an animal
that feeds on rubbish or dead
animals
WL17
scurry /skwri/ (v) = (of a small animal)
to move fast with short steps
scuttle /skAtal/ (v) = (of a small animal)
to run quickly with short steps
search (for sth) /s3itJ7 (v) = to try to
find sth
seek out /,si:k 'aut/ (phr v) = to try for
a long time to find sth
skip /skip/ (v) = to jump lightly
slight /slait/ (adj) = small and
inconsiderable
split /split/ (v) = to depart from a
place unexpectedly
stalagmite /staelagmait/ (n) = a
pointed formation of rock on the
floor of a cave
starve /sta:v/ (v) = to have no food
surroundings /sa'raundujz/ (pl n) = the
specific area around a person or
place
swallow /swolau/ (n) = a black and
white bird that indicates the
beginning of spring
territory /teratari/ (n) = a region; a
district
vision /vijan/ (n) = the ability to see
weak /wi:k/ (adj) = having little
physical strength
wispy /wispi/ (adj) = (of clouds)
forming thin streaks
wither /wide/ (v) = (of a plant) to shrivel
worthless /w3:01as/ (adj) = valueless
Language Focus 7
beat about the bush (idm) = to talk
about sth without getting to its
main point
crest /krest/ (n) = the top part of a wave
current /клгэм/ (n) = a flow of water
cyclone /saiklaun/ (n) = a violent
tropical storm
deep canyon (phr) = a huge deep
valley with extremely steep sides
draught /dra:ft/ (n) = a flow of air
through a room
dust storm /dASt sto:m/ (n) = strong
winds that carry sand
flash flood /flsef fkd/ (n) = a sudden
enormous flow of water that fills
an area
fluffy /АлЬ/ (adj) = (of clouds) softlooking
frostbite /frostbait/ (n) = an injury to
fingers and toes due to extreme cold
gushing waterfall (phr) = a rapid and
violent waterfall
huddle together (phr) = (of a group
of people) to stay very close to
each other
jubilation /dsuibi'leifan/ (n) =
joyfulness
melting glacier (phr) = a hard mass of
ice slowly losing water
meltwater /meltwoits/ (n) = water
from melting snow
menacing /menssii]/ (adj) =
threatening
out of the woods (idm) = out of danger
overcast /auva'kaist/ (adj) = (of the
sky) cloudy
put sth in the shade (idm) = sth is so
good that everything similar seems
less impressive
scattered /skastad/ (adj) = (of clouds)
dispersing over a wide area
send a wave of (a feeling) (idm) = to
arouse a strong feeling in a large
number of people
snow-capped mountain (phr) = a
mountain with snow at the top
stagnant /stagnant/ (adj) = (of water)
still
stone deaf (phr) = unable to hear
anything
territorial /.ten'toirial/ (adj) = related to
a particular area
torrential rain (phr) = very heavy rain
vertical cliff (phr) = a very steep side
of a rock
windswept moor (phr) = a windy
area of grassy barren land
Module 8
The Art of
Entertainment
awareness /g'wegnas/ (n) = knowing
that sth exists and is important
Decorative Arts /deksrativ 'arts/ (pl n) =
the design and manufacture of
attractive and useful objects
feature /fiitjg/ (v) = to present
function /fAijkjbn/ (n) = a purpose of
sth
perception /pa'sepfan/ (n) = how you
understand the world
self-expression /self ik'sprejan I (n) =
showing your feeling and thoughts
through actions, arts, etc
8a
a hint of sth (phr) = a little sign of sth
anticipation /aen.tisi'peijan/ (n) =
expecting sth to happen
arm pad /a:m paed/ (n) = thick and soft
material for protecting the arms
assumption /a'sAmpJan/ (n) =
speculation
astound /a'staund/ (v) = to astonish
bashfulness /baeJTalnas/ (n) = shyness
collide (with sb) /ka'laid/ (v) = to
crash into sb
complacent /kam'pleisant/ (adj) =
smug
coordinator /kau'oidineita/ (n) = sb
who organises the work of several
people
daredevil /deadeval/ (n) = a thrill-seeker
dedicated /dedikeitid/ (adj) =
determined
dent /dent/ (n) = a hollow in a surface
Word
discerning /di'ssiniij/ (adj) = making
good judgements
double /'с!лЬэ1/ (v) = to take the place
of an actor in a difficult scene
downplay /daun'plei/ (v) = to try to
diminish the importance of sth
entail /in'tei/ (v) = to involve
entice /in'tais/ (v) = attract
familiarity /fa.mili'aerati/ (n) = knowing
sth very well
foolhardy /fu:lha:di/ (adj) = reckless
glint /glint/ (n) = a gleam
grasp /gra:sp/ (v) = to comprehend
inevitable /I'nevitabal/ (adj) =
unavoidable
knee pad /ni: paed/ (n) = thick and soft
material for protecting the knees
leap /li:p/ (v) = to jump
linger /hqgo/ (v) = to keep existing
mirrored /mirad/ (adj) = (of
sunglasses) with an outside
coating that looks like a mirror
obsessed /ab'sest/ (adj) = thinking
about sth all the time
pessimism /pesimizam/ (n) = believing
that only bad things will happen
progress /pra'gres/ (v) = to continue
query /kwiari/ (n) = a question
relentlessly /n'lentlasli/ (adv) =
endlessly
relish /reliJV (v) = to enjoy sth very
much
restless /restlas/ (adj) = too nervous or
bored to keep still
risk life and limb (phr) = to put your
life in danger
shrug /]глд/ (v) = to raise my
shoulders to show ignorance or
embarrassment
slip off the tongue (idm) = to be easy
to say
tentatively /tentativli/ (adv) = hesitantly
thrive on /Oraiv on/ (phr v) = to take
pleasure in doing sth difficult
ultimate /Altimat/ (n) = the greatest of
its kind
well-balanced /,wel 'baelanst/ (adj) =
sensible
8b
absorbing /ab'soibiq/ (adj) = enthralling
account /a'kaunt/ (n) = a description
accurate /aekjorot/ (adj) = correct
act /aekt/ (n) = each of the main parts
of a play or musical
air /еэ/ (v) = (of a TV/radio
programme) to be broadcast
audition /ai'dijan/ (n) = a performance
by an actor, singer, etc to be
judged in order to take part in a
play, film, etc
award-winning /a'woid winiq/ (adj) =
that has received a prize
bestselling /.best'seliq/ (adj) = (of a
book) very popular
breathtaking /breO.teikiq/ (adj) = very
exciting and surprising
captivating /kaeptiveitii]/ (adj) = very
exciting
cast /ka:st/ (n) = the actors of a film or
play
charismatic /kaenz'maetik/ (adj) =
inspiring
chilling /tjiliq/ (adj) = frightening
cliffhanger /klif.haeqo/ (n) = a part of a
story, film, etc that keeps you in
suspense
commentary /komantari/ (n) = the
description of an event
compelling /kam’peliq/ (adj) = very
interesting
confusing /kan'fjuiziq/ (adj) = not easy
to understand
contrived /kon'traivd/ (adj) = not
genuine or natural
depict /di'pikt/ (v) = to portray
devastating /devasteitiq/ (adj) =
disastrous
dreary /driari/ (adj) = dull and
uninteresting
edit /edit/ (v) = to make corrections
and adaptations to a book, etc to
get it ready for printing
end credits /end .kredits/ (pl n) = the
list of all the cast and the crew
appearing at the end of a film or
TV programme
feature /fiitja/ (v) = to include
franchise /fraentfaiz/ (n) = a series of
similar films with the same
characters
gig /gig/ (n) = a performance
give sb an insight into sth (phr) = to
help sb to get a clear
understanding of sth
gripping /gnpiq/ (adj) = very
interesting
high-tech /,hai 'tek/ (adj) =
technologically advanced
illustrated /ihstreitid/ (adj) = (of a
book, etc) with pictures
in the can (phr) = (of a film) ready to
be released
inclusion /т'к1и:зэп/ (n) = the act of
making sth part of sth bigger
intriguing /m'triigig/ (adj) = compelling
lie in tatters (phr) = to be ruined
lyrics /links/ (pl n) = the words of a
song
mellow /melau/ (adj) = relaxing
melody /meladi/ (n) = the tune of a
song
opening scene /aupamq 'si:n/ (n) = the
first part of a film
overrated /auva'reitid/ (adj) =
overvalued
paperback release (phr) = the
publication of a book with a paper
cover
pilot episode /pailat 'episaud/ (n) = the
first of a series of programmes for
discovering if a TV show will be
popular
poignant /pamjant/ (adj) = moving
predictable /pri'diktabal/ (adj) =
foreseeable
rehearsal /ri'hsisal/ (n) = a practice of
a play, piece of music, etc before
the performance
remake /riimeik/ (n) = a modern
version of an existing film
reminiscent (of sth) /.remi'nisant/ (adj)
= reminding sb of sth
repeat /n'piit/ (n) = a TV/radio
programme broadcast before
riveting /nvotiq/ (adj) = fascinating
single /siqgal/ (n) = a recording of one
song
spectacular /spek'taekjala/ (adj) = very
impressive
storyteller /stairi.tela/ (n) = an author
of tales
submit for publication (phr) = to
hand in some work to be published
subtitles /sAbtaitlz/ (pl n) = the text
that shows a translation of what
the actors are saying in a foreign
film
tangled /taeqgald/ (adj) = complicated
tedious /tiidias/ (adj) = boring
the masses /ба 'maesiz/ (pl n) = all the
ordinary people
unconvincing /.Ankan'vinsiq/ (adj) =
unable to make you believe that
sth is true
unforeseen /.Anfofsim/ (adj) =
unexpected
vocals /vaukalz/ (pl n) = the part of
music that is sung
8c
busker /bAska/ (n) = a street singer
top-notch /top 'not// (adj) = of the
best quality
8d
a trip down memory lane (phr) =
spending some time remembering
the past
advent /aedvent/ (n) = the coming of
sth new
buck the trend (phr) = to oppose
what is in fashion
coupled with (phr) = combined with
debut /deibju:/ (n) = the first public
appearance of an artist, athlete,
etc
deprive /di'praiv/ (v) = to not allow sb
to have sth they need
derive /di'raiv/ (v) = to get sth
pleasant from sth else
designate /dezigneit/ (v) = to decide
that sth will be used for a specific
purpose
WL18
List
diversity /dai'v3:sgti/ (n) = variety
embellish /im'belif/ (v) = to improve
the appearance of sth
find one's roots (phr) = to discover
the origin of my family
gallery /gaelari/ (n) = a place for art
exhibitions
hotly /hotli/ (adv) = excitedly
interactive /.mtgr'aektiv/ (adj) = (of
computer programs, etc) that you
can communicate with
live-action /Jaiv 'aekjgn/ (adj) = (of a
film) using real actors rather than
cartoon characters
negative /neggtiv/ (n) = (of
photography) a light and dark
image from which the final picture
is printed
opt /opt/ (v) = to choose
pander (to sth) /paendg/ (v) = to
support or promote sth not quite
good in order to get some
advantage
related to the world of (phr) =
concerning the area of
seal of approval (phr) = the fact that
you officially accept sth
style over substance (phr) = the
technique or beauty of sth is better
than its content
trace /treis/ (v) = to search carefully to
find the origins and development
of sth
tug at the heartstrings (phr) = to try
to make sb feel sadness or pity
8e
outdated /aut'deitid/ (adj) = oldfashioned
prequel /priikwgl/ (n) = a film about
events that happened before those
of a previous popular film
rogue /rgug/ (n) = a rebel
8f
acclaimed /a'kleimd/ (adj) = (of a
book) praised
action-packed /aekfgn paekt/ (adj) = (of
a film/book) with a lot of thrilling
incidents
amateurish /aemgtgrif/ (adj) = not
done to a professional standard
appalling /g'poiliij/ (adj) = terrible
astounding /g'staundig/ (adj) =
astonishing
awful /o:fgl/ (adj) = horrible
believable /bi'liivgbgl/ (adj) =
convincing
catchy /kaetfi/ (adj) = (of a song) easy
to remember
cliched /kliijeid/ (adj) = stale
convincing /kgn'vinsnj/ (adj) = believable
dull /дл1/ (adj) = boring
enthralling /m'0ro:liq/ (adj) =
captivating
WL19
enthusiastic /m,0ju:zi'aestik/ (adj) = keen
evacuate /I'vaekjueit/ (v) = to leave a
place in big numbers
flawless /floilgs/ (adj) = perfect
imaginative /I'maedjgngtiv/ (adj) = able
to think of original ideas
ingenuity /.indsa'njuiati/ (n) =
resourcefulness
insightful /msaitfgl/ (adj) = perceptive
insurmountable /msg'mauntgbgl/ (adj)
= insuperable; that cannot be
overcome
long-running /Joi] 'глтд/ (adj) =
carrying on for a long time
marvellous /ma:vglgs/ (adj) = wonderful
mediocre /miidi'gukg/ (adj) = second
rate
melodic /mo'lodik/ (adj) = tuneful
moving /mu:vig/ (adj) = touching
outstanding /aut'staenduj/ (adj) =
exceptional
over-the-top /guvg дэ 'top/ (adj) =
exaggerated
overcomplicated /guvg'komplikeitid/
(adj) = convoluted
poetic /pgu'etik/ (adj) = relating to
poetry
profound /prg'faund/ (adj) = deep in
meaning
relentless /ri'lentlgs/ (adj) = persistent
remarkable /n'maikgbgl/ (adj) =
noteworthy
rousing /rauzig/ (adj) = causing sb to
have certain feelings
shallow /jaelgu/ (adj) = (of a character)
lacking depth and interesting
qualities
slow-moving /slgu 'mu:vig/ (adj) = (of
a book/film) developing very
slowly
spine-tingling /spam .tigglig/ (adj) =
(of a film) enjoyably frightening
state-of-the-art /.steit gv 6i 'o:t/ (adj) =
(of technology) most modern
stiff /stif/ (adj) = (of an artist) wooden
stimulating /stimjuleitiq I (adj) =
exciting
stranded /straendid/ (adj) = unable to
leave
stunning /sumi]/ (adj) = very
attractive
thought-provoking /0o:t prg.vgukiq/
(adj) = stimulating
underrated /.Andg'reitid/ (adj) = much
better than what people believe
unimaginative /.Ani'maedsgngtiv/ (adj)
= unable to think of original ideas
uplifting /Ap'liftii]/ (adj) = making you
feel happy and cheerful
well-developed /,wel di'velgpt/ (adj) =
fully thought-out
wooden /wudn/ (adj) = (of a artist)
stiff
Language Knowledge 8
acceptable /gk'septgbgl/ (adj) =
satisfactory
accepted /gk'septid/ (adj) = (of a
person) allowed entry somewhere;
(of a method, etc) generally
assumed to be correct
accomplished /g'kAmpliJt/ (adj) = very
good at sth
acknowledged /gk'nohdsd/ (adj) =
recognised noted
authentication /oi.Qentrkeij'gn/ (n) = the
act of confirming that sth is genuine
authenticity /,o:Oen'tisgti/ (n) =
genuineness
authorisation /,g:0grai'zei.fgn/ (n) =
official permission
authority /o:'0o:rgti/ (n) = official
power to do sth
be in the habit of doing sth (phr) =
to do sth frequently
come along /,клт g'loi]/ (phr v) = to
go somewhere with sb
come by /,клт 'bar/ (phr v) = to find
sth by chance
come into /клт mtg/ (phr v) = to enter
come to /клт tg/ (phr v) = (of a bill)
to add up to
compatriot /kgm'paatrigt/ (n) = a fellow
countryman
crest /krest/ (n) = the highest point of
a hill or wave
drop by /drop 'bai/ (phr v) = to pay sb
a short visit
drop into /drop intg/ (phr v) = to visit
sb unexpectedly
drop off /drop 'of/ (phr v) = to give sb
a lift
drop out /drop 'aut/ (phr v) = to quit sth
ease my way (phr) = to move slowly
and carefully
ecstatic /ik'staetik/ (adj) = full of joy
far from (phr) = nowhere close to
feel ill at ease (phr) = to be
uncomfortable
get hold of sb (phr) = to find sb
get the hang of sth (phr) = to master
sth
get the idea (phr) = to understand sth
go easy on sth (phr) = to use sth in
moderation
graceful /greisfgl/ (adj) = elegant
hilarious /hi'legrigs/ (adj) = very funny
humorous /hjuimgrgs/ (adj) = funny
and amusing
let off steam (phr) = to unwind
pinnacle /pmgkgl/ (n) = the highest
level of a career
salient /seilignt/ (adj) = most
important
sanatorium /,saeng'to:rigm/ (n) = a
hospital for chronic diseases
sanctuary /saegktjugri/ (n) = a refuge
saviour /seivjg/ (n) = a rescuer
,---------- I_______________ J
Word List
seasonable /siizsnsbal/ (adj) =
appropriate to the season
seasoned /si:zand/ (adj) = experienced
seclusion /si'klusan/ (n) = isolation
skilled /skild/ (adj) = talented
summit /sAmit/ (n) = the highest part
of a mountain
surrealistic /sa.na'listik/ (adj) = very
strange in an artistic way
take it easy (phr) = to relax
top /top/ (n) = the highest part of sth
transform /trasns'fo:m/ (v) = to turn sth
into sth else
whimsical /wimzikal/ (adj) =
temperamental; capricious
Language Focus 8
a tough act to follow (idm) = sb who
will be difficult to match
amateur /aemata/ (adj) = not
professional
anthology /aen'Ooladsi/ (n) = a
collection of works from different
writers on the same subject
break a leg (idm) = to wish an actor
good luck with their performance
call the shots (idm) = to be in charge
and give orders
cameo /kaemiau/ (n) = a brief appearance
of a famous actor in a film, etc
commentator /komanteita/ (n) = a
reporter who describes an event
on TV or radio as it happens
contender /kan'tenda/ (n) = a rival
contestant /kan'testant/ (n) = a
participant in a talent show,
competition, etc
convey /kan'vei/ (v) = to communicate
(ideas, feelings, etc)
cover /клуэ/ (v) = to report all the
aspects of a story of interest
extra /ekstra/ (n) = a minor actor in
crowd scenes of a film, etc
face the music (idm) = to accept the
unpleasant results of my actions
get this show on the road (idm) = to
start working on sth
index /mdeks/ (n) = a list at the back
of a book showing page numbers
for names, subjects, etc
journal Л3зз:пэ1/ (n) = a serious
magazine about a specific subject
make a song and dance about sth
(idm) = to make sth seem more
important, difficult, etc than it
really is
memoir /memwa:/ (n) = a written
account of sb's special personal
experiences
musical /mjuizikal/ (adj) = relating to
music
novel /noval/ (n) = a long story about
fictional people and places
photograph /fautagraif/ (v) = to take a
picture of sb/sth
presenter /pn'zenta/ (n) = a host of a
TV or radio show
recital /n'saital/ (n) = a musical
performance
routine /ru:'ti:n/ (n) = a set of dance
steps as part of a dance
performance
run /глп/ (v) = to show sth in a
magazine, etc
scheme /ski:m/ (n) = a project; a
programme
shoot /Ju:t/ (v) = to film a movie
sing sb's/sth's praises (idm) = to
speak highly of sth
steal the show (idm) = to get all the
attention
track /traek/ (n) = a song on an album
transcribe /traen'skraib/ (v) = to record
sth by writing it down
transmit /traenz'mit/ (v) = (of radio,
etc) to broadcast
tune /tju:n/ (n) = a melody
WL20
ZZZSppendix I
Prepositions
Module 1
Module 3
Module 5
Module 7
confide in
for life
in captivity
sth is behind sth
suspicious of
divide among
in court
put money towards
critical of
go towards
release on bail
for a start
confidence in
reason behind
put an end to
speaking of
committed to
on the rise
compare to
Module 6
on the dole
so many among so many
threat to
Module 2
Module 8
in contact with
Module 4
signs of
familiar with
obsessed with
for life
by popular demand
benefit from
take a toll on
value for money
engage with
scan (sth) for
put (sb) at ease
inspired by
connect (sth) to
in moderation
audition for
pitch sth to
benefits of
give insight into
J □ x =r.
__Appendix II
Phrasal verbs
Module 1
Module 4
Module 7
stand up for sb/sth = to defend
pass away = to die
come through = to survive
clear up = to go away, to get better
move in from = to travel from the
sb/sth
fall out = to argue
wind down = to relax
let sb down = to disappoint
pull through = to recover
let up = to ease
mess up = to spoil
ward off = to protect against
cut off = to separate and leave
break up = to end a relationship
work up = to develop
direction of
stranded
wash away = to remove with water
Module 2
Module 5
turn down = to refuse
wipe out = to eradicate
Module 8
fall out of = to drop from
break down = to decompose
tune in = to watch/listen to
turn on = to activate
stand up to = to confront and challenge
come up with = to create
fall back on = to rely on
call for = to request
Module 6
Module 3
shop around = to compare different products
brush up (on) sth = to refresh
sell out = to be out of stock
be snowed under = to be inundated
take back = to return
with
wind down = to relax
catch on = to become popular
APP1
break into = to begin suddenly
dispense with = to get rid of
turn into = to transform
run out of = to have none left
pop into = to quickly visit
Vowels
P
/Р/
q
quack, quarter, queen, question, quiet
г
/kw/
/г/
s
/s/
sit, set, seat, soup, snow, smell, glass,
please
care, rare, scare, dare, fare, share
name, face, table, lake, take, day, age, ache,
late, snake, make
dress, goose
ball, wall, call, tall, small, hall, warn, walk,
111
also, chalk
want, wash, watch, what, wasp
Zt/
v
/v/
veal, vet, vacuum, vote, arrive, live, leave,
w
/w/
water, war, wish, word, world
penny, pet, bell, pen, tent
У
ZjZ
/z/
youth, young, yes, yacht, year
in, ill, ink, it, is, hill, city, sixty, fifty, lip, lift,
two, ten, tooth, team, turn, tent, tool, trip,
train, tree
view
far, mask
egg, end, hen, men, ten, bed, leg, tell,
houses, cousin, husband
t
alarm, away, America
arms, dark, bar, star, car, ask, last, fast, glass,
rat, rich, roof, road, ready, cry, grass,
bring, fry, carry, red, read
apple, bag, hat, man, flat, lamp, fat, hand,
black, cap, fan, cat, actor, factor, manner
pay, pea, pen, poor, pink, pencil, plane,
Z
zoo, zebra, buzz, crazy
silly, chilly
Diphthongs
girl, sir, skirt, shirt, bird
ice, kite, white, shine, bite, high, kind
ea
home, hope, bone, joke, note, rope, nose,
tone, blow, know, no, cold
on, ox, hot, top, chop, clock, soft, often,
box, sock, wrong, fox
ее
owl, town, clown, how, brown, now, cow
book, look, foot
ei
room, spoon, too, tooth, food, moon,
boot
ai
blood, flood
ie
floor, door
OU
/еэ/
Лэ/
Л:/
/з:/
/i:/
Лэ/
/ei/
/ai/
/ei/
/ai/
/л/
turn, fur, urge, hurl, burn, burst
oi
pull, push, full, cushion
oy
unique, union
ou
sky, fly, fry, try, shy, cry, by
au
/аи/
/oi/
/oi/
/о:/
/о:/
Consonants
sh
cat, coal, call, calm, cold
ch
cell, city, pencil, circle
ph
down, duck, dim, double, dream, drive,
th
/J/
/tj/
Л7
/0/
ng
nk
/6/
Л]/
/ijk/
drink
gem, gin, giant
heat, hit, hen, hand, perhaps
BUT hour, honest, dishonest, heir
jam, just, job, joke, jump
keep, king, kick
lift, let, look, lid, clever, please, plot, black,
blue, slim, silly
map, man, meat, move, mouse, market,
some, small, smell, smile
next, not, tenth, month, kind, snake, snip,
noon, run
keep, feed, free, tree, three, bee
cheer, deer
eight, freight, weight, vein
height
pain, sail, tail, main, bait, fail, mail
die, tie, lie
tough, touch, enough, couple, cousin,
mouse, house, round, trout, shout, doubt
oil, boil, toil, soil, coin, choice, voice, join
boy, joy, toy, annoy, employ
court, bought, brought
naughty, caught, taught
shell, ship, shark, sheep, shrimp, sh?.-.
cheese, chicken, cherry, chips, chic: .
photo, dolphin, phone, eleph;thief, throne, three, bath, doth e = —
tooth
fat, fan, first, food, lift, fifth
give
earth, pearl, learn, search
Double letters
box, butter, baby, bell, bank, black
grass, goat, go, gold, big, dog, glue, get,
eat, each, heat, leave, clean, seat, neat, tea
trouble
up, uncle, ugly, much, such, run, jump,
duck, jungle, hut, mud, luck
pear, wear, bear
ear, near, fear, hear, clear, year, dear
the, this, father, mothe-' :
thing, king, song, sing
think, tank, bank
American English - British English Guide
American English
British English
A
account
airplane
anyplace/anywhere
apartment
bill/account
aeroplane
anywhere
flat
В
bathrobe
bathtub
bill
billion = thousand million
busy (phone)
dressing gown
bath
banknote
billion = million million
engaged (phone)
C
cab
call/phone
can
candy
check
closet
connect (through the telephone)
cookie
corn
crazy
taxi
ring up/phone
tin
sweet
bill (restaurant)
wardrobe
put through
biscuit
sweetcorn, maize
mad
D
desk clerk
dessert
downtown
drapes
drugstore/pharmacy
duplex
receptionist
pudding/dessert/sweet
(city) centre
curtains
chemist's (shop)
semi-detached
E
eggplant
elevator
aubergine
lift
F
fall
faucet
first floor, second floor, etc
flashlight
French fries
front desk (in a hotel)
autumn
tap
ground floor, first floor, etc
torch
chips
reception
G
garbage/trash
garbage can
gas
gas station
grade
rubbish
dustbin/bin
petrol
petrol station/garage
class/year
I
intermission
intersection
interval
crossroads
J
janitor
caretaker/porter
American English
British English
p
pants/trousers
pantyhose/nylons
parking lot
pavement
pedestrian crossing
(potato) chips
public school
purse
trousers
tights
car park
road surface
zebra crossing
crisps
state school
handbag
R
railroad
rest room
railway
toilet/cloakroom
S
sales clerk/sales girl/boy
schedule
shorts (= men's underwear)
sidewalk
stand in line
store/shop
subway
shop assistant
timetable
pants
pavement
queue
shop
underground
T
truck
two weeks
lorry/van
fortnight/two weeks
V
vacation
vacuum (verb)
vacuum cleaner
vest
holiday(s)
hoover
hoover
waistcoat
W
with or without (milk/cream in
coffee)
black or white (coffee)
Y
yard
garden
Z
the letter 'z' /zi:/
zero
zip code
the letter 'z' /zed/
nought
postcode
Grammar
He just went out./
He has just gone out.
He has just gone out.
Hello, is this Steve?
Hello, is that Steve?
Do you have a car?/
Have you got a car?
Have you got a car?
Spelling
aluminum
analyze
center
check
color
honor
jewelry
practice (n/v)
aluminium
analyse
centre
cheque
colour
honour
jewellery
practice (n)
practise (v)
programme
realise
tyre
traveller
К
kerosene
paraffin
L
lawyer/attorney
line
lost and found
solicitor
queue
lost property
M
mail
make a reservation
motorcycle
movie
movie house/theater
post
book
motorbike/motorcycle
film
cinema
N
newsstand
newsagent
Expressions with prepositions and particles
surgery
s\nq(e (ticket)
dungarees
different from/than
live on X street
on a team
on the weekend
Monday through Friday
О
(a doctor's/dentist's) office
one-waxi (.ticket)
overalls
AE-BEG1
program
realize
tire
traveller
different from/to
live in X street
in a team
at the weekend
Monday to Friday
Irregular Verbs
Past
Infinitive
Past Participle
burst /b3:st/
buy /bai/
was /\\'O7./
bore /Ьэ:/
beat /bi:t/
became /bi'keim/
began /bi'gaen/
bit /bit/
blew /blu:/
broke /brook/
brought /bro:t/
built /bilt/
burnt (burned)
/b3:nt (b3:nd)/
burst /b3:st/
bought /bo:t/
been lbv.nl
born(e) /bo-.п/
beaten /bi:tan/
become /Ьгклт/
begun /Ыдлп/
bitten /bitan/
blown /Ыаоп/
broken /broukan/
brought /bro:t/
built /bilt/
burnt (burned)
/Ьз:п! (b3:nd)/
burst /b3:st/
bought /ba:t/
can /каеп/
catch /kaetf/
choose /tju:z/
come /клт/
cost /kost/
cut /кл1/
could /kud/
caught /ko:t/
chose /tjauz/
came /keim/
cost /kost/
cut /кл(/
(been able to /bm
'eibal ta/)
caught /ko:t/
chosen /tjauzan/
come /клт/
cost /kost/
cut /kAt/
deal /did/
dig /dig/
do /du:/
draw /dro:/
dream /dri:m/
drink /drugk/
drive /draiv/
dealt /delt/
dug /<1лд/
did /did/
drew /dru:/
dreamt (dreamed)
/dremt (dri:md)/
drank /draeqk/
drove /drauv/
eat /i:t/
ate /eit/
fall /foil/
feed /fi:d/
feel /fill/
fight /fait/
find /faind/
fly /flai/
forbid /fa'bid/
forget /fa'get/
forgive /fa'giv/
freeze /fri:z/
fell /fel/
fed /fed/
felt /felt/
fought /fo:t/
found /faund/
flew /flu:/
forbade /fa'beid/
forgot /fa'got/
forgave /fa'geiv/
froze /frooz/
get /get/
give /giv/
go /дэи/
grow /дгои/
got /got/
gave /geiv/
went /went/
grew /gru:/
hang /bai]/
have /hasv/
hear /his/
hide /haid/
hit /hit/
hold /hauld/
hurt /ha:t/
hung (hanged) /lug
(haeqd)/
had /haed/
heard /haid/
hid /hid/
hit /hit/
held /held/
hurt /Ьза/
keep /ki:p/
know /паи/
kept /kept/
knew /nju:/
lay /lei/
lead /li:d/
learn /1з:п/
laid /leid/
led /led/
learnt (learned) /1з:т
(13:nd)/
be /bi:/
bear /Ьеэ/
beat /bi:t/
become /ьгклт/
begin /bi'gm/
bite /bait/
blow /Ыаи/
break /breik/
bring /brig/
build /bild/
burn /Ьз:п/
dealt /delt/
dug /dAg/
done Akn/
drawn /dry.nl
dreamt (dreamed)
/dremt (dri:md)/
drunk Мглдк/
driven /dnvan/
eaten /i:tan/
fallen /fo:lan/
fed /fed/
felt /felt/
fought /fo:t/
found /faund/
flown /flaun/
forbidden /fa'bidan/
forgotten /fa’gotan/
forgiven /fa'givan/
frozen /frauzan/
got /got/
given /given/
gone /доп/
grown /дгоип/
hung (hanged) /Ьлд
(haeqd)/
had /haed/
heard /h3:d/
hidden /hidan/
hit /hit/
held /held/
hurt /h3:t/
kept /kept/
known /паип/
laid /leid/
led /led/
learnt (learned) Лз:т
(13:nd)/
Infinitive
Past
Past Participle
leave /li:v/
lend /lend/
let /let/
lie /lai/
light /lait/
lose /lu:z/
left /left/
lent /lent/
let /let/
lay /lei/
lit /lit/
lost /lost/
left /left/
lent /lent/
let /let/
lain /1ет/
lit /lit/
lost /lost/
make /meik/
mean /mi:n/
meet /mi:t/
made /meid/
meant /ment/
met /met/
made /meid/
meant /ment/
met /met/
pay /pei/
put /put/
paid /peid/
put /put/
paid /peid/
put /put/
read /ri:d/
ride /raid/
ring /nrj/
rise /raiz/
run /глп/
read /red/
rode /roud/
rang /гаец/
rose /rouz/
ran /гаеп/
read /red/
ridden /ndan/
rung /глп/
risen /nzan/
run /глп/
say /sei/
see /si:/
sell /sei/
send /send/
set /set/
sew /sau/
shake /feik/
shine /Jam/
shoot /Ju:t/
show /Jau/
shut /jAt/
sing /snj/
sit /sit/
sleep /sli:p/
smell /smel/
spend /spend/
Stand /staend/
steal /sti:l/
stick /stik/
sting /stii]/
swear /swea/
sweep /swi:p/
swim /swim/
said /sed/
saw /so:/
sold /sauld/
sent /sent/
set /set/
sewed /saud/
shook /Juk/
shone /Jon/
shot /Jot/
showed /Jaud/
shut /JAt/
sang /saeg/
sat /saet/
slept /slept/
smelt (smelled) /smelt
(smeld)/
spoke /spauk/
spelt (spelled) /spelt
(speld)/
spent /spent/
stood /stud/
stole /staul/
stuck /stAk/
stung /surj/
swore /swo:/
swept /swept/
swam /swaem/
said /sed/
seen /si:n/
sold /sauld/
sent /sent/
set /set/
sewn /saun/
shaken /Jeikan/
shone /Jon/
shot /Jot/
shown /Jaun/
shut /{At/
sung /sai]/
sat /saet/
slept /slept/
smelt (smelled) /smelt
(smeld)/
spoken /spaukan/
spelt (spelled) /spelt
(speld)/
spent /spent/
stood /stud/
stolen /staulan/
stuck /stAk/
stung /stAi]/
sworn /swo:n/
swept /swept/
swum /swaiti/
take /teik/
teach /ti:tj/
tear /tea/
tell /tel/
think /0itjk/
throw /0гаи/
took /tuk/
taught /ty.il
tore /to:/
told /tauld/
thought /0o:t/
threw /0ru:/
taken /teikan/
taught /ton/
torn /torn/
told /tauld/
thought /доп/
thrown /0гаип/
understand
/.Anda'strend/
understood /.Anda'stud/
understood /Anda'stud/
wake /weik/
wear /wea/
win /win/
write /ran/
woke /wauk/
wore /wo:/
won /wAn/
wrote /rout/
woken /waukan/
worn /worn/
won /WAn/
written /ritan/
speak /spi:k/
spell /spel/