Luke Prodromou with Penelope Prodromou
FLASH
on English
UPPER INTERMEDIATE
S T U D E N T ' S BOOK
Luke Prodromou with Penelope Prodromou
FLASH
on English
S T U D E N T ' S BOOK
Welcome to Flash on English
F l a s h o n E n g l i s h is your new English language course. On these t w o pages you will find
some information to help you learn to use your textbook.
F l a s h o n E n g l i s h contains 10 units, organised in this way:
Double linguistic input
Each unit opens with a
first presentation text
which can be in various
formats (article, email,
report).
The second presentation
offers extracts from
listenings (interviews,
dialogues, reports) which
aim at introducing topics,
activity types and listening
techniques you will need
at upper-intermediate
level.
Examples of grammatical
structures and functions
are presented in the
Grammar and the
Functions boxes, in a
concise and clear form to
allow the student full
autonomy in carrying out
the activities.
The Flashpoint box
highlights particular
language structures that
are commonly used.
Flash F o r w a r d activities
keep fast finishers busy.
The Use of English page
focuses on the language
knowledge structures and
patterns you will need to
produce written texts. It
includes vocabulary and
morphology activities,
offering genuine practice
of the Use of English paper
of the First exam.
The Flash on Grammar
page is dedicated to
presenting the grammar
structures.
Q j Cambridge English: First
|]
WB p. 8
refers to the correspondent exercises in the Workbook
O r g a n i c clothing
Before you read
7 A Portrait
of the Artist as a Young Man
B e f o r e You R e a d
4 \ It) Read the extracts ag
put them in order according b
age of the writer. Then litten.
Writing
8 Q You have seen this
Artistic Creation Coufse
Scholarship}
lUynefsná Afbrtroiijfth*
I in ,-irt appreciation « M p w a « * 1
2 O stay at home with his parents.
re them with your partners.
Reading
ie following headings.
I wian'olAApplic'tton»
6 i^J LB Listen to extracts from
(t> and equality. Bui I will Id I yn
ñ iL
Social Media
Before you read
7 Q Look at the photos A and 8. They represent
different ways of learning at school. Talk to
each other about why it might be important to
do these different activities. Then decide the
advantages and disadvantages. Finally, say
3 Networking sites leach you about trthe' i
techiH&igiohave tv
Nc»livnof
today > kxnagc:
Erawtammentf lirtormMiou; Sod«" life!
«s. lor example tint
horiskoí bullying and making lun of «ihm
Write your answer in an appropriate sty
a What uses do yottfyour friends make ofsocisl
Listening
4 @ 104 Listen to five people who read the article ab
which speakers like/dislike social media?
has hi general charged people's lives, for good
5 © I M Q Listen again. Choose from the list A-E wt
Paragraph 2: the use ycu and your friends
make oI social media and how frequently.
Paragraph 3: how social media has changed
<-•>< H.I/ • - I '
' practise u.ins paragraph*
The Flash on Skills section
helps the students to
develop their four language
skills. Placed at the end of
each unit, it alternately
presents three t y p e s of text
material.
• CULTURE
Focuses on social and
cultural aspects of the
English-speaking world.
• CLIL
Texts targeted to an
interdisciplinary approach
to language learning on
c o n t e m p o r a r y topics of
interest to students.
• LITERATURE
Texts aimed at
familiarising students
w i t h literary genres,
in both prose and verse.
Effective learning techniques
and exam strategies are
presented in each unit.
' Verb
Unitl
and preposition collocations
Formal letter/email
STUDENTS OF ENGLISH!
Progressive English College is located in Canterbury: i magnificent school
set in beautiful grounds, neat the centre of this beautiful cathedral city. i4~
ler School combines English language learning with fun activities
noon and evenings. Musan esci;;;>it excursion schcdulei
-J
tedtitotogy is gentil* Jteoper. so it tot of im
The main grammar items are
presented schematically in
the G r a m m a r Reference at
the end of the book, w i t h
information about grammar
rules and extensive
examples.
5 She apologisedto/forI»
r
Dear Sir/Martam,
Grammar reference
I am writing in nesp
Drinking lots of w3ter is go<
(formation. I am sixteen yean old and my English
Proficiency (C2 leveli. If so. how long will the cm
i a day will we he obliged to auend classes?
Email and spoken English
tt* often write emails as if we are speaking.
people are buying tablets nowadays..
• thinking: «tue. befé!«, »»pen. fwgef. ftr
A n extensive W r i t i n g Reference
offers guidance and examples of
the writing tasks y o u are e x p e c t e d
to produce at B2 level: formal and
informal letters, articles, essays,
stories and reviews.
Tasks are explained w i t h the help
of a model answer for each one.
The L a n g u a g e
Development
section focuses on
and practises
collocations, easily
confused w o r d s and
idioms y o u will need
in conversation.
On Sundays, we new* eat at hum.
Do yon play Mvtis on Hlrdm'srfays'
we&tw holiday twk* a year.
in a computer shop hist I'm the
Contents
Unit
^
Connect!
Grammar
Vocabulary
Functions
Present simple and continuous
Present perfect simple and
continuous
Past simple
Past continuous
Technology
Agreeing and disagreeing
Past perfect simple and continuous
Feelings
Relationships
Talking about feelings in the
past
Entertainment
Talking about plans and
intentions
Zero, first and second conditional
Third conditional
wish for regrets
Mixed and inverted conditional
Travel and transport
Expressing regret
Modal verbs:
-obligation and advice
Clothes
Appearance
Giving advice
Crime
Trials
Describing a crime scene
p. 8
2
Feelings
used to and would
Adjectives ending in -ed and -ing
p. 16
Flashback 1-2
J
p. 24
be going to and will for future
Leisure
Future continuous
Present simple and continuous for
future
Future perfect
p. 26
^
Travel
p. 34
Flashback 3-4
I"
3
p. 42
Fashion and
Trends
-needn't/don'have
to
- deduction
Degrees of certainty
p. 44
\ß
Passives
Impersonal passive structures
Causatives
Crime and
Punishment
p. 54
Flashback 5-6
4
p. 60
Language
development
Use of English
Skills
Collocations and phrasal verbs
Culture-Social media
Multiple-choice cloze
Key words transformations
Reading
Listening
Speaking
Writing
A survey about teens and social media
Five people talking about social media
Comparing different learning methods
An article about the impact social media had on our life
Verb and preposition collocations
Email and spoken English
Exam strategies: Writing an article
Life events
Phrasal verbs with up
Open cloze
CLIL-Psychology
p. 98
really
Reading A text about Abraham Maslow and his idea of self-esteem
Speaking The Rosenberg test
Listening A lecture about Abraham Maslow's theory of
self-actualisation
Writing A brief biography
p. 9
Exam strategies: Writing a narrative text
get
Literature - A Portrait of the Artist as a Young Man
so
Phrasal verbs with down
Reading
Listening
Speaking
Writing
Compound nouns: entertainment
Open cloze
A passage from the book
An extract from the book
A conversation about your dreams for the future
A personal statement to accompany an application
Exam strategies: Letter of application
Compound nouns
Word building
Collocations
Culture - USA: the beginning
Reading A text about The Mayflower
Listening A radio interview
p. 91
Modal verbs in conditional
sentences
Speaking A n interview
Word formation
Open cloze
Word building: verbs > nouns
and adjectives
Phrasal verbs and expressions
with keep
Word formation
Multiple-choice cloze
Collocations: crime and trials
Multiple-choice cloze
Writing
A diary page
Exam strategies: Writing a diary page
p. 99
C L I L - N a t u r a l Sciences
actually
Reading
Listening
Speaking
Writing
Adjectives and adverbs
Vague language p. 99
Confusing words: fashion
Articles about organic clothing
Five extracts from interviews
Describing pictures
An essay about organic clothing
Exam strategies: Writing an essay
Literature - Oliver Twist
Reading
Listening
Speaking
Writing
A passage from the book
An extract from the book
A police report
A book review
Exam strategies: Writing a review
p. 100
Confusing words: crime
Informal English/Slang
p. 100
5
Contents
Unit
1
Jj
Learning
Grammar
Vocabulary
Functions
Reported statements
Reporting verbs
Reporting commands and requests
Prepositions followed by gerunds
Education
Formal vs informal words
Reporting commands
and requests
Relative clauses
Relative pronouns and adverbs
Prepositions in relative clauses
Money idioms
Making excuses
Inversions
Food and health
The environment
Talking about problems
Criticising
Work and employment
Jobs
Stating preferences
p. 62
J
Time is Money
p. 70
Flashback 7-8
A
«7
p. 78
Health and the
Environment
such, so... (that)
too, very, quite, enough
p. 80
1 f t Work and
1 v Employment
Verb patterns
Verb + -ing
Verb + to infinitive
p. 88
Flashback 9-10
p. 96
Language development
p. 98
Word building
p. 102
Writing reference
p. 108
Grammar reference
p. 116
Phrasal verbs
p. 126
Irregular verbs
p. 130
Audioscripts
p. 132
6
Language
development
Use of English
Skills
Co ocations:gef ortai/e
: :~imon phrasal verb
:;::ocations
Negative prefixes
Culture-Top universities
Word formation
- - r a s a l verbs: about money
•'tord formation
Reading
Listening
Speaking
Writing
Introducing facts
interviews with top university students
Interviews with top university students
Ask and answer questions about your education so far
A report about education in your country
Exam strategies: Writing a report
p. 100
CLIL - Economics and Finance
which
Reading
Listening
Speaking
Writing
Colloquial English
Texts about IMF, WTO, the World Bank
Two students testing each other
A discussion about the economic world crisis
A fact file about an important international institution
Exam strategies: Writing a fact file
Compound nouns
Word building: -ful and -less
Word building
Suffixes
Word formation
Open cloze
Collocations
Prepositional phrases
Open cloze
Literature - Life stories
Reading
Listening
Speaking
Writing
p. 101
Food idioms
Book summaries: Eat, Pray, Love and the Adrian Mole series
People talking about why they liked a book
Talking about books you liked
A story
p. 101
Exam strategies: Writing a story
Culture-Human migration
Reading Articles about human migration
Listening People talking about moving to a new country
Speaking Comparing photographs
Writing
An email
Exam strategies: Writing an email
Work idioms
p. 101
7
Connect!
A day in the life
of a digital native
How many hours a day do you do the
following?
1 texting
2 blogging
2
3 sending emails
4 being on Facebook
( ° ) 1.02 Listen and read the text quickly.
Then answer these questions.
1 How many hours do teens spend playing
computer games?
2 What can digital natives remember easily?
3 What is Martha's problem?
Read the sentences and choose the best
option A , B or C.
1 According to the text, Terri's use of digital
technology is...
A scientific.
B realistic.
C expensive.
2 According to the text, at school, teenagers...
A spend a lot of time with digital devices.
Bonly pay attention in the technology class.
C are not motivated by classroom lessons.
3 We have evidence that digital natives...
A have better memories than other people.
B remember words better than pictures.
C pay less attention to content than to visuals.
What is the aim of marketing experts?
A To sell more goods to teenagers.
B To understand how the web works.
C To increase internet advertising.
Which of the following define the way digital
natives behave?
A They like slow explanations.
B They talk to more than one person at once.
C They lose interest quickly.
In the last paragraph, the expression 'at my
fingertips' emphasises that something is...
A easy.
B pleasant.
C normal.
FLASH
FORWARD
Read the text again. Underline the things that
describe you and your life. Compare with a partner.
8
Terri Thomson lives in a digital world: every day, she texts
her friends from a television control box, she finds songs on
the radio with her mobile phone, she downloads photos from
her phone directly onto her blog and she can video-call a
television chat show from her mobile phone and participate
live in the programme. She uses 12 technology services every
day; so her parents have a big bill. Terri is a digital native;
she has been using digital devices since her childhood.
For digital natives like Terri, 'digital' is their first language.
Digital natives have grown up with technology, and so they
have IT their fingertips. According to a recent survey, in
their teens, digital natives usually spend about 100,000
hours playing computer games, they send and receive
250,000 emails and they spend 10,000 hours on a mobile
phone. In contrast, they spend only 9,000 hours in school
(many teens do not take part in lessons, unless the lessons
have something to do with sport).
How is digital technology changing teens' brains? The
latest research shows that digital natives can recall 90% of
images days after seeing them, despite only seeing them for
a few seconds. In fact, the eye 'reads' images much faster
Present simple and continuous
Every day, she texts her friends.
Right now, I'm writing this message on my iPad.
Find more examples of the Present simple and
the Present continuous in the text. Underline
them.
Grammar reference p. 116
Underline the correct tense.
1 I talk/'m talking on my mobile; can you open
the door for me, please?
2 I am always beginning/always begin the day by
checking my emails.
3 At the moment, I'm learning/learn to use
PowerPoint.
4 Do you use/Are you using a lot of digital
devices normally?
Vocabulary: Technology
than text; moreover, digital natives often ignore content,
unless colours catch their attention.
Advertisers are working out a way to use the Internet
with teens; they want to use internet marketing to meet the
needs of young consumers.
Digital teens:
• need speed in information flow;
• look at images and information at the same time;
• enjoy hyper-linking;
• get bored following step-by-step processes;
• network simultaneously with many people;
• don't want loads of information;
• prefer instant pleasure and instant reward;
• filter out any information that is not necessary or fun.
But digital technology has other advantages; here is what
an American teen with special needs, Martha, says: 'I have
problems with physical movement - but with digital devices
I've got everything I need at my fingertips. They've given me
more independence. I've had an i Pad for 3 years and now I
can't do without it. Right now, I'm writing this message on
it and I'm also learning to keep a blog.'
6
W h i c h of the following words are nouns, verbs
or both? Write them in the correct column.
Internet download blog IT email
text message mobile chat megabyte
networking store program
Noun
Both
Verb
Find words in the text that have to do with
digital technology, for example: she texts her
friends. Add them to the table.
8
Complete the sentences with words from
exercise 6.
films
1 Do you know it's illegal to
from the Internet?
with
Do you often have online
friends?
near your
Do you keep your
pillow when you're sleeping?
Have you sent any
on your mobile
today? If so, who did you send them to?
Do you have
classes at school?
Do you belong to any social
sites?
Say it!
9
Work in pairs. Ask the questions in exercise 8
and give answers which are true for you.
Present perfect simple and continuous
Digital natives have grown up with technology.
She has been using digital devices since her
childhood.
Find more examples of the Present perfect
simple and the Present perfect continuous in
the text. Underline them.
Grammar reference p. 116
5
Underline the correct tense.
1 I've been finishing/'ve finished writing my blog
- I can go out now.
2 I've used/'ve been using a computer since
I was five.
3 She has never been paying/has never paid
attention in class.
4 My grandmother has never used/has never
been using a laptop.
1 0 Talk to your partner about a day in your digital
life. Use these questions to help you.
1 Did you grow up as a digital native?
2 How many hours a day do you spend using
digital devices?
3 Which digital devices could you not do without?
a
I bought an amazing new ebook
u
Answer these questions with your partner.
1 • What are the dangers of using the Internet?
2 O How do you use digital technology at school?
3 CH What do you think of ebooks?
4 O Can you use mobile phones in class?
Read these extracts and match them with the questions above.
A
C
B
'Now guys, yesterday,
while I was writing on
the board, Nancy's
mobile went off and I
took it off her. Let me
explain. We've decided
to ban mobile phones at
all times while you are
in the school buildings.'
'We were having the usual
boring lesson yesterday,
when the teacher switched
on the new IWB. I enjoyed
getting up and going to
the board: I touched the
whiteboard with my finger
and we all wanted to play
with it, you know, to have
a go.'
3
'I bought an amazing new ebook a month ago,
( o ) 1.03 Listen to four people talking about
new technologies and write T (true) or
F (false).
1 Nancy lost her mobile phone at school.
2 The school rules say pupils must never
bring mobile phones to school.
3 Speaker B likes ebooks because they
don't smell.
4 In the interactive whiteboard lesson
there were technical problems.
5 The students had a good time using the
whiteboard.
6 Speaker D doesn't trust electronic
communication.
D
'Well, to tell the truth,
the thing that really put
me off the Internet was
security. Once I was
writing a very personal
mail to a friend when I
realised: someone might
be reading it - a hacker,
I mean. I was shocked!'
4
Find the word or phrase in the extracts which
means the following.
1 to try
2 to forbid
3 not modern
4 to suddenly understand
FLASH
FORWARD
How many digital devices do you have with
you now/at home? Make a list. Do you really
need them? How would you feel without them?
10
a
FUNCTIONS
Agreeing
Past continuous
That's right.
Yes, you're right.
I (totally) agree.
I agree (absolutely).
Yes, I see what you mean. I couldn't agree more.
While I was writing on the board, Nancy's
mobile went off.
What were you doing there when your best
friend came along?
We weren't having an interesting lesson
yesterday until the teacher switched on the IWB.
Disagreeing
Do you think so? I'm not sure.
I don't agree with you.
That's not totally/always true.
I disagree.
That's not true.
Find more examples of the Past continuous in
the extracts. Underline them.
Say it!
5
Grammar reference p. 117
In pairs, say whether or not you agree with
the following statements. Why?/Why not?
8
1 An ebook is better than a real book.
2 Pupils should be allowed to use mobiles in
class.
3 Downloading films from the Internet without
paying is OK.
4 Social media is for people without real friends.
1 Yesterday I
(take) my ebook to the
beach.
2 I
(lie) on the beach reading an ebook,
when my friend
(turn) up.
3 We
(download) songs from the Net
when there
(be) a blackout.
4 It was a lovely day, the sun
(shine)
so we
(decide) to go for a walk.
5 She
(watch) a soap opera while
I
(do) the washing up. I was so angry.
6 My computer
(always break) down
and so I
(waste) a lot of time.
Vocabulary: Computer words
6
Which is the odd one out? Underline it.
1 link, clip, shelf, website
2 site, flat, mobile, hack
3 virus, email, network, building
4 noisy, digital, browser, download
5 online, download, smell, voicemail
Write it!
9
Past simple
Find more examples of the Past simple in the
extracts. Underline them.
Grammar reference p. 117
Read this email message and find examples of
the Past simple.
Itfb Untitled Message
i Wnidow H«P
: fife V«w ¡nsert Fgrmat Toots Tgfae
1 -Send - J St -s ! * r J3 •J oaaons.. - HTML
Q Write a reply to the email in exercise 7
following these guidelines.
1 Greet your friend and say it was great to hear
from her. Tell her what you were doing when
you received her email.
2 Thank your friend for the links she sent you.
3 Tell her your reaction to the sites. Did you like
them?
4 Conclude your message and say goodbye.
I bought an amazing new ebook a month ago.
I didn't carry a single book.
Did you have your mobile with you yesterday?
f]
Complete these sentences with the Past
simple and continuous using the words in
brackets.
'S5<L
Write your answer in 120-150 words.
Critical thinking
-
Hi, this is Isabella here. Hey, do you
remember that website you told me about,
the one you said had some really funny
clips from TV programmes? Didn't you say it
was T h e Funniest Interview' or something?
Anyway, I googled it and came across some
other sites that are really great. Well, I
thought they were really hilarious - so I'm
sending you the links to those sites; have a
look and tell me what you think, OK? See you!
1 0 Work in pairs and discuss the following topics.
1 Thousands of people waited for hours outside
Apple stores for the new iPhone5 in September
2012. Do you think it was worth the wait?
2 It is estimated that the number of mobileconnected devices will have exceeded the
number of people on earth by the end of 2013.
What can you deduct from this statement?
Use of English
V
Phrasal verbs
Collocations
Collocation is the natural way words go together.
Verb and noun
I do homework but I make a mistake.
These verbs and nouns go together: ban drugs,
smoking; cause problems, an accident; reach a
destination, a place; start the car, a family; tell the
truth, a story.
Underline the correct word.
1 Who does/makes the most housework in your
family?
2 Can you do/make a pizza?
3 Have you ever told/said a lie?
4 Do you know what causes/makes earthquakes?
5 Would you ban/obstruct mobiles on trains?
6 The car's not working: the engine won't start/
begin.
Verb and preposition
Teens look at images on the screen.
I never listen to classical music.
Talk about a day in your digital life.
Language development p. 98
Complete with the correct preposition.
1 What are you looking
?
2 What do you talk
on the phone?
3 What household duties are you responsible
4 What digital devices are you keen
?
5 What music do you like listening
?
3
?
C Do mobiles help cheats? Decide which
answer best fits each gap (A, B, C or D).
Mobile phones, apart (1)
being important status
symbols among teens, are useful when pupils want to cheat
in exams. Many parents are (2)
on their children
carrying mobile phones with them when they go (3)
in
case there's an emergency; but for teachers, mobile phones
anywhere on school premises can (4)
problems, in
addition (5)
the cheating threat. While mobile phones
may not be responsible (6)
cheating, some teachers
believe they have a negative effect. While there are kids with
expensive phones, there are other children with less trendy
models, creating a form of discrimination.
1 A for
2 A fond
3 A off
4 A make
5 A to
6 A for
12
B from
B happy
B on
B do
B with
B at
C to
C enthusiastic
C out
C cause
Cof
C in
4
D with
D keen
D for
D begin
D from
D with
Write the corresponding phrasal verb.
1 look for a solution
2 the opposite of turn on
3 live successfully without something
4 stop working
5 find by accident
6 make someone not like something
5
Adjective + preposition
I am very keen on Italian cuisine.
She is responsible for looking after the children.
2
A phrasal verb consists of a verb and a
preposition or adverb that modifies or changes
the meaning of the verb.
The IWB broke down a couple of times.
I googled it and came across some other sites.
I have had an iPad for three years and now I
can't do without it.
The thing that really put me off the Internet was
security.
You must switch your mobiles on/off.
Advertisers are busy working out a way to use
the Internet.
E Complete the second sentence so that it
has a similar meaning to the first sentence,
using the word given. Do not change the word
given. You must use between two and five
words including the word given. Here is an
example.
0 I learnt a lot about computers by just trying
things out.
UP
I picked up a lot about computers by just
trying things out.
1 The thing I don't like about using email is all
the junk mail.
PUT
The thing that
using email is the
spam.
2 Look, I've found this really brilliant website.
Do you want the link?
ACROSS
Look, I
this brilliant website. Do
you want the link?
3 My mum grew up in a house where there were
no computers.
BROUGHT
My mum
a house where there
were no computers.
4 I don't understand how this program works.
OUT
I can't
how to use this program.
5 I really need to have my laptop with me when
I travel.
DO
I
my laptop when travelling.
Flash on Grammar
Past simple vs Present perfect
Present simple and continuous
Complete these sentences using the verbs in
brackets.
(switch off) my mobile
1 I always
when I'm in class.
2 I
(switch off) the computer now.
3 They usually
(get up) early and
immediately turn on their computers.
4 A Where are you?
B I
(wait) for you outside the
cinema!
5 She
(stay) in her friend's house
for the summer.
(just/
6 If I don't know a word I
google) it.
2
Read the answers first and then write the
questions using the prompts given.
5
Underline the correct tense.
1 Yesterday, I wrote/have written down the name
of a website, but I can't find it anywhere.
2 My laptop broke down/has broken down again.
3 I have had/had an ¡Pad for 3 years and I use it
every day.
4 I learnt/have learnt to use a computer when
I was at school.
5 I worked/have worked very hard when I was a
pupil.
6 Last night, we downloaded/have downloaded a
video clip.
Past simple and continuous
6
Complete these sentences using the words in
brackets.
1 We
1 talk on mobile
A
B No, I am not.
2 your brother / surf / Net / every afternoon
A
B No, he does his homework.
3 snow / in Paris
A
B Yes, everything's white.
4 study / Chinese
A
B I want to learn it, that's why!
|
WBp.6
Present perfect simple and continuous
Complete the sentences using the words in
brackets.
1 How long
(you/know) how to use a
computer?
2 I
(learn) Japanese but I still don't
know much.
3 We can go out now because I
(finish)
the work I was doing.
4 Do you know how long I
(stand) here
waiting for you?
5
(you/visit) those sites
I recommended?
6 She
(write) a book for years and she
still
(not finish).
In pairs, ask and answer questions with ever
and never.
1 eat/snails?
5 meet / famous person?
2 play/rugby? 6 sleep / friend's house?
3 go / London? 7 read / an ebook?
4 find / money? 8 anybody / steal / your mobile?
|
(chat) online when mum
(tell) us to go to bed.
2 I
(watch) TV when the
earthquake
(take) place. What
(you/do)?
3 The sun
(shine) so we
(decide) to go for coffee,
(you/run) away when
4 Why
(arrive)?
the police officer
(try) to hide something?
(not steal) anything from the
shop;
(look) for a new laptop.
|]
WBp.7
Round up!
Complete this email with the most suitable
verb tense.
break
write (x 2) sit enjoy be
study
stay live bring
visit
l^fe Untitled Message
: FIFE EDIT Ve
i w Insert Format Tools Tàpfe Wn
idow Hep
l
j j £end „ - J S. ¿ ! •$• T . ¿j £ Oßbons.. - HTML
' B
™
•
— '
Hi Helen,
I (1)
this message from an internet café in
Rome. I (2)
here for hours checking my
emails. I (3)
my laptop with me to Italy but it
(4)
down yesterday, which is really annoying!
I (5)
with a friend near the pyramid in San
Paolo. My friend (6)
near the cemetery where
Keats is buried. Remember Keats? He (7)
that lovely poem about Autumn that we (8)
at school. A couple of days ago we (9)
_ the
place and it was very moving. 1(10)
here for
a almost a week now and 1(11)
every minute
of it. It really is the most beautiful city in the world.
WBp.6
13
Flash on Skills
Social Media
Before you read
Do you agree or disagree with the following
statements? Why?/Why not?
1 Networking sites give teens the freedom
to express themselves.
2 Social media is a good way to spend our
free time.
3 Networking sites teach you about other
people's problems.
4 Social media is useful when we are
doing our lessons.
Reading
2
Read the text. Does the writer agree or
disagree with these opinions?
A new survey reveals that a quarter of teens log on to their favourite social media sites ten or more times each day. So, what
kind of an impact is social media having on today's youth?
N
ew technologies have brought important changes in the
lives of today's teenagers in the UK.
First of all, a teen social networking site gives today's
teenagers the freedom to express themselves and show the
world who they really are. B E These sites allow teenagers
to write about their lives and their experiences and share
them with the world. Secondly, a teen social networking site
allows teenagers to connect with people of their own age.
They realise that what other teenagers term as 'weird' may
not be so weird in other places. In general, social networking
sites provide teenagers with an enjoyable way of spending
their free time. For 65% per cent of the 16-24 year-olds,
talking to their friends via Facebook and Twitter, is their
number one leisure activity. They don't have the places or the
time to hang out like their parents did. a n
But it's not all about having fun. More than half of teens
(55%) say social media sites like Facebook and Twitter have
Q Four sentences have been removed
from the article. Choose from the
sentences A - E the one which best fits
each gap. There is one extra sentence
which you do not need to use.
A Thus, social media helps us to help
others less fortunate than ourselves.
B Social media allows them to have
time to reconnect.
C Parents worry about how their kids
are using social media.
D Strangers may get access to this
sensitive data.
E This can be done through blogging or
through a personal web page.
14
made them wake up to the needs of others. For example,
thousands of teens go hungry as part of campaigns to raise
funds to help people who are starving. E E
Teenagers also use the Internet to help them with homework:
in such cases, they spend at least three hours a week searching
for useful information. In short, teen social networking sites
give teenagers the opportunity to be the person they want the
world to know. They can begin a new life in cyberspace.
But we should bear in mind the dangers of social networking.
For example: teens sometimes post texts or photos online
that they later regret; private information could include their
address, phone number or when the family will be taking a
long vacation; E E ] Then there's time: 22% of teens say the\
check their sites more than ten times a day!
There is also the risk of bullying and making fun of others.
It is easier to take risks and misbehave online than it is in real
life!
Listening
4
( o ) 1.04 Listen to five people who read the article above;
which speakers like/dislike social media?
5
( ° ) 1.04 Q Listen again. Choose from the list A - E what
each speaker says about social media.
A Teens work very hard.
B People should read more books.
C Social media is a good leisure time activity.
D This person is interested in what's happening in the world.
E School subjects are easier.
Speaker 1 •
Speaker 2 •
Speaker 3 •
Speaker 4 •
Speaker s D
Speaking
In pairs, discuss these questions.
1 What is your response to the reading text? Do
you agree or disagree?
2 Why is social media important to you?
3 How has it changed you or your life?
5 Look at the photos A and B. They represent
different ways of learning at school. Talk to
each other about why it might be important to
do these different activities. Then decide the
advantages and disadvantages. Finally, say
which you prefer and why.
A I think it's more fun using computers in class.
B I don't agree. I prefer working with other
students.
Writing
Read the magazine article in exercise 2 again
and do these tasks.
1 Find words or phrases that have to do with
digital social media, for example log on to, etc.
2 Which two tenses are used a lot?
3 Choose the best title for the reading text from:
a Social media: its impact on UK teens
b Social media: good or bad?
c Social media: what does it mean to teens?
4 How many paragraphs are there?
5 Find examples of connectors, for example first
of all, etc.
6 Find examples of colourful language, for
example to expand their horizons.
EXAM STRATEGIES
When writing an article, the aim is to interest the
reader in your opinions. You should demonstrate
that you can do the following:
» use grammar and vocabulary fairly accurately
but above all have the ability to get your message
across
m describe, narrate, express opinions, say you agree
or disagree
• use colourful language
How to prepare?
» read magazines in English
• note the layout of articles
• practise using paragraphs
• note the use of catchy titles
9
Q You have seen this announcement in an
international teen magazine.
Competition: the 21st century teenager
What impact has social media had on your life
and that of your friends?
Entertainment? Information? Social life?
Exploration? You decide!
The best article will be published in next
month's magazine.
Write your answer in an appropriate style. Use
120-180 words. Before you begin:
1 Make notes on your ideas.
2 Work with a partner and discuss these
questions:
a What uses do you/your friends make of social
media?
b Give an example of: fun uses of social media;
something useful you have learnt from social
media; new friends you have made on social
media.
3 Use this plan.
Paragraph 1: what social media is and how it
has in general changed people's lives, for good
or bad.
Paragraph 2: the use you and your friends
make of social media and how frequently.
Paragraph 3: how social media has changed
the way you live (choose from entertainment,
education, social life).
Paragraph 4: finally, in short, sum up your
view of social media and restate what the main
impact it has had on you and your friends.
15
Feelinqs
Feeling sorry
for yourself?
1
Imagine yourself in the position of the people
in the photos. How does that make you feel?
excited afraid nervous embarrassed
angry proud depressed
2
( ° ) 1.05 Listen and read this extract from
an interview with a teacher and answer the
questions.
1 Which of the situations above does the text
mention?
2 What is unusual about John?
I've been teaching for about 25 years now and one thing I have learnt is this: a good teacher is always ready to learn.
About r 0 years ago, I was teaching students with learning difficulties in a school in Bristol. My classroom had become
famous in the school as I had got a reputation for success by encouraging students to believe in themselves.
One day, the head told me that a trainee teacher had arrived in school and had asked to observe my classes. As we
were going to meet John, the head told me that the student was disabled.
As John was approaching, I noticed that he had prosthetic legs - and he had no hands. At first, I felt nervous but
John's friendly eye contact made me feel relaxed and created a warmth and respect between us.
I had prepared my pupils for John's visit - 1 had told them that it was rude to stare, but they still felt embarrassed
and could not help staring... John sat quietly in the corner and watched me teaching. He had been watching me for
about half an hour, when suddenly he asked if he could show the children something on the blackboard: he took a
piece of chalk between his 'arms' and began to write - in better blackboard writing than mine.
A year later, I moved to Ireland. I've been living there ever since; but I once returned to Bristol for a few months to
run a bookshop. After I had been back for about a week, I was opening the shop one morning when John appeared.
He had heard that somebody was coming from Ireland to run the shop and had guessed it was me. 'Have you been
teaching all this time?' I asked. He told me that he had given up teaching as it had got too difficult. 'I've been doing
lots of exciting things.' 'Like what?' I asked. 'Have you seen that furniture shop up the road?' he said. 'Oh, so you run
a shop too?' 'No, my wife runs it. I make all the furniture!'
John hadn't changed! Since I last saw him, he had become a furniture maker and he had taken up skiing. I was
stunned. Since then every time I've felt sorry for myself, I've thought about John and his incredible life...
3
Read the statements and write T (true) or F (false).
Then correct the false statements.
1 The writer has been teaching for ten years.
2 A new pupil joins the writer's class.
3 John is a student with learning difficulties.
4 The writer of this text is a university teacher.
5 The writer and John got on well.
6 John took part in the writer's lesson.
7 The writer went to Ireland for a short holiday.
8 John's new job is making furniture.
4
16
Look at the words in bold in the text: are they
nouns, verbs or adjectives?
5
Match these definitions with the words in bold.
1 impolite
2 unable to use part of the
body or brain fully
3 to give someone confidence
or hope
4 the things people say
about us, good or bad
5 to control or organise
6 to come closer
FLASH
FORWARD
Read the last paragraph again: how do you 'cheer
yourself up'? What advice do you give to friends
who are 'feeling sorry' for themselves?
8
Complete the text with the correct form of the
verbs below.
d o not give up take part be play
bring s n o w not see build have
How exciting! It was my first time in Switzerland.
I (1)
such high mountains before. The snow
was one metre deep. It (2)
for two whole days!
The children were out in the snow: they (3)
in
the snow all day. They (4)
a snowman and now
they were throwing snowballs at each other. Some people
(5)
their skis with them and they were getting
ready to ski.
Unfortunately, I (6)
an accident a couple of
years before and I was now a wheelchair user.
I (7)
very fond of skiing since I was a teenager
and I (8)
even
in competitions. Now,
I (9)
anything for two whole years. It was
boring, doing nothing, but 1(10)
the idea of
taking up skiing again one day, somehow!
Past perfect simple and continuous
My classroom had become famous in the school.
John hadn't changed!
Had he given up teaching?
He had been watching me for about half an hour.
Find more examples of the Past perfect simple
and the Past perfect continuous in the text.
Underline them.
|]
6
Grammar reference p. 117
Complete with the Past perfect simple of the
verbs in brackets.
1 I got wet in the rain because I
(forget) to take an umbrella.
2 I felt excited because I
(be) to
Paris before!
3
(have) many girlfriends before you
met me?
4 I couldn't pay the taxi-driver because
I
(lose) my wallet.
Complete with the Past perfect continuous of
the verbs in brackets.
(work) all night.
1 I was tired: I
(watch)
2 The film was boring: we
it for a whole hour and nothing had happened.
I was angry because I realised you
(not tell) me the truth. It was a lie.
It
(snow) all night and the roads
were blocked.
Vocabulary: Feelings
9
Look at these adjectives and decide if they
describe positive (P) or negative (N) feelings.
1 tired
2 nervous
3 exciting
4 encouraging
5 friendly
6 relaxed
7 angry
8 stunned
9 embarrassed
10 respectful
11 rude
12 proud
13 boring
14 warm
15 amazed
16 depressed
FLASHPOINT
I feel bored (with this book) but the book is boring.
I feel excited by the film but the film is exciting.
Say it!
1 0 Complete these sentences with an adjective so
that they are true for you. Then compare with
a partner.
1 When I come home from school I feel
2 A good teacher is
3 I think history is
4 Going to new countries is
5 When people are rude to me I feel
.
.
17
Significant others
1
Read this text and make a list of 'significant others' in your life.
Significant others are people who have changed our lives in important ways
and who still have an influence on us. It may be a friend who stuck by us
when we were going through a difficult time or a teacher who believed in us.
2
3
©
1.06 Listen to some people talking about the significant others in their life. Which people are they
talking about?
106 Q Listen again and complete the notes.
I remember her because she made me feel
(1)
. I had broken my arm when
I was playing (2)
and it put
me off sport forever. Every Wednesday our
class used to go to the local swimming
baths and I remember Mrs Cooper would
really encourage me to get into the water
and s t a r t (3) _
; that's when
she taught me how t o swim.
We, aSeJ -fo ¿dork m. a (4)
He. uie,A -fo aiork ¡2+ n/cjk-f and sle-e-p during +ke.
(5)
. A + Ckns+m.iis -bVue. We, alioaqs ¿isej -fo
-fake, us kids -fo kWe, (.b)
. He- uias a qe,*.^\e,,
prt-b&n-f, c^e,n.e,rows> msm.
FLASH
FORWARD
Read the sentences and say who they
refer to.
1 He/She was hard-working and very kind.
2 He/She made me feel better when I was
feeling down.
3 I learnt something really useful from
him/her.
18
She always used to
(7)
me
when I did badly in
tests a t school. She
would always support
me. Once I was feeling
very (8)
when Helen said 'let's
go for a pizza!' and
t h a t really (9)
me up! She was always
so encouraging.
FUNCTIONS
used to / would
Talking about feelings in the past
He used to take us to the circus.
I didn't use to do well in tests.
Did you use to play football?
She would always support me.
Mrs Cooper always encouraged me.
I was feeling very depressed.
I really used to worry about tests.
Have you ever felt shy? When was the last
time you felt embarrassed? Write short
statements using the adjectives below.
Find more examples of used to and would in
the extracts. Underline them.
£j
4
Grammar reference p. 117
1 My mum used to work/work as a nurse but now
she's retired.
2 Did you use/used to enjoy maths at school?
3 I didn't use to/would eat meat but now I eat a bit.
4 Holidays were great; we would to get up/get
up late and spend all day at the beach.
5 Didn't you use to/Wouldn't you live in London
when you were a child?
6 My favourite teacher used to/was used to tell
great stories.
5
Complete this text with the Past simple, Past
continuous and used to.
My favourite primary school teacher, Mrs Cooper,
(1)
(bring) a talking parrot to class.
I remember one day I (2)
(behave) very
badly when the teacher (3)
(see) me - it
was Friday afternoon, games day; you see, on Friday we
(4)
(not/have) proper lessons; we did
fun things. Anyway, I (5)
(pour) sand
and bits of Lego down a little girl's back when she
(6)
(scream). The teacher (7)
(not/see) me do it because she (8)
(write) on the board at the time. The teacher turned
round and looked at me...
•••
mm
FLASHPOINT
I am used to life here/living here (I am familiar with
life here).
You get used to life alone (it becomes normal, you
accept it).
6
shy embarrassed successful h a p p y
confident a n g r y sad nervous
Underline the correct form of used to/would.
Underline the correct option.
1 I didn't use/used to like gymnastics but now
I have got used/use to it.
2 At first, it was horrible being in a wheelchair
but I am getting used/used to it now.
3 I live in Florence now but I used to live/living
in Rome.
4 I did not use/am not used to speaking a foreign
language but I am sure it will get easier.
Say it!
8
In pairs, use exercise 7 to make a dialogue.
A I felt really embarrassed when...
B Not cool! How embarrassing! What happened?
Vocabulary: Relationships
9
Complete the missing letters in these words.
1 m
m/mother
2 dad/fa
r
3 te
cher
4 br
ther
5 sist
6 a
nt
7
ncle
8 co
sins
9 f
nd
10 ne
bour
11 neph
12 nie
13
14
15
16
17
18
19
20
21
22
23
24
grandp
nts
brother-in-l
w
sister-law
st
-father
st
-m
b
t-friend
godf
r
godm
r
fian
fianc
g
friend
boy
Say it!
1 0 Draw a circle in your notebook with your name
in the middle. Put the people above in it. The
closer to your name, the more important they
have been in your life so far.
Then tell your partner about the people in your
circle and why you put them there.
This is my best friend and she's really important in
my life because she has always been there for me
when I'm feeling down...
Critical thinking
11 In pairs, ask and answer the following questions.
What kind of education did you receive in your
childhood, strict or permissive? If you had children,
would you do the same or would you decide to do
just the opposite and why?
19
Use of English
Life events
6
Order these phrases about important stages in
life to make a story.
D make friends
D get married
D fall in love
• go out
ffl be born
D have children
• get engaged
D fall out
D break up
• become a grandparent
• make up
Compare your answers with a partner. Do you
have the same story?
3
Complete the dialogues with a word or phrase.
1 A When did you
with Paul? And what
made you
with him?
B When we where still at school. I couldn't
resist him. Very good-looking.
2 A At what age would you like to get
?
B I want to get
when I have a job and
I am ready to settle down.
3 A How did you start
with Lisa?
B Well, first we
friends and then
I asked her to come for coffee.
4 A How many children do you want to
?
B Just two, a boy and a girl.
4
9 Read this text and think of a word which best
fits each gap. Use only one word in each gap.
THE MOST IMPORTANT
EVENT IN MY LIFE!
true story. I (2)
just finished
university in York and had applied (3)
a job
teaching English in China. I was feeling very nervous. I had
(4)
done any real work in my life and I knew
nothing (5)
English grammar. Before the interview
for the job, I had to look (6)
'conditionals' in my
grammar book, because I didn't know what (7)
were. I (8)
received an email the week before
asking me to go for an interview in London. I was really
worried I would mess up (9)
interview because I
always did badly at interviews. But everything went well
and I took up the offer of a job teaching English (10)
Shanghai. I liked the place at once. But the most
amazing thing was this: I fell in (11).
with the first
student I ever met. Two years later, we got married and we
now (12)
three lovely children.
Practise the dialogues with your partner. Make
changes so they are true for you.
Phrasal verbs (up)
•
•
•
»
•
•
•
break up with one's girlfriend or boyfriend
(separate)
cheer up a friend, yourself, cheer sb up
(start to feel happier)
give up a bad habit, trying (stop)
look up a difficult word, some information
(check something in a dictionary/online)
make up with a friend, a story (become
friends again, create a story)
mess up a task, a test, an interview (make a
mistake or do something badly)
take up a hobby, a sport, an offer (start,
accept)
Rewrite the sentences changing the underlined
words to a phrasal verb in the correct form.
1 After our quarrel, we stopped talking; then, we
became friends again.
Nothing could make her feel happy after she
failed the test.
She didn't do very well at the interview.
Don't stop trying - you can succeed!
After five years they decided to separate.
Why don't you start painting or yoga classes?
20
Complete and answer the questions so that
they are true for you, then compare with a
partner.
1 What do you do to
yourself
when you feel depressed?
2 How do you think it feels to
a
grandparent for the first time?
3 Have you ever fallen
a friend? How did
you feel about it?
4 Do you
things
in books or do
you google them? Which is better?
5 If you could take
any new sport or a
hobby, what would you choose?
6 Have you ever
a test or a task you had
to do? How did you feel?
7 What is the best age to get
and have
children?
8 Are you the kind of person who gives
easily when things are difficult?
Language development p. 98
Flash on Grammar
5
Past perfect simple and continuous
Complete the sentences with the Past perfect
simple or continuous.
0 live / house or flat?
A Did you use to live in a house or flat when
you were a child?
B In a flat. What about you?
1 go / bed / early?
2 stay / with / grandparents?
3 be / afraid / the dark?
4 have / a pet?
5 go / the seaside / in the summer?
1 My classmates
become famous in
the school for their noise!
2 1
got a reputation for success.
3 I
working in a bookshop for a few
weeks when my friend turned up.
4
you
living in Italy for very
long?
2
In pairs, ask and answer questions beginning
with 'Did you use to... ?'.
Complete the sentences with the Past perfect
simple or continuous.
1 After I
(finish) my studies, I had a
year off.
2 I
(try) to pass my driving test for
three years when I finally succeeded.
3 I was anxious. I looked at the notice-board.
I
(achieve) top marks in the test!
4 Since I last saw her, Jane
(take up)
skiing.
5
you
(have) lessons for very long
before you learnt to speak Spanish?
6 She
never
(leave) Italy before
she went to Switzerland on a school trip.
Correct these sentences.
1 When all the passengers were boarding, the
plane took off.
2 He felt very tired the next day because he had
been being awake all night.
3 She worked as a teacher for 45 years when
she decided to stop work.
4 I was very hungry because I had been eating
all day.
5 After they had been marrying for a year, they
decided to have a baby.
6 I had been study all night because I had an
exam the day after.
|
WBp.14
used to / would
Fill in the gaps with used to or would.
When I was a child I (1) _
be afraid of the
dark and my parents (2) _
let me sleep
with the light on. Sometimes I (3)
wake
up in the middle of the night, screaming; my
m u m or dad (4)
rush to my room to see
what was wrong. You see, I (5)
have bad
dreams but in the morning I (6)
forget
all about them. And you? (7)
you use
to be afraid of the dark? Do you remember your
dreams?
4
WB p. 14
be used to / get used to
6
Fill in the gaps using the correct form of the
words below.
make
go
live
read
have
work
1 London seemed strange to me but I am getting
used to
here now.
2 She didn't use to
a lot of money but
now she's very well off.
3 She is used to
hard - she has always
loved her job, you see.
4 She used to
out with Paolo but they've
broken up now.
5 No, I will never get used to
ebooks.
I prefer real books.
6 Did the other kids use to
fun of you at
school?
C
WB p. 15
Round up!
Complete the text with used to, would, the
Past perfect and the Past perfect continuous.
The most important person in my life
My father has been the most important influence on
my life. Why? Well, first of all, he (1)
never
(shout) at us and he (2)
always
(listen) carefully to us. He was a
great listener. Our grandmother (3)
(be) a
very patient women and I think he (4)
(take) after her. He gave me confidence in myself.
For example, my first bicycle: I (5)
(try)
to ride it for weeks and I kept falling off.
He (6)
(watch) me from a distance and
just said 'try again'. But he never lost patience.
He (7)
(work) at night in a factory, so
when he got home, he (8)
(work) all
night and he was very sleepy. After he (9)
(retire) from work, he spent more time with us so he
(10)
(tell) us bedtime stories. It was
magical. Dad was a really gentle, generous person.
21
Self-esteem
Before you read
Look at pictures A and B
and match them with their
caption; what is the message
in each cartoon?
1 D What matters most is
how you see yourself.
2
2 D Before you say anything, remember the
educational importance of self-esteem.
Do you agree or disagree with the following statements? Why?/Why not?
1 Self-esteem is about what other people think of us.
2 You need self-esteem to do well at school.
3 Self-esteem means respecting other people.
4 Self-esteem means coming first, being the best.
5 You can't measure self-esteem.
Reading
3
Skim the text quickly. Are the statements above true according to the text?
Abraham Maslow: from Mentally Unstable to Self-esteem Guru
Abraham Maslow was born In New York. His parents had emigrated to the USA to escape from Tsarist Russia. He was
the oldest of eight children and so the other kids in the family looked up to him. I E This was a blow to his self-esteem,
which he never forgot. At school, young Maslow had a tough time , for his teachers didn't like him and the other children
bullied him, He didn't get on with his mother and he made few friends. a n He also joined many school clubs, edited a
school magazine and took lots of exercise. He took up weight-lifting to make himself look tough. In the end, he got to
University, studied psychology, married and became a father. H L _ These experiences influenced his psychological idea
of self-esteem and its importance in leading a happy life.
What Is Self-esteem?
Self-esteem is how we feel about ourselves or the picture we have of ourselves. It includes beliefs and feelings such as
confidence and pride. Self-esteem is not about facts but rather what one believes to be true about oneself.
Self-esteem is important because it influences - and can predict - academic achievement, including success at school,
at university and in tests. E C Self-esteem can apply to a specific dimension (for example, 'I believe I am a good athlete
and I feel happy about that' or H _ l ; but self-esteem - or the lack of it - can be more general: for example, 'I believe
I deserve respect and so do others'. Researchers describe self-esteem with statements like 'I am good at tennis', 'I am
competent', 'I am respected', 'I am loved'. They usually measure self-esteem on a continuous scale. For example, the
Rosenberg test scores each item out of four; it requires participants to indicate their level of agreement with statements
about themselves.
strongly disagree
disagree
agree
strongly agree
I feel I do not have much to be proud of.
• do not feel guilty when others don't like their choice
There is much more to say about self-esteem but this will give you food for thought.
4
El Read the text again. Six sentences have been removed from it. Choose from the sentences A - G the
one which fits each gap. There is one extra sentence which you do not need to use.
A I know I'm the best at English in the class.
B When he was growing up, a psychologist said he was 'mentally unstable'.
C In addition, self-esteem is important because it is connected with psychological well-being: our mental health.
D Later, he also saw the horrors of war.
E Feel confident enough to change their beliefs.
F He won a scholarship to Harvard.
G However, he was a good student and loved reading.
22
CLIL
Writing
Speaking
Complete the chart below, using the scores: 3-0.
Then compare your answers with a partner.
strongly agree: 3
agree: 2
2 something I believe is true about me:
3 an example of my values:
Score
1
1 believe 1 deserve respect and happiness.
2
1 believe others deserve respect.
3
1 feel 1 do not have much to be proud of.
4
1 believe In certain values and defend them
against opposition.
9
5
1 feel confident enough to change my beliefs.
6
1 do not feel guilty when others don't like my
choices.
7
1 believe 1 am good at some subjects and 1
feel happy about that.
8
1 believe 1 am respected.
9
1 believe 1 am loved.
Listening
6
1.07 You are going to hear a lecture about
Abraham Maslow's best known theory.
Look at the diagram. Can you guess what this
theory is about? Listen to the lecture: were
you right?
7
(o) 1.07 0 Listen again and complete the
notes in the diagram.
Self-esteem
You deserve
and happiness.
Love and Belonging
You feel you are part of a
or group of (5)
Safety
You must not feel your life is (2)
For example, (3)
You are going to write a brief biography of an
important person in your life, your 'significant
other'. Before you begin:
1 Make notes on your ideas.
2 Decide on a logical order for the events.
3 Think of:
a which tenses are you going to use: Past
simple, Present perfect, Past continuous,
Past perfect, used to, etc.
b key words for your topic: verbs (look up to,
cheer up, etc.), nouns (respect, self-esteem,
etc.), adjectives (proud, friendly, etc.);
c colourful language you can use, for example
adverbs, adjectives, idiomatic expression, etc.
d appropriate linkers: at first, in the end, etc.
4 Use this plan:
Paragraph 1: the person's past (where he/
she was born; where he/she grew up; his/her
studies, work, achievements);
Paragraph 2: how you know him/her;
Paragraph 3: why he/she influenced you and
became important to you.
EXAM STRATEGIES
A narrative text can be a short story or a text about
someone's life (biography, autobiography).
You should demonstrate that you can do the
following:
• develop a clear storyline, with a beginning, a
middle and an end
• use appropriate past tenses
• use interesting adjectives, adverbs and expressions
to give 'colour' to your text
• use linkers, especially time expressions
• use your imagination to get the reader's interest and
keep it!
Self-actualisation
(6)
Complete the following.
1 one fact about me:
disagree: 1
strongly disagree: 0
Statement
(4)
8
__.
1 0 B Write your biography (120-150 words).
at school .
Physiological
You mustn't feel hungry or (1)
23
Flashback
GRAMMAR
Past simple and continuous
Present simple and continuous
Complete the sentences with the correct form
of the verbs below.
Underline the correct option.
1 I never play/'m never playing video games.
2 I often see/am often seeing people talking on
their mobiles while they are driving.
3 The boys are arguing/argue about a video game.
4 We are watching/watch at a video on youtube.
5 She is writing/writes her blog every day.
6 I'm looking/look for my memory stick. Have
you seen it?
7 She enjoys/is enjoying surfing the Net in her
free time.
8 They spend/are spending ages on Facebook they don't have/are not having any real friends.
Present perfect simple and continuous
Complete the sentences with the correct form
of the verbs below.
take
look
discover
meet
say
work
1 Columbus
for India when he
discovered the New World.
2 Gandhi
part in a peaceful march
when the police arrested him.
3 John Lennon was playing in the Quarrymen
band when he
Paul McCartney.
4 Tim Berners-Lee
as a scientist
when he invented the World Wide Web.
5 Alfred Nobel was working in his factory when
he accidentally
dynamite.
6 Armstrong was stepping onto the moon when he
: This is one small step for a man'.
Past perfect vs Past continuous
Correct the underlined words.
read
buy
walk
know
look wait
finish
start
1 I
to learn French. I had my second
lesson today.
2 I
an iPhone because I don't think I
need one.
3 She
for work for months and she
can't find anything.
4 They
for news about their missing
dog but there's still none.
5 How long
you
your best-friend?
6
you
that book since March?
It's only short!
7
you
with the laptop? Can I
check my emails now?
8 They
in the rain without an
umbrella - they're soaking wet.
Present perfect vs Past simple
Complete the sentences with the correct form
of the words in brackets.
1 I
now it
my computer for five years but
working, (have/stop)
a n e w flash drive yesterday, (buy)
2 1
3
Indian food? (you/ever/eat)
m Y mobile on the train on my
4 1
way to school, (leave)
5 Tony
a film from the Internet,
(never/download)
6
police
the hackers who
into the bank's computer? (arrest/get)
7 Mr Thomas
my phone off me in
the Maths lesson, (take)
8 I
any messages today, (not/receive)
24
1 I was always known I would become a teacher.
2 They had shouted when the teacher walked in.
3 Had they playing on the computer when their
mum arrived?
4 Have vou known him long before you got
married?
5 I had tidied my room when you rang.
6 Paul did never seen an elephant before he
went to the zoo with his mum.
Past perfect simple and continuous
Complete the sentences with the correct form
of the verbs below.
be
think decorate leave
study change rain
work
1 He told me he
as a barman for
five years when he decided to retrain as a web
designer.
2 The restaurant
a lot since I had
last been there.
3 I
about getting a new computer
when my Dad arrived with a new laptop!
4
_ you
to Asia before you
went to Thailand this summer?
5 It
all day and all night. The clothes
on the line were soaking wet!
6 Ann
French for two years when she
decided to go to France for six months.
7 Although we
the house early we
still missed the train.
8 He was covered in paint because he
the kitchen all morning.
1
2
Flashback
Computer words
5ed to and would
Complete the sentences with the correct form
of used to or would and the verbs below.
play
have
make
get
like
10 Complete the sentences with one word.
download
lie
a scooter, but I sold it.
vegetables. I do now.
She
the clarinet at school,
Mum,
your teachers
angry if you arrived late at school?
He used to go to the beach and he
there all day.
In tests, at school I used to finish first but
I
a lot of mistakes.
Round up!
switch digital stores
viruses hack computer
security
What puts me o f f using computers most is
(1)
. Apart from damaging your
(2)
, some (3)
can be used
t o (4)
into your personal data!
But the good news? I recently bought an
e-reader. It (5)
books in (6)
form. It's great. I can (7)
thousands
- ' o f electronic books onto it very cheaply and
when I (8)
it on I can access my
whole library! Before I got one I had run out
o f space on my book shelves!
Underline the correct option.
At last, John (1) has started/had started his new
job. He is now (2) working/worked at Trentham
girls' school. He (3) has been waiting/is waiting
anxiously for months to start. He (4) has never/
had never worked in an all girls' school before
and he (5) had not been teaching/didn't teach for
very long, so he was a bit nervous.
He (6) walked/was walking into the school on
his first day when he (7) has seen/saw two girls
in uniform smoking in the car park. Later, in the
classroom, as he (8) was taking/had been taking
the register, two girls arrived late. They were the
same two girls that he (9) saw/had seen in the
car park. They said that their bus (10) broke/had
broken down. He just told them to sit down and
continued with the lesson. He was a strict teacher
but he never (11) use/used to raise his voice. The
girls (12) had respected/respected him and he
became their favourite teacher.
VOCABULARY
Phrasal verbs
Complete the sentences.
lib
up with my boyfriend after we had a
bad argument.
2 Their old car keeps b
down.
3 Her jokes always c
me up when I'm
feeling sad.
4 Your negative comments about the film p
me off going to see it.
5 We're trying to w
out the answer to the
last clue In the crossword puzzle.
6 Ic
across an interesting website about
new gadgets on the Internet the other day.
7 If I don't know something, l_
it up online.
8 I can't k
up with all the homework - our
teacher gives us too much to do!
Adjectives
Underline the correct option.
1 My teacher told me off in front of everyone.
I was really embarrassing/embarrassed.
2 I didn't enjoy the film. It was really bored/
boring.
3 I love studying history. I find it amazed/
interesting.
4 The party we went to was terrible. It was
exciting/disappointing.
5 I'm very excited/exciting about going to the
concert to see my favourite band.
6 I can't follow these instructions. They are a bit
bored/confusing.
7 Those kids stole my mobile! I was really
disappointing/angry.
8 She's a great teacher. She is really
encouraging/disrespectful.
How do you feel in the following situations?
Use the adjectives in the box.
shy embarrassed successful happy
confident angry sad depressed bored
nervous relaxed friendly excited
1 You've messed up a test.
2 You've passed an important test.
3 Someone has stolen your mobile phone.
4 You have to speak in front of a lot of people.
5 You have to read a difficult book for school.
6 You are going to take a Maths test.
25
Leisure
Work in pairs. Which of these are 'creative'
activities?
1 playing video games
2 watching films
3 listening to music
4 playing a musical instrument
5 composing music
6 going to concerts
Which of the activities in exercise 1 do you do
already? Which ones do you plan to do in the
future?
3
4
( o ) 1.08 Listen and read Mark's blog
quickly. Which of the activities above does he
mention?
Read the text again and underline the correct
answer.
1 Mark plays a musical instrument/likes music.
2 Today, filmgoers are passive/active.
3 In the future, film-making will be easier/more
difficult.
4 Mark thinks 3D movies will disappear/get
better.
5 Immersion cinema means we can take part in/
make films.
6 Mark is for/against technological developments
in entertainment.
5
Match these definitions with the words or
phrases in bold in the text.
1 old fashioned
2 catch
3 disappear
4 trick
5 fashion
6 enthusiastic
7 lose interest
8 close together
FLASH
So, let's take music.
I am a keen listener but unmusical so, for me,
computerized musical composition will be an
exciting development. You will install musical
composition software onto your computer and
compose your own music, save it and post it on
your blog.
When you, the composer, get bored, you will
play around a bit with the keyboard, click the
'compose' button again and create new music.
How cool is that?
What about cinema? Will it disappear?
People will still be going to a special auditorium
to sit in the dark with friends and strangers
but they won't be passive, like now: they will
be making their own movies. How? Digital
technology will get cheaper so as to allow
people to get their own movie cameras - and
become film-directors; and these films will
reach a bigger audience, cheaper and faster.
Will film-makers still be making films in 3D or
is this a passing fad?
Some film critics say 3D is a gimmick and so it
will fizzle out. Time will tell. In my view, 3D isn't
going to disappear. It is here to stay.
FORWARD
Read the text again. Underline the two predictions
you like best, and discuss them with your partner.
26
It's so funny,
whenever new
technology appears
someone says: T h i s
is going to end
entertainment as we know it!' So when records
first came out, people said: 'This is going to be
the end of live music!' With television it was:
'This will be the end of cinema!' Well, we know
it wasn't.
3D will look primitive next to the 'Satosphere'
or three-dimensional 'immersion' cinema. The
Satosphere, is a 360-degree domed room w h e r e
Vocabulary: The a r t s
6
Which of these words go with music, film,
art and literature? Write them in the correct
column.
novelist concert instrument sculptor
c o m p o s e r director c o n d u c t o r palette
canvas brush orchestra chapter
edition trailer special effects p o e t r y
pianist c o m e d y exhibition painting
the film completely surrounds the audience
-.sith life-like sound and images and allows
them to interact with it. It gives viewers the
feeling of moving inside the images. So, for
example, you will find yourself in the middle of
a battle or walking inside a dark, lonely forest.
You won't need to wear special glasses. You will
be able to walk around, choose your point of
view, according to your body position and w h a t
captures your interest. So two viewers, standing
back-to-back, will see and hear different things.
Nobody will see exactly the same movie. This
interactive cinema will make all previous film
experience old hat.
Music
Film
Art
Literature
Say it!
Talk to your partner about your creative
talents and imagine your plans for the future.
Remember:
1 decisions already taken:
I'm going to be a pianist.
2 decisions taken now:
I think I'll start painting.
With the Satosphere you will also get a chance
to play games in 3D on its 360-degree surface.
So, is the Satosphere going to be the end of
entertainment as we know it? I don't think so!
Future continuous
People will still be going to a special
auditorium.
Will film makers be making films in 3D?
Directors won't be making old-fashioned movies.
Find more examples of the Future continuous
in the text. Underline them.
Grammar reference p. 117
Write it!
8
be going to and will for future
Write sentences about what you will be doing
at 12 midnight. Use these prompts to help you.
1 work
I'll be working hard. /
I won't be working hard.
2 sleep
This is going to be the end of live music.
Is this going to be the end of entertainment?
3D isn't going to disappear.
3 chat to friends
4 watch TV
5 surf the Net
Digital technology will get cheaper.
Will cinema disappear?
They won't be passive like now.
^
Find more examples of be going to and will in
the text. Underline them.
To avoid using go twice we can say:
When are you going to go? -* When are you going?
Who are you going with?
FLASHPOINT
Grammar reference p. 117
27
1
The Tottenham Arts Festival
1
( ° ) 1.09 Listen to four extracts from the programme of a forthcoming
local art festival. Then match the texts with the pictures.
D ...in many of the experimental
watercolours he worked in a freer
style - light, in all its variety, is a
constant theme in these works;
the same motif appears again
and again with splashes of bright
colour; in his landscapes are open
fields and light flashing on water...
D This week the finest
Comedy Club In the
land brings you four
world class stand-up
comedians. You will
laugh out loud for
over two hours. Avoid
disappointment by
booking early for these
sell-out shows...
3
3 EH Anton Lester will be
appearing for the second
time as the tragic hero, after
his first appearance in the
role. His leading lady, Gill
Planket (she got an Oscar
for her last film), with her
beauty and stage presence,
will be more than match for
the charismatic Lester...
©
1.10 Q Listen again and fill in the
missing information.
D o n ' t m i s s t h e (1)
Tottenham A r t s Festival!
2
(o) 1.10 You will now hear the organiser of
the festival being interviewed on the radio.
Listen and put the events 1-4 in the order in
which they are mentioned.
aQ
28
bD
cD
dD
Some highlights for your diary:
• Event: J a z z concert
Venue: (2)
Starts: Friday evening
• Event: (3)
Venue: inside Town Hall
Starts: (4)
• Event: play, Romeo and Juliet
Venue: (5)
Starts: 7.30 p.m.
• Event: Stand-up comedy, the
Two Bobbies
Venue: (6)
Cultural Centre
Starts: 8 p.m.
Admission for all events: £20 £15
Concessions: £10
FLASHPOINT
..vocalist Tom Dempsey,
created a new sound for the
band; his silky voice sounded
even nicer with Portuguese lyrics,
and contrasted nicely with the
drums; the band performed
intimate and quiet interpretations
of their tuneful, catchy new
compositions...
Vocabulary: Entertainment
4
Remember you can also use the Present simple and
the Present continuous to talk about the future.
This weekend sees the start of the 10th Arts Festival.
The Jazz Band are opening the Festival on Friday.
6
Complete these sentences using the correct
form of the verbs in the Present simple future,
Present continuous future, Future perfect.
1 By the end of the week, I
(watch) a
total of... hours of TV.
2 On Saturday, I
(go out) with... . We
(go) to... .
3 My favourite TV programme is on... ; it
(start) at... .
Say it!
Complete these phrases with the verbs below.
w a t c h ( x 2)
play ( x 2)
g o (x 2) surf d o ( x 2)
see
c o m p o s e ( x 2)
to a concert
a show
a crossword puzzle
TV
the Net
a sudoku puzzle
video games
to the theatre
chess
music
a poem
a film in 3D
1
2
3
4
5
6
7
8
9
10
11
12
A How many hours will you have watched TV by
the end of the week?
B I'll have watched ten hours.
A Which programmes will you have watched?
B I'll have watched..., and you?
FUNCTIONS
Talking about plans and intentions
The flight leaves for Cuba in an hour.
I'm going to the opera in New York on Saturday.
I'm seeing my best friend tonight.
By the time I'm 30, I will have starred in a film.
Write it!
Future perfect
By the end of the Festival, 20,000 people will
have visited the events.
How many shows will you have seen by the end
of the week?
jj
5
Read out your sentences from exercise 6 and
discuss them with a partner. Ask and answer
questions.
Grammar reference p. 118
Complete the sentences with the Future
perfect of the verbs in brackets.
1 By the time I get to the station, my train
(leave).
2 I
. (not read) the whole novel before
the test on Friday.
3 By dinner time today my father
(redecorate) my bedroom.
4 The film
(start) by the time we get
to the cinema.
(finish) by then.
5 Call me at six. I
(earn)
By the time she's thirty, she
a fortune acting in films.
8
m This is part of an email you received from
your English-speaking friend Rory.
t3 Send f- Attach W Sa« Draft ^ Spefcig - [3f Caned
a
JLJL
Any plans for next summer? How about going to the
Edinburgh Fringe Festival? There are lots of shows, I'd
love to go and I'm sure it'd be a lot more fun if we went
together...
Write your reply in 120-180 words.
Critical thinking
9
Work in pairs. Choose one of the following
topics and discuss whether you agree or
disagree. Why?/Why not?
1 TV in my country is high quality.
2 Opera is only for the rich.
3 The Oscars sell films, that's all.
4 US 'pop' culture destroys other cultures.
29
Use of English
•
Phrasal verbs: down
get
get has many meanings in informal English:
get bored (become)
get tickets (obtain, buy)
m get a chance (be given)
»
get a movie camera (buy/receive)
get to a big audience (reach)
get an Oscar/a degree (receive/be awarded)
get to the cinema (arrive)
get a job (find, obtain)
take down an address (make a note of)
let somebody down (disappoint)
get somebody down (depress)
look down on other people (feel superior to)
something breaks down (stops working)
somebody breaks down (gets very upset)
will go down in history (be remembered)
Rewrite these sentences, replacing the
underlined words with a phrasal verb with
down.
We also use get in fixed expressions:
The Festival gets under way on Saturday, (begins)
The Festival gets off to a great start on Friday.
(begins)
My grandfather can't get used to digital
technology, (become accustomed to)
1 Slow classical music really makes me feel very
melancholy.
2 He's a fine actor and never disappoints his fans.
3 Rudolf Nureyev is considered one of the best
dancers that ever lived.
4 As an author I always have a notebook with me
to write my impressions.
5 What a snob! She thinks she's so much better
than everybody else.
6 There was a problem with the car so we had to
call for help.
Complete the sentences with the correct form
of get and a phrase from the box.
the chance a j o b to the theatre used to
t o p marks b o r e d the jacket
1 I fell asleep at the cinema. I got
you liked in
2 Did you get
that clothes shop?
to
3 I don't think we will get
visit my uncle in Boston. It's a four-hour drive
from New York.
4 Martha got
in her oral
exam.
5 Mark wants to get
as a
film director.
6 We got
early so we had
time to go for coffee before the show.
7 My cousin is finding it difficult to get
the weather in London.
Rome was always so sunny!
Compound nouns
2
Fill the gaps with an appropriate compound
noun in the correct form.
1 Most people think Guernica is one of Picasso's
2 Rembrandt painted a lot of
showing
himself getting older.
3 Romeo and Juliet is one of the greatest
ever.
4 In some countries they watch foreign films with
, in others they dub them.
5 The
of the show was terrible - but the
second night it was a bit better.
6 Lennon and McCartney are the most famous
in pop history.
J
30
Language development p. 99
Round up!
4
5 Read the text and think of a word which best
fits each gap. Use only one word in each gap.
First Night Blues
I a l w a y s w a n t e d to b e a n actor. A f t e r d r a m a
school, 1(1)
a job w i t h a small
theatre c o m p a n y in t h e provinces. But m y
acting career got (2)
to a terrible
start. The director of the theatre w a s a bit
of a snob. H e l o o k e d (3)
on m e
b e c a u s e I h a d a s t r o n g L i v e r p o o l accent.
I c o u l d n ' t get (4)
to his criticisms
of m y acting; the s i t u a t i o n w a s really getting
m e (5)
a n d I w o u l d go h o m e in
the e v e n i n g s feeling d e p r e s s e d . O n c e , in
rehearsal, h e w a s so cruel to m e t h a t
I (6)
d o w n in hysterics. You
can i m a g i n e , I felt v e r y n e r v o u s a b o u t the
(7)
night. It w a s also m y first
p r o f e s s i o n a l a p p e a r a n c e o n stage ever!
I d i d n ' t w a n t to (8)
the o t h e r
m e m b e r s of the cast d o w n . T h e p l a y w a s a
silly, s e n t i m e n t a l , love s t o r y a b o u t a t e e n a g e r
w h o falls in love w i t h a ballet dancer. T h e
s h o w w a s a flop.
Flash on Grammar
Future perfect
be going to and will for future
5
Underline the correct option.
1 I want to see the band. I'm going to/I will buy
a ticket this afternoon.
2 Only time will/is going to tell whether or not
3D is here to stay.
3 Hang on, I'll/I'm going to do it for you.
4 We'll/We're going to see a show this evening:
do you want to come?
5 I'm studying music because I've decided I'm
going to/I will be a professional musician.
6 I've had enough of this rubbish on TV. I think
I'll/I'm going to go to bed.
£
WBp.22
Present simple and Present continuous
for future
Choose the correct answer: a, b or c.
an
can't come to the cinema tonight,
old friend of mine,
a I'm seeing b I will see c I see
2 A What time's the concert?
at 9.
B Well, the programme says it
a will start
b starts
c is going to start
3 The departure time is 6.15 and we
in
Rio at 4.45 next morning.
a are arriving b are going to arrive c arrive
4 There's no point in phoning her; she
at
home tonight.
a isn't being b isn't
c won't be
5
that suitcase for you!
a I'll carry
b I carry
c I'm carrying
6 Take an umbrella. The forecast says it
this evening.
a is raining
b is going to rain
c rains
1
£
WBp.22
Future continuous
Complete the questions with the Future
continuous and the words in brackets.
1
to Moscow next month - do you want
to meet up? (I / come)
2
to the concert on Saturday? (you / go)
3 Is it true,
to the wedding next month?
(you / not / come)
4
their old hit songs at the gig, as usual?
(they / sing)
5 Do you think
to the cinema in 20 years'
time? (people / go)
6
English in five years' time? (you / still /
study)
.
£ WBp.23
Complete these sentences with the correct
form of the Future perfect.
1 How long
in this city by the end of this
year? (you / live)
2 I
in this house for five years this time
next week, (be)
3 Do you think the film
by 11 o'clock?
(finish)
4 By the end of the summer, how many people
the exhibition? (see)
£ WBp.23
Round up!
6
Complete these questions with an appropriate
auxiliary or modal verb.
1
you going to a concert this evening?
2
you
staying in tonight?
3 When
your holidays start this year?
4 How long
you
been at this
school by the end of this year?
5 How old
you think you
be when
you find a job?
Complete the interview with the correct
future form using the words in brackets. There
is more than one possibility in some gaps.
Intv
Socrates
Intv
Socrates
Intv
Socrates
Intv
Socrates
Intv
Socrates
Intv
Socrates
(bring out) a new album
(1)
this year?
Yes, I am.
So (2)
(It / be) ready by
Christmas?
No, sadly, it won't. (3)
(it /be)
ready in January, though.
What (4)
(you / call) it? Have
you chosen a title?
Oh, (5)
(we /call) it My New
Album. Original, eh?
How old are you now, if that's not
rude?
(6)
(I / be) 60 in August.
How long have you been in the music
business now?
Well, by the time the new album
comes out I (7)
(be) in the
music business for forty years.
Forty years! Wow... (8)
(you /
retire) soon, then.
No, I won't be. I think
(9)
(I / carry on) playing.
Now answer the questions above with a) short
answers, b) complete sentences.
31
Flash on Skills
.
A Portrait of the Artist as a Young Man
Before You Read
About the novelist
James Joyce, born in Dublin
in 1882, is one of the greatest
writers of the 20th century.
He is the author of the novels
Ulysses and A Portrait of the
Artist as a Young man, which
are partly autobiographical.
In A Portrait of the Artist he
described how the young
Stephen Dedalus (Joyce
himself) becomes an artist.
What do you remember about...?
1 being a baby
2 stories your parents told you
3 first days at school
4 school friends'
5 deciding what you wanted to be in
life
Write down two or three of your
earliest memories. How old were you?
Compare them with your partners.
Reading
You are going to read six extracts from A Portrait of the Artist as a Young Man. Skim paragraphs 1-6 and
match them with the following headings.
Teenage love
First memories
Future plans
Student life
A
All the boys in the playground were shouting and the captains
encouraged them. The leather ball flew like a heavy bird through the
grey light. He kept out away from the rude feet, pretending to run now
and then. The boys were struggling and groaning and their legs were
kicking and stamping. He felt his body small and weak in the middle
of the tall, strong players and his eyes were weak and
watery. Nasty Roche was a bully. His mother had told
him not to speak to the rough boys in school.
Once upon a time and a very good time it
was there was a moo-cow coming along the
road and as this moo-cow was coming along
the road it met a nice little boy named baby
tuckoo. His father told him that story. He
was baby tuckoo.
First love
James
Joyce
B
You have asked me what I will do and what I
will not do. I will tell you what I will do and
what I will not do. I will not serve that in which
I no longer believe. I will try to express myself
in life or art as freely as I can. I'll work and act
for liberty and equality. But I will tell you
also what I do not fear: I do not fear being
alone... and I am not afraid to make a
mistake, even a great mistake.
- Alone, quite alone, said his friend, to
have not even one friend?
- 1 will take the risk, said Stephen.
A Portrait
of the Artist
as a Young
Man «
He was alone. A girl stood before
him, gazing out to sea. She seemed
like a strange and beautiful bird.
She was alone and still, gazing out
to sea; she felt his presence and
his eyes, worshipping her; her eyes
turned to him. Long, long, she
gazed at him and then quietly turned
towards the sea. gently stirring the
water with her foot. The noise broke
the silence. A faint flame trembled
on her cheek. He turned away from
her suddenly and set off across the
sand. His cheeks were aflame.
A game of football
D
The University! So he had passed
his boyhood and those who had
tried to keep him at home, to serve
their ends. His mother had been
against the idea, as he had guessed
from her sad silence. Ten to eleven,
English lecture. He saw the heads of
his classmates bent as they wrote in
their notebooks. He looked out of the
window, across the gardens and the
statue of the national poet of Ireland.
Eileen lived at number seven. She had a different
mother and father. Her mother and father were
grown up. He was going to marry Eileen. He hid
under the table. His mother said:
- Oh. Stephen will apologize.
His aunt said:
- Oh, if not, the eagles will come and pull out
his eyes.
Literature
4
©
11
. 1 Read the extracts again and
put them in order according to the
age of the writer. Then listen and
check your answers.
Writing
8
Listening
Artistic Creation Course
Scholarships
Here are some possible scenarios for
the next part of the story. What do
you think will happen?
The D u b l i n C e n t r e f o r t h e A r t s i s o f f e r i n g
five scholarships to students living outside
I r e l a n d t o a t t e n d a t h r e e - w e e k summer c o u r s e
i n a r t a p p r e c i a t i o n a n d p r a c t i c e . The c o u r s e
s t a r t s A u g u s t 8 a n d f i n i s h e s A u g u s t 30.
I think Stephen will...
1 D marry the girl he met on the
beach and settle down.
2 • stay at home with his parents,
and work with his dad.
3 • go and live in France and Italy.
4 • do a PhD and be a University
academic.
6
S You have seen this announcement offering
scholarships for an artistic creation summer course.
Use the information in the advert to write a personal
statement to accompany your application.
The o f f e r i s o p e n t o s t u d e n t s w i t h a B2 l e v e l
i n English and with a special i n t e r e s t i n a r t
a n d c r e a t i v i t y (music, v i s u a l a r t s , t h e a t r e ,
cinema). A p p l i c a n t s s h o u l d be a t l e a s t 19
y e a r s old. A p p l i c a t i o n s s h o u l d complete t h e
a p p l i c a t i o n form and a t t a c h a p e r s o n a l
s t a t e m e n t e x p l a i n i n g why t h e y w o u l d l i k e t o do
t h e course.
( ° ) 1.12 Listen to extracts from
Stephen's diary and check your
answers.
Speaking
Before you begin:
1 Make notes on your ideas.
2 Work with a partner and discuss these questions:
a Why are the arts important today?
b Which art forms do you like most?
c Are you a creative person? What do you do that is
creative?
d What do you know about Ireland and Dublin?
3 Use this plan:
Paragraph 1: say why you are writing.
Paragraph 2: tell the organisers about yourself, your level
of English and why you are interested in doing the course.
Paragraph 3: tell them about your interests in the arts so
far: have you done anything creative? As a spectator or
participant? Are you learning a musical instrument? Do
you write?
Paragraph 4: write about your plans for the future and
what part art and creativity will play in your life (work,
leisure, entertainment).
4 Match the following useful expressions with the
paragraphs above.
a • I have read a novel by...
b • In primary school, I took part in...
c • I am planning to study...
d • I read your announcement on the Dublin Centre for
the Arts website,
e • I have always wanted to visit Dublin,
f D I was born and grew up in...
In pairs, talk about your dreams
for the future. Use these questions to
help you.
1 Will you stay in your hometown or
move away?
2 Are you going to travel?
3 Will you be an artist or a scientist?
4 Will you be creative?
5 Do you think you will marry and
settle down?
6 Do you think you will ever publish a
book or compose music?
9
Write your letter (120-180 words).
33
Travel
n's Guide for Ecotou
How can you enjoy travelling without harming the places and people
you visit? Read this handy guide before you travel and pack it with the
rest of your luggage!
If you make the effort to learn a bit of
the local language, local people will
appreciate it. Not only does it show
respect towards your hosts, but it can
also make your stay more pleasant and cheaper!
Don't just stick to the food in your
luxury hotel. If you do, most of your
money will go to an international hotel
chain. If you eat local food in local
restaurants, local people benefit far
more! If you consume local produce,
not only does it benefit communities
financially but it also gives you a
chance to taste authentic local cuisine!
6
2
If you stay with a family, you will
help the local economy while learning
about how people really live. Ordinary
people are often the most hospitable and
interesting you will ever meet. If you
stay with a family, you will also learn
more of the language and customs of the
region and get more out of your visit.
PLEASE TAKE
NOTHING BUT
PICTURES
LEAVE NOTHING
BUT FOOTPRINTS
If you visit a church or a temple you
should observe the local dress code.
If, for instance, you visit a Buddhist
temple, take off your shoes. Generally,
if you wear scruffy clothes, locals will
think you are disrespectful.
4
You won't bump into much of the
country's wildlife unless you make the
effort to visit remote areas. If you get
away from the urban centres and wellknown tourist sites, you will get to see
wild flora and fauna in their natural state.
Moreover, if fewer people visited great
monuments, such as Machu Picchu or the
Parthenon, less damage would be done to
these World Heritage Sites.
Complete these statements giving advice on
how to be a responsible eco tourist.
When you travel...
1 if possible, eat
2 try to stay
3 if you visit a temple or church,
4 travel around by
( o ) 1.13 Listen and read these paragraphs
from Lynn's Guide for Ecotourists and check
your answers. Then write these headings in
the correct spaces.
a What to say
b What to eat
c How to get about
34
d Where to go
e How to behave
f Where to stay
Don't take your car unless you really
need it. If you want to get around, take
the bus or walk. On the Greek island of
Hydra there are no motorised vehicles
at all, so if you want to get around the
island - and you don't want to walk you will have to take a... donkey. If you
think donkeys are impractical, why not
try cycling? If we cycled more while on
holiday we would be healthier and the
environment would be cleaner.
Match these definitions with the words in bold
in the text.
1 confront with
2 like, be pleased
3 forms of transport with wheels
4 economically
5 far away
6 untidy or dirty
7 friendly, welcoming
8 have a good effect on
FLASH
FORWARD
Write some advice for ecovisitors to your town
(what to see, where to stay, where to eat).
Vocabulary: Travel and transport
Zero, first and second conditional
6
If you eat in local restaurants, local people
benefit far more!
If you wear scruffy clothes, locals will think
you are disrespectful.
If fewer people visited great monuments, less
damage would be done.
luxury hotels set off depart plan
day trip trek public transport
take off tent y o u t h hostel
flight reserve package holiday
hovercraft ferry walking holiday
motel c o a c h rail business trip
by sea round trip guesthouse
Find more examples of these structures in the
text. Underline them.
|]
4
©
means of transport:
actions:
types of journey:
accommodation:
Grammar reference p. 118
Underline the correct form in the following
sentences.
1 If you book/will book the flight online,
it will/would be cheaper.
2 If you will catch/caught the ferry, it would take/
take you two hours.
3 If we travel/travelled by public transport,
we would/won't save money.
4 We don't/wouldn't pollute the environment if
we travelled/will travel by bike.
Add the words in the box to the correct
category.
Say it!
Complete the sentences so that they are true
for you. Then compare with a partner.
1 If I go to the desert, I will travel by
because...
2 On my summer holiday this year, I will stay
because...
3 My favourite kind of holiday is
because...
4 If I were offered a free holiday, I would go to
because...
FLASHPOINT
You won't meet local people, unless you leave the
hotel, (if you don't)
I'll take my umbrella with me, in case it rains.
(as a precaution)
As/So long as you study a lot, you'll do well in the
test, (on condition that)
Provided (that) the flight is on time, we will arrive
by midnight, (only if)
Critical thinking
5
We should not be flying to distant places - it is
bad for the environment.
Complete the sentences with unless, in case,
as/so long as, provided that. More than one
answer is possible.
1 They won't let you through customs,
you have your passport.
2 I'll go by plane,
I can have a window
seat.
3 You can take an extra suitcase
you pay
for it.
4 Phone the airline,
there's a delay.
8
In groups of four, discuss the following
statements.
We should take 'staycations', holidays where
we stay at home.
Agree or disagree? Give your reasons.
35
Safe travel
Discuss with a partner what you would do in the following situations.
1 You see a pickpocket in action on the bus or metro.
2 You arrive at your destination and the airline has lost your luggage.
3 You are on a turbulent flight and the person next to you is very nervous.
2
1.14 You are going to listen to some tips from a travel website that provides advice to travellers.
Listen and fill in the gaps with the missing information.
a ^ o
cn
I
c
+
«
The awesome and t h e gruesome o f
t r a v e H t n g k
H e r e are some tips to help you avoid
disasters on your trip
a If you are flying, make sure you check that the
(1)
is on time and there are no delays
before you set off. You can either phone the
(2)
or check the online departures
information. Remember you can now check-in
and get your (3)
pass online, too.
b During the flight, there may be (4)
. If
this happens, do up your seatbelt and keep
calm. It's quite common. The (5)
crew
are there to help you.
c When you are picking up your suitcases from
the conveyor belt, make sure you don't take the
wrong (6)
by mistake. Many suitcases
look very similar. If you use a bright red name
tag, it will make your case stand out from the
others.
d On arrival, if you use public (7)
beware
of pickpockets. Watch your bags and make
sure they are zipped up. If you can, do not
carry large amounts of money in your pocket,
especially not in your back trouser pockets.
©
1.15 Listen to four people talking about
bad travel experiences. Which tips a-d should
they remember next time?
Speaker 1 CD
Speaker 2 •
Speaker 3 •
Speaker 4 •
36
4
1.15 Q Listen again. Choose from the list
A - F what each speaker says. Use the letter
only once. There is one extra letter which you
do not need to use.
Which speaker...
A C D was terrified?
B CD missed their holiday?
C D could't do extra shopping?
D • couldn't book a flight?
E CD had a surprise at the hotel?
Vocabulary: Travel
5
Write the words below in the correct column.
c o a c h driver rucksack sleeping bag traveller
reception area host lost p r o p e r t y office
harbour holdall tour guide cheque arrivals
sightseer travel agent stewardess cabin crew
guest holidaymaker departure lounge backpack
Mixed and inverted conditionals
If I hadn't lost my case, I wouldn't have all
these nice new clothes, would I?
Had the flight lasted much longer, I would have
had a heart attack.
|j
8
People
6
Places
Grammar reference p. 119
Complete these sentences with the correct
form of the mixed and inverted conditionals.
Objects
1 If they had not invented air travel, I
be sitting here on a beach in Kenya.
2 If it
been so cheap, I wouldn't be
here now.
3
I known the country was so
beautiful, I would have booked a longer
holiday.
4 If I could cancel my flight, I
, but I
would have to pay a fine.
5
I not told my boss I'd be back in a
week, I
phone her today and tell her
I'm going to be late.
Now add other words that you already know
to the table in exercise 5.
FUNCTIONS
Third conditional and wish for
regrets
If I hadn't lost my wallet, I would have booked
another flight.
I would have gone by bus if I had known what
was going to happen.
If only I hadn't been so careless!
I wish I had stayed home!
jj
7
Grammar reference p. 119
Complete the second sentences.
1 I got up late. I missed my flight.
If I hadn't
2 I was afraid of flying. I didn't go by plane.
If I
3 I booked an expensive hotel. A cheap hotel
would have been better.
I wish I
4 What a fool. I didn't go to Paris with you.
If only I
5 We didn't take a taxi because we didn't have
enough money.
If we
6 I bought all these new clothes because I lost
my suitcase.
If I
|
Language development: Modal
verbs in conditional sentences p. 99
Expressing regret
If I had gone by train, I would have got there
earlier!
I wish I hadn't flown.
If only I had gone by train.
I felt silly when I asked for ham in a Jewish
restaurant...
Write it!
9
Have you ever found yourself in an
embarrassing situation while on holiday? Write
sentences using these prompts.
1 I felt ashamed when...
2 If I hadn't... I wouldn't have...
3 I felt embarrassed when I...
4 I wish I hadn't...
5 I felt silly when...
6 If only I hadn't...
Say it!
10 Work in pairs. Talk about silly mistakes you
have made and give each other advice.
A I booked a very cheap holiday in Corfu, and
I wish I hadn't. The hotel was a dump, the
food was awful.
B Look, if you had spent a little more money,
you would have had a better holiday.
37
Use of English
5
Compound nouns: Travel
Match these words to make compound nouns
connected with travel.
1 boarding
2 package
3 pass
4 guide
5 guest
6 tourist
7 sight
8 suit
9 cabin
10 hitch
11 departure
12 chamber
2
a D
b D
c •
d D
e •
f Q
g D
h D
i D
j D
k D
1 •
crew
maid
hiker
pass
book
holiday
house
lounge
attraction
seeing
case
port
Now write six sentences with the words
above.
Collocations: take and go
"
take the bus, a taxi, a suitcase, your time, a
long time, part in, place, care of, a photo
go by car, by taxi, by air, by plane, by ship, by
sea, on foot, shopping, sightseeing
•
3
Complete the sentences with take or go in the
correct form.
1 The flight doesn't leave for another hour, so
your time. There's no rush!
2 At the airport, I made a mistake and
the wrong suitcase from the conveyor belt.
3 The local music festival
place every
year in August.
4 If we
to Mykonos by boat, it will
four hours.
Complete the missing words in this chart.
Noun
Verb
depart
arrive
(0)
(2)
reception, receptionist
travel
accommodate
(5)
cancel
(7)
see
(3)
(4)
attraction
(6)
visitor
(8)
departure
(1)
Ê
A bad start
I am not the world's most enthusiastic (1)
(EXCITE)
(TRAVEL) but I was feeling very (2)
about my first trip abroad and by the fact that this
was going to be my first (3) _
(FLY) in a real
aeroplane! We had booked a cheap (4)
(PACK)
holiday in the Costa del Sol. We were going to stay in
luxury (5)
(ACCOMMODATE) - a five-star
hotel. Anyway, along with twenty other people mostly foreigners - we arrived by coach at
the airport and headed for the (6)
(DEPART) hall. The first thing we had to do
was to check in our luggage; I had a massive
(7)
(SUIT) and unfortunately they
asked me to pay more money for the extra
weight. I felt really (8)
(MISERY).
My holiday had got off to a bad start.
6
Match the underlined words with one of these
verbs of similar meaning.
escape
1 The ferry set off on time at 7.30.
2 The plane took off late and we missed our
connection.
3 They had never set foot in Africa before.
4 The alarm didn't go off so I missed my flight.
5 Try and get away from the big tourist sites.
Language development p. 99
7 B Complete the gaps with the most suitable
word.
The most exciting moment during a flight for me is when
the plane takes (1)
.I remember my first flight.
I had never set (2)
on a plane before. You
see, if I have a choice, I prefer to travel (3)
train. I don't like buses. Not only do they take a long
(4)
, but they are uncomfortable. When I travel,
I like to relax and (5)
my time. I hate being in
a hurry. I don't mind arriving later at my destination, as
(6)
as I can get up and move around, as you
can do taking (7)
train. When I arrive at the
station, I take (8)
metro to the hotel. I'd go
(9)
foot because I like walking, but it's usually
too far to walk. I stay in small hotels in the suburbs because
I like to get (10)
from the noisy city center.
X
38
leave the ground begin a journey
visit ring find by chance
6 I came across an old friend when I went to
Edinburgh.
Word building: verb > noun
4
Q For questions 1-8, use the word given in
brackets to form a word that fits in each gap.
Flash on Grammar
First and second conditional
Mixed and inverted conditionals
I
7
Use these prompts to write sentences in the
first conditional.
1
I known they had cancelled the flight,
I wouldn't have
to the airport.
2 If I
emigrated to Canada, my life
be different now.
3 Had I
you were coming, I
have
made you a meal.
4
she married Paulo, her life would
really boring now.
5 They wouldn't
bought a car, if public
transport
better, but it's awful!
6 I
you hadn't invited me to this party,
I wouldn't
here, would I?
1 you / go / to bed / early / feel / better
2 you / use / public transport / save energy
3 she / stay / in a hotel / be / more comfortable
4 we meet / local people / stay / in a private house
5 they / help / local economy / eat / local produce
Use these prompts to write sentences in the
second conditional.
1 you / visit / Japan / have / a good time
2 you / learn / Chinese / enjoy / the trip to
Beijing / more
3 you / travel / first-class / pay / much more
4 you / meet / famous people / go / to Hollywood
5 I / go / round the world / have / a million
pounds
3
|
8
WBp.30
Third conditional
Use these prompts to write sentences in the
third conditional.
1 pilot /fly / lower/we / crash
2 born / 200 years ago /1 / not / go / to school
3 we / know / the hotel / be / so expensive /
stay / in a tent
4 we / miss / the flight / if / arrive / fifteen
minutes later
5 she / enjoy / the voyage / she / had / company
5
Rewrite sentences 1-5 above, reversing the
order of the clauses.
Choose the first, second or third conditional of
the verbs in brackets.
1 If the weather
(be) cloudy, I
(take) an umbrella. I'll see.
2 My life
(be) very different, if I
(born) in the XIX century.
3 Imagine where you
(travel), if you
(win) a lot of money.
4 If I
_ (miss) the flight, I
(catch)
the next but I got there in time.
5 If I
(move) to America, I
(live)
in California; but that will never happen.
6 What
you
(do) if there
(be) no train tickets left? Will you take the bus?
1 Take some more money with you unless/in
case you have to get a taxi back.
2 You will enjoy the flight unless/in case there is
a lot of turbulence.
3 I wouldn't mind going to the beach as long as/
in case the sea is clean.
4 Don't worry, I will arrive at the station on time,
if/unless there are no delays.
4
9
0 Complete the gaps with one suitable word.
Hi Penny,
I'm writing to you from a beautiful house by the
sea. Why don't you (1)
the next flight and
join us? If you get a cheap flight, It (2)
costyou much and you'll be here In no time.
(3)
only you could see the view from my
window! I think you (4)
really love It! When
I have the time, I (5)
6
Rewrite this information to express a regret.
1 I missed the flight because I didn't read the
ticket properly.
2 We didn't book an appropriate hotel, and we
regretted it.
3 Sadly, we didn't take enough money with us!
4 Next time, listen to my advice and go to Spain
for a holiday!
5 I never want to go on holiday with Lisa again.
£
WBp.31
Round up!
Underline the correct option.
|
Complete these sentences to make mixed and
inverted conditionals.
take a photo and
send it t o you. The village is very quiet. There
are no buses so (6)
people want t o get
around the island, they (7)
walk a lot. If we (&)
would have (9)
by donkey! We
brought our car, we
able to see more of the
island, but it's OK. Better without. We like the
village. If - or when - you (10)
here, you'll
see why. I wish you were here!
WBp.3i
39
Flash on Skills
USA: the beginning
Before you read
Do this quiz about the origins of the United
States. Write T (true) or F (false).
1 The Mayflower was the name of a
plant in America.
2 The first English settlers arrived
in the New World in 1620.
3 At first, the native Indians of
America attacked the visitors.
4 The Native Americans did not
speak English.
5 Americans celebrate Thanksgiving Day
on November 4th.
Reading
2
Read the text and check your answers.
Read the text again. Who does this information
refer to, the Pilgrims or the Native Americans?
1 They wanted to find freedom.
2 They were welcoming.
3 They were not very practical.
4 They knew how to cultivate the land.
5 They learnt new skills.
6 They spoke a difficult language.
4
Here are the answers to questions about the
text. Complete the missing information in the
questions.
1 Why
to the New World?
They wanted to be free to practise their faith.
What
mean?
Someone who travels for religious reasons.
What
with him?
126 pairs of shoes and 13 pairs of boots.
Why
'Captain Shrimp'?
Because he was ver small.
What
the colonists?
They taught them to
crops and catch
animals.
Listening
( ° ) 1.16 Listen to an interview from Desert
Island Discs, a popular British BBC 4 radio
programme, and answer these questions.
1 What does the programme consist of?
2 Who is the 'castaway' in this interview?
3 Would Paul manage well on the island? Why?
Why not?
4 What is Paul's hobby?
5 What does Paul want to take with him?
6 What does Paul disagree with?
The Mayflower
The journey of the Mayflower from Plymouth to America
changed the history of the world.
The Mayflower set off for the New World from Plymouth
with the first English colonists on board in 1620. The
travellers were Pilgrims (people who make a journey
in order to visit a religious site) escaping from religious
persecution and poverty. Just imagine: if there had
been religious freedom in England at the time, the
history of the world would be very different. There
might never have been a United States or, at least, it
probably would have been very different from how It is
today.
What kind of people were these Pilgrims to the New
World? What did they take with them on that historic
voyage? On board the Mayflower, there were tailors, a
printer, merchants, shopkeepers and hatters and with
them they carried the most useless baggage. They
were not very well prepared for the dangers they were
going to face. One pilgrim, William Mulllns, packed 126
pairs of shoes and 13 pairs of boots. It would have
been more useful, if he had taken a cow or a horse;
it would have been easier to start producing food and
farming the land. The captain was a man with the
nickname 'Captain Shrimp' because he was so small.
If there had been a hunter or two on board, it would
have made it easier for the settlers to survive. Many
died after a few weeks in the New World.
• The first Thanksgiving, by Jean Leon Gerome Ferris, 1621
Nf*
vT; J R sm
- M
Culture
6
1.16 Q Listen again and complete these
notes.
Speaking
7
Paul comes from a large family and he has
(1)
sisters.
His parents encouraged him to become
(2 )
G Now it's your turn to play Desert Island
Discs. In pairs, ask and answer these
questions.
If you were a castaway on a desert island...
1 which pieces of music would you take with you
and why?
2 and you had to save one piece of music from
the waves, which would it be?
3 which book would you take and why?
4 which luxury would you take and why (for
example, a pillow, a notebook and pencil, a
camera, a piano, tools)?
.
Paul is making things with his (3)
; he
doesn't like eating (4)
but he doesn't
mind eating (5)
His first record is called (6)
Writing
8
1 What is the island like? Describe the
vegetation, the weather, the animals.
2 How did it feel at first? Were you lonely? Were
you afraid?
3 What have you been doing on the island?
4 How did you manage to survive?
5 What skills have you learnt whilst on the island?
6 What will you do if you are rescued?
• Embarkation of the Pilgrims, by Robert Walter Weir, 1857 Brooklyn Museum
For two months, they tried to make contact with the
natives, but every time they spotted any, they ran
away. Nobody knew the Native American language,
Algonquian; It was incredibly complex and therefore
difficult to pick up. For example, this is how
they said 'how long have you been sick?':
Tashuckunne cummauchenaumis.
But then their luck changed. A miracle
happened. Two Native Americans, Samoset
and Tisquantum, became friends with the
colonists. If the colonists had not come
across these friendly Native Americans, they
would probably have perished or given up and
gone back home. Samoset and Tisquantum
showed them how to plant corn and hunt
animals. Before long, the Pilgrims were doing
very well and were celebrating their success
at Thanksgiving on the fourth Thursday of
November.
What happened to the Mayflower? Three
years after their arrival, the Puritans broke up
the Mayflower and used it for firewood. If they
had had any sentimental feelings about the
ship, they would have kept it. But they didn't.
Castaways sometimes keep a diary to help
them remain sane! You are going to write
your diary about life on the island. Before
you begin, take notes using these questions
as prompts (remember to make it up and use
your imagination)!
9
Q Now write your desert island diary.
I've been alone on a desert island all alone for
two years.
T Pilgrim Monument
in Provincetown,
Massachusetts
41
Flashback
GRAMMAR
be going to vs will for future
Complete the mini dialogues with going to or
will and the words in brackets.
Complete the sentences using the verbs in
brackets in the correct future form.
(go) for a walk.
1 A I'm
B 1 need a break. 1
(come) with you.
2 A How's the match?
B Great. Look. Perilo
(score)!
(you/leave) home?
3 A When
B When 1 get a job!
4 A What would you like to drink?
B 1
(have) a glass of mineral water,
please.
5 A There's a transport strike tomorrow so there
(not be) any buses.
B That means 1
(not be able) to go
to school. Great!
6 A You don't look well, what's up?
B 1 know, 1 think 1
(be) sick!
1 I
my homework and then I'll help you
lay the table, (finish)
2 I might be a bit late.
for me? (wait)
3 Don't call me after ten. I .
(sleep)
4 I
until late tonight. I've got an exam
in the morning, (study)
5 By next June, I
school, (leave)
6 The newspaper says the concert is at nine,
but they never start on time. I'm sure if we get
there at nine fifteen it
. (start)
will vs Present continuous for future
Complete the mini dialogue with will or
the Present continuous using the verbs in
brackets.
Sally Don't forget Pete's birthday party on Friday.
Lisa Don't worry. I (1)
(forget). Are you
going?
Sally Yes, I (2)
(go) straight after work,
so I (3)
(see) you there.
Lisa How many people do you think (4)
(be) there?
Sally About twenty? Why?
Lisa I (5)
(make) the cake for the party,
remember!
Sally Do you think you (6)
(have) time to
get the champagne? You (7)
(buy)
the champagne remember!
Lisa Don't worry. I promise I (8)
(get) it
today.
Present simple, Present continuous,
be going to, will for future
Underline the correct form of the future.
1 Don't worry, I'm sure you will pass/are passing
your exam.
2 Sorry, I can't come to the cinema. I am
rehearsing/will rehearse with my band tonight.
3 When do you leave/will you leave for your
summer holidays?
4 I'll carry11 carry your suitcase for you.
5 The film will start/starts at 8.30.
6 I'm not going/don't go out tonight. I'm feeling
really tired, I want to get an early night.
42
Simple future, Future continuous,
Future perfect
First conditional
Complete the sentences with if, unless or in
case.
1 Call me
you need any more information.
2 Can you let me know
you are going to the
cinema?
3 Take some fruit
you get hungry.
4 You won't pass the exam
you study.
5
you don't hurry up, you'll be late for
school!
6 I'll give you my email
you want to write to
me.
Second and third conditional
Complete the sentences with a suitable form
of the words in brackets.
1 If I
(know) you were coming, I would
have cooked something special.
2 If I could afford it, I
(go) to New York
for Christmas.
3 We would have got a table if you
(call) to book one.
4 He
(buy) an expensive car even if he
could afford one.
5 If you could go anywhere In the world, where
(you/go)?
6 They
(not sell) the jacket if you had
left a deposit.
7 If I
(forget) my wallet, I would have
been able to pay for my lunch.
8 I
(ask) my brother for a lift, if my car
weren't being repaired.
Flashback
M
Third conditional and wish for regrets
Complete the second sentences with a phrase
from the box.
remember not say anything
leave house earlier not stay out so late
1 My train was at nine thirty. I left the house at
nine and I missed the train.
If I
2 I went out really late and didn't wake up in
time for my lesson.
If only I
3 I said I didn't like Anna's hair. She was really
upset.
I wish
4 It was Liz's birthday yesterday. I forgot and did
not call her.
If I
,1 would have got her a
present.
Round up!
Underline the correct option to complete the
dialogue.
Joe
I've decided I (1) 'm going to/will study
music.
Mum Yes, but you don't know anything about
music! If I were you, I (2) 'd study/will
study art or graphic design. You're really
good at it. If I (3) had/had had your talent
I'd go to art school.
Joe
I want to be in a band. I (4) 'm going to/
will be a star.
Mum But you don't even play an instrument.
Joe
I've got dad's old guitar. I (5) 'II ask/am
asking him to give me lessons.
Mum That's crazy! If you had wanted to play the
guitar, you (6) would have done/had done
something about it years ago!
I think Dad (7) will/would be happy I have
Joe
made a decision. (8) Unless/In case you
stop being so negative I (9) am not going
to tell/will not be telling you anything else
about my plans!
Mum OK. I'm sorry! I promise I (10) will/am
going to listen, but talk to your dad too.
Joe
OK, I ( U ) 'm thinking/'ll think about it.
Mum He (12) 'II be going/'II go away on
business tomorrow morning for ten days,
so (13) unless/if you don't speak to him
tonight, It'll be too late.
VOCABULARY
I
Compound nouns: entertainment
Complete the compound nouns in the
sentences.
1 The film didn't do well at the box
2 Iron Man is a
fiction movie.
3 The special
in the film Inception were
amazing!
4 I enjoyed the film Argo and I bought the sound
Travel
10 0
Decide which answer best fits each gap.
The Perfect Journey
At Wonderful Journeys Travel we know that the right
(1)
can make all the difference, so our hotels are
always comfortable and clean. We know that different
(2)
have different tastes: some like to travel slowly
and (3)
their time; others are in a hurry to get to their
(4)
. The friendly staff at Wonderful Journeys
(5)
every effort to take care of you from the moment
you arrive at the airport (6)
lounge to the moment you
get back home. On (7)
at your destination, there will
be someone to greet you and (8)
you to your hotel.
1 A reception
C attraction
2 A travellers
3 A make
4 A arrival
5 A take
6 A departure
7 A leaving
8 A carry
B accommodation
D tour guide
B passengers C hikers D sightseers
B pass
C take D get
B destination C place D attraction
B do
C have D make
B shopping
C travel D boarding
B reaching
C arrival D going
B go
C take D bring
SÄfe
Phrasal verbs: down
Complete the sentences with a word from the
box in the correct form.
break (x 2)
go
look
get
take
let
1 I
down the name of my hotel.
2 I really hope you come and see me in my
show. Don't
me down.
3 Stories in the news about people being killed
me down.
4 When she got a job as a model she started to
down on her old friends.
5 My car kept
down.
6 Her audition was a disaster. She
down
and cried when she came out.
7 Usain Bolt will
down in history as the
fastest runner ever.
43
Fashion and trends
Dress the part
What do these dress codes mean? Match
the captions with the pictures.
1 D
2 D
3 •
4 •
I'm well-behaved.
I'm not afraid to be different.
I want people to have confidence in me.
I feel insecure.
1.17 Listen and read the text and check your
answers.
"W"
her new book The Language of Clothes, Dr
| | Martha Heisenberger suggests that our wardrobe
- M - I I tells others a lot about our secret desires. There are
occasions when we have to wear particular clothes (interviews,
weddings) but we have plenty of choice. So, a low-cut dress
may suggest you are power-hungry, while too much jewellery
might mean you are insecure. The jewellery could be an
attempt to tell others you are rich, but actually it may mean
that you are having financial problems and are trying to hide
the truth!
Women who button up their clothes are actually saying
'femininity means weakness, I want power'; while high heels
can make women appear less intelligent, they can also inspire
confidence, by making them look taller.
Dr Heisenberger says, 'Actually, your thoughts and
feelings are all there in your clothes; but you have to look
for them.' Heisenberger's research suggests we should avoid
buying designer labels, and we don't have to get into a style
rut, 'We should not wear the same clothes all the time; above
all, we should not overspend.'
Our behaviour, explains Heisenberger, comes from
inside; why should clothes be different? All you need to do is
notice the styles in your wardrobe to find out who you really
are. Dr Heisenberger adds, 'You have to mix things up, you
don't have to wear the same stuff all the time; like you could
use contrasts, such as a gold belt with an all-black outfit and
bright red heels. All this may show you have high self-esteem
and are not afraid to stand out.'
Heisenberger believes people with low self-esteem
shouldn't read fashion magazines with pictures of slim
models - these images play a big part in making us worry
about our looks. One approach might be to choose a famous
role model and notice how they dress, but we mustn't just
copy, 'You should wear the clothes you feel good in. You
needn't copy anyone: be yourself!'
Why did Heisenberger decide to write this book on the
power of clothes? 'Well, actually, one day I was watching
an episode of The Simpsons: at school, Bart was wearing a
'Down with homework' T-shirt and this provoked a student
riot; so everyone had to wear the same grey uniforms. The
grey dress-code made the students calm down and behave
well. But when it started to rain and the rain washed their
clothing into colour, they behaved badly again. After this
hilarious episode, I thought I must write a book about this
- the connection between the clothes we wear and the way
we behave.'
•Ill
Read the text again and answer the questions.
1 What messages does wearing jewellery send?
2 What is Dr Heisenberger's opinion about
designer clothes?
3 Who should avoid reading fashion magazines?
4 What effect did Bart Simpson's T-shirt have on
the other students?
5 Why did the kids at Bart's school wear school
uniforms?
6 What happened when the rain changed the
colour of the T-shirts?
Find the words corresponding to these
definitions in the text.
1 shaped so that it shows the
top part of a woman's chest
2 an accepted way of dressing
for a particular occasion
3 a situation that is boring and
difficult to change
4 to look different from others
FLASH
FORWARD
What colours are you wearing now? What does
this say about you?
Expressing lack of past necessity or
obligation
You needn't have taken those trousers up; they
looked better longer. (But you did.)
I didn't need to copy anyone's style. (And I didn't.)
Grammar reference p. 119
Complete the following sentences with an
appropriate ending.
1 In the past, women didn't need to...
2 At the job interview, I needn't have...
Vocabulary: clothes
Use the words in column B to describe the
items of clothing in column A.
Modal verbs for obligation and advice
Necessity/Obligation
We have to wear special clothes.
I must write a book about this.
We mustn't just copy.
Weaker obligation/Advice
You need to notice the style in your wardrobe.
We should avoid buying designer labels.
Lack of obligation
You don't have to wear the same stuff.
You needn't copy anyone.
Find other examples of modal verbs in the text.
Underline them.
Grammar reference p. 119
Underline the correct option.
1 You should/don't have to wear comfortable
clothes.
2 We shouldn't/need wear a uniform at school.
3 You should/mustn't wear jeans to the party, It is
quite informal.
4 We mustn't/must wear smart clothes at the
wedding.
5 You need to/don't need to wash your shirt, it's
dirty.
6 We have to/shouldn't wear a seat belt in a car.
It's the law.
B
A
T-shirt suit uniform
s w i m m i n g costume
jeans jacket shirt shorts
tracksuit skirt scarf
trainers trousers tie
miniskirt leather jacket
tank t o p hat cap
trainers blouse socks
sandals boots anorak
tights j u m p e r pullover
dress belt outfit
b a g g y denim
striped checked
flowered plain
short-sleeved
thick w o o l l e n
silk V - n e c k
patterned
checked
round-neck
slip-on flat
FUNCTIONS
Giving advice
You should wear the clothes you feel good in.
You shouldn't wear the same clothes all the time.
You ought to wear formal clothes at the interview.
You're supposed to wear appropriate clothes at a
ceremony.
Say it!
What should they wear? In pairs, give advice
for the situations in the box. Use the prompts
below to help you.
a j o b interview meeting a new partner
meeting y o u r friend's parents a party
ty}
FLASHPOINT
In the past, we use had to for obligation, should
have for advice and didn't need to / didn't have
to for lack of obligation.
We had to wear a uniform. / We didn't have to
wear a uniform.
6
Rewrite the sentences in exercise 5 in the past.
a wedding
a funeral
1 wear / clean clothes, very short skirts, formal
clothes, earrings
2 let / tattoo / show
3 dye / hair/a funny colour
A Should I wear smart clothes for the job interview?
B Yes, you're supposed to.
Language development: actually,
Adjectives and adverbs p. 99
45
Keep your hair on!
Read and match the following extracts from a radio interview with the corresponding photo.
I n
The ancient Egyptians wore wigs and
though we're not absolutely sure why, it
might have been to protect their hairless
heads from the sun or for religious
reasons.
2 •
Kings and queens started to wear wigs
because going bald can't have been very
pleasant for a monarch; so when, say,
Queen Elizabeth, covered her baldness
with a wig, it became fashionable for
people to copy her.
3 d
She's well known for her outrageous costumes which
include the regular use of wigs. Some of them have
become quite iconic within pop culture history - who
can forget her yellow wig, the hair bow or the soda
can hair for example? She is a real trend-setter. Since
her eccentric videos and appearances in theatres and
on TV shows international catwalks have replicated
several of her different hairstyles...
b U
The wigs barristers wear today are in
the short style of the late eighteenth
century. Judges' wigs are like
barristers' wigs but, for ceremonial
occasions, are much longer.
2
( o ) 1.18 W h y do you think the people In the
pictures are wearing wigs? Listen and tick the
reasons for wearing a wig as you hear them.
1 D aesthetics
2 D professional
3 D fashion
4 • health
46
5 G
6 O
7 D
8 •
fun
protection
theatre
religion
3
( o ) 1.18 Listen again and answer the
questions.
1 When did English women begin to wear wigs?
2 What happened when the queen wore a wig?
3 Which people had to wear wigs?
4 Why were wigs sometimes uncomfortable?
Write it!
Modal verbs for deduction and
degrees of certainty
Certainty
It can't have been very pleasant.
It must have been to protect their hairless heads.
Choose two pictures and write a detailed
description of people's physical appearance
and clothes. Then use your imagination to
guess their personality.
Possibility
The cost may/might/could have been one of the
reasons.
Grammar reference p. 120
Complete the statements with must have /
can't have + Past participle.
1 They had lice in their hair, (dirty)
It
_ _
.
2 The wigs were incredibly heavy,
(uncomfortable)
They
.
3 Wigs were difficult to make, (cheap)
They
.
4 The Queen was bald, (nice for her)
It
5 He always wore dirty, old clothes, (smart)
He
6 As a teenager, she never used to cut her hair,
(long)
lt_
Vocabulary: Hair and style
Which of the following words are nouns,
adjectives or verbs? Write them in the correct
column. Be careful, some of the words go in
more than one column!
s m o o t h straight brush blond wear curl
c o m b beard shave haircut hairdresser
moustache sideburns frizzy sideboards
hair-style ribbon cut glossy have
d o t i d y tie back trim curly g r o w
w a v y g r e y jet-black bushy d r y
Nouns
Adjectives
Verbs
Critical thinking
In groups of four. What do the following tell us
about people?
- their hair
- their clothes
What do you notice first about people?
-
Do you ever judge people on their appearance?
How do you try to make a good first
impression?
47
Use of English
:
Word building: verbs > nouns and
adjectives
Complete the chart.
Verb
Noun
Adjective
fashion
confide in sb
enthuse about
inspire sb/sth
activate
triumph
originate
spend
predict
finance
decide
(1)
confidence
enthusiasm
(4)
activity
(6)
origin
expense
(9)
finance
(11)
fashionable
(2)
(3)
inspired, inspiring
(5)
triumphant
(7)
(8)
predictable
(10)
decisive
2
Phrasal verbs and expressions with keep
Where do you keep your clothes? (store)
Keep quiet! Keep calm, (stay in the same state)
Keep on trying; don't give up! (continue)
Keep up the good work! (continue at a good level)
Slow down. I can't keep up with you. (move at
the same speed)
Write answers to these questions.
1 What do you think about fashion? Do you try
to keep up with the latest fashions or do you
prefer to stand out?
2 Are you tidy? Where do you keep your clothes?
3 How do you try to keep up your English during
the holidays?
4 How do you keep your hair looking good?
5 What strategies do you adopt to keep your
costs down when you're buying clothes?
Q Use the word given in brackets to form a
word that fits in each gap.
Round up!
Coca
(Mattel
In the 1920s, the new youthful Chanel style was
(0) fashionable (FASHION). Chanel clothes made
you feel (1)
(CONFIDE). Chanel herself was
very (2)
(ENTHUSE) about sport and this led
to popular designs inspired by sporting (3)
(ACTIVE). But her first big triumph was the highly
(4) _
(ORIGIN) woollen travelling suit. This suit
became the casual look in (5)
(EXPENSE)
women's wear. People often mention the 'little black
dress' as Chanel's great contribution to fashion; as
an article of (6)
(CLOTH) it is actually still
around today. In 1926, Vogue magazine made a
(7)
(PREDICT): the little black dress would
become a sort
of uniform for all
women of good
taste. They were
right!
Confusing words: fashion
Correct the mistakes in these sentences.
1 She dresses very good when she goes out with
her boyfriend.
2 Hurry up! Haven't you worn your coat yet?
We're late for the party.
3 She's a really notorious fashion designer; 1 love
her style.
4 She designs cloth for teenagers and women.
Language development: easily confused words p. 100
48
5
Q Decide which answer A, B, C or D best fits
each gap.
A DEDICATED FOLLOWER
OF FASHION
Are teenagers slaves to (1)
? There is a lot of
pressure on kids today to keep (2)
with the
latest trends. The media (3)
a big part in making
teens worry about their (4)
. TV, Internet
and magazines make them feel guilty if they do not
(5)
in the latest outfits. In short, it is the fashion
industry that decides what is (6)
and what is not.
Fashion magazines are full of terribly (7)
models
who look unhealthy and often become (8)
for
having health problems such as anorexia. Teens are
made to feel (9)
if they are not like everyone else
and don't go (10)
all the latest 'in' places. Kids
should be free to wear what they feel cool in, not what
others tell them to!
D styles
B vogue C fashion
1 A trend
D up
B on
C in
2 A with
D does
B makes C creates
3 A plays
D appearances
B
faces
C
aspects
4 A looks
D clothe
C dress
5 A put on B wear
B trendy C in trend D out of style
6 A trend
D slim
7 A slender B skinny C thin
8 A known B popular C notorious D well-fed
B fashionable
9 A unfashionable
D stylish
C old-fashioned
D to
B out
C at
10 A in
Flash on Grammar
Complete the second sentence so that it
has a similar meaning to the first, using the
word given. Do not change the word given.
Modal verbs for obligation and advice
Complete the gaps with have to, don't have to,
must, mustn't, need to, don't need to, should,
shouldn't. More than one modal verb can fit
each gap.
1 It will be necessary to buy some new clothes
for the wedding.
HAVE
You will
some new clothes for
the wedding.
2 You are not allowed to go to the club without
wearing a tie.
MUST
You
a tie to go to the club.
3 It was a mistake to buy the red and yellow
jacket.
BOUGHT
You
that red and yellow
jacket.
4 It Is impossible for her to have bought that
designer dress with her pocket money!
CAN'T
She
that designer dress with
her pocket money!
5 I think rain is possible on Saturday.
RAINY
It
on Saturday.
6 I imagine your wedding day was the happiest
day of your life.
MUST
Your wedding day
the
happiest day of your life.
1 Parents
shout in front of their
children. It gives a bad example.
2 We
wear a uniform at school - we
can wear what we like.
3 When I was in the army we
have
short hair. It was a regulation.
4 You
wear the same old clothes; you
look scruffy. You
buy some new
clothes. That's my advice to you.
5 You
lose your temper so easily - you
try and keep calm.
6 I think you
shorten those trousers they are far too long.
WBp.38
Modal verbs for deduction and degrees
of certainty
Write possible or probable explanations in the
past or present for these situations, using the
prompts in brackets.
1 She's always smiling, (happy)
She
2 She danced all night at the party, (feel/tired)
Afterwards, she
3 She wears expensive jewellery and clothes,
(rich)
She
4 She has raised children, but she's only forty,
(marry/young)
She
5 She has never passed an exam in her life,
(studious)
She
6 No-one knows where she got her wealth from,
(win/lottery)
She
WBp.39
3
Match the questions with what they express.
1 Can I wear my new blouse to Mary's party?
Please mum!
2 Do I have"to wear this silly suit on Sunday?
3 Can you sew a button on your shirt?
4 Do you think it might snow this winter?
5 Should I wear red or black with this skirt?
6 She must be in Rome now. She has a good
friend there.
a D advice
b D possibility
c • permission
d D obligation
e D ability
f EH probability
5
Bob Miller didn't do well at a job interview.
Martha tells him why and gives him tips for
next time. Read her email and underline the
best option.
C3tend§ Attach g Save Draft ^
SpsSws »
cancel
pa]«Fa j
Hi, Bob!
Here's my half-penny's w o r t h of advice. First of all,
you (1) should've/shouldn't
have w o r n a smart suit
and tie. It (2) might have/can't have made t h e m take
you more seriously. I suspect you (3) may lean not like
dressing formally b u t next time you (4) shouldn't/
must follow the dress code. You (5) must/can't have
made a good impression w i t h your jeans a n d trainers.
They look awfully scruffy! Your hair (6) may ¡needs
to be tidy (I like it, anyway) but it (7) ought to have/
could've been a bit shorter. Don't worry, once you get
t h e job, you (8) have to¡can let it grow again. Lastly,
y o u r moustache (9) might/had to actually have made
a good impression - because it does make you look
older and more responsible, b u t you (10) should have/
needn't have trimmed it a bit. It mustn't look untidy.
It should look smart. Better luck next time.
49
Flash on Skills
Organic clothing
Before you read
Work in pairs and answer the following
questions.
1 What does the word 'organic' make you
think of?
2 Have you ever bought or do you usually
buy organic goods? If so, why?
Reading
Read the articles and match them with
the correct headline.
Look beautiful in nature approved clothing
Cotton is vital to the economy of countries
like Pakistan, which is the world's third
largest cotton grower. Unfortunately, the way
Pakistan usually produces cotton can have
serious environmental consequences.
Farmers have to use vast amounts of water
from rivers like the Indus to irrigate cotton
fields. The use of chemicals leads to water
pollution, and many people become ill or
may die from pesticide or fertiliser poisoning.
Moreover, these methods are wasteful: it can
take more than 4,500 litres of water to grow
a kilo of conventional cotton - manufacturers
need to use that amount of water for just one
pair of jeans. However, things are beginning
to change. An increasing number of cotton
farmers in Pakistan are joining manufacturers
in a project to promote sustainable cotton
growing. They Irrigate when necessary, and
use chemicals and pesticides only if needed.
Together with turning their businesses into
sustainable ones, they are also reducing
costs and therefore Increasing their income.
i „' / •
:
•i:
Big f a s h i o n brands g u i l t y - r e p o r t
Listening
5
Organic farming: not always small and beautiful
New farming methods:
good for farmers, good for nature
3
Read the articles again. For questions 1-8,
choose from the texts A-E.
Which text...
1 D is an advertisement?
2 D criticises organic ideas?
3 D is from a newspaper report?
4 • describes farming in developing countries?
5 D says famous people are selling clothes?
6 D describes a protest against inorganic
clothes?
7 • tries to persuade you to buy something?
8 D says it costs a lot to make a pair of
trousers?
Which text taught you something you did not
know before? Will any of the texts change the
way you think or behave?
50
( o ) 1.19 Listen to extracts from interviews
taken in connection with the texts in exercise 2.
Match the interviews with the texts.
Speaker 1 D
Speaker 2 •
Speaker 3 •
6
1.19
extracts.
Speaker 4 D
Speaker 5 CH
Listen again and complete these
1 We have a right to know what we are wearing
and what damage it may do to our (1)
and the (2)
2 People in the (3)
western countries must not
exploit the labour of
(4)
people in North
Africa and Latin America.
Try our products now,
and your skin will be
soft and beautiful and
(7)
and
younger than ever!
Traditionally,
farmers have
used a lot of
(5)
in their work,
because It's
cheaper and their
(6)
depends on it.
5 The organic industry is big business and very
(8)
. You should make sure you are
supporting the right people.
B
A new report published this week details
the use of dangerous ehemicals in designer
clothes and shoes. In presenting the
report, activists in the Philippines today
hung out huge T-shirts exposing the guilty
brands and challenging them to 'cut the
chemicals and detox our water'. One green
campaigner said, 'The practice has to stop
and people must be aware of the chemicals
in the fabric of their clothing and the
harmful effects these ehemicals have when
released into the environment'.
It Is the latest fashion trend: 'organic'. Farmers,
parents, students: everyone is discussing organic
clothes and food. But one must bear in mind that
organic doesn't mean perfect. Companies that want
the organic label have to pay fees and complete tons
of paperwork. Morever, organic no longer exclusively
means small, family-run farms. Some organic
producers are big, multi-national companies. If you
want to find out how farmers are really treating their
land you should talk directly to small local farmers...
Student 1, look at photo A and try to guess
the answers to the following questions.
3 How much did they
pay for these clothes?
4 Who made their
clothes?
Student 2, look at photo B and try to guess
the answers to the following questions.
1 Where was this
photo taken?
2 What are they
doing?
The fibres w e use in eco-friendly
clothing - o r g a n i c cotton, h e m p ,
b a m b o o or soy - offer y o u
timeless b e a u t y a n d respect for
y o u r skin - a n d our clothing
has no harmful chemicals. O u r
a p p r o a c h is simple. It is to offer
y o u a r a n g e of natural clothing
a n d products w h i c h is best for
y o u , best for y o u r skin a n d best
for our environment.
Writing
Speaking
1 Where was the
photo taken?
2 What are the
people wearing?
D
Increased environmental problems have not escaped
the notice of the fashion industry; sooner or later, they
had to jump on the bandwagon. Many famous designers
are now using organic cotton in their newest lines. And
pop stars and film stars have also launched their own
organic brands, offering organic cotton T-shirts and
sweatshirts made in Tunisia and Peru. A key part of these
brands' mission involves fair wages and healthy working
conditions for garment workers in developing countries.
3 Who are their
employers?
4 How much do they get
paid?
EXAM STRATEGIES
When writing an essay your aim is to write a short
text which should demonstrate that you can do the
following:
be well-organised and relevant to the topic
have an introduction, development and
conclusion
sum up the main points
give your opinion and reasons for your opinion
You have had a classroom discussion about
the following statement:
It is both necessary and possible to change our
habits and wear clothes which are natural and safe
for the environment. Do you agree or disagree?
Your teacher has now asked you to write an
essay giving your views on the topic in 120180 words. Use these expressions to help you:
firstly to start with first of all furthermore
apart from (this) however nevertheless
in my opinion in my view we should make
sure we we should avoid... in conclusion
Crime and Punishment
Breaking the law
Match the expressions with the
cartoons.
1 D stealing
2 D murder
3 • vandalism and
looting
4 D drink driving
5 • shoplifting
2
2.02 Listen to and read the newspaper
articles. Then match the stories with the
cartoons above. There is one extra cartoon.
1
Amanda Fitz Jones, the 15-year-old
daughter of a millionaire banker, is
being remanded in Tottenham prison
for questioning. She is said to be facing
charges of theft and vandalism. She .
was filmed by the shop's CCTV camera
and can be seen carrying a stolen TV.
The owner of the electrical goods store
said when interviewed: 'I'm going to
get her locked up. She should be made
an example of. We've got to get all the
windows replaced. Who's going to pay
for them?'
9a °' n 0n 7 September
she was stopped y
^
T
breathalysed When found tn h
°rive a n d
t
h
e
arrested and charged S ^
^
"' m i t ' s h e
t
h
e i n f l u e n c e of
alcohol. In court T h e s a i ! 1 7
9
3
3
5
an empty stomac Sh (
l^ '
°f C h a m ^ n e
S
At her trial she was c w S S J ^ ^ ° T O t h i n 9 '
Pnson. As it is her first offenrp Qh " T ^ t 0 4 5
">
be
her sentence un S ^ T
^rve
Complete the headlines with a word from the
box and then match them with texts 1-4.
guilty
arrested
stole
caught
for handling stolen goods
A Schoolgirl
2,000
pairs of shoes
B Thief
of driving under the
C Pop star found
influence.
stealing
D Famous actress
Find the words corresponding to these
synonyms and definitions in the text.
1 accused
2 found guilty
3 given punishment
4 crime
5 interrogation
6 criminal
FLASH
FORWARD
Think of a crime that you have recently heard of in
the news and write a paragraph of no more than
three lines to describe it.
52
Ex-offender Paul Kim, 67, was arrested for shoe theft after
being spotted behaving in a strange way at a funeral home
in Seoul, Korea. The suspect removed his sandals, paid his
respects, came out, and left with an expensive pair of shoes.
He repeated this action three times before being arrested.
The thief, who is well known in the area, had had his hair
dyed brown and was wearing a false moustache so that he
would not be recognised. 1,750 pairs of designer shoes were
later found in his house. They are all believed to be stolen.
An unusual method has been found for returning the shoes
to their original owners. If you have had shoes stolen, you are
allowed to go and try them on. If the shoes fit, you can walk
away in them.
1
I Actress Mona Tyler, 30, has been accused of stealing
I
almost $5,000 worth of designer clothes from a
shop on Fifth Avenue. At the time of her arrest, she
seemed 'confused'. When questioned, Tyler claimed
her medication was to blame. She denied the charges:
'I'm innocent', she said. It is said that she is suffering
from depression. If convicted, she may be forced to do
community service or pay a fine.
Impersonal passive structures
It is said that she is suffering from depression.
She is said to be facing charges of vandalism.
Grammar reference p. 120
6 Turn the active sentences below into
impersonal passive ones.
, 1
-
1 Newspapers report that the accident happened
between 11.30 p.m. and midnight.
The accident
2 They believe that teenage crime is increasing
significantly.
It is
3 They said that the robbers were wearing
animal masks.
The robbers
4 People often argue that prison doesn't work.
It is
i-
Passives
Present and past passives
You are allowed to go and try them on.
She was sentenced to 45 days in prison.
Passive with modal verbs
Amanda can be seen carrying a stolen TV.
Passive with gerunds and infinitives
He repeated this action before being arrested.
They are all believed to be stolen.
Vocabulary: Crime
Complete the words in the sentences.
1 Ath
is someone who steals things,
2 A shopl
is someone who steals from
shops.
3 A plckp
is a thief who steals from
people on public transport.
4 A b
is a thief who steals things from
people's houses.
5 A m
is a thief who attacks someone and
then steals their belongings.
6 A bank r
is a thief who steals money
from banks.
Find examples of other passive forms in the
text. Underline them.
Grammar reference p. 120
©
FLASHPOINT
When the active sentence has two objects, one
direct (a thing) and one indirect (a person), the
passive sentence usually begins with the indirect
object (the person).
They should make an example of her.
She should be made an example of.
Not: An example should be made of her.
Say it!
In pairs, decide an appropriate punishment for
the offenders in the situations below.
Complete the second sentence so that it has a
similar meaning to the first.
1 They usually give drink drivers a prison sentence.
Drink drivers
2 They are holding her in prison overnight.
She
3 They have vandalised the shop.
The shop
4 The police-will release the prisoners
in the morning.
The prisoners
5 They should make an example of the looters
The looters
6 They believe that the thief has
stolen all the shoes.
It is thought that all the shoes
ï
1 An 14-year-old girl who was caught shoplifting.
2 A professional pickpocket who has been active
for years.
3 A bank robber who shot and killed a police
officer.
4 A group of hackers who entered the
government computer system and copied top
secret documents.
A
In my opinion, he/she should be
put in prison/made to pay a fine.
I agree./1 disagree, I think he/she
should be set free/found innocent/
made to do community service...
5Ï
I
The perfect murder
Look at the pictures with scenes taken from a murder
story. Can you guess what happened? Write down
ideas with your partner.
Who has murdered Arthur Brody? Match the
beginnings and the endings to make whole sentences.
1 Delia is suspected of
poisoning...
2 She denies...
3 The police are
investigating...
4 The suspect has...
5 The detective
questions...
6 Delia says she was at the
garage having...
7 Delia is tried...
8 The suspect is charged...
9 She is found...
10 Delia is sentenced to...
a D guilty.
b • an alibi for the
night of the crime.
c • with murdering
her husband.
d D for murder.
e D her car repaired.
f D committing the
murder.
g D the suspect.
h D her husband.
i • life in prison.
j D the crime.
3
( ° ) 2.03 Now listen to Inspector Clark's report of the murder and circle the facts (1-10) from exercise 3
you hear.
4
( o ) 2.03 Q Now listen to part 1 of the story again and complete the spaces as you listen.
1
told the housekeeper she could take the day off.
2 Mrs Brody was lent a
by the mechanic.
3 Mrs Brody said she was going
4
saw Mrs Brody going towards the house.
of poison was found in the mechanic's car.
5 A
6 Mrs Brody continued to deny the
7 The jury took just twenty minutes to reach their
8 Mrs Brody was sentenced to
imprisonment.
The detective proved Delia had the means and the opportunity to commit the murder; but there is one
thing missing from the story - the motive. W h y do you think she did it? Talk to your partner.
6
i
V
f
t
%
j
IHH^K:
PD1.ICE L!INEDIDNtHCl)DSS
J
©
2.04 Listen to Inspector Clark
explaining the motive for the murder
and write it below.
FLASH
FORWARD
m$sm
Think of an alternative end in which Mrs
Brody gets away with the murder of her
husband and write it down.
Vocabulary: Crime and punishment
Complete the sentences with the words below
and you will learn more about trials.
lawyers
jury
innocent verdict guilty tried
witnesses arrested accused
1 Firstly, the suspect is
and questioned.
2 Then, he appears in court and is
for the
crime he is accused of.
3
give evidence.
4 The judge and jury listen to all the
5 The
withdraws to discuss the case.
6 They decide what the
will b e or not guilty.
7 If the suspect is found
, he is released.
8 But, if the
is found guilty, he is
convicted of the crime and the jury decides
what his punishment should be.
Causatives
She was at the garage having her car fixed.
She had him followed by a detective.
£|
Grammar reference p. 121
1 0 Write causative sentences using the prompts.
Pay attention to the verb tense.
1 we / our house / burgle / while we were away
We had our house burgled while we were away.
2 my mother / her bag / steal / on the bus / this
morning
3 I / just / my photo / take / new passport
4 Lisa / her hair/ cut/ last Monday
5 the children / their bedroom / paint / next
weekend
Word building: Verb > Noun
8
Verb
charge
sentence
(3)
vandalise
(6)
accuse
(9)
(10)
confess
(12)
convict
9
6 she / her documents / photocopy / now
Complete the table below.
Noun
(1)
(2)
questioning
(4)
/ (5)
arrest
(7)
/(8)
offence / offender
proof
(11)
trial
(13)
Complete the sentences with the correct form
of a word from exercise 8.
1 The pickpocket received a light
as
it was her first offence.
2 The police
Amanda for stealing.
3 The police took her in for
and
charged her with vandalism.
4 The murderer admitted killing his neighbour he made a complete
5 The police have dropped all the
against Mona.
6 Famous boxer Joe Smith was
with
sexual assault but he denied the
7 The police could not
the charges
against him, so he was set free.
8 The press were not allowed to attend the
Say it!
Tell your partner about a crime you have heard/
read about in the news. Your partner should take
notes. Use the questions below to help you.
1 What is/was the accused charged with?
2 Where/When did it happen?
3 Where/When was he/she arrested?
4 Were they found guilty/not guilty?
5 What were they sentenced to?
Write it!
Use the notes you made in exercise 11 to write
a brief newspaper report about the crime your
friend described.
Critical thinking
In groups of four, discuss the following statement:
The c r i m i n a l justice system should
focus m o r e on r e h a b i l i t a t i o n than
punishment.
You can use some of these words and
expressions to help you.
recidivism m e m b e r of society f r e e d o m
t o educate respect benefit harm to deserve
waste of resources o p p o r t u n i t y second chance
55
Use of English
Match words and phrases in A and B to make
correct collocations.
Crime and trials
Which crimes are described in the following
situations? Write them next to the sentence.
1 My friend's house was broken into, b
2 A man went into a bank and told them to give
him all their money, r
3 I saw a boy putting some chocolates into his
pocket in the sweet shop, s
4 The ticket machine at the station had been
smashed, v
5 Mrs Brody killed her husband, m
6 Someone stole my MP3 player from my bag at
school, t
7 An old lady was attacked and her pension was
taken, m
8 Some people wearing hoodies smashed shop
windows and stole things. I
Match the following crimes with the
sentences.
kidnapping hijacking human trafficking
blackmail assault hacking rape drug dealing
1 'If you don't give us one million pounds we will
kill your son!'
2 Til tell mum you ate the cake If you don't give
me some money!'
3 'Fly us to New Mexico or we will kill the
passengers!'
4 A man hit the ticket inspector on the bus.
5 A man was found with a bag of cocaine in his
pocket.
6 A teenager got into his teachers' online bank
account.
7 A man was arrested for transporting 100 illegal
immigrants in the back of his van.
8 A man was charged with forcing a girl to have
sex with him.
Complete the table.
Criminal
thief
shoplifter
pickpocket
burglar
(5)
(6)
(7)
blackmailer
(9)
(10)
B
a D
b •
c D
d D
e D
f •
gg D
up by the police
with a crime
of committing a crime
for a crime
on trial
to life imprisonment
under house arrest
Round up!
5
0 Read the text below and decide which
answer (A, B, C or D) best fits each gap.
d
Ic
Rock Singer Charged
T r o u b l e d rock singer Tammy was p e r f o r m i n g at
the Cove on 15th February w h e n a p p a r e n t l y she
p u n c h e d D o n Taylor, a m e m b e r of t h e a u d i e n c e .
She said ' H e should n o t have l a u g h e d at m e ' .
T h e m a n was taken to hospital with a b r o k e n
nose. T a m m y was (1)
at h e r flat
in C a m d e n Town a n d driven to the police station
w h e r e she was (2)
for three
h o u r s . She was c h a r g e d with (3)
a n d u n r u l y behaviour. (4)
at the
scene said she climbed off t h e stage a n d started
s h o u t i n g at Mr Taylor w h o fell over. O n the night
of h e r (5)
she h a d d r u n k a whole
bottle of vodka. T h e (6)
heard
that the singer h a d only s h o u t e d at the m a n , she
(7)
hitting h i m . N o b o d y actually
saw the singer hit t h e m a n . After listening to all t h e
evidence t h e j u r y r e t u r n e d a (8)
of n o t guilty. H u n d r e d s of fans waiting outside
t h e (9)
r o o m c h e e r e d w h e n they
h e a r d that she h a d b e e n (10)
Crime
(1)
(2)
(3)
(4)
kidnapping
drug dealing
hacking
(8)
hijacking
rape
Language development: Easily confused words: Crime p. 100
56
A
1 charge someone
2 accuse someone
3 to be put
4 to be arrested
5 to be put
6 to be sentenced
7 to be picked
D seen
tested
questioned
D
B examined C
2 A asked
D assault
B hitting
C violence
3 A abuse
D Counsels
B Witnesses C Members
4 A Jury
D stop
B charge
C catch
5 A arrest
D jury
victim
A
police
B
witnesses
C
6
D confess
7 A refused B disagreed C denied
D result
B view
C response
8 A verdict
D trial
B tribune
c court
9 A action
D left
B
acquitted
C
set
free
10 A liberated
1 A arrested
B accused
C charged
a:
•I
C
Ir*
h
a
w
rr
p
p
w
it
rr
SI
f
a
P
b
«Fi
o.
t<
D
a>
IV
N
P
Is
re.
re
It
n.
tc
S«
fl
h.
P\
Use of English
,
Match words and phrases in A and B to make
correct collocations.
Crime and trials
Which crimes are described in the following
situations? Write them next to the sentence.
1 My friend's house was broken into. b_
2 A man went into a bank and told them to give
him all their money, r
3 I saw a boy putting some chocolates into his
pocket in the sweet shop, s
4 The ticket machine at the station had been
smashed, v
5 Mrs Brady killed her husband, m
6 Someone stole my MP3 player from my bag at
school, t
7 An old lady was attacked and her pension was
taken, m
8 Some people wearing hoodies smashed shop
windows and stole things. I
Match the following crimes with the
sentences.
kidnapping hijacking human trafficking
blackmail assault hacking rape drug dealing
1 'If you don't give us one million pounds we will
kill your son!'
2 'I'll tell mum you ate the cake if you don't give
me some money!'
3 'Fly us to New Mexico or we will kill the
passengers!'
4 A man hit the ticket inspector on the bus.
5 A man was found with a bag of cocaine in his
pocket.
6 A teenager got into his teachers' online bank
account.
7 A man was arrested for transporting 100 illegal
immigrants in the back of his van.
8 A man was charged with forcing a girl to have
sex with him.
Complete the table.
Criminal
thief
shoplifter
pickpocket
burglar
(5)
(6)
(7)
blackmailer
(9)
(10)
B
a • up by the police
b • with a crime
c H of committing a crime
d • for a crime
e O on trial
f • to life imprisonment
g D under house arrest
Round up!
5
G Read the text below and decide which
answer (A, B, C or D) best fits each gap.
d
Ic
Rock Singer Charged
T r o u b l e d rock singer T a m m y was p e r f o r m i n g at
t h e Cove o n 15 th February w h e n apparently she
p u n c h e d D o n Taylor, a m e m b e r of t h e a u d i e n c e .
She said ' H e should n o t have l a u g h e d at m e ' .
T h e m a n was taken to hospital with a b r o k e n
nose. T a m m y was (1)
at h e r flat
in C a m d e n Town a n d driven to the police station
w h e r e she was (2)
for three
hours. She was c h a r g e d with (3)
a n d u n r u l y behaviour. (4)
at t h e
scene said she climbed off the stage a n d started
s h o u t i n g at Mr Taylor w h o fell over. O n t h e n i g h t
of h e r (5)
she h a d d r u n k a whole
bottle of vodka. T h e (6)
_ _
heard
that the singer h a d only s h o u t e d at the m a n , she
(7)
hitting him. N o b o d y actually
saw the singer hit the m a n . After listening to all the
evidence t h e j u r y r e t u r n e d a (8)
of n o t guilty. H u n d r e d s of fans waiting outside
the (9)
r o o m c h e e r e d w h e n they
h e a r d that she h a d b e e n (10)
.
Crime
(1)
(2)
(3)
(4)
kidnapping
drug dealing
hacking
(8)
hijacking
rape
Language development: Easily confused words: Crime p. 100
56
A
1 charge someone
2 accuse someone
3 to be put
4 to be arrested
5 to be put
6 to be sentenced
7 to be picked
D seen
1 A arrested B accused C charged
B examined C questioned D tested
2 A asked
D assault
B hitting
C violence
3 A abuse
B Witnesses C Members D Counsels
4 A Jury
D stop
B charge
C catch
5 A arrest
D jury
B witnesses C victim
6 A police
D confess
denied
7 A refused B disagreed C
B view
C response D result
8 A verdict
D trial
B tribune
C court
9 A action
D left
10 A liberated B acquitted C set free
IS
c
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Focus on Grammar
Passives
Underline the correct option.
Rewrite these sentences in the passive voice.
In the U K , 45% of women have experienced some form of
domestic violence. Domestic violence (1) can have been
defined/can be defined as physical abuse of one partner
by another. It (2) estimated/is estimated that domestic
violence costs victims, services and the state a total of
around £23 billion a year. In the US last year, 1,800
women (3) were/have been murdered by their partners. A
lot of assaults (4) is never/are never reported. There are a
number of reasons for this. (5) It has believed!is believed
that shame and embarrassment are key motives. Statistics
show that women in the lowest income groups (6) have
been!are victimised six times as much as other women.
Punishments for domestic abuse are often shamefully
lenient. If these (7) have not made/are not made more
severe, the number of victims will increase.
1 The Detective said that someone had poisoned
Mr Brody.
The Detective said Mr Brody
2 They are going to take her to the police station
after lunch.
She
3 Police searched the car and found a bottle of
poison.
The car
4 They are also searching her bedroom for
evidence.
Her bedroom
5 They don't suspect the mechanic.
The mechanic
6 They should put her in prison.
She
Causatives
Complete the dialogue between Jacob and his
father using the correct passive voice of the
verbs in brackets.
Father
Jacob
Father
Jacob
Father
Jacob
Father
Jacob
Father
Jacob
Complete these sentences with the words in
brackets and the correct form of the verbs below.
take out
Where is your bike?
ltd)
.(steal)
When (2)
? (it/take)
While I was at lunch, between one and
two.
(3)
? (the thief/arrest)
Yes, (4)
this morning, (he/
arrest)
Where did they find him?
He (5)
sitting outside a pub.
(find)
(6)
? (bike/damage)
(handle/break).
Yes, (7)
|
5 Everybody knows that they broke into that
house to steal the jewels.
6 The neighbours reported they often quarrelled.
£
manicure
WBp.47
Read the story and think of the word which
best fits in each gap. Use only one word in
each gap.
Rewrite the sentences with the impersonal
passive form.
4 People generally think that life in warm
countries is easier.
repair
Round up!
WBp.46
3 People believed that she was innocent.
help
1 Kate's camera is not working. She is going to
have to
(it).
2 I
(my nails) every month.
3 I've lost my keys; I'll have to
(another
one).
(my dad) to
4 I can't do this exercise. I'll
me with it.
(her tooth).
5 Amy's gone to the dentist to
Impersonal passive
1 People say that London is a dangerous city.
It
2 The newspaper say that the weather will be
good next weekend.
make
A Loyal Worker
f
Kmart worker, Simon Kennedy, has been (1)
with
assault after police accused him (2)
intentionally hitting
a customer with a truck, reports click2florida.com. (3)
is thought that Kennedy, 25, believed the victim, high school
senior Randy Mason, was to blame. Mason admits he was
considering stealing a few video games from the store, but
had changed his mind; he had never (4)
anything
before. As Mason was walking home, he (5)
hit by a
truck. Mason had (6)
be taken to hospital with minor
injuries and a broken leg. Mason told police that he (7)
not seen the driver's face but that the truck was bright red.
Meanwhile, Kennedy had (8)
the truck painted blue.
Kennedy claimed that he had not driven to work that day.
The CCT footage, however, shows otherwise - Kennedy had
(9)
seen leaving the store at the time of the hit and run,
and driving a truck similar to the one which was (10)
by Mason. Kennedy could no longer (11)
the charges.
WBp.47
57
Skills
Oliver Twist
f l
Before you read
In pairs, look at the photograph of an
11-year-old boy who had stolen fruit
and was sentenced to 1 month of hard
labour and 5 years of Reformatory in
1873. Do you think it was appropriate?
Reading
Read this text about child crime and
punishment in Victorian times and
find the words corresponding to the
definitions below.
t
1 having a great influence or effect
2 a feeling of worry about something
important
3 a problem that is often argued about,
especially a social or political matter
4 strict or severe
You are going to read an extract
from Oliver Twist where Oliver is forced
to assist the villain Bill Sikes in a
burglary. Choose from the sentences
A - F the one which best fits each gap
(1-5). There is one extra sentence
which you do not need to use.
f
How to deal with crime was one
of the great issues of Victorian
Britain. The Victorians had a
~ firm belief in making criminals
face up to their responsibilities
and in the value of punishment.
Between 1842 and 1877,90 new
prisons were built in Britain.
Child crime shocked the
Victorians. Dickens' account
of Fagin's gang of young
pickpockets led by the Artful
Dodger in Oliver Twist, played
to this popular concern. In 1816, Parliament even set up
a 'Committee for Investigating the Alarming Increase in
Juvenile Crime' in London. But how far should ideas of
punishment, of making the criminal face up to their actions
by a long, tough, prison sentence, apply to children? Before
Victorian times no distinction was made between criminals
of any age. Accordingly, young children could be sent to an
adult prison. There are records of children aged 12 being
hanged. One step towards treating children differently was
the Juvenile Offences Act of 1847, which said that young
people under 14 (soon raised to 16) should be tried in a special
court, not an adult court. More far-reaching were the first
Reformatory Schools, set up in 1854. Young people were sent
to a Reformatory School for long periods - several years.
These were very tough places, with stiff discipline enforced
by frequent beatings. It was only at the t u r n of the century
that things really began to change.
'Let's cut through the town,' whispered Sikes; 'there'll be nobody in the way, tonight, to see
us.' Toby nodded; and they hurried through the main street of the little town, which at that late
hour was wholly deserted. There was just the occasional light from a bedroom window or the
barking of a stray dog. I E They had left the town behind them, as the church bell struck two.
After walking about a quarter of a mile, they stopped in front of a detached house surrounded
by a high wall:
Toby Crackit climbed quickly to the top of it. 0
Before Oliver had time to look round,
Sikes had caught him under the arms: and in three or four seconds he and Toby were lying on
the grass on the other side. Sikes came straight after. H I S For the first time, Oliver saw that
housebreaking and robbery, if not murder, were the aim of the expedition. He clasped his hands
together and sank upon his knees. 'Get up!' murmured Sikes, trembling with rage, and taking
the pistol from his pocket. 'Get up, or I'll scatter your
brains upon the grass.' 'Oh! For God's sake let me go!'
cried Oliver; 'let me run away and die in the fields. I
will never come near London; never, never! Oh! Have
mercy on me. and do not make me steal. E C ' Sikes,to
whom this appeal was made, aimed his pistol at Oliver;
Toby, the smallest member of the gang, snatching it from
his grasp, placed his hand upon the boy's mouth, and
dragged him to the house.
'Now listen, you young limb,' whispered Sikes, drawing
a dark lantern from his pocket, and throwing the glare
full on Oliver's face; 'I'm going to put you through that
window. Take this light; go up the steps and along the
little hall, to the street door; unlock it. and let us in.' In
58
Literature
4
(o)
2.05 Listen and check your answers.
Read the text again and for questions 1-3
choose the answer (A, B or C) which you think
the best according to the text.
1 Oliver was unhappy because...
A he wanted to go back to London.
B he was being turned into a thief.
C he was being treated badly.
2 How did Oliver get into the house?
A He was pushed through a window.
B He got in through the street door.
C He climbed through a window.
.3 Oliver decided...
A he would help the burglars.
B not to let the robbers into the house.
C to warn the people in the house.
Listening
6
( ° ) 2.06 How does the story go on? Listen
and underline the correct answer.
1 The robbery was a success/a failure.
2 One of the robbers/Oliver was shot.
3 The robbers were chased by the owners of the
house/by dogs.
4 Oliver was at first carried by Toby/Sikes.
5 Oliver was murdered by the robbers/left
behind.
the short time, when Oliver
had had the time to come
to his senses, he decided
that, whether he died in the
attempt or not, he would
make one effort to dash
upstairs from the hall, and
wake up the family. B D
A 'Give me a scarf. The boy has been hit! Quick!'
B And they made their way cautiously towards the
house.
C Filled with this idea, he ran quickly towards the
stairs.
D For the love of all the bright Angels that rest in
Heaven, have mercy upon me!
E But there was nobody out there.
F 'The boy next,' said Toby. 'Lift him up; I'll catch
hold of him.'
Speaking
Imagine you are a detective. Prepare a file
on the burglary in Oliver Twist and report the
events to the class. Make sure you note down:
-
when the burglary took place
who broke into the house
how they broke into the house
whether they were carrying weapons
what happened in the end
Writing
EXAM STRATEGIES
When writing a book review, remember to:
• give a bit of background information about the
author and the book
• write a brief summary of the plot
• say why you liked/didn't like the book
• say whether or not you would recommend the
book
• divide your text into clear paragraphs
Read the review below. Find examples of the
strategies above. Underline them.
Oliver Twist was published in 1838 and was Charles
Dickens' second novel. It is mostly set in the poor
quarters of Dickens's London and like a lot of his
books, it deals with themes of poverty, injustice and
crime.
The main character of the book is nine-year-old
Oliver Twist, an orphan. We read about his adventures
from his birth and early years at the workhouse to
the day he is discovered by his long lost grandfather.
It is a gripping story and there are lots of interesting
characters including Bill Sikes, a vicious criminal and
the Artful Dodger, a very clever, witty boy and the
leader of the gang of boy criminals. What I really like
about the book is that it is both funny and sad and the
characters are really memorable. What I don't like
7/ a about it is that sometimes Dickens can be repetitious.
On the whole though, I would recommend it.
^ C
W"
You are going to write a review of a book.
The best reviews will be published in the
school magazine. Follow this structure:
Paragraph 1: where the book is set; what the
book is about; what the main themes are
Paragraph 2: what the plot is; who the main
characters are
Paragraph 3: what you think of the book; whether
or not you would recommend it and why/why not.
59
•a
tar
Flashback
GRAMMAR
The passive
Modal verbs
Complete the questions and answers, using
the passive form and the words given.
Underline the correct option.
1 If you want to visit China you must/may/can
have a visa.
2 You shouldn't/needn't/have not to wear those
trousers: they look a bit tight!
3 You don't have to/mustn't/needn't smoke in
here. It's against the rules.
4 I think you should/must/have to iron that shirt.
It's really creased!
5 We've got plenty of time. You needn't/mustn't/
shouldn't hurry.
6 She's always buying new clothes. She must/
has to/should get lots of pocket money.
Complete the sentences with should/shouldn't
+ have + Past participle and a suitable form
of the verbs in the box.
take
get
put
lock
call
eat
1 I left my case on the back seat of the car and it
was stolen. I
the car.
2 I feel sick. I
a second piece of
cake.
3 I was in my pyjamas when Paul and his mates
dropped by. They
me to let me
know they were coming!
4 We went for a walk in the country and got lost.
We
a map with us.
5 Bob had his wallet in his back pocket and it
was stolen. He
it there.
6 There was a massive queue for tickets. We
there earlier.
Complete the second sentences using must
have/can't have + Past participle.
1 I told Carl that Dave's birthday party was
tonight. I'm sure he hasn't forgotten.
He
.
2 Amy's not in her bedroom. I'm sure she's gone
to school.
She
.
3 I saw your glasses on the kitchen table. I'm
sure you've left them there.
You
4 I can't find my glasses. I am sure I didn't leave
them on the sofa.
I
.
5 The kitchen window is open. I'm sure Evan
forgot to lock it
He
6 Nina and Tony aren't talking to each other. I'm
sure they've had an argument.
They
60
1 Q When
(the little girl/findj?
A She
(find) two hours ago in
a nearby park.
(Thomas/arrest)?
2 Q When
A Last night. He
(take)
to the local police station where
he
(question) and
(charge) with murder.
3 Q What will happen if he
(find) guilty?
(give) a
A He will probably
life sentence.
4Q
(you/ever/fine) for
something?
A Yes, I
(fine) once, for
travelling on the bus without a ticket!
Causatives
Complete the sentences using have or get and
the words in brackets.
1 She's gone to the hairdresser's. She's
(hair/cut).
2 The window is broken. They're going to
(the glass/replace).
3 She got some chocolate on her blouse. She will
have to
(blouse/clean).
4 Our house needs decorating. We have
every five years (it/paint).
5 The swimming pool at our school is really old.
We must
(new one/build).
6 The brakes on my scooter don't work very well.
I'm
them for me (mechanic/
check).
Round up!
Correct the sentences.
1 I'm not sure what I'm doing tonight. I can go to
the cinema.
2 You know you couldn't smoke. It's really bad
for you.
3 You must have told me that you wanted to go
home. I would have given you a lift.
4 I can't find my keys. I can have left them in the
car.
5 That building is closed down last month.
6 June has awarded a prize for maths today.
7 I will have my mobile stolen at work yesterday.
8 I'm cutting my hair tomorrow.
Flashback
VOCABULARY
Clothes
Crime
Complete the missing words in the text. The
first letter is given each time.
The eccentric Mr TVirly
My teacher Mr Twirly always wears a pair of blue
(I)j
, a (2) j
and underneath he wears a
checked (3) s
and a (4) t
. Once he was
wearing different coloured (5) s
, one black and
one white. He looked really funny. Yesterday I saw him
with his girlfriend in town. She was wearing a mini
(6) s .
, a tiny (7) t
, a black (8) leather
j
and a pair of big black (9) b
On Sundays, they always go jogging in the park: he
wears a (10) t
-s
and she wears a pair of
(II)s
and a (12) T.
Complete the spaces with the correct form of
the words below.
enthusiasm
confidence
A It's OK, I suppose, this dress, I mean.
B Come on! Be a bit more (1)
! That
dress really suits you!
A No, I'm not sure. It's not very 'trendy', is it? It
looks a bit old-(2)
and it's a bit
(3)
. It's more than I intended to
spend.
B I agree. It's not cheap, but It is a Prada! This
style is back in again; it was on the front cover
of Voguel It makes you look really slim, too.
Anyway, you need something that makes you
look strong and (4)
. There's going to
be a lot of (5)
for the job. Everyone
wants to work for Donatella Versace!
A But don't you think it will look funny? I mean
it's Prada!
B I think it's a great Idea - very (6)
!
You'll be different. All the other candidates will
be wearing the same - a Versace!
A I don't know. Maybe I should try on that Stella
McCartney dress again.
B You can't keep changing your mind. You are
so (7)
! We haven't got time anyway.
Take the Prada, it looks great. It will be a
(8)
mug pickpocket theft
drug dealer hijack rob rape
1 A girl was
as she was taking money out
of a cashpoint machine. The
grabbed
her handbag, but luckily she had put the
money in her pocket.
2 A bank
was very disappointed when
he went into a local bank. They had no money
and he had to leave empty-handed.
3 A man who put his hand in my bag on the bus
was later arrested for
4 The
on the plane threatened to kill the
passengers.
5 The man was found with a bag of cocaine in
his bag. He was found guilty of
.
1 0 Correct the underlined words in the following
sentences.
Word building: Fashion
expense fashion compete
successful decision origin
Fill in the gaps with the correct form of one of
the words in the box. There is one more.
!
A OK, I'll take it. I hope you're right!
1 There have been a number of thieves at our
school recently.
2 Bank thieves were arrested as they were
driving away.
3 I was stolen on the way to the underground
last week.
4 My classmate was arrested for drug selling.
5 He broke into the bank's computer and was
charged with hijacking.
6 Shop theft has gone up in the last year. People
blame the economic crisis.
7 The man was sent to prison for robbing.
8 Muggers broke into our house and stole our TV.
Crime collocations
Read the sentences and choose the correct
answer A, B or C
1 The criminal was arrested
the murder of a
homeless man.
A for
B with
C about
2 The man was charged
drug trafficking.
A for
B with
C in
3 A 16-year-old girl was sentenced
6 weeks
community service.
A to
B for
C with
4 Someone broke
the bakery and ate a lot of
the cakes.
A up
B into
C out
5 The politician was put
house arrest.
A into
B under
C inside
61
7
Learnin
Are you good at maths?
In pairs, answer these questions.
1 What is your attitude towards maths? Is it the same as in your first years at school?
2 What do you think the importance of numeracy is in your everyday life?
2
©
2.07
Listen to and read this article about literacy and numeracy in the UK.
For each sentence, choose the best option A, B or C.
G\ Í ^
AH W-
in the
other
Well-known
and education
talk to us
on UK
the with
state
of countries.
He
said that ithistorian
wasn't exactly
accurate. correspondent Mark Baker agreed tonumeracy
He told me
were 'bottom
of the class'
education
In thethere
UK. isEducation
Today asked Mr Baker if it was true that literacy
waswedeclining
in Britain.
'On the contrary,
clear evidence
in maths. Fewer children continue with
that literacy has improved. In a survey
maths after the age of 16 than in any
carried out in the early 80's, only 25% of
country in Europe - with the exception
school pupils achieved 5 or more good
of Scotland which has a slightly different
0 level passes, while last year's survey
curriculum. According to Mr Baker,
shows that 58% of children who took
problems often begin at primary school.
GCSE's got A passes.' He said we should
'Teachers aren't incompetent, they just
be more worried about numeracy. 'A lot
don't explain it well, so kids feel lost, get
of work has been done and money spent
on improving reading and writing skills, so far, the same has bored and lose interest.' It's not surprising then, that a lot of
children dislike maths and drop it as soon as they can.
not been done for numeracy.'
Apparently we Brits are not good at maths! Numeracy levels
have worsened since the last survey carried out in 2003. It's
down from 26%-22%. Mr Baker told me it wasn't just a
question of maths. He said the British working population's
knowledge of basic maths was very poor.
'Did you know that 17 million people - that's about half the
working population of Britain - have the numeracy levels of
a child at primary school? These people might have problems
understanding their bills, checking their change or reading
bus timetables.' Mr Baker explained that the consequences of
poor numeracy were shocking. 'You are twice as likely to do
badly at school, be unemployed, or suffer from depression.'
I asked him why we were so bad at maths. He said there were
a lot of reasons, including the fact that maths and sciences
did not get the same respect they got in other countries
- it is OK here to say 'I'm no good at maths' in a way that
it is not in most other parts of the world.' He gave other
reasons including: a shortage of good teachers and poor
incentives for maths graduates to train as teachers.
I asked him whether anything was being done about it.
'Well, just last year a new charity was launched dedicated
to improving numeracy standards in the UK: The National
Numeracy organization. It is working to bring the problem to
the attention of the public. He told me I should google it!'
1 asked him if any studies had been carried out to compare
1 Mr Baker...
A agreed that literacy was getting worse.
B did not think literacy was getting worse.
C believed education was getting worse.
People who have problems with maths..
A feel ashamed of themselves.
B can have problems after school.
C drop out of school early.
2 According to Mr Baker...
A there has not been enough interest in improving maths skills.
B too much money has been spent on improving literacy.
C there has been a lot of interest in improving numeracy.
In other European countries...
A maths teachers are paid better.
B pupils spend more time on maths.
C maths is a popular school subject.
3 According to the survey...
A 50% of English people have problems with maths.
B 50% of English children have problems with maths.
C 50% of
ol English people with jobs have problems with maths.
The new charity aims to...
A help children learn to read and write.
B help children learn maths skills.
C raise money for numeracy projects.
L
•
62
1
*
FLASH
FORWARD
What do you think a survey about maths in your
country would say?
Reported statements
He said that it wasn't exactly accurate.
He told me we were 'bottom of the class' in maths.
Reported questions
I asked him whether anything was being done
about it.
Find more examples of reported statements with
say/tell or other verbs and reported questions
with if/whether in the text.
Grammar reference p. 121
FLASHPOINT
The word order in reported questions is the same
as in statements and there is no question mark.
I asked him why we were so bad at maths.
Complete the second sentence in reported
speech beginning with the words given.
1 There is clear evidence that literacy has
improved.'
He said
2 'Only 25% of school pupils achieved 5 or more
good 0 level passes.'
He told me that
3 Is it true that literacy Is declining?
I asked him If
'We should be more worried about numeracy.'
He said
Teachers don't always explain it well.'
He said
'What is being done about it?'
I asked what
'Numeracy levels have worsened.'
He said that
'It is working to bring the problem to the
attention of the public.'
He told me
FLASHPOINT
Pronouns, time and place expressions can
change if you report something that happened
on a different day in a different place.
tomorrow —• the next day
here -* there this
that
-rs
Read Linda's letter to Tess, then complete the
sentences with reported speech.
Hi Tess,
I really love it here. Sorry I haven't written before,
•bttt I've beettreally busy. The-people-1 study witha t the English Training College are really friendly
and I've made loads of friends. We went clubbing on
Friday and I got to bed a t two! Yesterday we went
t o London for a literary tour, I chose the London of
Oscar Wilde audit was-great! We're going, to.London
again next Saturday t o go shopping in Camden
Market. It's time t o go back t o try lesson now. I have
t o revise, because we have an exam a t the end of
next week. I'll be a qualified teacher soon! Give my love
t o everyone.
Linda
_
She said she really loved it
Linda told me she
made lots of friends
and she
been really busy.
to London
She told me that she had
great.
for a literary tour, which
She said she was going again the
week.
She added she
to revise for her
examination.
Vocabulary: Education
Find the corresponding nouns of the verbs
below. More than one answer is sometimes
possible.
train teach qualify examine punish educate
revise explain practise k n o w behave
Complete the sentences with the correct form
of the words from exercise 5.
1 School is not the only place to get a good
2 I think the
at my school Is excellent; it's
of a very high standard.
as a teacher in this
It's really difficult to
country.
Academic
are not as important as
experience in the work place.
Corporal
is wrong; we should never
beat children.
The best teachers
things really clearly,
so everyone can understand.
The
for bad behaviour is too strict at
our school.
A foreign language is like a musical instrument:
it needs lots of
63
School life
4
Do you know what the phrasal verbs in blue
mean? Do this quiz and find out!
1 If you drop out of school, do you leave school
or fail your exams?
2 When you get on with your teacher do you
like them or fight with them?
3 If you are finding it difficult to keep up In
class, does it mean you are behind with your
studies because you don't understand or that
you can't stay awake?
4 If a boy is falling behind with his school
work, does It mean that he is not doing as
well as other pupils or that he does not like
doing schoolwork?
5 If you get into college, do you walk into the
building or become a student?
6 When you bunk off school do you stay away
from school permanently or temporarily?
7 Tom missed his parents when he started
school but he soon got over it. Did he stop
missing them or did he stop thinking about
them?
8 If you turn down an offer of a place at
university, does it mean you have been
rejected or that you have not accepted the
place?
9 If you sail through your exam, do you find it
easy and do well or do you go to the interview
and leave immediately?
10 When people make fun of you, do you think
it's fun or do you feel hurt?
Now compare your answers with your partner.
3
( ° ) 2.08 Listen to four people talking about
education. Tick the phrasal verbs in exercise 1
as you hear them.
(o) 2.08
Listen again and choose from
the list A - E what each speaker says. Use the
letters only once. There is one extra sentence
which you do not need to use.
Which speaker...
A says experience can be more
important than education.
B says small classes help.
children do well.
C worked for a year before
going to university.
D believes poor children
have no chance of doing
well at school.
E had good friends at school.
5
Speaker l D
Speaker 2 D
Speaker 3 D
Speaker 4 D
i^oy 2.09 Complete the gaps with the correct
preposition. Then listen and check your
answers.
The truth Is, I was never keen
(1)
school. I was a bit
immature I suppose. I used to
bunk (2)
school regularly
to g o to the cinema or to
make my o w n films. W h e n
I was 15 I dropped (3)
of school. I couldn't see the
point of carrying on.
MARCUS
W h e n I was a child I had real
problems reading, it could
take me up to an hour to read
a page and I couldn't keep
(4)
with my classmates.
Things got better after that.
I made real progress, sailed
(5 )
m y exams and got
(6)
university!
• • • • • •
ADELE
I
'I'll start with a joke: That will be the
last humour for the semester.'
64
I got (7)
really well
with everyone and they
persuaded me to work
full-time. I decided to
turn (8)
my place
at Cambridge and take
the job. My parents were
really upset at first. They
thought I was making
a big mistake. They got
(9)
it when they saw
how happy I was.
SALLY
w
Vocabulary: Formal vs informal
Reporting verbs
They persuaded me to work full-time.
My parents w a r n e d me I would regret it.
Grammar reference p. 122
Complete the sentences with a reporting verb
from the box in the correct form and the words
in brackets.
promise „xteny*"" remind
suggest
offer
admit
1 I haven't touched your computer! (She/Kate)
She denied touching Kate's computer.
2'OK, I'll tidy the kitchen. (Paul)
3 I'll do my homework before I go out. (Matthew)
4 Let's order a pizza. (He)
5 Don't forget to pay the rent. (She/me)
6 I ate the chocolate in the fridge! (James)
Read what Thomas Brown said on the radio
about education and poverty. Replace the
informal words in brackets with the more
formal words in the box in the correct form.
achieve
p e r f o r m ( x 2 ) receive c o n n e c t i o n
o v e r c o m e wealthy children
get into difficulties carry out
I have been asked whether there is a (1)
(link)
between how (2)
(well-off) a family is and how well
a child (3)
(does) at school. Clearly there is. Poorer
children have less of a chance of (4)
(getting) good
results than richer ones and are more likely to (5)
(fall behind) with their schoolwork. However, it is also
true that some educational systems can help (6)
(kids) from poorer backgrounds (7)
(get over) these
disadvantages so that they end up (8)
(doing) just
as well as those from richer backgrounds. They (9)
(did) a study recently that shows that disadvantaged
children in Canada, Finland or Japan have a much better
chance of passing their exams than a child from a similar
background in the UK or the United States. Smaller classes
help them succeed. This is probably because the children
(10)
(get) more attention from their teachers.
Reporting commands/requests
'Can you bring us the menu?'
I asked him to bring us the menu.
'Please can I go to the party?'
Jo begged her mum to let her go to the party.
'Don't be late!'
Mum told us not to be late.
'Be quiet!'
She ordered me to be quiet.
Grammar reference p. 123
In groups of three. Student A, write a request
or command; student B, read Student A's
request and mime it. Student C, you have
to guess and say it in reported speech. Then
swap roles.
Student A
Student C
Student B
Student A
Can you open the window?
Lu asked Sue to open the window.
Give me your pen!
Sue asked Mark to give her a pen.
Prepositions followed by -ing verb
I was never keen on going to school.
I saw no point in carrying on./I didn't see the
point of doing it.
I was only interested in going to the cinema.
Find examples of prepositions followed by -ing
in the text in exercise 8. Underline them.
Critical thinking
Work in groups. Write a paragraph about the
connection between class size and educational
success at school. Use a formal register.
We have been asked whether there is a
connection between class size and success at
school. Clearly, there is. / There is little evidence
to suggest...
Say it!
1 0 What has been your experience at school so
far? Have you always been keen on school?
Have you ever failed an exam? What are you
interested in? Talk to your partner.
Language development p. 100
65
Use of English
Collocations: get vs have
get good grades, a terrible mark, good results,
attention, a job, ill, punished, told o f f , into trouble,
pocket money, a prize, a reward
have lessons, exams, a seminar, a lecture, problems,
trouble, difficulty, time, homework, a hard time,
a good time, a look, a drink, lunch, breakfast
Find the incorrect sentences and correct them.
1 I got the flu and had to have time off school.
2 We didn't use to take much attention from the
teacher because the class was too big.
3 When Ted left school he took a job in an office.
4 I have a difficult assignment to do for school.
5 University students don't go to lessons. They
get seminars and lectures.
6 More students had 'A's in their exams this year.
7 I have a suggestion: why don't we play a game?
8 Jay misbehaved at school and got into trouble
a lot.
9 He took good grades in Greek and Latin.
Common phrasal verb collocations
Match the verb in A with words in B to make
as many collocations as you can.
A
get into sail through turn d o w n get on with
make fun of be keen on get over sit for
apply to get on
B
a disappointment the teacher other pupils
football an exam maths a job offer
university the first team Harvard
other people's mistakes school in life
to get into university/the first team/Harvard
3
Now complete the collocations in the following
sentences.
1 Marcus wasn't
school. He didn't like
studying.
2 A Has Susan
university?
B Yes, but she has
her offer of a place.
She's going to work.
3 Adele's schoolmates were very nice to her.
They did not make
her when she
couldn't read.
4 Adele was an excellent student. She
her exams at university and became a doctor.
5 Marcus's parents were very disappointed when
he dropped out of school but they
It
when he graduated from film college.
66
Word formation: Negative prefixes
Negative prefixes such as mis- and in- give a
word a meaning which is the opposite of the
original. Look at these examples from this unit.
ir- + adjective:
They thought I was irresponsible.
il+ adjective:
Are Brits becoming illiterate?
im- + adjective:
I suppose I was a bit immature.
in- + adjective:
Teachers aren't incompetent.
dis- + verb:
A lot of children dislike maths,
mis- + verb:
A lot of the children were mistreated.
Write the correct prefix in the spaces. Use
your dictionary if you are not sure.
1
2
3
4
behave
polite
understand
agree
5
6
7
8
legal
moral
dependent
organised
Challenge your partner to make a sentence
with one of the words from exercise 4.
My room is untidy. I'm pretty disorganised.
Can you think of other examples for the
prefixes? In pairs, write them down and
compare your lists.
Use the word in brackets to form a word
that fits in each gap.
A naughty boy
At primary school, I was very well-behaved. Then
when I reached (1)
(SECOND) School,
something changed. I started to (2)
(BEHAVE) and get into trouble quite often.
Teachers told my parents I was very (3)
(POLITE) and would answer teachers back all the
time. But this is not true. I think the school
(4)
(UNDERSTAND) me. I wasn't
naughty, I was bored. School was not interesting
and I (5)
(LIKE) being there. I wanted
to leave and get an (6)
(EDUCATE) in
the real world, where I could learn useful things
and be (7)
(DEPEND). I hated all the
discipline and control. I just wanted to be free.
Flash on Grammar
Round up!
Reported statements
Complete the sentences.
1 'I need a new computer.'
Anne said she
.
2 'I
swimming.'
Dave said he was going swimming.
3 'I've had my hair cut.'
Lisa said she
cut.
4 'A letter came for you this morning', she told him.
She said a letter
morning.
5 'I
studying.'
Mike said he had been studying.
6 'I'll help you.'
Jimmy said he
.
Paul sent his girlfriend an email a month ago
from Bangkok. Rewrite the sentences as if
you are Paul's girlfriend and you are telling a
friend what he told you.
1 'I love it but I'm not going to stay here.'
2 'The hotel is a bit expensive.'
3 'I'm going on a jungle tour next week.'
4 'I bought my ticket yesterday.'
5 'I'm meeting up with Kevin tonight.'
6 'Kevin's been in Thailand for a month.'
WBp.56
Reported questions
Report the questions.
1 'Do you know where Martin lives?'
He asked me
2 'Is Jack still a teacher?'
She asked me
3 'Is it raining?'
He asked me
4 'How long have they been married?'
She asked me
5 'Do you want to come out tonight?'
They asked me
6 'Which university did your brother go to?'
He asked me
Reporting verbs
fi
Complete the sentences with the right
reporting verb in the past simple.
1 'Stop talking!' He
me to stop talking.
2 'Can you help me?' She
me to help her.
3 'You should go to the doctor.' He
me
to go to a doctor.
4 'I'll go and buy a pizza.' He
to buy a
pizza.
5 'OK, I'll make dinner.' He
to make
dinner.
6 'I won't tidy my room.' He
to tidy his
room.
Complete the second sentence so that it
has a similar meaning to the first sentence,
using the word given. Do not change the word
given. You must use between two and five
words including the word given.
1 'Please don't talk during the test!'
STOP
The teacher told
during the test.
2 'I've never been to England.'
HAD
Paul said he
to England.
3 'Can you check my spelling?'
IF
Ella asked her teacher
her
spelling.
4 'Have you done your homework?'
WHETHER
The teacher asked us
our
homework.
5 'Let's call the university.'
SUGGESTED
Mike
the university.
6 'Can I borrow your notes?'
COULD
Nick _
him my notes.
7 'Where were you last night?'
BEEN
Tina asked me
the night before.
Think of the word which best fits each gap.
Use only one word in each gap.
A GAP
VEAR
Adele had passed her exams and now, she said, she
(1)
to celebrate. 'I want to (2)
a good
time', she said. She asked us (3)
we wanted
to go to a party at her place the following Saturday.
Of course, we all agreed (4)
be there. She also
announced that she (5)
planning to take a year
off. I asked where she wanted (6)
spend her
gap year and she said her dream (7)
to go to
the USA for a year. But her mum and dad said they
disagreed (8)
her plan. They told her
(9)
stay home and prepare for the first year
at University. They suggested she (10) _ _ _ _ _ have a
few days off and then (11)
a job to earn some
money. Adele begged them to let her (12)
a
gap year, because she had always wanted to travel
and she said reading books was not the only way to
get an education!
WBp.57
67
Skills
Top Universities
Before you read
What do you think the connection
is with these three top universities?
a Cambridge University
b MIT (Massachusetts Institute of Technology)
c Harvard University
What do you know about top Universities? In pairs, do this quiz and find out!
A sophomore student at an American University is
In the first/second year.
Cambridge is the oldest/second oldest university
in Europe.
Barack Obama studied law at Harvard/MIT.
Which university has a beaver as a mascot? MIT/
Harvard/Cambridge.
Latin is used at the graduation ceremony of
Harvard/Cambridge undergraduates.
Harvard and MIT/Harvard and Cambridge
University are both in Massachusetts.
Reading
Students from three top international universities were asked to tell
potential students something they should know about their university.
Read the paragraphs and check your answers to exercise 2.
P a t r i c k Heller, M e d i c i n e u n d e r g r a d u a t e ,
H a r v a r d University, C a m b r i d g e M a s s a c h u s e t t s
Last January, I took a class on how to be a DJ here.
It's true! January arts intensives are held a week before
school starts in the spring. D
You can study things
like theatre, film and music. Classes are small and you
have a professional teaching you. I signed up for the
coolest class 'How to be a deejay'. We had Boston DJ
Super Squirrel teaching us. She is big on the Boston
dance scene. We didn't have to take any exams at the
end of it so it was fun. EH Oh, yes you should also
know that Barack Obama studied at Harvard Law School.
Bahumathi Gupta, Engineering graduate from M I T
The first day I arrived I asked my roommate why MIT had chosen a beaver as their mascot. He joked
that it was because they are 'cute'. 0 L The MIT motto mens et manus means 'mind and hand'.
One of the best things I did was to apply for an internship through Misti (the international science
and technology initiatives) at the end of my sophomore year - the end of my second year. E T It's
an organisation that matches MIT students to internships with companies and universities all over
the world according to their skills and objectives, so you can put into practice what you've learnt.
It's a great opportunity to explore different career options, experience working in another culture
and another language. I spent a year in India, all expenses paid, visiting a variety of construction
companies. It wasn't a holiday, I worked like a 'beaver'! But there is more to education than studying.
H T I met some wonderful people and it's an experience I will never forget.
H e r m i o n e Bash, M a t h s u n d e r g r a d u a t e , C a m b r i d g e University, U K
You probably already know that Cambridge University is the second oldest university
in Europe after Oxford. @ L We wear gowns only on formal occasions. The first time I
wore mine was when I matriculated. WO Formal Hall Is dinner served in Hall on the main
college site. It is a three-course, waiter-served, candlelit, meal. A gong Is sounded and we
all stand in silence while Fellows (professors) say prayers In Latin. All the men have to wear
a suit and tie under their gowns. If you've seen the Harry Potter films, you will have an idea.
Culture
Seven sentences have been removed from
the texts. Choose from the sentences A - H the
one which best fits each gap. There is one
extra sentence which you do not need to use.
A Mark Twain said 'I have never let my schooling
interfere with my education' and I agree.
B It is the richest university in the world.
C Misti truly exemplifies this motto.
D We have to wear our gowns when we go to
Formal Hall.
E It is a chance to do something fun before the
real work starts.
F We had to produce our own mix instead.
G In fact, it is because they are industrious and
skilled mechanics.
H It was established in 1209 and we keep a lot
of the old traditions, like wearing gowns and
using Latin!
Speaking
Ask your partner about their education so far.
Use these prompts.
m
1 Were they happy/unhappy at nursery/
elementary/primary school? Why/Why not?
2 What was their first school/first teacher like?
3 What was their primary school/middle school
like?
4 Were their teachers strict?
5 What were lessons like? Interesting/Boring?
6 Were they good pupils?
7 What were their favourite subjects?
8 Did they have meals at school or at home?
9 How do they feel about their current school?
10 Are they planning to go on to higher
education? If not, why not? If yes, where/what
would they like to study?
What improvements do you think could be
made to schools? Discuss in pairs.
Listening
2.10 Listen to Patrick, Bahumathi and
Hermione talking about applying to university
and underline the correct answer.
1 The day Patrick found out he had been
accepted he was working part time in a store/
he was volunteering in the local hospital.
2 Bahumathi's family wanted her to go to Yale,
because Bill Clinton/her father had been there.
3 Hermione thought/didn't think she would go to
university.
2.10 Listen again. Choose from the list
A - H what each speaker says. You can match
each speaker to more than one sentence.
There is one extra sentence that you do not
need to use.
A The speaker thought he/she had chosen the
right university.
B The speaker's teachers thought he/she should
go to university.
C The speaker had heard that only a minority of
applicants had been accepted the year before
he/she applied.
D The speaker's teachers supported him/her.
E The speaker was not confident about getting
into university.
F The speaker came from a poor family.
G The speaker did not find the interview difficult.
H The speaker had famous teachers.
Patrick
Bahumathi
Hermione
Writing
You are going to write a report on 'Education
in my country today'. Follow this structure:
Paragraph 1: Background: why you are writing
this report; why it is necessary; how you collected
the information.
Paragraph 2: Describe the experiences of your
interviewees at elementary/primary school.
Paragraph 3: Describe the experiences of pupils
at middle school/high school.
Paragraph 4: Make suggestions and
recommendations for improvement.
EXAM STRATEGIES
The aim of the report is to give facts and make
suggestions for improvement. You should
demonstrate you can do the following:
• use reported speech for statements, questions
and commands
• include direct speech, correctly punctuated
• use reporting verbs [he said/told
me/complained/
admitted/regretted]
• give your report a title
• use headings
• organise information into logical and sequential
paragraphs
Now write your report (120-180 words).
Time is mone
Ask and answer this
question with your partner.
What do you do when you
want to buy something, but
do not have any money?
18-year-old Cecile Roberts has
written an article for her school
magazine about how some people
manage without money. Read the
article quickly and give a definition
of the following expressions:
1 a swap party
2 a complimentary currency
3 a time bank
Read the text again and answer these questions.
1 How did people in the Stone Ages demonstrate a
sense of community?
2 Why do people use time banks?
3 What does Eleftheria like most about the time bank
she has joined?
4 What do Italians think of swap parties?
5 Where can the Brixton pound be spent?
Find and underline these words and expressions in
the article. Then match them to their definitions a-f.
1 commodities
2 get by
3 cope
4 booming
5 afford
6 hard up
a •
b D
c O
d D
e D
f D
be able to pay for
becoming very popular
have money problems
manage
survive
goods
W
hat is m o n e y ? It is the coins and banknotes w e g i v e in e x c h a n g e for g o o d s and services. Before coins and
banknotes c a m e along however, people did not use m o n e y at all. C o m m o d i t i e s were bartered or exchanged.
T w o of the earliest k n o w n g o o d s to be bartered were grain and livestock. In the Stone A g e s e c o n o m i e s were
also in part gift economies, w h e r e people shared what they had w i t h o u t e x p e c t i n g anything in return. In times of
recession, w h e n a lot of people are short of cash, w e can find creative w a y s to c o p e w i t h o u t money.
Complementary
currencies
Time banking
A time bank is where people exchange
skills and services online. The unit
of currency is hours not money and
you can get into debt without paying
interest. Time banks are used by people
who cannot afford to pay for services.
In Greece, where a lot of people have
been hit by the country's economic
crisis, exchange networks are booming.
Eleftheria Manos. who has joined an
Athens time bank, says the best thing
about it is it creates solidarity. How does
it work? If for example, you spend two
hours babysitting, you will be credited
with two hours. Eleftheria has earned ten
hours credit giving piano lessons. 'So
far, I have spent my credit on having my
car fixed and getting my hair done and I
haven't spent a penny, which is fantastic!'
Brixton, in south London, has its own
currency - the Brixton pound (B£). It
is a complementary currency which is
used alongside the pound sterling. It
does not replace it. You can buy notes or
even have credit put onto your mobile
phone and pay for things by text! It
was created in an attempt to revive
the local economy. It can only be used
in the area, which means people are
supporting local shops and businesses
instead of spending their money at big
high street chains. Pop singer David
Bowie, whose family lived in Brixton
between 1947-1953, is featured on the
Brixton £10 note.
Fashion
swap parties
¡ffPSI
70
1
•
Swap parties have really taken off,
especially in Italy. Italians love
designer clothes, but they are pricey,
so they have resorted to this trendy
form of exchange. It's simple, if you
are hard up but want to shop, set up a
swap shop. You just take clothes and
accessories which you are bored with
and swap them.
FLASH
FORWARD
What other kind of swap parties could you
have? Talk to your partner and think of another
kind of swap party. What would the rules be for
participating?
Vocabulary: Money
6
1 My brother has asked the bank for a
I end/loan.
2 You should leave the waiter an extra/a tip.
3 That club we went to was a bit pricey/costly.
4 I've lost the note/receipt for my new jacket.
I won't be able to take it back.
5 What money/currency do they have in
Thailand?
6 My guitar lessons are cheap. My teacher only
asks/charges ten pound an hour.
7 The meal was delicious and the total/bill was
reasonable. We only paid 30 dollars.
8 My dad thinks eating in restaurants is a
waste/loss of money because it costs much
less to eat at home.
9 I'm not sure if I have been paid. I need to
check my bank cheque/statement.
10 I'd like to make a deposit/an account of
1,000 pounds please.
Relative clauses
Defining relative clauses
Time banks are used by people who can't afford
to pay for services.
You just take clothes and accessories which you
are bored of and swap them.
Non-defining relative clauses
In Greece, where a lot of people have been hit
by the economic crisis, exchange networks are
booming.
Eleftheria Manos, who has joined an Athens time
bank, says...
Find more examples of defining and
non-defining relative clauses in the text.
Underline them.
|]
Underline the correct option.
Complete the sentences with the correct form
of a verb from the box.
Grammar reference p. 123
pay
FLASHPOINT
1 Have you ever
any money? How did it
happen? Did you find it again?
2 What job does your father do? Do you know
how much he
?
3 Have you ever
someone money but not
been
it back?
4 Do you
all your money or are you
up for anything at the moment?
5 What would you do if you
ten thousand
pound? How would you
it?
6 Do you
anyone any money? If so, when
are you going to
back?
7 Do you ever
money from friends? If so,
how much?
Remember when we add extra information in a
non-defining relative clause we cannot use that
instead of who or which.
Match 1-7 with the second part a-g. Insert
commas and relative pronouns where
necessary.
1 That's the café.
2 You accumulate hours.
3 We are looking for volunteers.
4 Ted went to school with a guy.
5 A lot of people have lost their jobs.
6 The Chinese were the first to use shells as
currency.
7 The Athens time bank was set up last year.
a D It now has a thousand members,
b D They allow you to buy services from other
members.
c D They also invented the first banknotes,
d D It's very worrying,
e • We meet there every week,
f • They have computer skills,
g D His sister is a famous pop star.
spend save o w e b o r r o w w i n
lose lend give earn invest
Say it!
8
Now ask your partner the questions in exercise
7 and give answers which are true for you.
Write it!
9
Write short answers to one of these questions.
1 What services or skills could you offer a time
bank?
2 They say 'money isn't everything'. Do you
agree? Why?/Why not?
71
Money doesn't grow on trees
Read the following sentences and match the underlined expressions to their definitions.
1 His parents are loaded! They've just bought him a Mercedes!
2 Nick's really mean. He never offers to pay for anything when we go out.
3 She spends money like water.
4 I'm skint at the moment. Do you think you could lend me ten pounds?
5 Martha's parents are quite well-off.
6 I am not going to be able to go out tonight. I'm broke.
a D have no money
b Drich
c O have no money
d D wealthy
e D not generous
f D uses it up without thinking
Read extracts 1-5 and match them with the situations a-e.
a D Someone talking about a birthday,
b D A woman talking about her father,
c D A girl talking about her job in a restaurant,
d D Someone who is learning English,
e • A girl talking about her pocket money.
He never buys anything
new for himself. My mum
buys all his clothes, which
he doesn't mind because
he hates shopping.
I like my job. There's a great
atmosphere and everyone is
really nice. The people I work
for are loaded. They've got a
villa by the sea In Majorca.
I just haven't got time to
go to a language school
or to look for a teacher
in the normal way.
3
I wanted to get
something special
for Amy, but I was
skint, so I decided
to cook her a nice
dinner at home.
( ô ) 2.11 I You will hear five people talking about spending money. For questions 1-5 choose the best
answer (A, B or C).
1 You will hear a girl talking about her part-time
job in a restaurant. What Isn't she happy about?
A She doesn't earn a lot.
B She eats too much.
C She is not happy with what she earns.
You hear a man talking about what happened
on his girlfriend's birthday. What did he do?
A He cooked her a meal.
B He found some money.
C He lost some money.
2 You will hear a man talking about a lessons
exchange. Why does he decide to do it?
A He doesn't have enough money.
B He is too busy to find private tuition.
C He is swapping with a friend.
You hear a woman talking about her dad's
spending habits. What doesn't he like spending
money on?
A furniture
B clothes
C restaurants
3 You hear a girl talking about her pocket money.
What does she do with it?
A She buys things to eat and drink.
B She spends it on clothes.
C She is saving it.
72
I don't really save
anything, if I need
clothes or anything else,
my mum usually gives
me more money.
FLASH
FORWARD
What would you do if you found a wallet
containing credit cards and money?
FUNCTIONS
Vocabulary: Money idioms
Making excuses
6
A Could you lend me some money? I want to go
to the gig. The tickets cost 50 pounds.
B Sorry, I would, but I'm broke.
I can't, I'm saving up for a new smartphone.
50 pounds! That's a rip off!
50 pounds? I'm not made of money!
Match the money idioms in the box to their
definitions. Use your dictionary if necessary.
t o be ripped off to be bankrupt
to spend m o n e y like water
t o pay t h r o u g h the nose
t o make ends meet
to be in the black to be in the red
1 to have money in your account
Use one of the expressions from the Functions
box to answer the questions.
2 to use a lot of money without consideration
1 Do you fancy going to that new club?
2 Do you want to go out for a pizza?
3 We're going to go and see Radiohead, do you
want to come?
4 It's a really great laptop, why don't you get it?
5 Dad, can you get me a new moped?
3 not to have any money in your account
4 to have enough money to pay your bills
5 to be ruined financially
6 to be made to pay too much for something
7 to pay too much
Complete the sentences with an idiom from
exercise 6.
Prepositions in relative clauses
The people I work for are loaded!
The pay's not great, which I'm not happy about.
|j
@
1 In spite of spending a lot on holiday, I still have
some money left in my account.
I am still
2 The meal was really nice but extremely
expensive.
We were definitely
3 He had to get another job to pay the rent and
his bills.
He had to get another job to
4 He spends his salary on expensive gadgets
even though he can't afford them.
He
Grammar reference p. 124
FLASHPOINT
The object pronoun whom is only used in very
formal language. However, we always use whom
after a preposition. In informal language, we
usually use who and put the preposition at the
end of the relative clause.
The man to whom I was talking is the bank
manager.
The man (who) I was talking to is the bank
manager.
Critical thinking
8
Reorder the words to make sentences.
1 house / the / Shakespeare / in / visited / born /
we / were
We visited the house Shakespeare was born in.
2 car / that / savings /'s / the / spent / she / her /
all / on
3 borrowed t money / he / person /'s / the /1 /
from
4 100 / woman / she / whom / pounds /'s / the /
to /1 / lent
5 got / new / has / job / girl / tennis / whom /
play / with / the /1 / a / just
6 cinema / film / spoke / the / about / Odeon /
at / we / on / is / the
Read the following sayings about money.
Discuss their meaning. Do you agree with
them? Why?/Why not?
1 Money makes the world go round.
2 The best things in life are free.
3 Money is the root of all evil.
V
'And on top ofthat, I'm broke.'
B
Use of English
Phrasal verbs: money
Complete the following story with a phrasal
verb from the box in the correct form.
splash out save up pay back run up
get by pay off get into put aside
Ass?
Work in pairs. Read the mini-dialogues and try
to work out what the words in blue mean.
What are you doing on Saturday?
I'm going to splash out and buy myself that
new flat screen TV I've seen.
2 A I'm worried about Harry. He seems to have
got into debt.
I know. He's run up a lot of debt on his
credit card this term.
Can you lend me twenty quid?
No! You haven't paid me back the last
twenty quid I lent you.
Don't worry, I've got a new job, I'm going to
put aside 100 pounds a week to pay for it.
4 A I bought a small bottle of water at the bar
and they charged me five pounds.
B Five pounds? You were ripped off!
5 A I'm going to leave my job. I'm sick of it.
1
B What will you live on?
A I'll get by. I've got some savings. I'll get
another job when I run out of money.
6 A You're In a good mood!
B Yes, I've just finished paying off the loan on
my motorbike.
7 A What do you do with the money that you get
from your bar job?
B I'm saving up to go on holiday.
8 A Julia said she would be here at 5.
B Don't bank on it! She's always at least an
hour late.
Now write phrasal verbs from exercise 1 next
to the following definitions.
1 use all of/not have any left
2 finish paying
3 create a large debt
4 survive/manage
5 save money for a specific purpose
6 rely on
7 spend money on something expensive
8 cheat someone by charging them
too much
In pairs, see how many of the phrasal
verbs in exercises 1 and 2 you can fit into a
conversation. The winner is the person who
fits most in correctly.
74
I've never been good with money. Move buying clothes
but I spend too much and often (1)
debt. Last
year I (2)
massive debts on my credit card.
I was determined to change my ways, so I got two jobs.
I'd also borrowed money from my mum and I promised
her that I would (3)
her
, with interest.
I started (4)
and within two months I already
had three hundred pounds. I also decided to go out less
so I could spend as little as possible. Some days I
(5)
on just 5 pounds a day. One evening, I found
a briefcase on a chair in the bar where I worked. There
was an old book and a wallet with some money and
credit cards. I called the number I found on a business
card. The owner was so pleased that he gave me 500
pounds reward! I celebrated by (6)
on a new
designer dress! Don't worry, I didn't spend it all! I
(7)
most of it
. Now, I don't owe anybody
anything, which I'm really pleased about. The day
I finish (8)
my credit card I'm going to go into
the bank and ask them to cancel it!
Word formation
Read the text below. Use the words given in
brackets to form a word that fits in each gap.
Alex loved horses, which is why he worked in a stable
on very low (1)
(WAGE). He wasn't a
(2)
(WEALTH) person - he didn't earn
much but he always managed to put something aside.
He spent his (3)
(EARN) on his hobby,
horses! One night, he dreamt he saw his
(4)
(FAVOUR) horse, Bella, win a race.
So he took out all his (5)
(SAVE), £200,
and bet it all on her. It was madness, he knew, but
(6)
(LUCK), Bella won the race. He was
rich! He knew exactly what he would do with his
(7)
(WIN). He would buy a horse. It was
a good (8)
(INVEST) and he knew which
horse he wanted. He wanted Bella. He was in luck: the
(9)
(OWN), Mr Thomas, agreed to sell her.
However, when the day arrived for the (10)
(SELL) to take place, Mr Thomas said that,
(11)
(FORTUNE), he had changed his mind.
He couldn't sell Bella. His daughter, who was very fond
of Bella, refused to part with the horse.
I
Flash on Grammar
Prepositions in relative clauses
Relative clauses
Complete the second sentence using a relative
pronoun.
Read the sentences and decide if they are
right ( • ) or wrong (X). Correct the wrong
sentences.
1 She listens to music. It's very loud.
The music
2 The job is in Brussels. Rick has applied for it.
The job
3 We went on holiday with some people. They
are coming for dinner.
The people
4 I wrote to a person. He has replied.
The person
5 We talked about the programme. It's on TV
tonight.
The programme
6 Tom is very nice. He lives with my sister.
Tom
7 We had a very nice meal. My dad paid for it.
The meal
1 I went to a party which there was great
music.
2 Brixton, which has a reputation for a lively
nightlife, has its own currency.
3 The first coins made in Britain were Celtic
coins.
4 My dad bought me a new laptop, that I'm
really happy about.
5 The man, who called, says he will call again
later.
6 Everyone I talked to said they enjoyed the
course.
7 Do you remember the film we saw last month?
Underline, the parts of each sentence you can
omit.
1 The girl who is talking to my brother is from
France.
2 People that talk loudly get on my nerves.
3 Clothes that are made In Italy are exported all
over the world.
4 People who have been hit by the economic
crisis are starting to demonstrate against the
government.
5 The car that was stolen was found in the next
street.
6 She's the teacher that I told you about.
7 He's the man who shouted at me.
8 Sean has invited everyone that he knows to his
party.
Write an appropriate relative adverb in the
gaps: when, why or where.
1 I ran Into debt in 2001,
_ I started
university.
2 There are a number of reasons
people
have started looking for alternatives to using
money.
3 At a time
money is scarce, people are
spending more on lottery tickets and scratch
cards.
4 The Lake District,
my teacher is from,
is very popular with tourists.
5 That is the reason
I won't lend you
any money!
6 In Rotherham,
there is a lot of
unemployment, many people can't afford to
use public transport.
7 A newsagent's is a shop
you can buy
things like sweets, cigarettes and newspapers.
j
Round up!
5
|
WBp.66
0 Read the text and think of the relative
pronoun or adverb which best fits each gap.
Leave out the pronoun where possible.
Alternative
economies
I went to an interesting talk last week about alternative
economies, by this brilliant speaker Naomi Robinson.
She said that there are a lot of reasons (1)
some
people are choosing to create alternative economies. Jobs
(2)
allow you to live without a care are scarce.
People (3)
have worked hard all their lives and
(4)
were looking forward to working less, are
having to work more just to get by. Gone are the times
(5)
you could expect to stay in one job, earn a
good salary and get a good pension when you retired.
People (6)
have paid for goods and services
they couldn't afford by spending (7)
they didn't
have and (8)
banks encouraged them to borrow,
are now finding themselves heavily in debt. There are a
number of strategies being used by people (9)
want to take back some control of their lives. A lot of people
have stopped spending their money at the anonymous
big high street chains, (10)
profits usually leave
the area. Instead, they are choosing to shop locally,
(11)
shop owners are more flexible and they know
they will find friendly personal service.
WBp.66
75
Flash on Skills
IMF, The World Bank, W T O
Before you read
What do countries do when they do not have
money to pay their bills? Discuss in class.
Reading
You are going to read about three international
institutions that play a significant role in the
global economy. Read the three fact files
and complete the missing headings with the
following questions.
-
The International
Monetary Fund (IMF)
Where is it based and
?
The IMF, based in Washington, D.C.,
was formed at the end of World War II
on 22 July, 1944. It is an international
organisation made up of 188 countries.
•
What are its key objectives?
It works to:
• promote international monetary cooperation
• create financial stability
• facilitate international trade
• support policies which lead to high employment
and economic growth
(2)
rtj t n
W h e n was it created and where
is it based?
The World Bank is made up
of 187 member countries. It was founded in
1944 at the same time as the IMF. It is based in
Washington with over 100 offices worldwide.
(3)
? How does it do this?
Its official goal is to help poor nations develop
their economies and improve social conditions.
It provides loans for education, infrastructure
such as transportation systems and
communications.
[ What are some of the criticisms?
It has been criticised for its American
dominance. It has also been accused of focusing
I on giving loans, not on achieving social goals
such as poverty reduction.
f ï â
Where is it based?
Why is it criticised?
What does it do?
What is its mission?
When was it created?
(1)
THE WORLD BANK
?
It helps countries going through a crisis by giving
them temporary loans. In exchange, countries that
are given loans have to implement policies which
will guarantee repayment of their loan. These
austerity measures include cuts in public spending
and often lead to hardship and unrest. Developing
countries want more voting rights.
What are the arguments for the IMF?
It provides financial aid to countries in difficulty and
encourages policies which will help to improve the S '
economic efficiency of member states.
^
J
W O R L D TRADE
ORGANIZATION ( W T O )
and w h e n was it created?
(4)
Based in Geneva, the W T O was created on
January 1, 1995.
It consists of 135 member states.
What are its objectives?
The WTO's mission is to promote free trade
by cutting trade barriers. It does this by
establishing rules of global trade in goods and
services and provides a forum for the resolution
of trade disputes between nations. It deals with
90% of the world's trade. 70% of its members
are from the developing world.
What are the arguments for the W T O ?
Free trade improves living standards worldwide
and it resolves trade problems between
countries.
(5)
?
Free trade does not reduce poverty. It exploits
workers and damages the environment.
For questions 1 - 8 , choose from the
international organisations (A-C). The
organisations may be chosen more than once.
1 Its mission is to help poor countries.
2 It has been criticised for not giving
enough voice to developing countries.
3 Many people do not like the influence
the US has over It.
4 Its main task is to create rules w h i c h
regulate international trade.
5 It has been criticised for damaging the
environment.
6 The majority of member states are from
developing countries.
7 It aims to reduce unemployment and to
stabilise the economies of countries.
8 It gives loans to build essential services.
Speaking
6
Q Work in pairs and look at the photos A
and B. They represent two different ways of
reacting to economic crisis. In the first picture
people are demonstrating. W h a t do you think
they are demonstrating about? In the second
picture people are at a garage sale. W h a t are
they selling? Discuss the two photographs.
Use the expressions in the box to help you.
In the first/the second/other photo... there is/
there are... / 1 can see...
In the first picture they are..., but/while in the
other picture...
They look/don't look happy...
They might be/They could be...
Listening
4
( ° ) 2.12 Aiden and E m m a are testing
each other while studying for an exam on
international institutions. Listen and answer
the questions.
1 W h i c h of the three institutions IMF, World
Bank, WTO is not mentioned?
2 W h a t does Aiden feel about cuts on education
and health care?
5
(o) 2.12
sentences.
Listen again and complete the
Now talk about possible solutions/ideas for
getting by without money.
People who are hard up can/could...
Aiden thinks the IMF is a kind of (1)
The IMF provides (2)
and technical
assistance to participant countries. The IMF gives
advice about financial policy, banking policy
and (3)
regulation. Aiden gets his
information from (4)
. Countries
are asked to cut down on (5)
so
they can (6)
their loans. Countries
w h i c h have received the biggest loans are Greece,
Spain, Italy, (7)
, (8)
_.
Participating countries have to pay a quota to a
(9)
Aiden needs to ( 1 0 )
from Emma.
Writing
Your teacher has asked you to write an
essay, giving your opinion on the following
statement.
O n e of the m a j o r criticisms of i n t e r n a t i o n a l
i n s t i t u t i o n s is t h a t the cuts c o u n t r i e s are f o r c e d
to m a k e o n p u b l i c s p e n d i n g l e a d t o social a n d
economic problems.
Write your essay ( 1 2 0 - 1 8 0 words). Use these
words in the box and the prompts to help you.
afford/not afford borrow lend cope
get by be short of cash broke hard up
run up debt get into debt
- employment/unemployment
- rising prices
- the environment
-
pay cuts
education
health
Flashback
GRAMMAR
Relative clauses
Reported statements
Underline the correct option.
Report the sentences using the words given.
1 '1 play basketball every Saturday.'
He told us
2 'I'm having a party tomorrow.'
She said she
3 '1 saw the new Batman film last night.'
She said
4 'I've done my homework.'
She told me
5 'I'm going to revise this evening.'
He said he
6 '1 might be late.'
He said
Reported questions
Look at the questions an interviewer asked
Terri, a pop singer, and complete the reported
questions.
1 How old are you?
He asked me
.
2 Have you got a boyfriend?
He asked her
boyfriend.
3 Where do you live?
He asked me
lived.
4 Are you planning to make a new video?
He asked us
a new video.
5 How long have you been singing?
He asked her
singing.
6 Are you going to continue studying?
He asked them
studying.
1 The band, who/that were formed only recently,
sang at the Arena.
2 Do you know someone which/that can fix my
computer?
3 My neighbour, whose/who m u m is French, is
giving me French lessons.
4 I've found that CD that/whom you were looking
for.
5 This is the house that/where I was born.
6 The wine they like, which/that costs a lot, Is on
sale at the supermarket.
Connect the sentences with a relative pronoun
or adverb.
1 He lives next door. He goes to our school.
The boy
school.
2 He bought our house. He's a famous footballer.
The man
footballer.
3 Charles Dickens had a hard life. He became a
successful novelist.
Charles Dickens,
successful novelist.
4 Harvard College is in Massachusetts. It is one
of the top three US universities.
Harvard College
universities.
5 I made friends w i t h a girl. Her dad is a German
politician.
I
a German politician.
6 Tanya wants to buy a bag. It costs a thousand
euros.
The bag
euros.
Reporting verbs
Complete the indirect statements. Use the
reporting verbs in the box.
promise
order offer refuse
deny suggest
apologise
1 'Sit down and be quiet!'
The teacher
2 '1 didn't copy in the exam!'
He
3 'I'll make some coffee.'
She
4 'Let's go for a pizza!'
He
5 'I'm sorry 1 upset you.'
She
6 'I'm not going to clean my bedroom!'
She
7 '1 won't tell lies again, you'll see.'
He
78
Prepositions in relative clauses
Rewrite the sentences using a relative
pronoun and a preposition.
1 We went to a concert. I loved it.
I loved the concert
2 This is the book. Jenny told me about it.
This is the book
.
3 She is the girl. Nico is going out with her.
She is the girl
4 I was looking for a magazine. Have you seen
it?
Have you seen the magazine
?
5 She is going to call the boy. She danced w i t h
him.
She is going to call the boy
Flashback
Round up!
Collocations
This is part of an interview with Justin, a rock
singer. Complete the sentences.
Complete the mini-dialogues with the correct
prepositions.
1 'Have you always wanted to be a performer?'
The interviewer asked Justin
always
wanted to be a performer.
2 His m u m had really believed in him.
His m u m was the person
faith in him.
3 Justin's m u m was only 2 2 . She posted clips of
him on YouTube
Justin's m u m ,
, posted videos of him
on the Internet.
4 Justin is now a millionaire rock star. His first
dream was to play football.
Justin,
was to play football, is now a
very rich rock star.
5 His parents never had much money. They both
supported his career.
His parents,
, both supported his career.
6 'I love performing live!'
He said
performing live.
7 'It's not true. I did not get drunk on stage!'
He denied that
on stage.
8 'Do you think you will make another film?'
The interviewer asked Justin whether
make another film.
1 A Your parents must be really pleased about
your brother getting (1)
Goldsmith's: it's
a really good university.
B They were really happy, but Harry doesn't
want to leave his girlfriend so he turned
it (2)
. He's going to apply (3)
a
college nearer home instead.
2 A How did you get (4)
in the test
yesterday?
B I thought it was going to be really difficult
but I sailed (5)
it! It was really easy.
3 A Paul's not at school... again!
B You mean he's bunked (6)
again! He'll
get (7)
serious trouble If his parents find
out.
4 A How is Ahmed doing at school?
B OK, but he's having problems with maths.
He's never been keen (8)
it and he
doesn't get (9)
w i t h the teacher; so he's
been falling ( 1 0 )
VOCABULARY
Education
Complete the missing words in the interview
about school. The first letter has been given.
A Did you get a good (1) e
at your school?
B Yes, we had some great teachers; they
encouraged you when you (2) f
behind
w i t h your schoolwork.
B W h a t was the most important thing you
(3) I
at school?
A I think it was how to (4) g
on with other
children.
B That's interesting; but w h a t about (5) k
?
Don't you think it's important to know things?
A Well, of course, that's definitely important.
B Were you hard working? Did you (6) s
a
lot?
A On the whole, yes. I was a pretty conscientious
student!
B Were the teachers well-trained? Did they have
good (7) q
?
A Yes, I think so.
B And w h a t happened when you (8) m
?
Did they punish you, were they very
(9)s
?
A No, the ( 1 0 ) p
were light: you had to
clean the classroom, for example.
Negative prefixes
1C Complete the blanks with a suitable prefix
mis-, im-, in-, dis- or /'/-.
1 A lot of children in Victorian times were treated
badly. They were
treated.
2 Andy Is always forgetting things. He is
organised.
3 The man in the shop was rude. He was
polite.
4 Tom is very reliant on his m u m . He is not very
dependent.
5 Corporal punishment was not prohibited in
Victorian schools. It was not
legal.
6 He was punished because he was naughty. He
was punished for
behaving.
7 Some owners of Victorian schools had no
morals. They were
moral.
Money
Correct the phrasal verbs in blue in the
sentences.
1 I'm going to splash over on a new dress.
2 Tourists often get torn off w h e n they go abroad.
3 A Can you lend me 5 0 pounds? I've walked
out of money!
B Yes, but you've got to promise to pay me
forward.
4 I'll be on time you can bank in it.
5 We're going to save down so we can go to
Thailand next summer.
79
Health and the
Environment
Mood food
List the things you have eaten in the last 4 8
hours. W h i c h do you think were healthy and
which unhealthy?
You are going to read a magazine article about
the connection between w h a t w e eat and how
w e feel. Are the following good or bad for you,
according to the text?
coffee cereal milk cake biscuits pasta
sardines bacon cheese butter
3
W e are o f t e n t o l d that ' w e are w h a t w e eat' b u t
s e l d o m d o w e hear ' y o u feel w h a t y o u e a t ' . Research
suggests that certain f o o d s affect m o o d - f o r better or
w o r s e . N o t o n l y do dietary changes cause c h e m i c a l
changes w i t h i n the b r a i n but they also cause changes
i n o u r b e h a v i o u r and e m o t i o n s . u j _ J R a r e l y d o w e
t h i n k about the l i n k b e t w e e n w h a t w e eat and o u r
m o o d or o u r p e r f o r m a n c e at w o r k or school. H e r e ' s a
closer l o o k at h o w y o u r diet c o u l d be a f f e c t i n g y o u r
m o o d and school w o r k !
don't eat regularly enough
Food is fuel; if you miss a meal, you'll soon feel tired and run
out of energy. 0 M Under no circumstances should you go
2.13 Six sentences have been removed
from the text. Choose from the sentences A-F
the one which fits each gap ( 1 - 6 ) . There is
one extra sentence which you do not need to
use. Then listen and check.
A We're not just talking about a doughnut and
coffee: w h a t is recommended is high-fibre
cereal w i t h a handful of fruit, or a cup of
oatmeal with some milk and berries.
B Skipping meals is like trying to run a car
w i t h o u t petrol.
C Do you need a quick mood boost, to cheer you
up?
D The last meal of the day should be a couple of
hours before you go to bed.
E So, although there Is little evidence that
omega-3 fatty acids prevent cancer, heart
disease or stroke, they are positive In other
ways.
F What's more, a large, high-fat meal will almost
instantly make you feel sluggish.
G While we know a lot about the link between
food and physical health, the effect on how we
feel is not as well known.
FLASH
FORWARD
Read the text again. Find all the words that
describe our mood or how w e feel.
without eating for long periods: your blood sugar levels will
drop, which will provoke mood changes (and make you more
likely to become ill). Experts advise you to try and aim for a meal
or snack every four hours. They also tell us there Is no way we
should skip breakfast, as It is a particularly important meal especially in our teens. Research shows it helps students get
better results and Improve behaviour and concentration. Not
only does breakfast make students less likely to be hungry later,
but It also helps to maintain healthy weight. But remember: not
all breakfasts are the s a m e . : j e j n Only after you eat a good
breakfast will you be able to keep going all day long at school.
cut down on carbs
Your body needs carbohydrates to produce serotonin: with the
right amount of carbs, not only will you feel more cheerful, but
you will have less appetite and feel calmer. Little do low-carb
dieters know that because of their diet they are more likely
to feel tired, Irritable and depressed, than those who get the
recommended amount, but some carbs (sweets, cake or biscuits,
and other sugary choices) bring you down. | j f j You should try
a diet based on complex carbohydrates such as: pasta, muffins
or brown bread. Not only will you feel happier but you will also
4
Put the words in the correct order to
form sentences with inversions.
1 not only / she / s w i m / does / she / goes /
jogging / every day / also
2 little / she / know / did / that / her moods /
were / her diet / because of
3 only / 1 / had / did / left / the restaurant / 1 /
start / feeling / sick / after
4 no / me / to / eat / horse / meat / way / will /
persuade / you
5 have / 1 / seen / rarely / a / massive / cake / such
6 seldom / 1 / fast food / restaurants / do / eat / in
don't get enough omega-3 fatty acids
iega-3s, which are found in oily fish like salmon, mackerel,
nd sardines, improve both memory and mood. Research
uggests that low ogiega-3 levels are linked to depression,
jlood pressure, tiredness, and sudden changes of mood,
indeed, depression rates are typically lowest in countries like
japan, where oily fish is a diet staple.
don't get enough nutrients
Getting too little iron can mean stress,
fatigue, inattention and loss of
self-confidence. Iron-rich foods
include red meat, egg yolks
dried fruit, beans, liver and
artichokes.
eat too much fat
That bag of crisps is not good for your waistline or your mood.
Greasy choices - particularly those high in saturated fat, such
as bacon, butter and other dairy products - are linked to
depression.
Vocabulary: Food and health
5
Put these words and expressions into the
correct group.
roat^egetaWes^JoaaetaCRe
c^hokydrS^es'
catch a cold pain low in fats feel ill
check-up sugary heart-disease rich in vitamins
tiredness mackerel sugars flu allergy
weight high level of minerals doughnut berry
stroke full of iron fatigue liver blood pressure
high in protein dairy products get over
sore throat feel bloated
Food
Nutrients
Health
root vegetables, carbohydrates,
headache,
6
Complete the sentences with words from
exercise 5 in the correct form.
1 How often do you go to the doctor to have a
?
HWSIiPJJ
Inversions
Rarely do we t h i n k about the l i n k between food
and m o o d .
Not only will you feel more cheerful, but y o u
w i l l have less appetite.
Find more examples of inversion in the text.
Underline them.
FLASHPOINT
W i t h not until and only when/after, w e invert the
second verb i n the sentence.
Only after you eat a good breakfast will you be
able to keep going all day long at school.
Not until I got home did I notice my mobile was
missing!
£] Grammar reference p. 124
2 Do you take exercise or eat less to keep your
down?
3 Do you eat a lot of
things like cakes,
sweets and chocolate?
4 I'm feeling better now - I
my flu very
quickly.
5 Oranges and lemons are
in vitamin C.
6 I think I
a cold when I went out - it
was freezing!
7 At the end of the concert I had a
throat.
8 My brother is allergic to
like cheese
and butter.
Say it!
Work in pairs. Discuss how food habits have
changed in your country in the past twenty or
thirty years.
4
Noise pollution
Close your eyes, concentrate and listen to
w h a t noises you hear, inside you, in the room,
outside the room.
Now open your eyes. W h i c h of these did you
hear? Add to the list.
•
•
•
•
D
D
D
D
•
•
•
•
3
the noise of traffic
your breathing
car alarms
dogs barking
mobile phones
doors s l a m m i n g
other people's breathing
coughing
music
birds twittering
your heart beating
sneezing
®
2.14 You are going to listen to a lecture
about noise pollution. Tick ( • ) all the sounds
in exercise 2 the speaker mentions.
FLASH
FORWARD
In pairs, ask and answer the following questions.
1 W h a t causes noise pollution?
2 W h a t are some of the negative effects of noise
pollution?
3 How many hours sleep do you need?
4 How do you feel when you have not had enough
sleep?
82
4
©
2.14
N o w listen again and complete
the sentences.
a n d
Wlli)^
I t
Noise has become (1)
of our everyday
life that w e hardly notice it. If noise is too loud we
might become (2)
or aggressive. A loud
musical event, such as a rock concert, where the
music is always (3)
can be fun, but if it
is (4)
it becomes harmful.
W h y is noise pollution (5)
? Noise
pollution (6)
, sleep, eating habits, and
mood.
Sleep Is very important to our health. If noise is too
loud and it keeps you awake at night, you won't get
(7)
; not only will this cause mood
changes, but it can also affect your work.
Young people today (8)
loss at early ages
because the music they listen to is (9)
.
Some people are more ( 1 0 )
to particular
sounds than others. It probably has to do w i t h how
much ( 1 1 )
you are used to hearing.
a
Vocabulary: The environment
such, so...
W h i c h of these are problems? W h i c h are
possible solutions?
(that)
Noise has b e c o m e such a normal part of o u r
e v e r y d a y life that w e h a r d l y n o t i c e it.
T h e noise of traffic or m u s i c c a n be so loud that
it affects y o u r c o n c e n t r a t i o n .
|]
Grammar reference p. 124
exhaust fumes factory smoke car/bicycle sharing
global warming acid rain recycling save waste
dumping planting trees aerosol cans
protecting endangered species cut down traffic
ozone layer greenhouse effect fossil fuels
Fill in the gaps w i t h so or such.
5
Problems
1 The music w a s
loud I could hardly
sleep.
2 She's got
an old car t h a t it makes t h e
strangest noises.
3 He talks
loudly people t h i n k he's
angry, but he isn't.
4 There's
m u c h traffic in our t o w n t h a t
it's better to w a l k .
5 There is
a lot of s m o g In the air you
can hardly breathe.
6 It's
a dirty t o w n t h a t nobody w a n t s to
live there.
Solutions
too, very, quite, enough
If noise is too loud, w e m i g h t b e c o m e aggressive.
A r o c k c o n c e r t , w h e r e t h e m u s i c is a l w a y s very
loud, c a n b e c o m e h a r m f u l .
It can also have quite a big effect i n all areas of
y o u r life.
If y o u d o n ' t get enough sleep, y o u ' l l feel stress.
|]
Grammar reference p. 124
Critical thinking
8
©
W r i t e a short text about the problems of t h e
e n v i r o n m e n t , their impact on our lives a n d
possible solutions.
FLASHPOINT
W e do n o t say: you are tee nice, b u t w e say: you are
very nice.
W e do n o t say: this food is tee good for you, w e say:
this food is very good for you.
C o m p l e t e the sentences w i t h very, too, quite
or enough.
1 This coffee is
hot. I can't drink it.
2 Our t o w n is
interesting - I w o u l d n ' t
say very interesting!
3 The car is
expensive to buy now.
4 That ¡Pad isn't cheap
for me to buy.
5 Too m u c h noise can have
a big
effect on your health.
6 That's a
nice hat - w h e r e did you
get it?
We use too many aerosol sprays...
FUNCTIONS
Talking about problems and
criticising
I k n o w h o w y o u feel, b u t I t h i n k . . .
I ' d l i k e to p o i n t o u t that...
One t h i n g y o u d i d n ' t m e n t i o n is that...
It s h o u l d be also e m p h a s i s e d that...
That's a good point, but w e should...
I t h i n k t h e p r o b l e m w i t h y o u r i d e a is...
Say it!
9
Read each other's text in exercise 8 a n d w r i t e
c o m m e n t s . T h e n , talk about t h e problems a n d
challenge each other's views.
83
Use of Englisl
Compound nouns
M a t c h words in box A w i t h words in box B to
m a k e ten c o m p o u n d nouns.
A
Word building: nouns and adjectives
ending with -ful/-less
exhaust global acid heart head
blood noise ozone aerosol tropical
She ate a handful of nuts all day.
I am grateful for the good things in life.
Breaking that vase was a bit careless, wasn't it?
can forest fumes disease ache rain
pressure pollution layer warming
5
g
cheer happy beauty shame thought favour
rest sleep plate anger spoon harm stress
help comfort cup use guilt mood
C o m p l e t e the gaps w i t h an appropriate
c o m p o u n d noun.
1 The
f r o m cars cause a lot of
pollution.
2 If you eat too many salty things you may get
high
.
3 All t h a t noise has given me a
.
Have you got an aspirin?
4 Do you t h i n k all this hot weather is t h e result
of
?
5 I t h i n k car horns and loud music are good
examples of
!
6 The use of
or sprays can damage
the ozone layer.
Word building: nouns > adjectives
C o m p l e t e t h e table below.
Noun
Adjective
painful
(2)
(3)
(4)
(5)
allergic
warm
tired
(9)
(10)
(1)
illness
sugar
blood
fat
(6)
(7)
(8)
stress
harm
4
Underline the correct option.
1 I've got a terrible illness/pain in my chest perhaps I should go and see a doctor.
2 S m o k i n g is harmful/stressful to your health.
3 I never eat cheese - I'm ill/allergic to it.
4 After w o r k i n g for ten hours, she c o m e s h o m e
feeling tired/painful.
5 If you eat a lot of fatty/fat in fast-food
restaurants, you will gain weight.
6 She's a really sweet person w i t h a warm/sugary
personality.
|]
84
Language development: Food idioms - p. 101
W h i c h of these words can you add -full-less to
m a k e nouns or adjectives? S o m e will take both.
6
Q For questions 1 - 8 , use t h e word given in
brackets to form a word t h a t fits in each gap.
A bad night
It had been a (1)
(SLEEP) night. I w a s tossing
and t u r n i n g all night. I had been feeling (2)
(DEPRESS) because things were not going well, and
I had also eaten too m u c h before going to bed. I a m
usually very (3)
(CARE) about w h a t I eat and
w h e n I eat, but w h e n life gets (4)
(STRESS)
I tend to become more careless about my diet.
Not only did I overeat, but I had a plateful of m y
(5)
(FAVOUR) dessert. I k n o w eating t h e
occasional sweet is (6)
( H A R M ) enough, but
I was already feeling quite (7)
(GUILT) about
the ice cream I had eaten at l u n c h t i m e . All these
(8)
(SUGAR) things give me instant energy,
w h i c h I need, w h e n I c o m e h o m e feeling totally
stressed out.
Round up!
T h i n k of the word w h i c h best fits each gap.
Use only one w o r d in each gap.
Comfort food
People eat c o m f o r t foods to cheer themselves
(1)
. There are different c o m f o r t foods according
(2)
your age, your culture or your memories of
w h e n you were happy and w h a t you (3)
to eat
in t h e good old days. Sometimes, it is a traditional dish
that (4)
you feel nostalgic - people always talk
(5)
their m u m or g r a n d m o t h e r ' s cooking. But
c o m f o r t food can also be just s o m e t h i n g (6)
is
quick and easy to eat, like soft, tasty desserts or sweet
things. Living (7)
a big city, w i t h all the noise
and pressure, makes people feel stressed out. That's
w h e n you reach out for your favourite soup or pasta.
This usually makes us feel more cheerful and positive.
So the occasional sugary treat is nothing to feel guilty
(8)
. Relax and enjoy it!
Flash on Grammar
too, very, quite,
Inversions
enough
C o m p l e t e the second sentences.
U n d e r l i n e the correct option.
1 I rarely go to the g y m .
Rarely
2 I hardly ever go s w i m m i n g .
Hardly ever
3 I w i l l never give up eating meat.
give up eating meat.
4 She only realised then t h a t her diet had been
harmful.
Only then
5 He not only stopped eating meat but he gave
up fish, too.
Not only
6 She isn't fat nor skinny.
is she fat,
is she skinny.
1 This c o m p u t e r is quite/enough expensive.
I can't really afford it.
2 M u m says I'm not enough old/old enough to go
on holiday w i t h my friends.
3 That f i l m sounds quite/enough interesting.
Let's go and see it.
4 You don't do too/enough exercise.
5 I did very/enough well In m y exam!
6 That flat is very/too small for our large family.
7 There were very/too many people at t h e
exhibition so w e left.
|
Round up!
6
Put the words in t h e correct order to form
sentences w i t h inversions.
1 fried / do / food / hardly / ever / 1 / eat
2 I / never / s m o k e d / have
3 w i l l / forget / never / ate / caviar / I / t h e first
time / 1
4 do / 1 / rarely / eat / at / restaurants / expensive
5 have / not / 1 / told / you / a lie / once
C o m p l e t e the sentences w i t h the expressions
from the box.
No sooner had Jeff Not only were you late
Not until the following week
Had we known about the offer,
Rarely have I studied Only after landing
so hard in my life,
finished eating
1
2
t h a n he felt sick.
for your flight, but
you also forgot your ID!
4
did I find out I had
passed w i t h merit!
5
w e ' d have bought
t h e bike in t h a t store.
6
WB p. 76
For questions 1 - 1 0 , think of t h e word
w h i c h best fits each gap. Use only one w o r d
in each gap.
Rarely am I wrong!
My Uncle Albert is very confident: s o m e might
say he is (1)
confident, even big-headed rarely (2)
he a d m i t he has m a d e a mistake
and this can make h i m difficult to get on w i t h . He's
not modest (3)
for my liking. He boasts too
m u c h . True, he is (4)
intelligent (though
he failed to get into University), but he is m u c h
too proud. Never (5)
I heard h i m say 'I'm
sorry'. He is now 6 5 years old, so he is too old
(6)
play football (his favourite sport), but
he is still y o u n g (7)
to play tennis, w h i c h
he does every day! (8)
only does he play
tennis but he also goes to the g y m , so he is
(9)
a fit person for his age. He's such
(10)
good player that he often compares
himself to the world's best. ( 1 1 )
ever does
he a d m i t his o p p o n e n t w a s better t h a n h i m . My
Uncle Albert's catchphrase is 'rarely a m I wrong' but he's ( 1 2 )
proud that our n i c k n a m e for
h i m is 'the peacock'...
could w e s w i t c h
on our phones.
so, such...
|
WB p. 76
¿ e
(that)
Underline the correct words.
1 She's so/such a genius!
2 She such a/so clever.
3 She's such/so a clever person.
4 It is such/so a pity t h a t the traffic is so/such
bad in our city.
5 It w a s such a/so long a day and I felt so/such
tired w h e n I got home!
j
WBp.77
««»»I
L
85
Flash on Skills
Life stories
About the author...
About the novelist...
Sue T o w n s e n d (b. 1946) is an English novel1st
and playwright, best known as the author of the
Adrian Mole books. Her writing combines comedy
with social commentary. She has also written
purely dramatic works.
Elizabeth Gilbert (b
essayist, short s t o r v " " ™ l l c n c a n author,
m e m o i r i s t . She s T e s T w T f " ' n ° v d l s t * > d
1 memoirs,
t h e same name in 2010.
Before you read
Look at the photos from the film versions on
these pages. W h a t do you think t h e books are
about?
lips:
work
health
money
love
school
|
1 Eat, Pray, Love
The secret diary of
1 Adrian Mole aged 13 %
Reading
N o w read the t w o s u m m a r i e s and check your answers.
Adrian Mole, 1 3 , is growing up with
his parents in the city of Leicester in
England. He keeps a diary in which
he complains that his m u m and dad
don't feed him properly. D
Adrian
is an average boy in many ways,
not especially popular or sporty,
but he does well enough at school
and has some friends. B L Pandora
is the love of Adrian's life. She is
beautiful and intelligent and, as a teenager, she is
happy with Adrian. As a young man he moves to
London and takes a job in a restaurant. London
is going through a food-enthusiasm renaissance
and offal is all the rage. Adrian is persuaded to
feature in a television cookery show called Offally
Good!, supposedly to be a celebrity chef; but the
programme is meant to be a comedy. 0
The
producers are just making fun of him.
86
1
E l i z a b e t h G i l b e r t is w e l l - e d u c a t e d , has a lovely
h o m e , a h u s b a n d , a n d a s u c c e s s f u l c a r e e r as a
w r i t e r . H o w e v e r , s h e is
u n h a p p y in her m a r r i a g e .
E C T h i s leaves h e r f e e l i n g
depressed and alone.
Afterwards, while writing
an a r t i c l e o n y o g a v a c a t i o n s
i n Bali, E l i z a b e t h m e e t s a
medical m a n w h o tells her
t h a t o n e day s h e w i l l c o m e
back and study w i t h h i m .
E l i z a b e t h s p e n d s t h e next
year t r a v e l l i n g a r o u n d t h e w o r l d . @ L She s p e n d s
f o u r m o n t h s in Italy w h e r e s h e l e a r n s I t a l i a n a n d
g a i n s 12 kilos, e a t i n g a n d e n j o y i n g life. She s p e n d s
t h r e e m o n t h s in I n d i a f i n d i n g her s p i r i t u a l i t y .
In t h e e n d , s h e f i n d s l o v e in t h e f o r m o f a c h a r m i n g
Brazilian factory owner.
Literature
3
Q Six sentences have been removed from t h e
text. Choose from t h e sentences A-G the one
w h i c h fits each gap ( 1 - 6 ) . T h e r e is one extra
sentence w h i c h you do not need to use.
A The trip is paid for in advance w i t h a book deal
f r o m t h e publisher.
B In the later books, she drops h i m in favour of
more powerful men.
C Deep inside, however, he sees himself as a
b u d d i n g 'writer'.
D She ended the year In Bali looking for a
'balance' between t h e two.
E Sadly, he doesn't realise this and takes it all
very seriously.
F After separating f r o m her husband, she begins
a relationship w h i c h does not w o r k out.
G He also writes about his embarrassing poetry,
his troubles at school, his acne problem, t h e
Royal W e d d i n g and his eighty-year old friend
Bert.
M a t c h these extracts w i t h book A or B.
I •
I pointed out to my mother that I hadn't had any
vitamin C today. She said: go a n d buy an orange
then. This is typical.
2 d l My father has got flu, I'm not surprised
with the diet we get.
Speaking
In pairs, talk about a book you have read
and liked. W h y did you like it? Look at the
following questions to help you.
1 Were the characters amusing, inspiring or serious?
2 Was t h e story amusing, thrilling or inspiring?
3 Were the themes important and relevant to you?
4 Was it written in an interesting and lively way?
Listening
6
( ° ) 2.15
You will hear five fans of The
Secret Diary of Adrian Mole aged 133A talking
about w h y they liked it. Choose from the list
(A-F) w h a t each speaker says. Use t h e letters
only once. T h e r e is one extra letter w h i c h you
do not need to use.
A The speaker likes the w a y t h e book is written.
B The speaker considered Adrian to be similar to
them.
C The speaker t h i n k s you can learn a lot about
how people lived in t h e past.
D The speaker likes t h e description of Adrian's
school.
E The speaker says t h e book really makes you
w a n t to keep reading.
F The speaker t h i n k s that t h e writer makes you
feel really sorry for Adrian.
Speaker 1 O
Speaker 2 •
3 •
The cold ugly fact is that marriage does not benefit
women as much as it benefits men. From studies,
married men perform better in life, live longer, excel
at careers, report to be happier.
Your t r e a s u r e - y o u r p e r f e c t i o n - i s within you
already. But to claim it, you must abandon the desires
ot the ego and enter into the silence of the heart
6 •
Now my mother has got the flu. This means
that I have to look after them both. Just
my luck. I cooked a big dinner for them
tonight: two poached eggs escaped out of
the pan and got all over me.
Speaker 5 CD
Writing
EXAM
5 •
Speaker 3 •
Speaker 4 •
STRATEGIES
When writing a story, remember to:
» use narrative sentences
» make sure your storyline is clear
• use adjectives and adverbs to enrich your
descriptions
» use linking words and time expressions
• above all, use your imagination and try to keep
the readers attention
You have decided to enter an international
story competition. T h e story must begin w i t h
one of the following sentences.
1 I'll never forget the day I m e t Paolo in Rome.
2 We had just finished school and I w a s on my
w a y h o m e , feeling anxious.
3 I had been feeling depressed and w a s
desperate to leave t h e city.
4 I hated being seen w i t h m y parents in public
but dad seemed to enjoy it.
87
Work and Employment
The perfect job
M a t c h t h e captions w i t h t h e pictures A - D .
1 D
2 D
3 •
4 D
Youth u n e m p l o y m e n t is high all over Europe.
The s t u n n i n g Lake District landscape.
An island in a lagoon off t h e coast of Venice.
She really fell for the M u r a n o earrings.
2
( o ) 2.16 You are going to read the story of Penny
Corrs w h o succeeded in finding a job t h a t has
c h a n g e d her life. Listen a n d read. W h y w e r e
pictures A - D i m p o r t a n t in Penny's life?
3
E l For questions 1 - 5 , choose the a n s w e r (A,
B, C or D) w h i c h you think fits best according
to the text.
1 H o w did Penny feel about not having a job?
A confident
B anxious
C depressed
D calm
2 W h a t was Penny's reaction to the M u r a n o
earrings?
A She preferred t h e m to her gold ones.
B She w i s h e d they had been m a d e of gold.
C She decided to wear t h e m on her birthday.
D She booked a s u m m e r holiday to Italy.
3 Penny t h o u g h t M u r a n o glass was...
A cheaper t h a n she t h o u g h t it w o u l d be.
B beautiful but too expensive for her to buy.
C similar to glass m a d e in t h e Lake District.
D t h e colour she had been looking for.
4 H o w did Penny begin her new career?
A She had lessons in business management.
B She moved to M u r a n o to learn h o w to make
earrings.
C She took t h e decision to learn new skills.
D She applied to do a University course.
5 W h e n Penny goes to Italy now she...
A goes for business.
B enjoys t h e sights.
C feels anxious.
D sells her designs.
FLASH
FORWARD
T h i n k of t h e gifts you have been given: w h i c h are
your favourite and why?
88
fr All t x ^ M wrtH i
With youth unemployment at record highs all over
Europe, this is the story of one young person who
succeeded in overcoming all the obstacles and finding
a job that has changed her life. 23-year-old Penny
Corrs was unemployed and in debt, but her reaction
was bold: being without a job was getting her down,
so she decided she'd better do something about it. On
graduating, Penny had worked in the hotel industry.
She was made redundant and moved to the Lake
District preferring to work on a farm than be out of
work. She wanted to find a new job at all costs.
Then she got the birthday present that changed her
life. Her best friend, Martha, had been on holiday
to Italy and had brought back a pair of earrings for
Penny's birthday: small, sapphire-blue cubes made of
brilliant Murano glass. Murano is an island in a lagoon
off the coast of Venice. For Penny it was love at first
sight. Until then, Penny had always been keen on gold
jewellery: she was fond of wearing the gold earrings
her mum had given her for her 16th birthday: but she
really fell for the Murano earrings and insisted on
wearing them at every opportunity. By coincidence,
that summer, Penny was planning to visit Venice for a
short break; now she was looking forward to shopping
around for other examples of Murano glass jewellery. It
Verb patterns
She wanted to find a job.
She'd better do something about it.
The job involved going to Italy.
Find examples of these verbs in the text and
underline them: succeed in, decide, insist on,
plan, look forward to, afford, could, put o f f ,
enjoy, allow, would rather, prefer.
I
Grammar reference p. 125
5
Fill in the gaps with the correct verb or
preposition.
1 You will never succeed
being happy if you
only think
making money all the time.
2 She was very keen
starting her new job
and she couldn't stop talking
it.
3 The boss believed
congratulating her
employees
doing a good job.
4 I would like to apologise
being late for the
interview; I didn't think
taking a taxi!
5 I a m against wearing a suit
work but I
don't
wearing a shirt.
Vocabulary: Work and employment
6
Find words with a similar or related meaning
in A and B.
A
was like an Aladdin's cave. She says: 'I was dazzled
by the colours of the glass, the pieces were the most
beautiful things I'd ever seen: and I could actually
afford to buy some of them! Then I had my big idea:
why not do in England what they were doing in Italy?'
Penny could neither make jewellery nor could she
speak Italian, but this did not put her off pursuing
her new idea. She was determined to make it work and she would not only enjoy doing it but would also
earn a living, too! She borrowed some money from
her parents, which allowed her to start learning Italian
and to enroll in classes on how to make jewellery. Her
jewellery business, Bright Star, began in 2010 and
now her pieces are on sale throughout the UK.
Her new job involved going to Italy a lot. 'I was
nervous, following my first visit to Italy, but I knew
the product was right. Now I'd rather die than give
up what I'm doing.' Penny always looks forward to
going to Venice to get the beads herself, selecting
colours and designs. The most popular design is the
heart. Her Bright Star website has a drag and drop
system that allows customers to design their own
piece. Positive customer feedback and the stunning
Lake District landscape keep Penny going through
these difficult times.
4
Choose the correct answer.
1 I really can't afford going/to go on holiday this
summer.
2 I think I'd better to study/study something that
will help me get a job.
3 I always look forward to go/going on holiday
w i t h friends.
4 I am planning to taking/take driving lessons as
soon as I can.
5 W h e n I was a child, I was allowed to stay/
staying up late.
6 School involves to do/doing a lot of homework.
job
sack apply look for earn retire
strike wages resign skills
reference offer
give post work dismiss fire search
salary stop working qualifications
recommendation refuse to work
make money ask for
Rewrite these sentences using the words in
brackets. Do not change the meaning.
1 He got the sack from his job because he was
often late, (fired)
2 I was offered a job working for a newspaper,
(give)
3 How old do you have to be to retire in your
country? (stop)
4 If the workers don't get more money, they'll
refuse to work, (strike)
5 W h a t qualifications are required for the post?
(prerequisites)
6 How much money do you make for the job you
do? (earn)
Write it!
8
W h a t jobs do you consider ideal? M a k e a list
of ideal jobs with your partner. Say w h a t they
involve and how you could succeed in t h e m .
Then compare your list with another pair.
Journalist: it involves having good writing skills...
89
Jobs for hard times
Match these jobs with the photographs.
bouncer accountant queuer taster
careers adviser film extra
M a t c h these quotations with the jobs shown in the pictures
1 Lots of big stars started their
career by doing this job.
2 I go into schools and talk
to kids - I tell them about
the best opportunities for
finding work.
3 My job is to help businesses
save money, to pay less tax
legally, of course.
3
5 My dream was to be a
professional boxer but I broke
my shoulder and I ended up
doing this job at night.
4 You give up
your place In
the queue to
someone w h o is
too busy to wait.
6 I remember shopping around to find new
flavours. W h a t luck; but I must stop eating
like this.
(°) 2.17 Q You will hear people talking in six different situations. For question 1 - 6 , choose the best
answer (A, B or C).
1 You hear a w o m a n talking about an unusual
job. W h a t is the problem she mentions?
A She travels too much.
B She eats too much.
C She is not paid enough.
You hear a w o m a n talking about being a
careers adviser. W h a t is she going to do next?
A Give examples of good jobs.
B Talk about working with kids.
C Explain why her job is useful.
2 You hear someone talking about queuing. The
good thing about the job is...
A it is interesting.
B you work outside.
C it is easy money.
You hear a bouncer. W h i c h of the following
does he dislike?
A Checking people's identity.
B Standing up for long hours.
C Asking people to leave the bar.
3 You hear a film extra talking about his job.
W h a t skills does he have?
A He had acting lessons.
B He has no qualifications.
C He is good at learning lines.
4 You hear an accountant talking about her job.
How does she feel about it?
A She enjoys doing it.
B She regrets choosing it.
C She doesn't mind the hours.
90
FLASH
FORWARD
Imagine a friend of yours is broke and
unemployed. W h a t advice would you give them?
You'd better...
FUNCTIONS
Verb + -ing or to-infinitive
Stating preferences
With no change of meaning
I just like to be/being in films or television
I'd like to w o r k with children.
I'd prefer to w o r k outdoors.
I'd prefer not to commute.
I'd rather w o r k at home.
I'd rather not w o r k in a bank.
shows.
With a change of meaning
I tried to become an actor but failed.
(Make an effort.)
I had tried doing all kinds of jobs.
(Do something to see w h a t happens.)
Grammar reference p. 125
4
Underline the correct pattern in t h e following
sentences.
1 M y c o m p u t e r stopped working. I tried to
s w i t c h / s w i t c h i n g it off but it still didn't w o r k .
2 He tried to pass/passing the test by cheating,
but he w a s caught.
3 I stopped to eat/eating chocolate because I w a s
gaining weight.
4 On the w a y to London, w e stopped having/to
have a break at a m o t o r w a y service station.
5 Don't forget to send/sending a photo w i t h your
application.
6 At t h e interview I forgot to m e n t i o n / m e n t i o n i n g
m y s u m m e r w o r k experience.
Vocabulary: Jobs
5
Add these words to the d i a g r a m .
store part-time badly-paid manual
computer programmer get office
outdoor police officer manager
labourer profession employment
low-paid boring holiday unpaid find
go for take air-traffic controller nurse
career commute perks salesperson
engineer accountant
apply for,
look for
Say it!
W o r k in pairs. W h i c h jobs in this lesson w o u l d
you choose and why? Are t h e r e any others you
w o u l d prefer to do? Look at these questions to
help you.
1 Is it well-paid?
2 Is the w o r k enjoyable?
3 Is it inside or outside?
4 Are there prospects of promotion?
5 Does it require a lot of qualifications and
experience?
6 Does it involve w o r k i n g w i t h a t e a m or on your
own?
7 W h a t responsibilities are there?
A I'd like to do a job that is well-paid and
clean...
B I'd rather not work in an office; I'd prefer to be
outside...
Critical thinking
In pairs, discuss the following topics.
1 H o w can w e create new jobs for y o u n g people?
2 H o w can schools help students find a job?
3 W h a t new jobs can you t h i n k of w h i c h didn't
exist in t h e past?
factory, supermarket
jgg
w o r k , occupation
full-time, well-paid, skilled
'Why did I move to the moon? It's an interesting story.'
91
Use of English
V
Collocations: work stages
•
Before you get a job: look/ask for work/a
job, apply for, fill in an application form, go
for/attend an interview, ask for/be given a
reference, get a good reference, be out of work
• Having a job: get a job, be offered the job,
accept an offer/a job/a post, turn up for work,
be late/on time for work, do voluntary work,
work as, work for
m Leaving a job: lose your job, be fired/
dismissed from your job, get the sack, be
unemployed, be made redundant, resign from
a job, retire, give a months' notice, hand in
your notice, get a
recommendation
Prepositional phrases
3
1
4
2
Q T h i n k of the w o r d w h i c h best fits each gap.
Use only one w o r d in each gap.
MICE J O B - IF y o u A M GET m
I'd like to do a job n o t for money but for
love: a job where I could stay (1)-. _
__
home all day. How would I (2)
my
living? Well, people would pay me in order
to organise
film evenings at my house and
I would chair the discussion
afterwards.
You see, I (3)
the right
work
experience
because I've seen hundreds
of
films; before I w a s C4)|~j-4~4--rredundant,r
I used to work (5)
a film
director.
In this way, it would be difficult
to
(6)
the sack and I would
also
never be late (7)
work. You see,
the reason I was fired (8)
my
previous job w a s that I kept
turning
(9)
late for work. So, working
from
home would (10)' t ; -i~-[-H~+idea/l
£l Language development: Work idioms - p. 101
92
7
all costs
2 a bit
sale
luck
8
first sight
3 learn
heart
9
of w o r k
you
4
love
10
5
fact
11
times
6
order to
' 12
your o w n
crisis
C o m p l e t e the sentences w i t h an appropriate
word.
1 In
of crisis, y o u n g people go back to
their grandparents' jobs.
2
f r o m b e c o m i n g farmers boys can
become carpenters.
3 I applied for the j o b and w i t h a bit of
I should get it!
4 At
sight, being an accountant looks
boring but later, you grow to like it.
5 I w o r k e d like a d o g in
to earn a lot of
money.
Fill in t h e gaps in the following sentences w i t h
words or expressions from the box above.
1 After t h e interview, I got a call telling me I had
the job. I w a s delighted.
2 In m y country, you have to be 6 7 to
from work.
3 You can
t h e application f o r m online if
you prefer.
4 I got a very good
f r o m my previous
employer w h o said some really nice things
about me.
5 I'm really u n h a p p y in my job; I'm going to
. I need a break anyway.
6 W h e n you leave a job, you have to give your
employer at least a m o n t h ' s
C o m p l e t e these expressions w i t h a preposition.
Round up!
5
B T h i n k of the w o r d w h i c h best fits each gap.
Use only one w o r d in each gap.
The professional queuer
A good way to make money (1)
just
standing around, doing nothing, by becoming
a professional queuer. People first started
to (2)
this job in the USA. I can't
think of a more pleasant way (3)
earning a living. There are people who are too
busy to queue for themselves, so they prefer
(4)
pay someone else to queue for
them. One professional queuer asked for £1,000,
but no one was prepared to (5)
that
much. In order to find clients,you could charge your
rich clients about £50 to queue for the latest iPhone
on (6)
behalf.
Last year, an unemployed student friend worked
(7)
a professional queueratWimbledon;
he agreed (8)
stand in the queue
every day during the championships. He managed
(9)
wake up very early in the morning,
hanging around for hours,and then once the tickets
were (10) _
sale, he gave up his place in
the queue to a well-off, but very busy customer.
Focus on Grammar
Verb +
Verb patterns
Choose the best option. Be careful, sometimes
both are correct.
3
1 Michael promised to send/sending her an
email but he failed doing/to do so.
2 Jones denied to steal/stealing his employer's
money but they decided sacking/to sack him
anyway.
3 She couldn't stand be/being told w h a t to do so
she began to look/looking for another job.
4 She admitted to take/taking the money,
because she said she couldn't afford buying/to
buy food.
5 I can't wait to go/going on holiday; my boss
has agreed giving/to give me an extra week off.
6 I'd rather not give/to give people the sack,
but we can't avoid make/making some people
redundant.
2
£3 For question 1 - 6 , complete the second
sentence so that it has a similar meaning to
the first sentence, using the word given. Do
not change the word given. You must use
between t w o and five words, including the
word given.
1 I wish I had accepted the offer of a job.
REGRET
I
the offer of a job.
2 I wrote it down as a reminder to go to the
doctor.
FORGET
I wrote it down so I
the doctor.
3 I hope you didn't forget to post my letter for
me.
REMEMBER
Did
my letter for me?
4 I always think back to the summers I spent in
the country.
REMEMBER
I will always
the summers in
the country.
5 I watched the TV for a while, as a break from
doing my homework.
STOPPED
I
my homework and watched TV
for a while.
6 I visited Linda on my way home because
I wanted to have a chat.
STOPPED
On my way home, I
a chat w i t h
Linda.
Q For questions 1 - 1 0 , decide which answer
(A, B, C or D) best fits each gap.
Return to traditional jobs
A lot of young unemployed people have (1)
to go back to the jobs their grandparents used
(2)
(farming, shoemaking, dressmaking,
carpentry, etc,).
More and more people are (3)
of leaving the
cities and going backtotheir home village. They are
(4)
to get away from the depressing mood
of life in cities where millions are out of work.
Young people with excellent qualifications cannot
(5)
in finding a job - in fact, lots of jobs
require you (6)
previous experience. They
(7)
get experience without first (8)
a
job, and there are no jobs around! However, if you
(9)
working w i t h your hands, perhaps you
can do something like carpentry or dressmaking.
Choosing a traditional job ( 1 0 )
taking a
course to learn to do it properly, but it is worth
thinking about.
C
A succeeded
Ado
A planning
A look forward
A manage
A to have
A are unable
A to get
A agree
A costs
B decided
B doing
B thinking
B fond
B achieve
B have
B can't
B get
B enjoy
B qualifies
C wish D expected
C to do D done
c starting D choosing
c keen D interested
c reach D succeed
c having D will have
c must D have
D getting
c got
D interested
mind
c
c asks D involves
I
WBp.86
Round up!
4
Complete the gaps with the correct form of the
verbs in brackets.
Sam
Nick
Sam
Nick
1
2
3
4
5
6
7
8
9
10
-ing/to-infinitive
Sam
Nick
Sam
W h y did you get the sack?
I'd rather not (1)
(tell) you, if
that's OK w i t h you.
You always said you couldn't stand
(2)
(work) as a bouncer.
I enjoyed (3)
(be) at the club but
I couldn't wait (4)
(get) home in
the morning!
You must've been exhausted.
Well, I'd better start (5)
(look)
for another job. I'm sure I'll manage
(6)
(find) something. I need to
work.
Yeah, no pain, no gain!
WBp.86
93
Skills
Human migration
Before you read
Read the titles of the articles. W h i c h of these
destinations would you choose if you had to
leave your country to find work? Why?
Reading
2
Q You are going to read four articles about
human migration. For questions 1- 1 0 choose
from the texts A-D.
W h i c h text mentions...
immigrants w h o returned home?
skilled immigrants from Europe?
people forced to migrate by the
government?
immigrants with language problems?
a country w h i c h is changing a lot?
the problem of not enough children?
people looking for freedom?
lD
l U
3D
4C
D
5O
6D
sD
9C
D
ioD
difficulties for women?
punishing an innocent man?
Listening
3
2.18 You will hear four different people
talking about moving to a new country. W h i c h
countries are they talking about?
4
©
2.18 EH For questions 1 - 6 , choose from
the list A-F w h a t each person says. Use the
letters only once. There is one extra letter
which you do not need to use.
This person...
A has no problem w i t h the weather.
B doesn't like some of the people.
C talks about finding freedom.
D has been made redundant.
E lived w i t h a relative.
F worked in kitchens.
Speaker 4
Speaker 5
M
y ancestors were
agricultural workers
in Sicily; they came to the
States in the 19"' century
looking for work. After the
unification of Italy, thousands
chose to emigrate because
it was so difficult to earn a
living in the south of Italy.
Often, the father and older sons would go first, leaving
the mother and the rest of the family behind because they
couldn't afford to go. M y grandparents came here with
no knowledge of English and with little education so they
had to do the poorest paying jobs. Then in the 30s, with
the Depression, they were made redundant. Some of the
immigrants, who had planned to stay in the United States
for only a short time, wanted to return to Italy. While
many did manage to return home, others chose to stay.
7U
too many old people?
Speaker 1 •
Speaker 2 •
Speaker 3 •
Migration to the
United States
B
Migration to Australia
he first European immigrants to Australia were
transported criminals. Starting in 1788, thousands of
convicts were shipped from Plymouth to Australia, like
my great-great-great-grandfather who went to prison for
something he had not done. B y making Australia a colony
of thieves, the government wanted to have fewer prisoners
in British prisons. Then the wool industry in the 1820s in
Australia meant lots of free people went to work on the
farms. There was also a lot of unemployment in Britain and poverty. That's how it all began, with criminals and
sheep farms... except for the Aborigines, of course, the
original inhabitants of Australia.
T
•
•
Speaking
5
94
In pairs, discuss w h a t you like/dislike about
the city/country you live in. W h e r e else would
you live and why?
iWtET
S
P O L l . of
ri.*MOl'TH.
Culture
Q l Look at photos A a n d B. T h e y represent
t w o different places to live in. In pairs,
c o m p a r e the t w o photographs. Use the
following questions to help you.
1 W h a t kind of place is this?
2 W h a t are t h e people doing in the photographs?
3 W h a t do you t h i n k life is like for t h e people
w h o live in these places?
4 If you had to a) go on holiday, b) w o r k in one
of these places, w h i c h w o u l d you choose and
why?
5 W h a t things make a city or country a good
place to live in?
Writing
Migration to China
T
oday. China is still the source of a large number
of the world's migrants, but there is also a new
trend of immigration into China.
China is presently going through one of the most
important phases of economic development in its
history; and its population is growing only very
slowly. What's more, the population is aging fast.
So. there are millions of job vacancies. Thus,
China is now importing a lot of cheap labour from
-e;ghbouring countries, but there are also thousands
f skilled migrants from Europe. North America, and
-..istralia. Many of these come in order to work for
foreign firms.
'¿J'ur
spe
•Q n o t
thp
EXAM
STRATEGIES
When writing this email, remember to:
• express enthusiasm, request and give
information, explain, apologise, suggest, state
preferences and thank appropriately;
• make sure the layout of your email is clear;
• check for cohesion (is your email text well
connected?).
7
O f You have received an email from your
English-speaking friend, Jane, w h o has recently
emigrated to C a n a d a . Read Jane's email a n d t h e
notes you have m a d e . T h e n w r i t e an e m a i l to her
using all your notes ( 1 2 0 - 1 5 0 words).
rer
ItearTerri!
'lev. s from our new home: Canada I It's a dream. We came here hoping for a better life
Me were right! We feel safe and optimistic. Why don't you come?
are some good reasons for emigrating to Canada: —
" iocial security benefits for immigrants and their families are excellent;
"trie education and health systems are possibly the best in the world;
" ee-erous pensions mean you can look forward to growing old without being
Dependent on your children!
* ' g~t to your beliefs, culture, language - and freedom of expression.
A -. ::on't you accept my invitation? Get away from the depression and unemployment
n Europe I
>
-'ease write back soon,
freezing cold in w i n t e r
ask for more details
(cost of living?)
disadvantages:
- distance f r o m
Europe
- miss friends
and relatives
95
Flashback
GRAMMAR
Inversion
Verb patterns
Underline the correct option.
Complete the sentences.
1 No sooner had I got to the airport
I realised I had left my passport at home.
2 Hardly had we had time to sit down to eat our
dinner
the police arrived.
3 No sooner
we finished talking about her
than she arrived!
4 Scarcely had I woken up
the phone rang.
5 Seldom
the sun shine in parts of
England. It always rains!
6 I got into the car and only
did I realise
that I was wearing my slippers!
7 Rarely
I fall exams. I usually do very
well.
8 Not
are you late but you've also
forgotten my birthday!
Choose the correct option, a or b.
1 Rarely
about how much water they use.
a are people think
b do people think
2 Under no circumstances
from rooms,
a should towels be removed
b should be removed towels
3 Only after
will we go on to the next unit,
a everyone has understood
b has everyone understood
4 Little
that a party was secretly being
planned for him.
a knew he
b did he know
5 If you eat less meat not only
better you will
also live longer.
a will you feel
b you will feel
so/such/too/very
/quite/enough
Complete the sentences.
1 This food is not good
to eat.
2 I enjoyed the pizza - it was
good but
my m u m ' s is better.
3 The film was
long - I got bored.
4 It Isn't a
good idea to go to that
restaurant! It's
expensive!
5 The Spanish sometimes speak
fast for
me to understand.
6 Paul Is
tall but not tall
to play
basketball.
7 Is the coffee sweet
for you?
8 The pizza is
small so I don't think it'll
feed everybody.
9 The athlete was
fit, but he wasn't fast
to win.
10 Eight hours is a
long time to s l e e p it's
much for me.
96
1 I w a n t become/to become a lawyer.
2 You must stop/to stop smoking.
3 I'd rather not go/not to go to the theatre.
4 You promised to wash/wash the dishes.
5 We can't afford buy/to buy a new car.
6 I'd better to have/have a shower.
7 We decided have/to 'have a pizza.
8 She won't let/to let me use her computer.
9 She enjoys to go/going to the opera.
10 I can't stand to listen/listening to opera.
Read each pair of sentences. Put a tick next to
the sentences which have the same meaning.
Put a cross next to the sentences if they don't
have the same meaning.
1 a It began to rain,
b It began raining.
2 a He stopped talking,
b He stopped to talk.
3 a I remember closing the window,
b I remember to close the window.
4 a He went on to talk about his life,
b He went on talking about his life.
5 a He will never forget to visit his granny,
b He will never forget visiting his granny.
6 a She likes to s w i m in the summer.
b She likes s w i m m i n g in the summer.
Complete the sentences with the correct form
of the verbs in brackets.
1 Please
some milk when you go out.
(remember/buy)
2 Do you
my keys anywhere?
(remember/see)
3 After finishing her degree, she
a
Masters in economics, (go on/do)
4 1
to the party yesterday. It sounds like
fun. (regret/not go)
5 They
when they heard the news,
(stop/eat)
6 She
the table, but it was too big to
get through the door, (try/move)
7 A This box is heavy!
B W h y don't we
it together?
(try/lift)
8 As they were driving along, they
at
the beautiful view, (stop/look)
Flashback
Complete the sentences with a verb from
the box in the correct form and a suitable
preposition: about, of, in, to, on, for.
talked
interested
succeeded
apologised are looking forward
congratulated was fond
1 The actress was
her brilliant
performance.
2 He
being late. He said he was
really sorry.
3 He
going to America for hours.
Bla, bla, bla all evening.
4 Grandmother
. very
all
of her grandchildren.
5 I
passing my driving test after the
third attempt.
6 We
having a quiet weekend.
7 She's not
history; she finds it
boring.
Round up!
8
Q Complete the second sentence so that it
has the same meaning as the first sentence,
using the word given. Do not change the word
given. You must use between two and five
words, including the word given.
1 You made a mess and left the dishes in the
sink as well.
MAKE
Not only
a mess, but you also left
the dishes in the sink!
2 Her husband is so nice - and he's a good cook,
too!
SUCH
Her husband
man, and he cooks
well, too.
3 It's the first time I've known anyone as brave
as her.
COME
Never
such bravery before.
4 Everyone enjoyed the film except for Matuka.
APART
Everyone enjoyed the film
Matuka.
5 He only noticed the glass was broken when he
had drunk from it.
DID
Only after drinking from
notice it
was broken.
6 She has never punished her children unfairly.
ONCE
Not
punished her children w i t h o u t
good cause.
7 I prefer to walk to work than use a car.
RATHER
I
to work on foot than by car.
VOCABULARY
Food and health
Complete the words in the dialogue using the
letters given.
A I feel tired all the time.
B You should go to the doctor and have a
(l)c
-u
A I eat plenty of fish and meat, I'm sure I get
enough (2) ir
B Perhaps you eat too many (3) ca
, like
bread and potatoes.
A Yeah, I've been eating too much. I'm really
(4) f
J I'm five kilos (5) ov
!
B Have you thought of going on a (6) d
?
A Yes, but I always need a (7) s
k at around
eleven and if I don't eat chocolate I feel really
depressed!
Work and the environment
T C Complete the sentences with a word from the
box. There is one extra word.
fumes smoke
waste recycle
cycling pollution
exhaust warming
1 Car
have been blamed for a rise In
asthma among schoolchildren.
2 With the increase in the price of petrol,
to
work has become more popular.
3 Don't
water. Use the water from the
dishes to water the plants.
4
fumes are gases which are produced by
an engine as it works.
5 We need to
our rubbish, not throw it
away.
6 Global
is the increase in the earth's
temperature.
7 People w h o live near airports should be
protected from noise
11 Q Think of the word which best fits each gap.
Use only one word in each gap.
Robert had been sacked (1)
his job. He
had been (2)
of work for six months. He
couldn't stand (3)
unemployed but, on the
other hand, it allowed him (4)
spend more
time w i t h his girlfriend, Julia. (5)
only was
she smart, she was also very funny. When he was
(6)
work, he and Julia never (7)
enough t i m e together. No wonder he (8)
really (9)
forward to seeing more of Julia,
though he still couldn't afford ( 1 0 )
take
her to a nice restaurant!
97
Language development
Unit i
Unit 2
Verb and preposition collocations
really
Common verbs + preposition collocations are:
We use really to emphasise points.
- talk about
- worry about
- tell someone about
- take part in
- look at
- listen to
It really put me off sport forever.
Dad was a really gentle, generous
Add really to the points you would emphasise.
When a verb is followed by a different
preposition, the meaning usually changes.
- work on (do a task)
I'm working on my project. I haven't finished yet.
- work for (an employer)
She works for a computer programming company.
- work as (have a job)
I'm a nurse but I work as a singer in the evenings.
Choose the best option in each sentence.
1 Jo and Anna arrived arrived in/at Santiago at
5 a.m.
2 They arrived in/at the hotel at 6 . 1 5 a.m.
3 I downloaded a new app and it asked me for/
about my email address.
4 W h e n I went back to work my colleagues
asked me for/about my holiday in Japan.
5 She apologised to/for her teacher to/for
arriving late.
6 Jess doesn't get on with/about her
neighbours.
7 My parents often argue with/about money.
8 The students complained to/about the
Headmaster about/to the food in the school
canteen.
9 Drinking lots of water is good for/at you.
10 My best friend is very good for/at maths.
Email and spoken English
We often write emails as if w e are speaking.
For example:
Hi!
Hey!
Anyway,
1
2
3
4
My brother is a great influence on me.
My m u m and dad are very strict.
I worry about tests.
My coach is always very encouraging.
Units
We use so w h e n we:
- change topic
So, where are you going on holiday this year?
- conclude, make a decision
It's late, so let's go!
- express consequences
Technology is getting cheaper, so a lot of
now have one or more computers.
I think so/don't think so!
- to emphasise a point
Smartphones
98
are so useful.
Fill in the gaps with so where you think it is
necessary. There are some gaps where so is
not possible.
Mick
Jane
Mick
Jane
Mick
See you!
Your friend Paul has invited you to go to the
opening of a new department store in town,
but you already have other plans for the
afternoon. Write a brief email explaining why
you cannot go. M a k e sure you include the
language in the box above.
homes
- do not want to repeat (a part of) a sentence
Jane
2
person.
Mike
Jane
(1)
Jane, w h a t are you buying?
The new tablet. My best friend's got one
(2)
I thought I'd get one, too.
Are you getting one?
No. I don't think (3)
That's OK. They are a bit (4)
expensive.
Yeah. (5)
, it seems a lot of
people are buying tablets nowadays...
Yes, it seems (6)
. Well, they're
(7)
convenient, aren't they?
(8) I'll be going now (9)
OK. By the way, I'm seeing Peter
(10)
I won't be able to see you
tonight. Sorry.
Language development
Compound nouns: Entertainment
Compound nouns are very common; they are
sometimes written as one word, two words or
with a hyphen.
one word: onstage, offstage, watercolour,
screenplay, songwriter, backstage, autobiography,
masterpiece, screenwriter, subtitles, cameraman,
background, soundtrack
two words: hit parade, short story, love story,
costume drama, special effects, film star,
ballet dancer, bass guitar, science fiction,
pop music, oil painting, first night, hip hop,
still life, film director, box office
hyphenated word: self-portrait, film-maker,
close-up, post-impressionist
Unit 5
Spoken English: actually
Actually is used for:
a emphasising what is really true.
Actually, your thoughts and feelings are all
there in your clothes.
b correcting what someone has said.
Well, actually, this skirt isn't new; it's old.
c admitting something (bad).
Well, I actually spend too much on clothes.
Complete the sentences with actually or really.
1 I don't like that bag, but this one is
nice.
2 You
have to see her new hair!
3 Thanks. I
appreciate it.
4
, I've changed my mind.
5 I've known Sarah for years. Since we were
kids,
6 Do you
expect me to believe that?
7
? Do you think we'll win the match?
8 You believed her ridiculous story?
?
No kidding?
Find compound nouns in the chart connected
with the topics below.
cinema
theatre
music
literature
art
dance
Adjectives and adverbs
Adjective + noun
She is a smart dresser.
She is a good writer.
Verb + adverb of manner
Unit 4
Modal verbs in conditional sentences
Modal verbs are possible in all types of
conditional sentences.
If you want to stay in a hotel, you can.
If you could go on holiday now, where would you go?
If you visit a church, you should observe the local
dress code.
Match the two sentence halves.
1 If I were older...
2 If I had a car...
3 If I walked more...
4 If I earned more money...
5 If I had a bicycle...
a • . . I'd ride it everyday,
b • . . I could afford to buy a car.
c • . . I'd lose a b t of weight,
d • . . I'd only drive it at weekends,
e Q ...I would have the right to drive.
She dresses smartly.
They behaved well.
2
Rewrite these sentences using an adverb.
1 Philip is a really good driver.
2 Susan is a very bad singer.
3 My son is a quick reader.
4 We speak good English.
5 All Is a fast runner.
6 Jason is a hard worker.
Spoken English: Vague language
Wigs improved their appearance or whatever, (or
anything else of the same kind)
Queen Elizabeth or whoever covered her baldness
with a wig. (or anybody else)
People with a social position and whatnot, (and
other similar things)
99
Language development
Complete the sentences with a suitable vague
expression. There may be two possibilities.
1 W h e n we were kids, we could do w h a t we
wanted, go to the park, go for long walks ;
2 Members of the club - or
is
interested - can come on the trip.
3 Bring a bottle of wine, some soft drinks -
Unit 6
Easily confused words: Crime
trial vs process
court vs tribune
jury vs judge vs justice
cell vs prison
Underline the correct word. Use your
dictionary to help you.
4 I have to go out and pay the bills and
5 We have to do homework assignments,
projects
.
6 The t h i e f took the money - had
better return it immediately.
1 The trial/process lasted ten days.
2 There were television cameras in the court/
tribune.
3 The pop star spent three nights in a prison
eel I/prison room.
4 It is against the rule/law to smoke in public
places.
5 As it was his first offensive/offence he was
given a postponed/suspended sentence so he
won't have to go to prison.
6 The justice/judge told the members of the jury/
court to think very carefully before giving their
answer/verdict.
Easily confused words: Fashion
dress vs put on vs wear
She is dressed in/is wearing a black skirt.
I wear jeans when I go out.
I get dressed quickly (*I dress is m o r e formal,).
I put on my clothes.
cloth is the material used for m a k i n g clothes;
clothes are the things w e wear;
clothing means clothes i n general;
to clothe is to provide someone w i t h clothes.
fashionable means p o p u l a r at a particular t i m e
(usually positive):
It's fashionable to wear hoodies at the moment,
trendy means fashionable b u t sometimes i n a
silly w a y (a bit negative);
trend means a gradual change:
There is a trend towards practical clothes.
Armani designs set the trend for others,
slim means t h i n i n an attractive w a y (similar:
slender];
thin means not fat (not good or b a d ) ;
skinny means too t h i n , not attractive.
well-known means k n o w n by m a n y people:
It is a well-known fact.
He is well known.
famous means a lot of people k n o w their name:
She's a famous star.
popular means that a lot of people like someone
She is famous but not very popular,
notorious means k n o w n for a b a d reason:
a notorious thief, gangster, scandal
4
100
rule vs law
offensive vs offence
suspended vs postponed
Informal English/slang
A copper picked him up! I'm not a yob!
I'm an honest bloke! He nicked the video camera.
He grassed to the police.
He grassed his friends up to the coppers.
2
Can you guess w h a t the sentences above
refer to in English? Translate t h e m into your
language.
Unit 7
the truth is.../the thing is...
The truth is, I was never keen on school.
The thing is, I couldn't see the point of carrying on.
The fact is, I started falling behind and felt like a
dunce.
Underline the correct option.
Work in pairs. Read the sentences and talk
about t h e m . Take turns to use one of the
expressions above to say how you feel.
1 I saw Martha yesterday, she didn't look well,
she is really slim/skinny.
2 Put/Wear your coat on. It's really cold today.
3 Emi wears amazing cloths/clothes.
4 Agnes dresses really good/well.
5 I'm wearing/getting dressed, I'll be ready in
half an hour.
6 This boutique is really frequent/popular w i t h
teenager girls.
1 You hate/don't like studying (a subject e.g.
maths/history) because you're not good at it.
2 You don't want to go out. You're tired, you have
to study, etc.
3 W h e n you were at middle school you didn't like
a teacher (name) because he/she was strict,
unfriendly, etc.
4 You never did (a sport) because you didn't like
it; you preferred another (sport), etc.
Language development
5 You don't want to go out for a pizza because
you don't like them; you have got too much
homework, etc.
Unit 8
•which
Which can be u s e d to c o m m e n t on the w h o l e of
the previous clause.
The pay's not great, which I'm not happy about.
Complete these sentences with which and an
expression from the box. There can be more
than one right answer.
is quite generous he doesn't mind made her very
happy I'm really pleased about is brilliant
1 They have invited me and my boyfriend to their
villa this summer,
.
2 My friends say my English has really improved,
3 My m u m and dad give me thirty euros a week,
4 I took Amy to her favourite Japanese restaurant
instead,
5 My m u m buys all his clothes,
Colloquial English
Colloquial
(spoken)
be broke
mean
pricey
well-off
hard up
2
Formal
(written)
have no money
ungenerous
costly
wealthy
poor
Synonyms
/
Complete the third column with the following
synonyms.
affluent expensive opulent penniless needy
rich skint rolling in it loaded stingy exclusive
Unit 9
Food idioms
Translate the following food idioms into your
own language: are they more or less the same?
a piece of cake: something that is very easy
big cheese: an important or p o w e r f u l person
bread and butter: w h a t gives y o u y o u r main
income
bring home the bacon: to earn to support your
family
cheap as chips: very cheap
couch potato: somebody w h o spends a lot of time
sitting watching TV on a sofa
cry over spilt milk: to waste time being upset about
something that cannot be changed
for peanuts: for very little money
full of beans: very lively and full of energy
have a finger in every pie: be involved in a lot of
different things
have your cake and eat it: have all the benefits of
a situation w h e n in reality having one means you
cannot have the other
make a meal of something: treat something as
more important or serious than it really is
not somebody's
cup of tea: not to somebody's taste
spill the beans: tell somebody a secret
take the biscuit: to be the most silly, stupid or
annoying thing in a series of things
the icing on the cake: something that makes a good
situation even better
Unit i o
Work idioms
a all work and no play g
b many hands make
h
light work
c to work your socks
i
Off
]
d all in a day's work
e dirty work
f get down to work
get worked up over
something
make short work of
something
work out for the best
put/throw a spanner
in the works
Match the work idioms in the box with the
following definitions.
1 D To express that things seem easy if you
have help.
2 D necessary, but uninteresting, or difficult
work
3 D To work hard.
4 • nothing special, part of the routine
5 D Eventually finish well.
6 D Become angry or annoyed about something.
7 D Stop relaxing and focus on an important
task.
8 • To express that somebody is working too
hard and not leaving time for fun.
9 D Do something that suddenly stops a process
or plan.
10 O Do something quickly.
101
Word building
Verbs ending with -ise and -fy
Write the corresponding verb next to the adjective or noun. Then add other forms you know.
noun/adjective
advert
verb
advertise
other forms
advertising
advertisement
noun/adjective
identity
improvisation
advice
intense
ample
just
analysis
legal
apology
memory
authority
modification
beautiful
moral
brutal
mortification
character
organisation
certification
person
class
political
clear
publicity
civil
pure
computer
qualification
criticism
recognition
custom
revision
dignity
revolution
diverse
satisfaction
drama
scrutiny
economical
sign
emphasis
simple
false
solid
family
social
fantasy
special
final
specific
glamour
subsidy
glorious
summary
harmony
supervision
horror
terror
ideal
trauma
102
verb
other forms
Word building
Nouns ending with -ion or -ness
Write the corresponding noun next to the verb or adjective. Then add other forms you know.
verb/adjective
noun
other forms
accommodate
accommodation
accommodating
verb/adjective
noun
other forms
hesitate
accuse
hopeless
act
ill
active
kind
adore
inform
aware
lonely
awkward
lovely
bitter
meaningful
cancel
migrate
careless
nervous
celebrate
oppose
certify
organise
civil
possess
clarify
prepare
clever
pronounce
clumsy
protect
collaborate
purify
collide
qualify
competitive
quiet
conclude
recognise
connect
repeat
conscious
resign
define
rude
describe
satisfy
examine
selfish
explain
sick
explode
submit
fit
suggest
fond
suspect
fresh
tempt
friendly
tired
grateful
translate
happy
ugly
helpless
weak
103
Word building
Nouns ending with -merit or -y
Write the corresponding noun next to the verb or adjective. Then add other forms you know.
noun
verb/adjective
able
ability
other forms
unable, inability
verb/adjective
fluent
accurate
generous
achieve
glorify
adjust
hesitant
advertise
hypocritical
agree
insecure
amazed
involve
anonymous
judge
anxious
loyal
apologise
measure
appoint
modernise
argue
moralise
astonish
necessary
available
original
bake
pay
brave
poor
burgle
proficient
commit
recruit
controversial
reliable
cruel
replace
deliver
retire
develop
safe
discover
settle
disappointed
similar
economise
special
efficient
state
electrical
summarise
embarrassed
superficial
encourage
supply
entertain
sustainable
equal
tragic
equip
unemployed
establish
uniform
excited
valid
flexible
104
noun
other forms
Word building
Nouns ending with -ance or -ence
Write the corresponding noun next to the verb or adjective. Then add other forms you know.
verb/adjective
accept
noun
other forms
acceptance
acceptable,
unacceptable
verb/adjective
noun
other forms
important
impotent
allow
independent
ally
influent
ambivalent
inherit
appear
innocent
assure
insist
attend
intelligent
coherent
interfere
coincide
maintain
competent
obedient
confer
occur
correspond
offensive
defend
patient
defy
persist
differ
predominant
disobey
prefer
distant
present
disturb
pretend
dominate
refer
emerge
resemble
endure
reside
enter
resist
exist
signify
evident
tolerate
violent
105
Word building
Prefixes to form opposite adjectives
Write the adjectives next to the correct prefix to form their opposites.
comfortable consistent practical believable compatible expensive personal logical able
resolute literate graceful regular possible honest attractive legible direct
dependent
avoidable clear respectful polite usual experienced patient pure adequate rational legal
aware responsible certain perfect probable active accurate appropriate convenient
obedient
respectful hospitable significant visible organised connected relevant
reversible happy employed inhabited acceptable
dis-
disabled
¡1-
illiterate
im-
impractical
in-
inconsistent
ir-
irresolute
un-
uncomfortable
106
Word building
Adjectives ending with -ic , -y or -ous
Write the corresponding adjective next to the noun or verb. Then add other forms you know.
noun/verb
academy
adjective
academic
other forms
academically
noun/verb
adjective
other forms
happiness
adventure
hero
ambiguity
history
anger
humour
anorexia
hunger
apologise
juice
art
luxury
catastrophe
mountain
climate
myth
continue
nerves
cream
panorama
danger
prosper
democracy
religion
diplomacy
romance
ease
scandal
economy
scene
electricity
science
energy
school
enthuse
shine
envy
slime
ethnicity
space
euphemism
specify
filth
symbolise
friend
sympathy
genetics
thirst
glamour
107
Writing reference
Formal letter/email
Example question
You have read the advertisement below for English language summer courses in the UK. You are interested in
attending but decide to write a m e s s a g e asking for more information.
STUDENTS OF ENGLISH!
English Summer School Courses
How long?
P r o g r e s s i v e E n g l i s h C o l l e g e is located in C a n t e r b u r y ; a m a g n i f i c e n t s c h o o l
set in b e a u t i f u l g r o u n d s , n e a r the centre o f this b e a u t i f u l cathedral city.
What exactly?
Intensive E n g l i s h c l a s s e s
Are there
any courses
for advanced
students?
S p e c i a l cultural events
C l a s s e s at all levels
Small groups
T h e S u m m e r S c h o o l c o m b i n e s E n g l i s h l a n g u a g e l e a r n i n g w i t h f u n activities
Where and
how many?
in the a f t e r n o o n a n d e v e n i n g s . Plus an exciting e x c u r s i o n s c h e d u l e !
Cost?
Write y o u r a n s w e r in 1 2 0 - 1 5 0 w o r d s in an a p p r o p r i a t e style. R e m e m b e r to
include all the n o t e s y o u have m a d e o n the a d v e r t i s e m e n t .
Write your answer in 1 2 0 - 1 5 0 words in an appropriate style. Remember to include all the notes you have made on
the advertisement.
Before you write
•
Read the question carefully.
What language will you use, formal or informal?
•
Who is going to read your article?
Remember to include all the notes.
•
What is going to be your aim in writing?
Model answer
Say why you
are writing.
Begin with an
appropriate
'salutation'.
Dear Sir/Madam,
I am writing in response to the advertisement about E n g l i s h s u m m e r school in
C a n t e r b u r y , w h i c h I s a w in the international students' m a g a z i n e ,
Flash.
Make clear
paragraphs.
First of all, I w o u l d like to say that I a m v e r y interested in the c o u r s e s but I w o u l d
like m o r e detailed i n f o r m a t i o n . I a m sixteen years old and m y E n g l i s h is at quite a
high l e v e l ( B 2 ) : I w o u l d like to k n o w if there are c o u r s e s f o r teenagers w h o w o u l d
like to study f o r the P r o f i c i e n c y ( C 2 level). If so, h o w long w i l l the course last
and h o w m a n y hours a d a y w i l l w e be o b l i g e d to attend c l a s s e s ?
A n o t h e r query I h a v e c o n c e r n s leisure time activities. Y o u r advertisement r e f e r s
to 'leisure a c t i v i t i e s ' . C o u l d y o u i n f o r m m e of the type of activity a v a i l a b l e and
howjniwh^hne^wrrilDe d e v o t e d to sports and g a m e s and other f r e e time activities?
Y o u r advertisement also mentions e x c u r s i o n s : h o w m a n y w i l l there be and w h e r e ?
F i n a l l y , could y o u let m e k n o w h o w much the c o u r s e , with m e a l s , a c c o m m o d a t i o n
and e x c u r s i o n s , w i l l cost?
108
Use an
appropriate
neutral
vocabulary.
Writing reference
Letter of application
Example question
You h a v e r e a d a n a d v e r t i s e m e n t a s k i n g f o r a p p l i c a t i o n s f o r s p o r t s c o a c h e s a t a n a c t i v i t y c e n t r e w h e r e y o u c a n s t u d y
E n g l i s h a n d a l s o d o a l o t of s p o r t s a n d o t h e r a c t i v i t i e s . R e a d t h e n o t i c e a n d t h e n o t e s y o u h a v e m a d e . T h e n w r i t e a n
a p p l i c a t i o n t o N i c k B i s h o p u s i n g all y o u r n o t e s . W r i t e y o u r a n s w e r in 1 2 0 - 1 5 0 w o r d s in a n a p p r o p r i a t e s t y l e .
Be a sports coach at The Oxfordshire Activity Centre!
OAC offers English and activity and sports.
We are l o o k i n g f o r sports coaches f o r o u r s u m m e r courses!
June-September
M i n i m u m stay one m o n t h
basketball team/
swimming
Y o u m u s t be:
- 1 6 or over
look after
2 sisters!
- play 2 or m o r e sports
- like children
- have a g o o d level of English
would like work
experience
have FCE
Write a n d tell us w h y y o u w a n t the j o b and w h y y o u w o u l d be
a g o o d sports coach!
S e n d y o u r application to n i c k b i s h o p @ n e t . u k
weekends?
free time?
Before you write
•
Read the Instructions carefully.
m
M a k e s u r e y o u u s e all t h e n o t e s in t h e m a r g i n .
•
Expand the notes w h e r e appropriate.
•
Choose t h e correct style: f o r m a l or informal.
Model answer
Dear M r Bishop,
Make clear
paragraphs.
Explain why you
are writing.
I am writing to apply f o r a j o b as a sports c o a c h at O A C centers. I a m a v a i l a b l e
f r o m the 3 0 J u l y to the end of A u g u s t .
I am 1 7 y e a r s old and a m in m y last y e a r at high s c h o o l . I think I w o u l d be a g o o d
sports c o a c h b e c a u s e , firstly. I l o v e all sports. I a m in the school basketball t e a m ,
Use listing
linkers.
and g o s w i m m i n g t w i c e a w e e k .
State your
experience
and
suitability
S e c o n d l y , I am v e r y g o o d with children, in f a c t , I o f t e n babysit f o r m y sisters
w h o are ten and t w e l v e and I p l a y g a m e s with them and take them s w i m m i n g on
Saturdays.
I w o u l d like to w o r k f o r O A C b e c a u s e I w o u l d like to gain s o m e w o r k e x p e r i e n c e
and at the s a m e time practise m y E n g l i s h . I p a s s e d the F C E e x a m last C h r i s t m a s
and got a B .
Use polite
language.
C o u l d y o u let m e k n o w h o w m a n y hours a d a y the j o b is and w h e t h e r w e w o r k at
w e e k e n d s as I w o u l d like to be able to g o on trips and see the sites.
I look f o r w a r d to hearing f r o m y o u .
Yours sincerely,
Include suitable opening
and closing line.
Terri T h o m p s o n
109
Writing reference
Article
Example question
You have seen this announcement in an international magazine:
MY FAVOURITE TEACHER
Tell us about a f a v o u r i t e teacher o f y o u r s and say what y o u r e m e m b e r
about him or her.
We w i l l publish the most interesting articles next month.
Write y o u r article in 1 2 0 - 1 8 0 w o r d s in an appropriate style.
Before you write
•
•
m
•
•
Read the question carefully.
Who is going to read your article?
Make notes about the things you remember.
How will you make the text interesting?
Which tenses will be useful?
Model answer
Give the
article a title.
Engage the
reader's
interest in
the topic.
Th& Çe-çf T&a^her ^v&r
M rÇ Cooler
wa(, wonderful. S ho waÇ my toacMor
Çohool. She- waÇ land but ÇomotimoÇ a^blt^tHc^t
Use descriptions
(e.g. adjectives).
at
Sho \%
all tho pupils to loarn_and- hcfïoÇÇonÇ were* alwayÇ onjoyablo.
She- told groat
Divide the
text into
paragraphs.
çtorioç and Çho waÇ ofton Vonj funny.
for example-, I romombor çho uÇod to bring, hor pot parrot to
Give
examples.
Çohool in a oa^
olaÇÇ. Onco,
and put it on tho tablo at tho front of
tho
I waÇ naughty and MrÇ Coopor told mo to gi
to
tho front of tho c-laÇÇ and talfc. to tho parrot: What'ç
namo?\ I açfccJ. 'Fotorl Fotorl',
Use anecdotes
to make the
article more
interesting.
Anothor
your
it Çaid. It waÇ magi¿>.
thing I romombor about MrÇ Coopor i<vaÇ
aftornoonÇ at tho looal Çwimming bathÇ whoro
y\JodnoÇda^^^
wo uçod to havo
Çwimm\ng loÇÇonÇ. I romombor Mrç Ooopor rvnn\ng along tho
çidoç of tho pooler-1 ÇplaÇhod my way from ono ond of
prrl J<2_ ^h""rth"r
Use
colourful
language.
110
Use past tenses.
Yc" ran do \ti ¡¿¿ho, you can do
oopor onoourag^d mo and
tho
it!MrÇ
did it.
I will alwayÇ romombor hor booauÇo çho bo\\oVod in mo and
mado mo boliovo in myÇoIf.
Finish with a nice
conclusion.
Writing reference
Essay
Example question
You have recently had a discussion in your English class about places to live. Now your teacher has asked you to
write an essay giving your opinion on the following statement.
Whatever your age, life in the country is always
b e t t e r than life in the city.
Write your essay in 1 2 0 - 1 8 0 words in an appropriate style.
Before you write
m
•
•
•
•
Read the question carefully!
What kind of answer does the question require?
What do you have to do? Explain, describe, advise?
Who are you writing for?
What kind of language will be useful?
Model answer
Express opinions Agree or disagree
with statement.
Introduce the
subject.
Use linking
words.
Use adjectives to
give reasons for
your opinions.
Make
comparisons.
In my opinion, it is not t r u e t h a t life in the country is
always b e t t e r , whatever one's age. I think older people have
d i f f e r e n t t a s t e s Prom young people.
For example, old people may think t h e countryside is b e t t e r
because i t is quiet and peaceful, clean, calm and relaxing.
Older peopie are not so interested in night-life, c o f f e e
bars, discos and so on, which are more common in the city
than the countryside.
For young people, on t h e other hand, noise and crowds
are not such a problem and they o f t e n like t o have lots o f
places t o go and be with other people. There are lots o f
things t o do in the city, whereas in the countryside there's
not very much t o do in t h e evenings.
For b o t h young people and older people, the city is b e t t e r
f o r shopping: you have more t o choose f r o m and things will
usually be cheaper than in the country.
On t h e whole, I think t h e countryside is b e t t e r f o r older
people and life in the city is b e t t e r f o r younger people.
Clear
development. Use
paragraphs.
Give your own
opinion in the
conclusion.
Ill
Writing reference
Informal letter/email
Example question
An English friend of yours, Emily, is coming to stay w i t h you for a week. She has written you an email about her
visit. Read her email and answer her questions. Write your reply in 1 2 0 - 1 5 0 words in an appropriate style.
From: Emily
To: Martha
Subject: my visit
Hi, Martha!
I'm really looking forward to coming to see you In March. I can't believe I'm really
coming!
There are just a couple of things I need to know before I come. I've made a list.
First of all, will I need to bring a jacket or a coat? Also mum thinks I should pack my
swimming costume. Do you think we will get the chance to go to the beach?
Mum says I should bring a present for your parents. Can you suggest something?
(Don't worry, I haven't forgotten that you want a Manchester United T-shirt!)
The last thing I wanted to know is, have you got wi-fi? If you have, I'll bring my laptop
so I can Skype Benjy every day.
OK, I think that's it.
Write soon!
Emily
P.S. How's it going with Tom?
Before you write
•
•
•
• Use short paragraphs.
m Always check your spelling.
Read the question carefully.
Write in informal style.
Answer all the questions.
J
Model answer
From: Martha
To: Emily
Subject: Re: my visit
Use
contracted
forms.
Use short
paragraphs.
112
r
Use an appropriate
opening and
closing formula.
\
Use informal
language.
Hi Emily,
Thanks for your email. I can't believe you're coming. I'm really excited! I'm sure we will
have a great time.
I don't think you will need a winter coat. A light jacket and a hoodie will be fine. If you feel
^celcLJcan lend you something. Oh, definitely don't bring an umbrella. We've got lots of
those!
No, I don't think we'll be going for a swim!
You don't really need to bring a present for my parents - just for me! (Only joking!) If you
really want to bring something, why don't you get them something typically English, like
biscuits or jams? They love that kind of thing.
-I'm really sorry, we haven't got wi-fi, but we have got Internet and you can use my
computer whenever you want. So, don't worry, you can talk to Benjy all night if you want!
Tom is here right now. We're doing our Maths homework together. I can't wait for you to
meet him.
That's all for now!
Love,
Martha
Writing reference
Report
Example question
You have just c o m e h o m e f r o m a t w o - w e e k English course at t h e Brighton English School. Your teacher has sent
you the f o l l o w i n g email. Write your answer in 1 2 0 - 1 8 0 words in an appropriate style.
Facilities
The building and the classrooms are very modern and I especially liked the big flat screen TVs. I was
disappointed that there was no gym or swimming pool, though.
f
Use linkers.
Give reasons
for recommendations.
The social programme
I think the social programme was quite good, especially the excursions. However, there weren't
enough activities at the weekend, so we often didn't know what to do with ourselves.
Recommendations
Firstly, I would like to recommend that there should not be too many students of the same nationality
in each class. This would force us to speak in English more. Secondly, since there are no sports
facilities at the school, I think it would be a good idea if the school arranged for membership to the
local gym/swimming pool. Finally, I think that there should be more excursions and activities at the
weekend so that students do not have to be on their own.
113
Writing reference
Review
Example question
You recently saw this notice in an English-language magazine called Cinema World.
Write your review in 1 2 0 - 1 8 0 words in an appropriate style.
Reviews needed!
H a v e y o u been to the c i n e m a recently? If so, could y o u write us a r e v i e w
of the f i l m y o u s a w ? Include i n f o r m a t i o n on the plot (story), characters,
themes and acting; say whether y o u w o u l d r e c o m m e n d the f i l m to other
people.
T h e best r e v i e w s w i l l be p u b l i s h e d next month.
Before you write
V
•
»
•
»
•
»
Read the question carefully.
W h o Is going to read the review?
W h a t four things should you mention?
How will you end your review?
Will you give an opinion?
W h a t will you describe?
/
Model answer
The first sentence
should be strong.
Describe the
characters.
Give positive
or negative
opinions and
explain them.
The Remains of the Day
The film The Remains of the Day is quite simply beautiful.
Anthony Hopkins plays a butler whose employer lends him
his car so that he can pay a visit to the ex-housekeeper (Emma
Thompson). During the journey, Hopkins remembers his past
career.
Hopkins gives an incredible performance, as the man who has
spent his life serving others, without paying enough attention
to his own emotion. He won't let anything get in the way of
duty.
The relationship between Hopkins and Thompson is the
highlight of the film. Thompson plays one of her most lovea'
characters, the typically English Miss Kenton. Hopkins is at
his best when he struggles to control his attraction for her.
Thompson shows her frustration with him when he refuses to
stop 'being a butler', not even for one moment!
This film is intelligent, thought-provoking and deeply moving;
it has some of the best acting you will ever see on film. I don't
want to give the ending away but it shows that it is a big
mistake not to show your feelings when you are in love.
This film is outstanding. I can't recommend it highly enough.
Evaluate
acting.
Use present
tense.
Give your personal
opinion and
recommendation.
114
Writing reference
Story
Example question
Your teacher has asked you to write a story for an international student magazine. The story must finish w i t h the
following words:
They have been together ever since.
W r i t e y o u r a n s w e r in 1 2 0 - 1 8 0 w o r d s in a n a p p r o p r i a t e s t y l e .
Before you write
•
Read the question carefully.
•
W h o are you g o i n g to w r i t e for?
•
W h a t k i n d of w o r d s w i l l y o u use?
•
W h a t tenses will you need?
•
H o w w i l l y o u e n g a g e t h e i n t e r e s t of t h e r e a d e r ?
Model answer
Use past continuous
for background
information.
Organise your story in clear
paragraphs.
Paragraph 1: give the
background to the story.
w a s shining and C a r l a w a s in a g o o d m o o d . S h e had planned
to meet her t w o best f r i e n d s , L i l y and G r e t a in t o w n , but first she had
p r o m i s e d her m u m that she w o u l d g o to the post o f f i c e to p a y a f e w
bills.
Use past simple
for describing
what happened.
Use past perfect for
events that happened
before the story.
S h e j u m p e d straight out of bed. C a r l a usually w o r e j e a n s , but she
decided to w e a r a n e w dress she had bought the w e e k b e f o r e . W h e n
she c a m e d o w n to b r e a k f a s t , her m u m said, ' C a r l a , y o u look l o v e l y
in that dress - w h a t ' s the special o c c a s i o n ? A r e y o u sure y o u ' r e just
g o i n g round the s h o p s ? ' . C a r l a just laughed and said that she just felt
Paragraphs
2 and 3:
describe what
happened.
like w e a r i n g ' s o m e t h i n g pretty'.
A s she w a s w a l k i n g t o w a r d s the post o f f i c e she s a w a n i c e - l o o k i n g
Use direct
speech to
bring the
story to life.
b o y with b l a c k , curly hair c y c l i n g s l o w l y a l o n g with a white poodle
on a leash. T h e d o g w a s running as f a s t as his little l e g s c o u l d carry
h i m and he w a s barking happily and it made her smile.
Use adverbs to
make narrative
more vivid.
S h e went in, took a n u m b e r and sat d o w n . T h e n the b o y with the
Use adjectives
to add colour.
p o o d l e w a l k e d in and sat d o w n next to her. A n d that w a s h o w C a r l a
Paragraph 4:
describe the
climax or how
the story ends.
,
" m e t R i c k y . T h e y h a v e b e e n together e v e r since.
Ends with the given
sentence without
changing it.
Give the story
a conclusion.
115
Grammar reference
»
m changing situations:
Unit 1
Nowadays, teenagers are spending more and more
time online.
Present simple
We use the Present simple for:
•
m something that happens often and is irritating:
routines and habits:
He's always borrowing my mobile.
I check my email every day.
»
permanent situations:
m future actions already planned:
She lives in Italy.
9
facts:
We are getting married this Sunday at 11 a. m.
Microsoft make computer
programs.
Time Expressions
Spelling variations
The following time expressions are used with the
Most verbs add -s in the third person singular.
Remember the following variation:
•
verbs ending in consonant + -y -» flies,
studies...
• verbs ending in -o
•
moment,
now, at present, still, these days.
Stative verbs
Verbs which do not describe activities but states are
does, goes
verbs ending in -ch, -s, -sh, -x, -z -»
kisses, washes, faxes,
Present continuous: tonight, today, at the
watches,
called 'stative verbs' and are not usually used in the
continuous form.
buzzes...
They may refer to:
•
Adverbs of Frequency
Adverbs of frequency show how often something
happens: always, usually, often, sometimes,
seldom, hardly ever, never.
rarely /
m emotions: adore, dislike, hate, like, love, need,
prefer, want, wish...
m possession: belong, have (got), own,
They are usually put:
•
thinking: agree, believe, expect, forget, imagine,
know, mean, remember, suppose,
understand...
possess...
m the human senses: feel, hear, see, smell,
before the main verb:
I usually spend two hours a day playing
games.
computer
m appearance: appear, look, resemble, seem
Some stative verbs can be used with the
continuous form:
after the auxiliary and the verb be:
We don't often go to sleep before 11.
My father is sometimes late for work.
be:
Time expressions show how often something
once/twice/
three times a day/week/month/year,
Monday (s)...
on
I'm thirsty. You're being very stupid,
think: She thinks I'm younger than her brother.
I'm thinking of moving to Paris,
see:
I can't see, I need glasses.
He's seeing her tonight.
have: I have three kids.
We're having a great time.
Time Expressions
happens: every day/week/month/year,
taste
Sunday(s)/
They are put at the beginning or at the end of a
sentence:
Present perfect simple and continuous
On Sundays, we never eat at home.
We use the Present perfect for:
Do you play tennis on
•
Wednesdays?
We go on holiday twice a year.
I've done my homework; so I'm free now.
m finished actions at a time in the past which is not
mentioned:
Present continuous
We use the Present continuous for:
»
I've read an amazing
actions happening now:
I'm sending you an attachment
right now.
m temporary situations:
I'm working in a computer shop just for the
summer.
116
past events that are relevant to the present:
ebook.
m unfinished actions that started in the past (often
with since or for):
I've used a computer since I was ten.
We've lived in Moscow for three years.
Grammar reference »
*
experiences in the past, without mentioning an
exact time:
Unit 2
Have you ever taken part in a quiz show? (It's not
Past perfect simple and continuous
important when.)
•
The Past perfect is the past form of the Present
perfect. We use it:
giving news
A plane has crashed in the mountains.
has survived.
Nobody
We use the Present perfect continuous for actions
and events which continue up to the present moment
or have just stopped, but the effects are still visible:
I've been studying since this early morning, I've got
sore eyes, I can't stand it any longer!
•
for a past event which happened before another
past event:
Before John arrived, I had prepared my pupils for
his visit.
m with when, before or after:
After I had been back for about a week, John
appeared.
Present perfect vs Past simple
We use the Past perfect continuous:
Note the differences:
•
I have sold my car. (Unstated time.)
I had been living there for five years, when I
returned to Bristol.
I sold my car last week. (Definite time in the past.)
Jonathan
Coe has written
for something which had been in progress up to
the time in the past w e are talking about:
a lot of books. (He's still
He had been watching me silently for about half
an hour.
alive.)
Ibsen wrote a lot of plays. (He's dead.)
What have you done this morning? (It's still
morning.)
used
What did you do this morning? (It's afternoon or
We use used to + infinitive to talk about past habits
which do not happen anymore:
evening.)
Past simple and continuous
We use the Past simple for:
•
finished events or actions which happened at a
specific time in the past:
I sent you a text message last night.
to/would
When I was at primary school, I used to play the
guitar.
There used to be a cinema in this
neighbourhood.
We can also use would to express past habits, but it
cannot be used with stative verbs:
When my father was a child, he would get up at 5.
m
habits in the past:
When I went to school, I got up at 7 o'clock.
be used to /get used to
We use be used to to express familiarity with a
We use the Past continuous to:
present state or situation:
m talk about two past actions or events which
She's used to go to work on foot.
happened at the same time:
I was studying while my mother was cleaning up
around me.
We use get used to to express the process of
becoming familiar with something:
He's getting used to living alone.
m
talk about a past action or event which is
interrupted by another one.
We were playing football when it started to rain.
Unit 3
be going to for future
be going to + infinitive is used for:
•
intentions or decisions already taken before the
moment of speaking:
We aren't going to get tickets for the show.
117
Grammar reference
w
predictions based on current evidence:
She's going to be famous
one
Future perfect
day.
The future perfect is used for:
(She's already starred in a film.)
It's going to be a great
m something that will be completed before a
show.
particular time in the future:
(The reviews have been good.)
They will have finished
making
the film by the
spring.
will for future
will + bare infinitive is used for:
Unit 4
m predictions based on our personal belief:
I'm sure the show will be a great
Zero conditional
hit!
decisions made at the moment of speaking (often
with I
think...):
I think
I'll get a ticket for the
show.
When it rains,
m to express the functions of offers, promises and
requests:
Wait! I'll help you with your
talking about fixed programmed or timetabled
If you fly, you will arrive
events:
You will arrive sooner if you fly. (she will probably fly)
The plane
takes
on Friday evening
In first conditional sentences, w e can also use:
at 8 p. m.
•
Present continuous for future
talking about fixed future plans and arrangements,
usually with a time expression and often involving
other people or money:
in a
minute.
Future continuous
The Future continuous is used for:
actions in progress at a particular time in the future:
We'll be flying
to Rio this time next
week.
m events that are routinely expected to happen:
I'll be going past the ticket office, anyway,
get you
118
so I can
tickets.
assumptions about what people might be doing at
present.
Hurry up! They'll
a minute.
be dimming
the theatre
when
When I arrive,
I'll give you a call.
unless ( = if not)
Unless you book early, you won't find a flight,
m in case ( = to be prepared for something
happening or being true)
I'll take my umbrella with me in case it rains,
as/so long as ( = on condition that)
As long as you study a lot, you will do well in the
test.
m
The Present continuous future is used for:
We're leaving
sooner.
off at six.
The show starts
m
game.
We use the First conditional [if + the Present simple,
followed by will + bare infinitive in the main clause)
to talk about likely possibility.
The Present simple future is used for:
»
they stop the
First conditional
suitcase!
Present simple for future
•
We use Zero conditional {when/if
+ the Present
simple, followed by the Present simple in the main
clause) to talk about things which are always true.
I only go sightseeing in my own city if I have guests
visiting.
lights
in
m provided that ( = only if)
Provided (that) the flight is on time, we
arrive by
midnight.
will
Grammar reference »
Second conditional
We use the Second conditional (if + Past simple,
f o l l o w e d by would
+ bare infinitive in the m a i n
clause) to talk about unlikely possibility:
Unit 5
Modal verbs for obligation and advice
Present
If she flew, she would get there sooner.
She would get there sooner, if she flew.
weaker
obligation
obligation
(She probably w o n ' t fly.)
Third conditional
We u s e the Third conditional (if + Past perfect,
f o l l o w e d by would have + Past participle) to talk
about impossible hypothesis w h e n w e w a n t to
imagine a different past:
If she had flown, she would have arrived
sooner.
must
have to
mustn't
can't
You must go to the doctor.
(I strongly a d v i s e you)
You have to book an
appointment.
(it's a rule)
(She hadn't f l o w n and this cannot change.)
You mustn't postpone it.
You should go soon.
M o d a l v e r b s are possible in all types of conditional
sentences.
You can stay in a hotel if you want to.
If you could go on holiday now, where would you go?
If you hadn't woken me up, I might/could have
missed the train.
If you visit a church or temple, you should observe the
local dress code.
of
needn't
don't have to
need to
should
ought to
She would have arrived sooner if she had flown.
Modal verbs in conditional sentences
lack
obligation
(I a d v i s e you)
You don't have to pay.
(it is not necessary)
Past
obligation
lack of obligation
didn't have to/didn't need to
had to
We had to wear a uniform.
Mixed conditionals
We didn't have to wear a uniform.
It is possible to h a v e m i x e d conditional sentences
w h e n the time in the if clause is not the s a m e as the
time in the main clause.
In the past, needn't
If I spoke better English, I would have
alone.
I took my pullover with me, but I needn't have done
because it was very hot.
travelled
(I don't s p e a k English v e r y well, so I didn't travel
alone.)
If we had followed the sign posts, we wouldn 't be lost
now.
(We didn't follow the sign posts and n o w w e are
lost.)
have done means we did
something but it w a s n ' t necessary:
We usually m a k e questions with m o d a l verbs by
changing the order of the verb and the subject:
Must I wear this tie?
Should I buy a new coat?
but:
Inverted conditionals
In formal conditional sentences, w e can invert the
auxiliary and the subject in the if clause and r e m o v e
i f . We u s e inverted conditionals to talk about unreal
present and past- situations.
Do we have to wear a uniform?
Did you need to get an umbrella?
We usually m a k e negatives with m o d a l verbs by
adding not/n't
to the m o d a l verb:
Were I in your position, I would fly.
You mustn't wear jeans at the wedding.
Had she flown, she would have arrived earlier.
You shouldn't wear dirty clothes.
Should you need help, do not hesitate to contact us.
but:
Had she not accepted our offer, we would be in
trouble.
You don't have to wear a tie.
You needn 't/don't need to wear a tie.
119
Grammar reference »
Modal verbs for deduction and degrees
of certainty
Jeans cannot be worn to school.
She should be made an example of.
Present / Future
He could have been
certainty
arrested.
possibility
We u s e by w h e n w e w a n t to say w h o or w h a t did the
action:
can
could
may
might
must
can't
Modal verbs can be f o l l o w e d by the p a s s i v e infinitive.
She was stopped by traffic police.
She must be Japanese. She's wearing a kimono.
She can't be asleep. I can hear her talking.
She may be from Tokyo. Who knows?
She might be with Fiona. I don't
know.
Past
W h e n the active sentence has two objects, one direct
(a thing) and one indirect (a person), the p a s s i v e
sentence usually begins with the indirect object (the
person).
They should make an example of her.
She should be made an example of.
Passives are u s e d w h e n :
certainty
must have
can't have
( + Past participle)
possibility
could have
may have
might have
( + Past participle)
•
The bank was robbed.
m it is o b v i o u s w h o did the action:
The suspect was arrested last night.
She must have bought that dress in New York.
(by the police - w e can guess that!)
She can't have got it in Paris. She's never been there.
She could have bought it at the sales.
it is not k n o w n w h o is responsible for the action:
My car has been stolen.
•
She might have got it cheap. I'm not sure.
w e describe a process:
The milk is put into the hot water.
Sugar can be added.
Unit 6
Impersonal passive structures
Passives
In the p a s s i v e voice, the tense of the verb to be
corresponds to the tense of the main verb in the
active form. For example:
Tense
Examples
Structure
Present
simple
English is spoken here.
present be
+ Past participle Is English spoken here?
English isn't spoken here.
Past
simple
The defendant was charged.
past ¿»e
+ Past participle Was the defendant charged?
The defendant wasn't charged.
The verbs know, believe, think, say are used in the
p a s s i v e form:
•
in formal English f o l l o w e d by that or the
infinitive:
It was once believed that the earth was flat.
He is believed to be a very rich man.
m w h e n the facts of a situation are unsure:
The burglar is believed to have entered through a
window.
She is being questioned.
Is she being questioned?
+ Past participle She isn't being questioned.
She is said to be facing charges.
Gerund
being
The owner of the shop is reported to have said
Present
infinitive
be
Perfect
infinitive
have been
Present
continuous
present be
+ being
She hates being photographed.
+ Past participle
1 am expecting to be given a
+ Past participle pay-rise next month.
This sonnet was assumed to
+ Past participle have been written in the 16th
century.
120
Present and past infinitives can also be used:
that...
Grammar reference
'The teachers are incompetent.'
He said that the teachers were incompetent.
Causatives
have/get
+ object + Past participle
We use causatives:
•
w h e n w e arrange for s o m e b o d y else to do
something for us:
We've got to get/have the car fixed.
m w h e n something unpleasant has h a p p e n e d :
I had my wallet stolen on the bus.
get + person + infinitive
•
'I've written about it in my book.'
He said he had written about it in his book.
'We've been working here all day!'
They said they had been working there all day.
'My father was the mayor of this town.'
He claimed (that) his father had been the mayor of
the/that town.
7 was queuing at the Post Office.'
He told me he had been queuing at the Post Office.
w e u s e get + person + infinitive to m e a n 'to
m a k e / p e r s u a d e s o m e o n e to do something'.
Singer Roma Ritz is getting a ghost writer to write
her biography.
I'd already seen that film,' Jill said.
Jill said she'd already seen that film.
'The Smiths had been living there for ages,' the
neighbours reported.
The neighbours reported that the Smiths had been
living there for ages.
Unit 7
Reported statements
W h e n w e w a n t to report w h a t s o m e b o d y else has
said, w e can use reported speech:
7 suffered terribly.'
He said (that) he had suffered terribly.
T h e tense of the verb in the direct statement usually
m o v e s ' b a c k one tense' in the reported statement:
Direct statement
'I'm planning to study Chinese.'
He said he was planning to study Chinese.
Reported statement
'It's going to snow!'
The kids said it was going to snow.
'I'll be flying to London this time tomorrow.'
He told me he'd be flying to London that time the
following day.'
'Sit down!'
The teacher told us to sit down.
Don't panic!'
Present simple
Past simple
The firemen told us not to panic.
Present continuous
Past continuous
Present perfect
Past perfect
Present perfect continuous
Past perfect continuous
7 can't swim!'
He told me he couldn't swim.
'You may kiss the bride.'
The registrar told me I might kiss the bride.
Past simple
Past perfect
Past continuous
Past perfect continuous
Past perfect simple
Past perfect simple
Past perfect continuous
Past perfect continuous
Future with be going to
Future in the past with was/
were going to
Future continuous (will be +
would be + -ing
-ing)
Imperative
Infinitive
can
could
may
might
will
would
must
had to or no change
would, might, could, ought to,no change
should, needn't
'I'll be there in a minute,' he assured me.
He assured me he would be here in a minute.
'You must finish your lunch,' Jim's mother said.
Jim's mother said he had to finish his lunch.
'We might move to a warmer country.'
They said they might move to a warmer
country.
W h e n reporting scientific facts or w h e n something is
still true at the time of speaking, w e do not need to
m a k e c h a n g e s to the tense:
'Nowadays all children have to go to school', said
Thomas.
Thomas said nowadays all children have to go to
school.
Grammar reference »
Pronoun changes
'Corporal
punishment
is
W h e n w e report s o m e b o d y ' s w o r d s , c h a n g e s in the
pronouns are also necessary.
He said
(that)
punishment
He said
to us (that)
Reported statement
Direct statement
corporal
He told me (that)
common.'
punishment
corporal
was
he/she
my
his/her
this/that + noun
that or the
this/that + verb
that
question marks.
these/those + noun
those or the
'Where
are you
these/those + verb
they
I asked
him where
he was
from.
I asked
him where
was he
from?
common.
common.
punishment
1
was
common.
Reported questions
In reported questions the w o r d order is the s a m e as
in statements. We do not u s e the question f o r m or
them
verb + these
was
from?'
We omit do in reported questions.
I'm going
to London
tomorrow
to visit my
He said he was going
to London
the next day to
his
uncle.'
visit
uncle.
Time and place changes
We also h a v e to c h a n g e w o r d s w h i c h refer to time
and place in the direct statements.
Direct statement
Reported statement
did you go to
there
now/at the moment
then/at that moment
today
that day
tomorrow
the following/next day
tonight
that night
next week/month...
the following w e e k / m o n t h . . .
yesterday
the day before or the previous
day
last week/month...
the previous w e e k / m o n t h . . .
ago
before
me where I went
to
She asked
me where did I go to
school.
school.
W h e n w e report questions that c a n b e a n s w e r e d
with yes/no,
w e u s e if or whether after the reporting
verb.
'Do you like
studying?
me if/whether
I liked
studying.
Reporting verbs
A reporting verb can follow different patterns:
verb + sb +
io-infirtitive
verb +
to-infinitive
tell
advise
warn
invite
beg
persuade
remind
refuse
agree
offer
promise
verb + -ing verb (+ sb/+
to sb) +
prep. + -ing
admit
deny
suggest
regret
accuse of
apologise for
congratulate on
here!'
She told me to go
7 met Luke
there.
yesterday.'
She said she had met Luke
the day
'Please,
can you help me with my
homework?'
I begged
her to help
homework.
He explained
graduated
from this college 45 years
that his father
college 45 years
had graduated
me with my
'OK. I'll do it!
before.
He agreed
'My father
from
to do it.
ago.'
that
before.
We can u s e the verb to say to report s o m e o n e ' s
w o r d s and to tell to say w h o s o m e o n e is talking
to. R e m e m b e r that say is not usually f o l l o w e d b y a
personal direct object (if w e w a n t to add the person,
w e use the preposition to). Instead, tell must be
a l w a y s followed by personal direct object and does
not require the preposition to.
122
school?'
She asked
He asked
here
'Come
'Where
'Let's go to the
He suggested
party!
going
to the
'I'm sorry, I'm
late!'
She apologised
for being
party.
late.
Grammar reference »
T h e verb to suggest
structures:
can be f o l l o w e d by a variety of
m suggest + -ing:
'Why don't you buy a new computer?'
He suggested buying a new computer.
suggest
+ (that)
He suggested
+ Past simple:
(that) I bought a new computer.
m suggest + that + sb + should + infinitive
He suggested that I should buy a new computer.
Non-defining relative clauses
Non-defining clauses add extra, non essential
information.
In non-defining relative clauses w e cannot omit
the relative pronoun. T h e relative clause is placed
b e t w e e n two c o m m a s .
Pop singer David Bowie, whose family lived in Brixton
between 1947-1953, is featured on the Brixton ten
pound note.
Relative pronouns
Reported commands/requests
Defining relative pronouns
Reported requests and orders follow this pattern:
v e r b + sb +
to-infinitive
To report a negative imperative, w e u s e not before
the
Subject
Object
Possessive
for people
who/that
who/whom
/that
whose
for things
which/that
which / t h a t
whose
to-infinitive:
'Please don't
shout!'
She asked/told
me not to shout.
Non-defining relative pronouns
We generally u s e the verbs to ask and to tell to report
Subject
Object
Possessive
for people
who
who / w h o m
whose
for things
which
which
requests and c o m m a n d s :
'Open the door please!'
In non-defining relative clauses, w e cannot u s e that
She asked/told
instead of who or which.
me to open the door.
Unit 8
Relative adverbs
Relative clauses
Relative a d v e r b s can be u s e d in place of relative
pronouns to express place (where), time (when) and
Relative clauses are used to c o m b i n e t w o sentences,
or to provide additional information. There are t w o
types of relative clauses:
reason
Defining relative clauses
for places
where
In defining relative clauses, relative pronouns tell us
for time
when
w h i c h thing, person, place etc. w e are talking about.
for reasons
why
Defining relative adverbs
Object
The girl who works with me is Spanish.
W h e n relative pronouns who/that/which
are the
object of the relative clause, it can be left out.
I'm eating the cake (that) my mother
yesterday.
made
We can also leave out the pronoun and the auxiliary,
w h e n the clause contains a continuous or p a s s i v e
f o r m (reduced relative clauses).
It is a complementary currency (that is) designed to
be used alongside the pound sterling.
(passive form)
Do you know that man (who is) talking to Julie?
(continuous form)
(why).
Non-defining relative adverbs
Object
for places
who/whom
for time
when
We can use when and where in defining and nondefining clauses but why can only be used in defining
relative clauses.
In a country where cash is in short supply, time is
now money.
In Greece, where cash is in short supply, there are now
over 300 time banks.
August is the month when the city empties completely.
I can see why you go to swap parties. You can get
some great stuff.
123
Grammar reference
»
m such
Prepositions in relative clauses
When there is a verb with a preposition, in relative
clauses the preposition is usually put at the end of
the clause and the relative object pronoun is usually
omitted.
She hates the music I listen
So can be followed only by an adjective:
•
to.
The flat I live in is light and
+ a/an + adjective + noun
Noise is such a normal part of our everyday
so + adjective
Our cities are so
noisy.
sunny.
too, very, quite,
enough
Unit 9
too means 'more than I like or want'. It always
Inversions
Please put some more sugar in this coffee - it's
Adverbs or adverbial phrases with a 'negative'
meaning can be placed at the beginning of the
sentence for emphasis. In such cases, the subject and
the verb are 'inverted' or changed around:
bitter.
precedes the adjective or the adverb it refers to.
Little do low-carb dieters
know that because
diets they are more likely to feel
Only after a good breakfast
going all day long at
There's
too much oil on this
too
salad.
too can be used in the following structures:
•
too + adjective + for + noun:
This soup is too hot for me.
m
too + adjective + to-infinitive:
It's too hot to wear a jacket.
of their
tired.
will you be able to keep
school.
These negative expressions include:
very can be positive or negative:
- not only (...but also/too)
This cake is very sweet.
- hardly (...when)
This cake isn't very sweet.
(I like it that way.)
(I don't like it.)
- hardly ever
- rarely
Note the difference between too and very:
- little
This cake is very sweet.
(I like it that way.)
- scarcely (...when)
This cake is too sweet.
(I don't like it.)
- never
- neither... nor
quite is a medium-strength qualifying adverb.
- only after/when...
The film was quite good,
(it w a s OK.)
- under no circumstances
- not once
enough means 'sufficient'. It precedes the noun it
refers to, but when w e use enough referring to an
adjective or an adverb, it follows them.
- seldom
- no sooner (...than)
In the Present simple and Past simple an auxiliary
The film is not long
(It w a s too short.)
must be added before the subject:
do/does/did
Hardly ever do I eat
chips.
Not only did I skip breakfast,
but I also missed
With not until and only when/after,
We don't have enough
sugar.
(The sugar is not sufficient.)
lunch.
w e invert the
enough.
We can use enough
in the following structures:
•
noun + enough
+ to + infinitive
•
adjective + enough
+
to-infinitive
second verb in the sentence.
Only after you have completed
leave
the
the test, should
room.
so, such...
(that)
Such can be followed by a noun or an adjective:
•
124
such + a/an + noun
Why is noise pollution such a
problem?
you
+ (+ for + noun
The laptop was cheap enough
to buy.
The laptop was cheap enough
for me to buy.
life.
Grammar reference »
Unit 10
S o m e verbs can be f o l l o w e d by an -ing f o r m or a toinfinitive with no change in meaning:
Verb patterns
begin
hate
prefer
to-infinitive.
can't b e a r / s t a n d
like
start
continue
love
S o m e v e r b s can be f o l l o w e d by a
afford
expect
pretend
agree
fail
promise
appear
happen
propose
She began
to take
lessons.
taking
lessons.
arrange
help
refuse
She began
ask
hesitate
seem
I can't
stand
to be without
a job.
attempt
hope
swear
I can't
stand
being
a job.
b e able
intend
try
care
learn
wait
choose
manage
want
consent
mean
wish
decide
offer
determine
prepare
I want
to be a
She promised
I can't
wait
pilot.
to look for a job.
to start
m
make,
S o m e v e r b s can be f o l l o w e d by an -ing f o r m or a toinfinitive with a change of meaning:
meaning
example
remember +
fo-inf.
not forget sth you
must do
1 must remember to
send my application
form.
remember + -ing
have a memory of
sth in the past
1 remember
my first job.
forget + io-inf.
not remember sth
you must do
She forgot to switch
the iron off.
forget + -ing
not remember sth
you did
She forgot
switching the iron
off.
try + fo-inf.
make an effort
He tried to get a job
but failed.
try + -ing
do sth to see what
happens
He tried changing
his job but he still felt
depressed.
stop + to-inf.
stop in order to do
sth
1 stopped to take
a rest.
stop + -ing
no longer do sth
1 stopped working
when 1 was 67.
regret + io-inf.
feel sorry about sth
you have to do
Hfe regret to inform
you that we cannot
offer you a job.
regret + -ing
wish you had not
done sth
1 regret
becoming
an accountant.
goon + io-inf.
do sth after you've
finished doing the
first thing
She went on to talk
about engineering.
go on + -ing
continue doing
something, not stop
The teacher said 'be
quiet' but they went
on talking.
verb
work.
Some verbs are followed by the infinitive without to:
hear, help, let,
without
see
m modal verbs
•
would
rather,
would
better,
Can you help me do my
I really must
I'd rather
would
sooner
homework?
find a job.
work
at
home.
S o m e v e r b s are followed by the -ing form:
admit
feel like
practise
appreciate
finish
prefer
consider
forgive
put off
delay
give up
recommend
deny
imagine
resent
detest
involve
risk
dislike
mention
suggest
enjoy
mind
understand
escape
miss
face
postpone
She avoided
I can't
working
too
bear listening
T h e v e r b s to admit
getting
hard.
to classical
and to deny
music.
can be f o l l o w e d b y
an -ing f o r m or a f/iai-clause:
She admitted
stealing
the
She admitted
that she stolen
S o m e v e r b s are f o l l o w e d by a preposition:
apologise for
complain about
talk about
believe in
congratulate sb
think of
b l a m e for
011
money.
the money.
They apologised
for being
We look forward
to receiving
She was fond of wearing
They succeeded
in passing
late.
your
gold
their
application.
earrings.
exams.
125
Meaning
Phrasal verb
Example
add in
include
1 had to add in a couple of extra pages to the
essay.
ask out
invite
He asked me out to dinner.
back off
avoid a tight or a difficult situation
He was really angry, but backed off and went
inside.
bank on
count/rely on
Don't bank on her. She's always late.
break down
a) stop working or functioning
b) get very upset
The TV set broke down during the storm.
She broke down in tears when she saw him.
break in/into
enter a building by force
A gang of robbers broke into the golf club.
break out
a) start suddenly
A fire broke out while we were having lunch.
The prisoner broke out of prison two days ago.
b) escape
break up
bring a relationship to an end
They broke up in 1999 and then she married
Luke.
bring back
make somebody remember something
That song brought back a very painful day.
bring out
produce or publish something
The writer brought out his second novel.
bring up
care for and educate a child
Caroline brought up four children by herself.
build on
use a basis to go further
They built on their early success and soon
became number one in the field.
call back
return a phone call
Can 1 call you back in a minute?
become/make somebody become less
He received a call form an old friend, which
cheered him up.
cheer up
sad
call off
cancel
The match was called off because of heavy
rain.
carry on
continue
Even though he was tired, he carried on
studying.
come across
meet somebody by chance
1 came across him while 1 was touring the
USA.
come round/around
visit somebody for a short time
You really must come round and see us next
year.
come up with
find a solution or have a brilliant idea
She came up with a great idea for the new
ad.
do without
succeed in living without something
1 can't understand how they can do without
TV!
drop out
quit school or a course
She dropped out of university after only a
year.
fall out
quarrel with somebody
Lisa and Dave have fallen out again!
fill in
complete a form by writing information
To make an order fill in this form.
find out
discover
The police found out he was hiding in
Greece.
get back
return to a place
Will you get back to your country after
college?
have enough money to buy the things
1 don't earn a huge salary, but we get by.
get by
you need, but no more
Phrasal verbs
Meaning
Phrasal verb
Example
get down
make someone feel unhappy
Being without a boyfriend was beginning to
get her down.
get into
start being in a particular situation
He started getting into trouble at school.
get off
a) leave a train, bus, plane
b) start a journey
Can you tell me where 1 have to get off?
1 think it's better to get off early in the
morning.
like each other and have a good
She gets on very well with her sister.
get on/along with
relation
get over
overcome a problem and start feeling
I'm sure she will get over the shock she had.
well
get through to
contact somebody by telephone
1 tried many times, but 1 couldn't get through
to him.
get rid of
throw away
1 got rid of those old shoes.
give in
admit you have been defeated
The police forced the rebels to give in.
give out
distribute
Why are you giving out these leaflets?
give up
stop doing or having something
You should give up working and relax a bit
more.
go down
be remembered
He will go down in history for his scientific
discoveries.
go off
a) explode
The bomb went off in the market square.
What a terrible smell! The milk must have
gone off.
b) become bad (about food)
go on
continue
1 don't want to go on talking about the same
things!
go out
stop burning
Suddenly the candle went out.
go out with
have a romantic relationship
Cindy is going out with an Italian boy.
go over
revise or examine carefully
Go over the test before you hand it in.
hold on
wait to talk to somebody (on the
Can you hold on? Let me see if Tim is here.
phone)
keep away
avoid going near somebody or
Keep away from the pier! It's dangerous.
something
keep in
restrain
Don't keep your anger in!
keep on
continue
The snow kept on falling for three days.
keep up
continue at a good level
1 don't think 1 can keep this up any longer.
keep up with
a) learn about the latest news or
She always keeps up with the latest fashion
trends.
1 had to walk fast to keep up with him.
events
b) move at the same speed
let down
disappoint
He really let me down when he left her for a
woman half his age!
live through
survive after an unpleasant situation
Mr Sword has lived through the Second
World War.
look after
take care of
Laurie, can you look after my daughter
tomorrow?
Meaning
Phrasal verb
Example
look down on
feel superior to somebody
My father looks down on everyone who hasn't
had a college education.
look forward to
wait for something pleasant
I'm looking forward to seeing her again.
look into
examine deeply and carefully
A special committee will look into the matter.
look out
be careful
Look out! A bee is flying around you.
look up
look for Information in a reference
1 had to look these words up in the dictionary.
book
else
This poem was made into a song after many
years.
make off
hurry away to escape
The pickpockets made off on foot.
make out
manage to see or hear clearly
She could make out a person in the darkness.
make up
invent a story
1 often make up funny stories for my niece.
make up with
become friendly again after an
argument
Don't worry, he'll make up with her by
tonight.
mess up
spoil or ruin something
She realised she'd messed up her whole life!
pass on
a) give
b) die
He gave me an envelope to pass on to my
father.
He was 96 when he passed on.
pay back
repay
We're paying back the loan over 15 years.
pay off
extinguish a debt
He finally paid his overdraft off.
pick up
go and collect someone in a car
I'll pick you up at 8 p.m., OK?
point out
make someone notice something
'1 believe it's a mistake,' Jim pointed out.
put across
succeed in delivering a message
1 was able to put across my point of view at
the meeting.
put aside
save money regularly
She puts at least £30 a week aside for food.
put away
place something tidily somewhere
Fold your jumper and put it away.
put off
a) postpone
The match will be put off if it rains.
Don't let the length of the book put you off,
it's a great novel.
make into
change into something or somebody
b) make you dislike something
put on
a) gain (usually weight)
b) wear clothes
1 think he has put on about three kilos.
It's very cold. Why don't you put your coat
on?
put out
stop something from burning
Excuse me, can you put your cigarette out,
please?
put through
connect by telephone
Could you put me through to the headmaster,
please?
put up
let somebody stay at your home
I'm sorry, but 1 can't put you up for the night.
rip off
overcharge
That lawyer really ripped us off.
run across/into
meet somebody by chance
I've just run across Dave! He's here for a few
days.
run out of
finish a supply of something
The car stopped because it had run out of
fuel.
Phrasal verbs
Meaning
Phrasal verb
run over
a) knock somebody down (with a
vehicle)
Example
An old lady was run over by a truck yesterday.
You had better run over your notes again.
b) read something quickly
sail through
succeed very easily
Alan sailed through his final exams.
set off
begin a journey
What time are you going to set off for
Madrid?
set out
start a journey
They set out early in the morning from
Plymouth.
splash out
spend a lot of money on something
They splashed out on a new sports car.
stand for
mean
WTO stands for World Trade Center.
talk over
discuss a problem
You should talk your problem over with an
expert.
take after
look like a member of your family
Your niece really takes after you.
take down
write something down
The secretary quickly took the message down.
take off
leave the ground and fly (plane)
The plane couldn't take off due to thick fog.
take on
accept to do something (more)
My father took on more work when he bought
a new house.
take up
start doing something regularly
He decided to take up playing the guitar.
throw out/away
get rid of something you no longer
need
Why don't you throw out/away that old
sweater?
try on
put on clothes to see how they fit
Try these trousers on before buying them.
turn down
refuse an offer or a proposal
1 think he'll turn your invitation down.
turn down/up
reduce/increase (volume or heating)
Can you turn the volume of the radio
down/up?
start/stop a machine (pressing a
He didn't want to turn the TV on/off.
I
turn on/off
button)
b) prove to be
The party turned out very well.
The book turned out to be really exciting.
tan up
arrive
Your friends haven't turned up yet.
mark out
find a solution or an answer
The President is trying to work out a
compromise.
turn out
a) happen in a particular way
Irregular verbs
Base form
Past simple
Past participle
Base form
Past simple
Past participle
arise
arose
arisen
forget
forgot
forgotten
awake
awoke
awoken
forgive
forgave
forgiven
be
was/were
been
freeze
froze
frozen
bear
bore
borne/born
get
got
got
beat
beat
beaten
give
gave
given
become
became
become
go
went
gone
begin
began
begun
grind
ground
' ground
bend
bent
bent
grow
grew
grown
bet
bet/betted
bet/betted
hang
hung
hung
bid
bid
bid
have
had
had
bind
bound
bound
hear
heard
heard
bite
bit
bitten
hide
hid
hidden
blow
blew
blown
hit
hit
hit
break
broke
broken
hold
held
held
breed
bred
bred
hurt
hurt
hurt
bring
brought
brought
keep
kept
kept
broadcast
broadcast/broadcasted broadcast/broadcasted
kneel
knelt/kneeled
knelt/kneeled
build
built
built
know
knew
known
burn
burnt/burned
burnt/burned
lay
laid
laid
burst
burst
burst
lead
led
led
leant/leaned
leant/leaned
buy
bought
bought
lean
cast
cast
cast
leap
leapt/leaped
leapt/leaped
catch
caught
caught
learn
learnt/learned
learnt/learned
choose
chose
chosen
leave
left
left
cling
clung
clung
lend
lent
lent
come
came
come
let
let
let
cost
cost
cost
lie
lay
lain
creep
crept
crept
light
lit/lighted
lit/lighted
cut
cut
cut
lose
lost
lost
deal
dealt
dealt
make
made
made
dig
dug
dug
mean
meant
meant
do
did
done
meet
met
met
draw
drew
drawn
mistake
mistook
mistaken
dream
dreamt
dreamt
overcome
overcame
overcome
drink
drank
drunk
pay
paid
paid
drive
drove
driven
put
put
put
dwell
dwelt/dwelled
dwelt/dwelled
quit
quit/quitted
quit/quitted
eat
ate
eaten
read
read
read
fall
fell
fallen
ride
rode
ridden
feed
fed
fed
ring
rang
rung
feel
felt
felt
rise
rose
risen
tight
fought
fought
run
ran
run
find
found
found
say
said
said
flee
fled
fled
see
saw
seen
fly
flew
flown
seek
sought
sought
forbid
forbade
forbidden
sell
sold
sold
forecast
forecast/forecasted
forecast/forecasted
send
sent
sent
foresee
foresaw
foreseen
set
set
set
130
Irregular verbs
Base form
Past simple
Past participle
Base form
Past simple
Past participle
sew
sewed
sewn/sewed
stick
stuck
stuck
shake
shook
shaken
strike
struck
struck
shed
shed
shed
strive
strove
striven
shine
shone
shone
swear
swore
sworn
shoot
shot
shot
swell
swelled
swollen/swelled
show
showed
shown
swim
swam
swum
shrink
shrank
shrunk
swing
swung
swung
shut
shut
shut
take
took
taken
sing
sang
sung
teach
taught
taught
sink
sank
sunk
tear
tore
torn
sit
sat
sat
tell
told
told
sleep
slept
slept
think
thought
thought
smell
smelt/smelled
smelt/smelled
throw
threw
thrown
speak
spoke
spoken
thrust
thrust
thrust
spell
spelt/spelled
spelt/spelled
tread
trod
trodden
spend
spent
spent
understand
understood
understood
spill
spilt/spilled
spilt/spilled
wake
woke
woken
split
split
split
wear
wore
worn
spoil
spoilt/spoiled
spoilt/spoiled
weave
wove
woven
spread
spread
spread
weep
wept
wept
spring
sprang
sprung
win
won
won
stand
stood
stood
write
wrote
written
steal
stole
stolen
Audioscripts *
® 1.02
Terri Thomson lives in a digital world: every day, she texts
her friends from a television control box, she finds songs
on the radio with her mobile phone, she downloads photos
from her phone directly onto her blog and she can videocall a television chat show from her mobile phone and
participate live in the programme. She uses 12 technology
services every day; so her parents have a big bill. Terri is a
digital native; she has been using digital devices since her
childhood. For digital natives like Terri, 'digital' is their first
language. Digital natives have grown up with technology,
and so they have IT at her fingertips. According to a recent
survey, in their teens, digital natives usually spend about
100,000 hours playing computer games, they send and
receive 250,000 emails and they spend 10,000 hours on
a mobile phone. In contrast, they spend only 9,000 hours
in school (many teens do not take part in lessons, unless
the lessons have something to do with sport). How is digital
technology changing teens' brains? The latest research shows
that digital natives can recall 90% of images days after
seeing them, despite only seeing them for a few seconds. In
fact, the eye 'reads' images much faster than text; moreover,
digital natives often ignore content, unless colours catch
their attention. Advertisers are working out a way to use
the Internet with teens; they want to use internet marketing
to meet the needs of young consumers. Digital teens: need
speed in information flow; look at images and information
at the same time; enjoy hyper-linking; get bored following
step-by-step processes; network simultaneously with many
people; don't want loads of information; prefer instant
pleasure and Instant reward; filter out any information that
is not necessary or fun. But digital technology has other
advantages; here is what an American teen with special
needs; Martha, says.
Speaker 3
We were having the usual boring lesson
yesterday when the teacher switched on the
IBW. Wow! Our new interactive whiteboard!
It looked brilliant. The classroom was full of
colour and there were a lot of pictures. We
understood the lesson more easily; I also
enjoyed getting up and going to the board: I
touched the board with my finger and we all
wanted to play with it, to have a go; but it
broke down a couple of times and we waited
for someone to fix It. "
Speaker 4
Well, to tell the truth, the thing that really put
me off the Internet was security. You see, I
was always having trouble with viruses and
hackers, you know, and it had a really bad
effect on my computer system. So I worry a lot
about privacy... like, once I was writing this
very personal email to a friend when I realised,
someone might be reading it - a hacker, I
mean; I was shocked!
@
1.04
Speaker 1
Speaker 2
'I have problems with physical movement - but with digital
devices I've got everything I need at my fingertips. They've
given me more independence. I've had an ¡Pad for 3 years
and now I can't do without it. Right now, I'm writing this
message on it and I'm also learning to keep a blog.'
Speaker 3
®
Speaker 4
1.03
Speaker 1
Speaker 2
132
Now, guys yesterday, while I was writing on the
board, Nancy's mobile went off and I took it
off her. Let me explain why. I know, the school
can't stop you from carrying your mobile phone
on you or in your bag, but we've decided to
ban mobile phones at all times while you are In
the school buildings; now, if they go off during
classes your mobile will be taken from you and
returned after school; so you must switch them
off if you want to keep them! OK, Nancy?
I bought an amazing new ebook a month ago.
I have thousands of books and now I can take
them with me everywhere. Well, I took them
with me to the beach yesterday! Imagine! I was
lying there when my best friend came along ...I
said 'what's your favourite book?' She told me
and in seconds I had it in front of her. I had my
whole library in my bag! But I don't like reading
on the screen for very long, it makes all the
books look exactly the same, so sometimes I
read books In the old-fashioned way. I still like
the feel and smell of paper; ebooks are always
new: they don't smell!
Speaker 5
© 1.05
I use social media to help me with my
homework. If I don't know something I ask
people on the net or I look it up on Wikipedia.
It's made some lessons easier to do. I get better
marks at school. Yeah, so, I agree with the
article.
It's right about free time. I use it a lot to listen
to music. I can do it without having to listen
to advertisements. I hate ads. As I spend a lot
of time downloading music and video clips or
sometimes my favourite TV shows, it means I
can listen to stuff whenever I like.
The article doesn't mention news sites. I
hardly ever read a newspaper. I really can't
be bothered to read pages and pages of text;
I'd much rather read summaries online or on
television, especially the sports news. Yeah, so
I've stopped buying newspapers.
I like what the text says about not having time
to hang out with friends; we don't have enough
time as we've got so many things to do for
school; so like it says I use it for chatting to
friends; it's just like hanging out in a shopping
mall.
I disagree completely with the article. I think
social networking is having a bad effect on
teenagers. It means they can't pay attention
for very long and they read less. People don't
read proper literature anymore. I think there's
nothing like face-to-face contact.
I've been teaching for about 25 years now and one thing I
have learnt is this: a good teacher is always ready to learn.
About 10 years ago, I was teaching students with learning
difficulties in a school in Bristol. My classroom had become
famous in school as I had got a reputation for success by
encouraging students to believe in themselves. One day, the
head told me that a trainee teacher had arrived in the school
and had asked to observe my classes. As we were going to
meet John, the head told me that the student was disabled.
As John was approaching, I noticed that he had prosthetic
Audioscripts *
legs - and he had no hands. At first, I felt nervous but John's
friendly eye contact made me feel relaxed and created a
warmth and respect between us. I had prepared my pupils
for John's visit - I had told them that it was rude to stare,
but they still felt embarrassed and could not help staring...
John sat quietly in the corner and watched me teaching. He
had been watching me for about half an hour, when suddenly
he asked if he could show the children something on the
blackboard: he took a piece of chalk between his 'arms' and
began to write - in better blackboard writing than mine.
A year later, I moved to Ireland. I've been living there ever
since; but I once returned to Bristol for a few months to
run a bookshop. After I had been back for about a week, I
was opening the shop one morning when John appeared.
He had heard that somebody was coming from Ireland to
run the shop and had guessed it was me. 'Have you been
teaching all this time?' I asked. He told me that he had given
up teaching as it had got too difficult. 'I've been doing lots
of exciting things.' 'Like what?' I asked. 'Have you seen that
furniture shop up the road?' he said. 'Oh, so you run a shop
too?' 'No, my wife runs it. I make all the furniture!'
John hadn't changed! Since I last saw him, he had become
a furniture maker and he had taken up skiing. I was stunned.
Since then, every time I've felt sorry for myself, I've thought
about John and his incredible life...
@
Luke
Susan
Lisa
1.06
Mrs Cooper did things that gave me confidence; you
see, I was never very good at sport, I had broken
my arm once when I was playing football and it
nearly put me off sport forever - that's when I was
about ten years old. So how did I learn to be such a
good swimmer? Well, you see, every Wednesday our
class used to go to the local swimming baths and I
remember Mrs Cooper would really encourage me to
get into the water and start swimming; she would
walk along the side of the pool encouraging me,
saying 'you can do it! You can do it!'... she really
believed in me and made me believe in myself...
no, I'll never forget my primary school teacher, Mrs
Cooper...
...hmm...oh, yes, he was a great influence on me...
I don't remember him ever shouting at us and he
was a great listener, whenever we had problems
he listened, he was really patient. He worked in
a factory until we bought the shop and he had
the night shift which meant he used to leave the
house in the evening and he would come back next
morning and go to bed during the day. So we had
to be very quiet. Anyway, when we were little he
used to take us to the circus every Christmas - the
company he worked for would organise this for
the children of the workers in the factory... it was
magical!... yeah dad was a really gentle, generous
person...
My mum and dad were very strict and they were
keen on my doing well at school, you know, getting
good marks and everything... They said I wasn't
trying hard enough...so I really used to worry about
tests and getting bad results but the support I always
got from my big sister used to cheer me up - even
when I failed a test and mum and dad couldn't hide
their disappointment, my sister Helen would always
support me. I remember I had been preparing a test
in maths and I really wanted to do well but I messed
up. I was feeling very depressed, when she said 'let's
go for a pizza' and that really cheered me up so we
always celebrated good times and bad times...
©
1.07
Abraham Harold Maslow (1908-1970) was an American
psychologist who was best known for creating Maslow's
hierarchy of needs, a theory of self-actualisation. Maslow
says that the aim of all good learning or education is selfactualisation. By this he means to become the best person
you can possibly be, to fulfill your dreams, your potential
as a human being. But before you can do that you have to
feel good about more basic things, you have to fulfill certain
needs; for example, physiological needs. By this we mean
things like feeling too cold, or too hot; being hungry or thirsty.
So you can't learn properly if you're thinking about food or
if your seat is not comfortable. You need to satisfy these
physiological needs before you can learn. Then there's safety:
you can't learn if you feel you are in danger, either physically
or mentally, emotionally. So bullying at school is an example
of not feeling safe or if there's a war on and your life is in
danger your mind will not be on learning. This is connected
to the next level: we need to feel loved and that we belong
to the group; it's like feeling you are a part of a family, you're
amongst friends. Self-esteem: it's the feeling that you are
as good as other people and that you deserve respect and
happiness. It's feeling good about yourself; this will of course
affect your school results but will also make it possible to
fulfil your aims in life to become a complete, happy human
being... which is what Maslow calls self-actualisation.
@
1.08
It's so funny, whenever new technology appears someone
says 'this is going to end entertainment as we know it!' So
when records first came out, people said 'this is going to be
the end of live music!' With television it was 'this will be the
end of cinema!' Well, we know it wasn't.
So, let's take music. I am a keen listener but unmusical so,
for me, computerized musical composition will be an exciting
development. You will install musical composition software
onto your computer and compose your own music, save it
and post it on your blog.
When you, the composer, get bored, you will play around a
bit with the keyboard, click the 'compose' button again and
create new music. How cool is that? What about cinema?
Will it disappear? People will still be going to a special
auditorium to sit in the dark with friends and strangers but
they won't be passive, like now: they will be making their
own movies. How? Digital technology will get cheaper so
as to allow people to get their own movie cameras - and
become film-directors; and these films will reach a bigger
audience, cheaper and faster. Will film-makers still be making
films in 3D or is this a passing fad? Some film critics say 3D
is a gimmick and so it will fizzle out. Time will tell. In my
view, 3D isn't going to disappear. It is here to stay.3D will
look primitive next to the 'Satosphere' or three-dimensional
'immersion' cinema. The Satosphere, is a 360-degree domed
room where the film completely surrounds the audience with
life-like sound and images and allows them to interact with
it. It gives viewers the feeling of moving inside the images.
So, for example, you will find yourself in the middle of a
battle or walking inside a dark, lonely forest. You won't need
to wear special glasses. You will be able to walk around,
choose your point of view, according to your body position
133
Audioscripts *
and what captures your interest. So two viewers, standing
back-to-back, will see and hear different things. Nobody
will see exactly the same movie. This interactive cinema
will make all previous film experience old hat. With the
Satosphere you will also get a chance to play games in 3D on
its 360-degree surface. So, is the Satosphere going to be the
end of entertainment as we know it? I don't think so!
© 1.09
Presenter
1
...in many of the experimental watercolours he worked in
a freer style - light, in all Its variety, is a constant theme in
these works; the same motif appears again and again with
splashes of bright colour; In his landscapes are open fields
and light flashing on water...
2
This week the finest Comedy Club in the land brings you four
world class stand-up comedians. You will laugh out loud for
over two hours. Avoid disappointment by booking early for
these sell-out shows...
3
Anton Lester will be appearing for the second time as the
tragic hero, after his first appearance in the role. His leading
lady, Gill Planket (she got an Oscar for her last film), with her
beauty and stage presence, will be more than match for the
charismatic Lester...
4
...vocalist Tom Dempsey, created a new sound for the band;
his silky voice sounded even nicer with Portuguese lyrics,
and contrasted nicely with the drums; the band performed
intimate and quiet interpretations of their tuneful, catchy new
compositions...
@ 1.10
Presenter
Rose
Presenter
Rose
Presenter
Rose
Presenter
134
Rose
Presenter
Rose
Presenter
Rose
This weekend sees the start of the 10th
Arts Festival in Tottenham. The small village
of Tottenham will once again play host to
thousands of visitors from all over the country.
Here to tell us about the programme is the
organiser of the Festival, Rose Cameron. Rose,
what are the highlights of this year's festival?
Well, the Festival gets off to a great start on
Friday evening with a concert by the New
Orleans Jazz Band they're opening the Festival
and jazz fans will be queuing up to see Frank
Stein on clarinet and Jeff Durante on the piano.
They'll be performing in Nelson Square. We're
hoping to get good weather!
Now, what else can we look forward to?
Well, the Festival gets under way properly on
Saturday morning and there are going to be
lots of simultaneous events. There will be an
exhibition of paintings by young artists - this
will be in the Town Hall foyer, from Saturday
morning till the end of the festival.
Will there be anything for theatre lovers this
year?
Yes. Once again, we have invited our local
theatre group, the Tottenham Players, so we'll
all get a chance to see their latest show. They
will have been with us for five out of ten of our
Festivals and we predict that tickets will have
sold out by tomorrow... so get there early!
So theatre fans should rush to get their tickets!
Rose
Yes - they will be performing Romeo and
Juliet.
Which is always popular...
Right and it will be in Queen's Park.
In the open air.
Right, Queen's Park... next, we have a wonderful
comedy show by two of our finest stand-up
comics, the Two Bobbies, Robert Hardy and
Robert Jones; they will be entertaining us at the
Greenhill Cultural Centre every day at eight p.m.
...and Rose, looking to the future, will you be
holding any more events during the year?
Well, John, this is my ninth Festival. By the end
of the week 20,000 people will have visited the
Festival. It's hard work; with this one, I will have
done a total of nine Festivals, perhaps it's time
to let someone else have a go...
© 1.11
1
Once upon a time and a very good time it was there was a
moo-cow coming along the road and as this moo-cow was
coming along the road It met a nice little boy named baby
tuckoo. His father told him that story. He was baby tuckoo.
Eileen lived at number seven. She had a different mother and
father. Her mother and father were
grown up. He was going to marry Eileen. He hid under the
table. His mother said:
- Oh, Stephen will apologize.
His aunt said:
- Oh, if not, the eagles will come and pull out his eyes.
All the boys In the playground were shouting and the
captains encouraged them. The leather ball flew like a
heavy bird through the grey light. He kept out away from
the rude feet, pretending to run now and then. The boys
were struggling and groaning and their legs were kicking and
stamping. He felt his body small and weak In the middle of
the tall, strong players and his eyes were weak and watery.
Nasty Roche was a bully. His mother had told him not to
speak to the rough boys In school.
The University! So he had passed his boyhood and those
who had tried to keep him at home, to serve their ends.
His mother had been against the idea, as he had guessed
from her sad silence. Ten to eleven, English lecture. He
saw the heads of his classmates bent as they wrote In their
notebooks. He looked out of the window, across the gardens
and the statue of the national poet of Ireland.
He was alone. A girl stood before him, gazing out to sea. She
seemed like a strange and beautiful bird. She was alone and
still, gazing out to sea; she felt his presence and his eyes,
worshipping her; her eyes turned to him. Long, long, she
gazed at him and then quietly turned towards the sea, gently
stirring the water with her foot. The noise broke the silence.
A faint flame trembled on her cheek. He turned away from
her suddenly and set off across the sand. His cheeks were
aflame.
Audioscripts
6
You have asked me what I will do and what I will not do. I
will tell you what I will do and what I will not do. I will not
serve that in which I no longer believe. I will try to express
myself in life or art as freely as I can. I'll work and act for
liberty and equality. But I will tell you also what I do not fear:
I do not fear being alone... and I am not afraid to make a
mistake, even a great mistake.
- Alone, quite alone, said his friend, to have not even one
friend?
I will take the risk, said Stephen.
©1.12
March 21. Free, yes. What do I see? Soul free and fancy free.
Let the dead bury the dead. Yes. And let the dead marry the
dead.
March 23. Have not seen her since last night. She's probably
sitting at the fire with her mother.
March 24. Explained to mum: I need to escape. Mum said
I have a strange mind and I read too much. Not true. I have
read little. Went to college. Went to library. Tried to read.
Useless. She is not out yet. Am I worried? About what? That
will never see her again? Saw her drinking tea and eating
cakes.
April 3. Met Davin. He asked 'are you going away?' and why.
Father came - asks: why I don't join a club or something. I
Dretended to think about it. Wants me to study law.
April 5. Oh, life. The present destroys the past and creates
n e future.
April 15. Met her again today in Grafton Street. She asked
~e why I never came. She has heard all kinds of stories
= bout my going away. Am I writing poems? Talked about me
=nd my plans. She shook hands and went away. Yes, I liked
~er today. I liked her and it seems a new feeling for me. Oh,
j .e it up! Sleep it off.
Apr 16. A troubled night of dreams. Away, away. The white
•ms of roads embrace me, the black arms of ships, their tale
d stant nations, as if they are saying 'come'. The roads and
sft 3S call me, shaking their wings, the wings of youth. Away,
away.
*cr 27. Mother is putting my clothes In order. She says:
May you learn in your own life, away from home and friends;
ear- .-.^at the heart is and what it feels'. That's it.
' 23. Welcome, oh life! I go to meet the reality of
overience and to create the conscience of my race.
o
1.B
off your shoes. Generally, if you wear scruffy clothes, locals
will think you are disrespectful.
Where to go
You won't bump into much of the country's wildlife unless
you make the effort to visit remote areas. If you get away
from the urban centres and well-known tourist sites, you
will get to see wild flora and fauna In their natural state.
Moreover, if fewer people visited great monuments, such as
Machu Picchu or the Parthenon, less damage would be done
to these World Heritage Sites.
What to say
If you make the effort to learn a bit of the local language even if it is just 'hello' and 'thank you' - local people will
appreciate it. Not only does it show respect towards your
hosts, but it can also make your stay more pleasant - and
cheaper!
How to get about
Don't take your car unless you really need it. If you want
to get around, take the bus or walk. On the Greek island of
Hydra there are no motorised vehicles at all, so if you want
to get around the island - and you don't want to walk you will have to take a... donkey. If you think donkeys are
impractical, why not try cycling? If we cycled more while on
holiday we would be healthier and the environment would be
cleaner.
0
1.14
Here are some tips to help you avoid disasters on your trip.
If you are flying, make sure you check that the flight is on
time and there are no delays before you set off. You can
either phone the airline or check the online departures
information. Remember you can now check-in and get your
boarding pass online, too.
During the flight, there may be turbulence. If this happens,
do up your seatbelt and keep calm. It's quite common. The
cabin crew are there to help you.
When you are picking up your suitcases from the conveyor
belt, make sure you don't take the wrong luggage by mistake.
Many suitcases look very similar. If you use a bright red
name tag, it will make your case stand out from the others.
On arrival, if you use public transport beware of pickpockets.
Watch your bags and make sure they are zipped up. If you
can, do not carry large amounts of money in your pocket,
especially not in your back trouser pockets.
©
115
Speaker 1
•hat to eat
j c r - _st stick to the food in your luxury hotel. If you do,
•nst of .our money will go to an international hotel chain. If
jbh
Deal food in local restaurants, local people benefit far
¡••e! V _.ou consume local produce, not only does it benefit
• r - ~ -n: es financially but it also gives you a chance to
I M s a.t~ertic local cuisine!
•Fre-T :: stay
a
WW^family, you will help the local economy
•n e
-g about how people really live. Ordinary people
p e iter tre ~ost hospitable and interesting you will ever
Bin, t
stav with a family, you will also learn more of
I k are_ag-e and customs of the region and thus get more
air rr ¡am visit
-torn x knave
• f c s j w s : a church or a temple, you should observe the local
ir~.: r c e "
istance, you visit a Buddhist temple, take
Speaker 2
Well, I was riding on the metro when I felt
someone touching my back pocket - I had put
my wallet in there and at the next stop I saw
this guy rushing out of the train and when I
felt in my pocket, my wallet had gone. So,
now I had no money nor credit cards. What a
fool! If only I hadn't been so careless. It was
really stupid of me. You see, if I hadn't lost my
wallet, I would have been able to book another
flight. And I knew nobody In Moscow.
Well, you see, I was not used to flying, it was
my first time and I would have gone by bus, if I
had known what was going to happen! Anyway,
the check-in went smoothly but then there was
an announcement that all planes to Spain were
running late. So our plane was delayed, due
to strikes or for technical reasons. So there we
were, stranded at the airport. Six hours later.
135
Audioscripts *
Speaker 3
Speaker 4
© 116
Presenter
Paul
Presenter
Paul
Presenter
Paul
Presenter
Paul
Presenter
Paul
Presenter
Paul
136
they told us they had decided to cancel our
flight. I wish I had stayed home.
You see, I had just arrived at the airport when
I realised I had lost my luggage. I saw a case
coming round on the conveyor belt that looked
just like mine, you know, black with a red
tag. I wish I'd looked more carefully, because
when I got to the hotel in the centre of
Athens, I opened it and it was full of women's
clothes. It wasn't mine! If I had looked at the
tag more carefully, I wouldn't have made that
mistake. But then, if I hadn't lost my case,
I wouldn't have all these nice new clothes,
would I?
In the middle of the flight we suddenly found
our airplane flying below the tops of tall factory
chimneys. The pilot had decided to fly under
extremely low-lying cloud because visibility was
so bad. If he had flown a bit lower we would
have collided with one of the chimneys and
found ourselves scattered all over Shanghai.
Had the flight lasted much longer, I would have
had a heart attack. It was a nightmare!
Hello, I'm Christine Young. And this is Desert
Island Discs. My castaway today is the singer
and songwriter Paul Jones. He has written
over one hundred hit singles and has received
every music award available. He was bom in
Manchester in 1951 and grew up in a family
of eight children of which he was the only boy.
His father was a coal miner all his life and his
mother was a primary school teacher. He says
if it hadn't been for the support his parents
gave him as a teenager, he would have gone
down the mines and would never have made
a single record. Paul Jones, welcome to Desert
Island Discs.
Good to be here.
Paul, how do you think you would manage on
a Desert Island? Would you survive?
Well, you now, I like being with people but I'm
also quite a loner. Of course, I'd miss my family
and friends and especially my kids, but I am
quite an independent kind of person and when
I'm not playing music my hobby is DIY.
I see, do it yourself, so you're good with your
hands; so would you be able to build your own
hut, like Robinson Crusoe?
Oh, yes, I could do a bit of carpentry if I could
take my tools with me.
Perhaps, we'll see later in the programme; but
would you be able to feed yourself, could you
catch animals?
Well, I could try. I've never hunted animals, I'm
opposed to hunting.
But if you were really hungry?
Well, if I were starving! Perhaps? But I'm
actually a vegetarian so if I could avoid killing
animals I would.
...but you would grow your vegetables? And
fish? Could you fish?
Well, yes, if I had a fishing rod, if not, I'd make
a net.
Presenter
Paul
Presenter
Paul
So you eat fish?
Yeah, I don't mind fish.
So, Paul, what's your first record and wh>
you choose it?
Well, I would take The Rolling Stones
'Satisfaction' because it was the song I was
dancing to when I first met my wife back in
the 60s and we danced together and it WOL :
remind me of our first date...
© 1.17
In her new book The Language of Clothes, Dr Martha
Heisenberger suggests that our wardrobe tells others a lot
about our secret desires. There are occasions when we have
to wear particular clothes (Interviews, weddings) but we
have plenty of choice. So, a low-cut dress may suggest you
are power-hungry, while too much jewellery might mean you
are insecure. The jewellery could be an attempt to tell others
you are rich, but actually it may mean that you are having
financial problems and are trying to hide the truth!
Women who button up their clothes are actually saying
'femininity means weakness, I want power';
while high heels can make women appear less intelligent,
they can also Inspire confidence, by making them look taller.
Dr Heisenberger says, 'Actually, your thoughts and feelings
are all there in your clothes; but you have to look for them.'
Heisenberger's research suggests we should avoid buying
designer labels, and we don't have to get Into a style rut, 'We
should not wear the same clothes all the time; above all, we
should not overspend.'
Our behaviour, explains Heisenberger, comes from inside;
why should clothes be different? All you need to do is notice
the styles in your wardrobe to find out who you really are.
Dr Heisenberger adds, 'You have to mix things up, you don't
have to wear the same stuff all the time; like you could use
contrasts, such as a gold belt with an all-black outfit and
bright red heels. All this may show you have high self-esteem
and are not afraid to stand out.'
Heisenberger believes people with low self-esteem shouldn't
read fashion magazines with pictures of slim models - these
images play a big part in making us worry about our looks.
One approach might be to choose a famous role model and
notice how they dress, but we mustn't just copy: 'You should
wear the clothes you feel good In. You needn't copy anyone:
be yourself!' Why did Heisenberger decide to write this book
on the power of clothes? 'Well, actually, one day I was
watching an episode of The Simpsons-, at school, Bart was
wearing a 'Down with homework' T-shirt and this provoked
a student riot; so everyone had to wear the same grey
uniforms. The grey dress-code made the students calm down
and behave well. But when it started to rain and the rain
washed their clothing into colour, they behaved badly again.
After this hilarious episode, I thought I must write a book
about this - the connection between the clothes we wear and
the way we behave.'
©
1.18
Now, as I was saying, wigs probably began in Egypt.
The ancient Egyptians wore wigs and though we're not
absolutely sure why, it could have been to protect their bald
heads from the sun or for religious reasons. But other ancient
cultures also used wigs: take the Greeks and the Romans.
For them, wigs had an aesthetic or religious purpose.
So, we believe wigs must have started as a way to hide
Audioscripts *
baldness. Imagine: it must have been difficult or very
expensive for bald people to grow hair again, so they wore
wigs Instead.
But then, in 16th century England, wigs became popular
with women as well, so people must have believed that wigs
improved their appearance or whatever, especially, when
kings and queens started to wear wigs. Going bald can't
have been very pleasant for a monarch, so when, say, Queen
Elizabeth or whoever, covered her baldness with a wig, it
became fashionable. Take France: there, Louis XIV had 40
wigmakers so he must have changed his appearance all the
time; and it must have been difficult to keep up with the
King's changing tastes in wigs!
So wigs, more or less, became obligatory: people with a
social position and whatnot had to wear them, especially at
court.
But wigs also served a practical purpose: they were healthier.
Remember, those were dirty times: it can't have been very
pleasant, having a head full of lice! And a wig Is much easier
to keep clean - so people shaved their heads and wore wigs
to keep lice away.
Wigmakers must have been kept busy. When the fashion was
for long hair, wigs had to cover the back and shoulders and
would often flow down the chest. They must have been very
heavy and uncomfortable to wear. And all that artificial hair
can't have been very cheap: the most expensive wigs were
made from human hair. The hair of horses and goats was
cheaper.
The cost may have been one of the reasons why in the 18th
century, men's wigs became smaller; it kept costs down.
Some professions adopted short wigs as part of their uniform.
Today, barristers wear short wigs. Judges' wigs can be short,
too, but on particular occasions they may wear long wigs.
Finally, a number of celebrities, pop stars and whatnot, have
made all kinds of wigs popular, from blonde to black, from
curly to straight. Take Lady Gaga, for example. She's well
known for her outrageous costumes which include the regular
use of wigs. Some of them have become quite iconic within
pop culture history - who can forget her yellow wig, the hair
bow or the soda can hair for example? She is a real trendsetter. Since her eccentric videos and appearances in theatres
and on TV shows international catwalks have replicated
several of her different hairstyles...
©
1.19
Speaker 1
We think it is important for people to know about the clothes
they wear and if necessary make their feelings known to
the manufacturers. We have a right to know what we are
wearing and what damage It may do to our health and the
environment. They should get hold of this report or read it on
the Net.
Speaker 2
We want to make sure that the clothes we produce do not
mean people are working as slaves or In very unhealthy
conditions. People in rich western countries must not exploit
the labour of poor people in North Africa and Latin America;
this Is where we produce our products and we make sure
people get paid properly and work in healthy conditions.
Speaker 3
Yes, it's true we did use a lot of water in our fields. And
yes, traditionally we have used a lot of chemicals in our
work, because it's cheaper. You see, farming in our country
depends on these resources. Our economy depends on it. It
is true that we suffer from water shortages and all kinds of
problems to do with the water supply.
Speaker 4
You can look younger and fresher and help the environment
at the same time. We guarantee that only natural methods
and materials are used in our products. Try our products now,
and your skin will be soft and beautiful and you will look
natural and younger than ever!
Speaker 5
I don't think people should believe everything they hear
about organic clothes and even food. People should be
critical of claims that this or that product is natural and clean
and doesn't do any harm to the environment. The organic
Industry is big business and very profitable. You should make
sure you are supporting the right people.
©
2.02
Amanda Fitz Jones, the 15-year-old daughter of a millionaire
banker, is being remanded in Tottenham prison for
questioning. She is said to be facing charges of theft and
vandalism. She was filmed by the shop's CCTV camera and
can be seen carrying a stolen TV. The owner of the electrical
goods store said when interviewed, 'I'm going to get her
locked up. She should be made an example of. We've got to
get all the windows replaced. Who's going to pay for them?'
Singer Roma Ritz is getting a ghost writer to write a novel
about her experience in a California gaol. On 7 September
she was stopped by the cops on Sunset Drive and
breathalysed. When found to be over the limit, she was
arrested and charged with driving under the influence of
alcohol.
In court, she said, 'I had one glass of champagne on an
empty stomach. I should have eaten something'. At her trial
she was convicted and sentenced to 45 days in prison. As It
is her first offence, she will be allowed to serve her sentence
under house arrest.
Ex-offender Paul Kim, 67, was arrested for shoe theft after
being spotted behaving in a strange way at a funeral home
In Seoul, Korea. The suspect removed his sandals, paid his
respects, came out, and left with an expensive pair of shoes.
He repeated this action three times before being arrested.
The thief, who is well known in the area, had had his hair
dyed brown and was wearing a false moustache so that he
would not be recognised. 1,750 pairs of designer shoes were
later found In his house. They are all believed to be stolen.
An unusual method has been found for returning the shoes
to their original owners. If you have had shoes stolen, you are
allowed to go and try them on. If the shoes fit, you can walk
away In them.
Actress Mona Tyler, 30, has been accused of stealing almost
$5,000 worth of designer clothes from a shop on Fifth
Avenue. At the time of her arrest, she seemed 'confused'.
When questioned, Tyler claimed her medication was to
blame. She denied the charges, 'I'm Innocent', she said. It is
said
that she is suffering from depression. If convicted, she may
be forced to do community service or pay a fine.
137
Audioscripts
©
*
2.03
Arthur Brady was a good looking young man who was
married to a very rich woman, Delia Steinway. They lived in
the English countryside. Brody was found dead in his bed
at 4 p.m. on Tuesday afternoon by his housekeeper, Mrs
Wilson. He had been poisoned some hours before. According
to Mrs Wilson, he had asked for his usual breakfast, coffee,
toast and orange juice. Mrs Brody had told her to take the
morning off. The family doctor was called and as the death
had seemed suspicious asked for a coroner's report. The
report showed he had been poisoned with digitalis, a poison
taken from the foxglove flower, present in the Brody garden.
I was called to investigate and I questioned Mrs Brody,
the prime suspect. She immediately told me she was not
at home at the time of the murder. She was at the garage
having her car fixed. She said she had spent the whole day
there. The mechanic confirmed her alibi. But what she hadn't
told me was that she had been lent a car by the mechanic to
go shopping. She was seen by Mrs. Wilson driving up to the
house as she was cycling away.
A small bottle of digitalis was later found in the mechanic's
car. The suspect was arrested and charged with her
husband's murder. Despite all the evidence, Mrs Brody
continued to deny the charges. The jury took just twenty
minutes to reach their verdict after hearing the witnesses.
She was found guilty and was given a life sentence. Mrs
Brody will spend the rest of her life in the Lowood women's
prison. But why did she do it?
©
2.04
Apparently Mr. Brody had been behaving strangely and
Mrs Brody was suspicious. She suspected he was seeing
another woman. She had him followed by a detective who
took photos of him with a woman - Delia's sister. From that
moment she decided she would commit the perfect murder.
©
2.05
THE BURGLARY
'The boy next,' said Toby. 'Lift him up; I'll catch hold of him.'
Before Oliver had time to look round, Sikes had caught him
under the arms; and in three or four seconds he and Toby
were lying on the grass on the other side. Sikes came straight
after. And they made their way cautiously towards the house.
And now, for the first time, Oliver saw that housebreaking
and robbery, if not murder, were the aim of the expedition.
He clasped his hands together and sank upon his knees.
For the first time, nearly mad with grief and terror, saw that
housebreaking and robbery, if not murder, were the objects
of the expedition. He clasped his hands together, and sank
upon his knees.
'Get up!' murmured Sikes, trembling with rage, and pulling
the pistol from his pocket. 'Get up, or I'll scatter your brains
upon the grass.'
'Oh! for God's sake let me go!' cried Oliver; 'let me run away
and die in the fields. I will never come near London; never,
never! Oh! Pray have mercy on me, and do not make me
steal. For the love of all the bright Angels that rest in Heaven,
have mercy upon me!'
Sikes, to whom this appeal was made, swore a dreadful oath,
and aimed his pistol at Oliver. Toby, the smallest member of
the gang, snatching it from his grasp, placed his hand upon
the boy's mouth, and dragged him to the house.
'What's that?' whispered the other man. They listened intently.
138
'Nothing,' said Sikes, releasing his hold of Oliver. 'Now!' In
the short time he had had to collect his senses, the boy had
firmly resolved that, whether he died in the attempt or not,
he would make one effort to dash upstairs from the hall, and
alarm the family. Filled with this idea, he ran quickly towards
the stairs. 'Come back!' suddenly cried Sikes aloud. 'Back!
Back!' A shot was fired. Oliver fell. They grabbed him and
ran to the window. 'Clasp your arm tighter,' said Sikes, as
he pulled him through the window. 'Give me a scarf here.
They've hit him. Quick! How the boy is bleeding!' said Toby.
'Let's cut through the town,' whispered Sikes; 'there'll be
nobody in the way, tonight, to see us.' Toby nodded; and
they hurried through the main street of the little town, which
at that late hour was wholly deserted. There was just the
occasional light from a bedroom window or the barking of
a stray dog. But there was nobody out there. They had left
the town behind them, as the church bell struck two. After
walking about a quarter of a mile, they stopped in front of
a detached house surrounded by a high wall. Toby Crackit
climbed quickly to the top of it. 'The boy next,' said Toby.
'Lift him up; I'll catch hold of him.' Before Oliver had time
to look round, Sikes had caught him under the arms; and in
three or four seconds he and Toby were lying on the grass on
the other side. Sikes came straight after. And they made their
way cautiously towards the house. For the first time, Oliver
saw that housebreaking and robbery, if not murder, were the
aim of the expedition. He clasped his hands together and
sank upon his knees. 'Get up!' murmured Sikes, trembling
with rage, and taking the pistol from his pocket; 'Get up, or
I'll scatter your brains upon the grass.' 'Oh! For
God's sake let me go!' cried Oliver; 'let me run away and die
in the fields. I will never come near London; never, never! Oh!
Have mercy on me, and do not make me steal. For the love
of all the bright Angels that rest in Heaven, have mercy upon
me!' Sikes, to whom this appeal was made, aimed his pistol
at Oliver; Toby, the smallest member of the gang, snatching
it from his grasp, placed his hand upon the boy's mouth, and
dragged him to the house.
'Now listen, you young limb,' whispered Sikes, drawing a
dark lantern from his pocket, and throwing the glare full on
Oliver's face; 'I'm a going to put you through that window.
Take this light; go up the steps and along the little hall, to the
street door; unlock it, and let us in.' In the short time, when
Oliver had had the time to come to his senses, he decided
that, whether he died in the attempt or not, he would make
one effort to dash upstairs from the hall, and wake up the
family. Filled with this idea, he ran quickly towards the stairs.
@
2.06
'The robbery failed,' said Toby faintly.
'I know it,' replied Fagin, tearing a newspaper from his
pocket and pointing to it. 'What more?'
'They fired and hit the boy. We dashed over the fields at the
back, with him between us - straight as the crow flies through hedge and ditch. They chased us. Damn! The whole
country was awake, and the dogs were upon us.' 'The boy?'
asked Fagin.
'Bill had him on his back, and ran like the wind. We stopped
to take him between us; his head hung down, and he was
cold. They were close upon our heels; every man for himself,
and all of us afraid of being caught and being hanged! We
parted company, and left the youngster lying in a ditch. Alive
or dead, that's all I know about him.'
Audioscripts
©
2.07
Well-known historian and education correspondent Mark
Baker agreed to talk to us on the state of education in the
UK. Education Today asked Mr Baker if it was true that
literacy was declining in Britain.
He said that it wasn't really accurate. 'On the contrary, there
is clear evidence that literacy has improved. In a survey
carried out in the early 80's, only 25% of school pupils
achieved 5 or more good 0 level passes, while last year's
survey shows that 58% of children who took GCSE's got A
passes.' He said we should be more worried about numeracy.
'A lot of work has been done and money spent on improving
reading and writing skills, so far, the same has not been done
for numeracy.'
Apparently we Brits are not good at maths! Numeracy levels
have worsened since the last survey carried out in 2003.
It's down from 26%-22%. Mr Baker told me it wasn't just a
question of maths. He said the British working population's
knowledge of basic maths was very poor. 'Did you know that
17 million people - that's about half the working population
of Britain - have the numeracy levels of a child at primary
school? These people might have problems understanding
their bills, checking their change or reading bus timetables.'
Mr Baker explained that the consequences of poor numeracy
were shocking. 'You are twice as likely to do badly at school,
be unemployed, or suffer from depression.' I asked him if any
studies had been carried out to compare numeracy in the
UK with other countries. He told me we were 'bottom of the
class' in maths. Fewer children continue with maths after the
age of 16 than in any country in Europe - with the exception
of Scotland which has a slightly different curriculum.
According to Mr Baker, problems often begin at primary
school. 'Teachers aren't incompetent, they just don't explain
it well, so kids feel lost, get bored and lose interest.' It's not
surprising then, that a lot of children dislike maths and drop
it as soon as they can.
asked him why we were so bad at maths. He said there
.vere a lot of reasons, including the fact that maths and
sciences did not get the same respect they got in other
countries - it is OK here to say 'I'm no good at maths' In a
way that it is not In most other parts of the world.' He gave
::~er reasons including: a shortage of good teachers and
Z'Dor incentives for maths graduates to train as teachers,
asked him whether anything was being done about it.
<'.e . just last year a new charity was launched dedicated
:: mproving numeracy standards in the UK, the National
'.-•^eracy organization. It Is working to bring the problem to
r e attention of the public. He told me I should google it!'
1
2.08
iceaker 1
ruth is, I was never keen on going to school. I was a
3£ -^mature, I suppose. The only thing I was interested in
•as : -ema. I used to bunk off school regularly to go to the
::-e~ia or to make my own films. I got a part-time job in a
•cec shop and when I was 15 I dropped out of school and
pcr-ad full-time. The thing is, I couldn't see the point in
Z3~> ngon. I hated studying. My parents warned me I would
:. Dut I didn't. I learnt all about films and that helped
z^: "to film school three years later.
iHker .'.as a child I really didn't like going to school. I found
ng 'eally difficult and it could take me up to an hour to
read a page and I couldn't keep up with my classmates. I
hated doing exams. I could never finish on time and hardly
ever got good marks. My parents used to just tell me to do
my best and said that it didn't matter if I wasn't academic.
The fact is, I started falling behind and felt like a dunce. I
found reading aloud impossible, but my classmates were
great. Nobody made fun of me. It turned out, I was very
short sighted and just needed glasses! Things got better after
that. I made real progress, sailed through my exams and got
into university!
Speaker 3
I suppose I was a good student because I was offered a
place at Cambridge to study zoology. Anyway, the summer
before staring university I worked as a volunteer for an
environmental group. I got on really well with everyone
and they persuaded me to work full-time. I decided to turn
down my place at Cambridge and take the job. My parents
were really upset at first. They thought I was making a big
mistake. They got over it when they saw how happy I was.
The funny thing was that after a year of working six days a
week, I realised they were right. I called the university and
explained that I had changed my mind .They were great and
told me that my year of work experience would help me with
my studies.
Speaker 4
I have been asked whether there is a link between how welloff a family is and how well a child does at school. Clearly
there is. A poorer child has less of a chance of getting good
results than a richer one and is more likely to fall behind with
their schoolwork. But, It is also true that some educational
systems can help disadvantaged kids get over their
difficulties, so that they end up doing just as well as those
from richer families. They did a study recently that shows
that a disadvantaged child in Canada, Finland or Japan has
a much better chance of passing their exams than one in the
UK or the United States. Smaller classes help them do well.
This is probably because the children get more attention from
their teachers.
©
2.09
The truth is, I was never keen on school. I was a bit
immature I suppose. I used to bunk off school regularly to go
to the cinema or to make my own films. I got a part time job
in a video shop and when I was 15 I dropped out of school. I
couldn't see the point in carrying on.
When I was a child I had real problems reading, it could take
me up to an hour to read a page and I couldn't keep up with
my classmates. I hated reading aloud, but my classmates
were great. Nobody made fun of me. It turned out, I was very
short sighted and just needed glasses! Things got better after
that. I made real progress, sailed through my exams and got
into university!
I got on really well with everyone and they offered me a full
time job. I decided to turn down my place at Cambridge
and take the job. My parents were really upset at first. They
thought I was making a big mistake. They got over it when
they saw how happy I was.
Audioscripts *
@
2.10
When I applied to Harvard, I didn't think I would get in.
Nobody did! Nobody in my family had been to college. My dad
is a truck driver and my mum qualified as a taxi driver when
I started school. The year before I applied only 9% of 23,000
students that had applied got in. So you can Imagine how I
felt. But I had worked really hard at school and got excellent
grades, plus I had volunteered in the local hospital when I
was at high school and was sure I wanted to study medicine.
I remember the day I found out I had been accepted. I was
working part time in the local store and my mom came In and
told me that I had been offered a place. I couldn't believe it.
All the customers in the store started cheering and clapping.
My boss congratulated me and told me he had always known I
would do something special with my life.
When I was born my father said I would go to a good
university and get an education. In fact he named me
Bahumathi - which means scholar, or someone who is very
intelligent. My dad studied law at Yale. He wanted me to
go there because he had been there. He was very proud of
telling everyone that would listen that he had been there
in the same year as Bill Clinton. Anyway, I was determined
to go to MIT because I had been told it was where the best
engineers went. It was really hard work. But I was taught by
the best, by professors you read about in the papers - and I
don't regret my choice
I had always known that I would go to university, but I wasn't
sure where I would go. I suppose I had always been good at
sciences and especially Maths. My teachers encouraged me
to apply to Cambridge. I studied hard and got five 'A's at A
level. When I went for my interview I was really surprised at
how friendly the professors were, they asked me whether I
liked sports and what I liked doing in my free time and then a
few questions about maths and science, which I found pretty
easy. I got into Corpus Christi college, which is one of the
oldest Cambridge colleges. I live a seven minute walk away
at Newnham. It's got new kitchens and really good showers.
The best thing is I don't have to get up too early and I can
walk or cycle to lectures.
My mum and dad give me fifty euros a week, which is quite
generous. I mean, I'm quite well off compared to some of my
friends. I usually spend it on a slice of pizza and a drink at
school every day and I have enough to go for an ice cream
with my friends on Saturdays. I don't really save anything,
if I need clothes or anything else, my mum usually gives me
more money.
I wanted to get something special for Amy, but I was skint,
so I decided to cook her a nice dinner at home. Anyway, I
was walking to the supermarket to get the things I needed
to make lasagna, when I put my hand in my pocket and
discovered an envelope with a card from my Mum with a ten
pound note and two twenty pound notes inside it! She had
given it to me a month earlier on my birthday and I hadn't
worn this jacket since. I couldn't believe my luck! I didn't
bother cooking dinner. I took Amy to her favourite Italian
restaurant instead - we paid through the nose, but Amy was
very happy.
My dad is very careful with money. He is terrified of debt and
bankruptcy. My mum buys all his clothes, which he doesn't
mind because he hates shopping. He's not mean though. If I
need anything big like a new computer or some furniture he
insists on paying for it. But if we go to a restaurant he never
enjoys the meal because he thinks it's a waste of money
and he spends the whole time worrying about how much it's
going to cost - and he thinks he'll get ripped off.
®2.12
Aiden
Emma
Aiden
Emma
Aiden
©2.11
There's a great atmosphere and everyone is really nice. The
people I work for are loaded! They spend money like water.
They've got a villa by the sea in Majorca. The pay's not
great, which I'm not happy about, but I make ends meet - I
get good tips and they have invited me and my boyfriend to
their villa this summer, which is brilliant! The food's delicious
and I can eat as much as I like and I don't have to pay for
it. It's one of the best restaurants in the area and it's quite
expensive. I could never afford to eat there. I'd be broke if
I had to pay for my dinner so it's a good thing they don't
charge me for it!
I need to be able to speak English for my work. I'm a pianist
and I travel a lot. It's not that I can't afford to pay for lessons.
I'm not hard up or anything. I just haven't got time to go to
a language school or to look for a teacher in the normal way.
Anyway, a friend of mine saw this notice in the bookshop
where she works: 'Native speaker English teacher looking for
a piano teacher to swap lessons with'.
Emma
Aiden
Emma
Aiden
Emma
Aiden
Emma
Aiden
Emma
140
The IMF and the World Bank aren't that different,
are they?
What do you mean?
Well the IMF lends money to countries which are
in trouble and so does the World Bank. So they are
both banks in a way.
Yes, I suppose so, but it's a bit more complicated
than that. The IMF does a lot of research into
markets and it also provides training as well as
technical help to its members.
Yes, you're right, it says in Wikipedia that it advises
on financial policies and that its main responsibility
is currency regulation so that countries can 'transact'
with one another.
That just means that they can trade with one
another and pay for goods and services. You should
read the notes the teacher gave us, not Wikipedia!
OK, let's see if you can answer this question. What
measures are countries which have been given loans
asked to take?
That's easy. They have to cut down on public
spending, health care, education, pensions, that
kind of thing so that they can have enough money to
repay their loans.
It's really depressing, soon we won't have any
education or health care system left!
I know, it's bad. But let's finish our revision. Ask me
another question.
OK. Can you name the five countries which have
received the biggest loans?
I'm not sure, Greece, Spain, Italy, Romania and the
Ukraine?
You know everything! OK, here's the last question.
Where does the IMF get its money from?
That's easy. Countries which become members have
Audioscripts *
Aiden
Emma
Aiden
to pay a contribution or a quota, depending on how
rich they are to a special fund. OK, that's enough
revision. Shall we go and get something to eat?
OK, but you'll have to lend me some money, I'm
broke.
OK but I'll have to charge you interest!
Very funny!
©2.13
We are often told that 'we are what we eat' but seldom
do we hear 'you feel what you eat'. Research suggests that
certain foods affect mood - for better or worse. Not only do
dietary changes cause chemical changes within the brain but
they also cause changes in our behaviour and emotions.
While we know a lot about the link between food and physical
health, the effect on how we feel is not as well known. Rarely
do we think about the link between what we eat and our mood
or our performance at work or school. Here's a closer look at
how your diet could be affecting your mood and school work!
Food is fuel; if you miss a meal, you'll soon feel tired and
run out of energy. Skipping meals is like trying to run a
car without petrol. Under no circumstances should you go
without eating for long periods: your blood sugar levels will
drop, which will provoke mood changes (and make you
more likely to become ill). Experts advise you to try and aim
for a meal or snack every four hours. They also tell us there
is no way we should skip breakfast, as it is a particularly
important meal - especially in our teens. Research shows it
helps students get better results and improve behaviour and
concentration. Not only does breakfast make students less
likely to be hungry later, but it also helps to maintain healthy
weight. But remember: not all breakfasts are the same.
We're not just talking about a doughnut and coffee: what is
recommended is high-fibre cereal with a handful of fruit, or a
cup of oatmeal with some milk and berries. Only after you eat
a good breakfast will you be able to keep going all day long at
school. Your body needs carbohydrates to produce serotonin:
with the right amount of carbs, not only will you feel more
cheerful, but you will have less appetite and feel calmer. Little
do low-carb dieters know that because of their diet they are
more likely to feel tired, irritable and depressed, than those
who get the recommended amount. But some carbs (sweets,
cake or biscuits, and other sugary choices) bring you down. Do
you need a quick mood boost, to cheer you up? You should try
a diet based on complex carbohydrates such as: pasta, muffins
or brown bread. Not only will you feel happier but you will
also feel more relaxed. Omega-3s, which are found in oily fish
like salmon, mackerel, and sardines, improve both memory
and mood. Research suggests that low omega-3 levels are
linked to depression, blood pressure, tiredness, and sudden
changes of mood. Indeed, depression rates are typically
lowest in countries like Japan, where oily fish is a diet staple.
So, although there is little evidence that omega-3 fatty acids
prevent cancer, heart disease or stroke, they are positive in
other ways.
Getting too little iron can mean stress, fatigue, inattention
and loss of self-confidence. Iron-rich foods Include red meat,
egg yolks, dried fruit, beans, liver and artichokes. That bag
of crisps is not good for your waistline or your mood. Greasy
choices - particularly those high in saturated fat, such
as bacon, butter and other dairy products - are linked to
depression.
©
2.14
Right, OK, let's begin... Noise pollution... noise pollution
affects everyone, it's quite a big problem and yet it is
ignored by most people. Noise has become such a normal
part of our everyday life that we hardly notice it. But what
is noise pollution? Well, noise pollution comes from quite a
lot of different sources: traffic, airports, industries, factories
especially in cities. Why is it important? Well, if noise is
too loud, we might get irritated or become aggressive. But,
these are not the only ways we can be affected by noise
pollution. A loud musical event, such as a rock concert,
where the music is quite loud, can be fun but If it is too loud,
it becomes harmful, especially if you hear it again and again.
So why is noise pollution such a problem? Well, for a start,
it affects sleep, eating habits, and your mood; when you're
working on your homework, the noise of traffic or music
can be so loud that it affects your concentration. Some of
the effects noise has on you are so subtle that you hardly
notice them, like your breathing and heart beating faster.
Another thing... Sleep is very important to our health. So,
if noise keeps you awake at night and you don't get enough
sleep, in other words, if you have insomnia, not only will this
cause mood swings but it can also have quite a big effect in
all areas of your life; for some people, like me for instance,
five hours is enough to work well; for others 6 hours is not
enough, so they need 7 or 8 hours. Anyway, let's say you
are not getting enough sleep because your neighbour's dogs
are barking all night; this could be the reason why, next
day, you feel stress, or have increased respiration and heart
rate. But some people play music so loud that they have a
serious hearing problem. Research tells us that young people
today experience hearing loss at quite early ages because
of the loud music they listen to while wearing headphones
and going to concerts. As a result, teenagers are likely to
hear 25 percent less than their parents or grandparents do.
I'd like to end with the way noise pollution affects different
people. For some people loud noise is not such a problem
as it is for others. This is because some are more sensitive
to sounds than others. When a door slams my wife gets a
shock. I hardly notice it. But, neither is it understood why
certain people become more aggressive when they hear loud
noises, but it probably has to do with how much noise you
are used to hearing. For example, someone who usually lives
in the countryside and is used to the quiet sounds of nature,
like birds singing, would probably feel upset If they had to
spend the night in a city. Well, that's all I wanted to say, any
questions?
©2.15
Speaker 1
I was too young - 11 - when I first read this book, soon after
it was first published. At first, I wondered what all the fuss
was about, as I didn't find it funny at all. That's because I
was just as naive as Adrian Mole. A couple of years later, I
read it again and found it much more interesting You see, like
Adrian, I was 13, so I could really identify with him; I knew
how he must have felt. Then, a couple of years later, it was
even more like my own life.. So I've read it three times now.
Speaker 2
Well, Adrian worries about everything; his spots, his parents,
his true love Pandora and he believes himself to be quite
intellectual. The book is a real page turner: it makes you
want to go on through the 2 years of Adrian's life. The other
141
Audioscripts *
problems he faces are his dog, his best friend Nigel, Pandora,
his parents, an old man called Bert and on top of everything
he also has to go to school! It's got quite a lot of suspense
and a book that you just can't put down. It's brilliant!
Speaker 3
Adrian Mole is one of the most lovable fictional characters
I've ever come across. Poor stressed Adrian - obsessed by
the lovely Pandora, disappointed by his parents! He would
like to be an intellectual (but he lacks the intellect), would
like to be a poet (but without the talent) a philanthropist and
so...and the style is ...what can I say? It's all written in such
simple everyday language that's what I really like about it...
Speaker 4
Well, what do I like about it? I suppose It's all the problems
Adrian has as a teenager. You can't help feeling sorry for him.
There's his health phobias: he's not eating the right food;
he's got some worrying spots on his face; all these problems
could get on your nerves, but they don't they make you pity
poor old Adrian. That's really clever of the author I think. The
compassion she makes you feel for her hero.
Speaker 5
I like the book because it can really teach you a lot about
what life was like at the time... I mean I was too young to
live through all that myself but I've picked up so much useful
Information about the way people lived in those days - you
see, I am not keen on history, at school It's really boring but
the Adrian mole book really makes It fun finding out about
life in a different era...
©
2.16
With youth unemployment at record highs all over Europe,
this is the story of one young person who succeeded in
overcoming all the obstacles and finding a job that has
changed her life. 23-year-old Penny Corrs was unemployed
and in debt, but her reaction was bold: being without a
job was getting her down, so she decided she'd better do
something about it. On graduating, Penny had worked in
the hotel industry. She was made redundant and moved to
the Lake District preferring to work on a farm than be out of
work. She wanted to find a new job at all costs.
Then she got the birthday present that changed her life. Her
best friend, Martha, had been on holiday to Italy and had
brought back a pair of earrings for Penny's birthday: small,
sapphire-blue cubes made of brilliant Murano glass. Murano
is an island in a lagoon off the coast of Venice. For Penny it
was love at first sight. Until then, Penny had always been
keen on gold jewellery; she was fond of wearing the gold
earrings her mum had given her for her 16th birthday; but
she really fell for the Murano earrings and insisted on wearing
them at every opportunity. By coincidence, that summer,
Penny was planning to visit Venice for a short break; now she
was looking forward to shopping around for other examples
of Murano glass jewellery. It was like an Aladdin's cave. She
says: 'I was dazzled by the colours of the glass, the pieces
were the most beautiful things I'd ever seen; and I could
actually afford to buy some of them! Then I had my big idea:
why not do in England what they were doing in Italy?' Penny
could neither make jewellery nor could she speak Italian,
but this did not put her off pursuing her new idea. She was
determined to make it work - and she would not only enjoy
doing it but would also earn a living, too! She borrowed some
money from her parents, which allowed her to start learning
142
Italian and to enrol in classes on how to make jewellery. Her
jewellery business, Bright Star, began in 2010 and now her
pieces are on sale throughout the UK. Her new job involved
going to Italy a lot. 'I was nervous, following my first visit to
Italy, but I knew the product was right. Now I'd rather die
than give up what I'm doing.' Penny always looks forward
to going to Venice to get the beads herself, selecting colours
and designs. The most popular design is the heart. Her
Bright Star website has a drag and drop system that allows
customers to design their own piece. Positive customer
feedback and the stunning Lake District landscape keep
Penny going through these difficult times.
©
l]1
Apart from tasting, it involves creating new flavours; this
means trying lots of different brands - and travelling all over
the world in order to find the best Ingredients. I'll never forget
visiting Brazil. Wow! I remember shopping around to find
new flavours - and enjoying every minute of it. And being
paid for it! What luck! But I must stop eating like this...
You hang around for hours without doing anything, and then
once the tickets are on sale, for the concert or Wimbledon or
whatever, you give up your place in the queue to someone
who is well-off but hasn't got time to queue - and, with
luck, you get paid good money - what's more, it's dead easy,
except for being a bit boring.
You don't need to be a professional; I mean, me, I just like
being in films or television shows; and, on top of that, you
can often make some extra cash, without having to learn
lines by heart or attending acting classes. Lots of big stars
started their career by doing this job and then they went on
to become famous; sadly; I tried to become an actor, but
failed.
The thing is you can work for any type of business: sports,
cosmetics, whatever. If you want to be employed by a
company, you can; or if you prefer to be a consultant, It's
up to you. But you need to refresh your skills, as new laws
and rules are being made all the time and you have to know
them... it's tough but I wouldn't change it... except for the
long hours.
My job is giving advice to school leavers looking for a job - I
go into schools and talk to kids who are getting ready to
leave school - I tell them about the best opportunities for
finding work in these hard times. So I've come up with a list
of the top jobs at the moment: do you want to hear them?
Well, the first one is...
I had tried doing all kinds of jobs, you see I wanted to be
an athlete, I even tried to be a professional boxer, that was
my dream, but anyway I ended up doing this job standing
outside nightclubs and bars. I don't mind standing at the
door checking people's i.d. but I don't enjoy kicking people
out of the bar if they cause trouble...
©
2.18
Speaker 1
When I came here in the 60s, we couldn't afford to bring
all of you over so I came on my own... anyway, my first job
was in New York - a friend got it for me, it was just washing
dishes in a restaurant in Brooklyn but at least I was making
some money. Then I got a promotion: they let me do some of
the cooking so I was making breakfast for truck-drivers and
whatnot.
Speaker 2
Well, I started off working in a factory; it was a bicycle
factory... so I was able to make enough money to put a
deposit on a house... that's the first big house we lived in... I
was staying with my cousin in those early days In Toronto...
we spoke Greek all the time so I didn't pick up the language
'till much later...
Speaker 3
My mum and dad came over after the War; there were a lot
of problems in Poland in those days; my dad disagreed with
a lot of the things that were going on and in those days you
know you couldn't say what you liked. So they were punished
and they couldn't get a job, in spite of being skilled... so they
came to Britain... here, nobody stopped them from speaking
or believing what they wanted to believe, they could go
wherever they liked...
Speaker 4
But there's a lot of traffic and you have to be careful as you
cross the road. In a crowd you have to learn to push to get
on a bus because they don't have queues like we do back
home. There are a lot of successful business types, you
know, young managers who mostly are no fun to be with, we
avoid them... the rest of us foreign workers like me tend to
stick together. Everyone thinks Shanghai is a cool place, but
It is pretty tough working here...
Speaker 4
We came for a better life and we had relatives here, my sister
and her husband. But we haven't really been able to settle
down, so we've decided to pack our bags and go back home
again. It's certainly not because of the sunshine, Sydney is
much nicer than Liverpool... (apart from the flies) and the
economy is doing well, no it's more missing our friends and
families, that's the main reason. I've never got rid of that
feeling of being an outsider and that I don't belong...
FLASH
on English
FLASH on English is a motivating, easy-to-use, four-level course
which takes teenage learners from Elementary through to Upper
Intermediate level.
The comprehensive syllabus provides thorough grammar,
vocabulary and skills work, builds students' language awareness
and encourages fluency and self-confidence. The combination of
printed, digital and online material enhances the learning
experience and helps teachers respond to students' needs.
• Clearly-structured units
• Double linguistic input in each unit
• Focus on authentic real-world language
• Clearly structured grammar presentations
• Extensive recycling and review of language
• Exploitation of different learning styles and mixed-ability
features
• Culture, CLIL and Literature lessons in every unit
• Graded and practical study-skills guide
• Grammar reinforcement with extensive explanations and
practice in the Workbook
For the Teacher
• Step-by-step teaching notes, tips and background notes on
cultural issues
• Wide offer of photocopiable testing materials
• Editable tests in the Multi-ROM Test Maker
FLIP B O O K
A n interactive, IWB-compatible version of the Coursebook
containing all recordings, links, reference materials and extras
Course components
Student's Book
Workbook with Audio CD
Teacher's Resource Pack
Class Audio CDs
Multi-ROM Test Maker
Teacher's FLIP B O O K
Flash on English Online Resources
C o m m o n European Framework
I A1| A2 B1 B2 Cl C2
ISBN 978-88-536-1548-0
788853 615480
www.elionline.com