EGO
AMBRIDGambridge
UNIVERSITY
P RESS
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CAMBRIDGE
UNIVERSITY
PRESS
A difficultcolleague
Breakingcodes
A dayat the office
linking(2):Iw/, Ijl andIrl sounds
intonation:beingpolite
Tipsfor a Britishtouristin yourcountry
Tipson socialcodes
The next two weeks
Thefutureof peapieyauknaw
Typesof code
Twoconversations
ReadingandWritingPortfolio6 WB p74
7A At the alrport
p54
stateverbs
simpleandcontinuous
aspects;
activityandstateverbs
78 The new superpower
p56
businessandtrade
PresentPerfectSimpleand Present
PerfectContinuous
7C Ufe in cyberspace
p58
the Internet;wordbuilding(2):
prefixes
7D You're breaking up
peo
7
Review and progress Portfolio
8A I'm broke
~~
,
RealWorldproblemsonthe phone
p61
p62
---
dealingwith money
wishes (1); I hope ...; It's time 000
wishes (2); should have
RealWorldapologising
Review and Progress Portfolio
9A The Oscars
p69
p70
the passive
the cinema
MichaelLandy
Real World making and responding
to suggestions
9
10A
How practical
p78
householdjobs
have/getsomethingdone,get
somebody
to do something,
dosomething
yourself
108 New man
1OC The same but different
p80
p82
male,femaleandneutralwords
quantifiers
100
I did te" you!
p84
10
Review and progress Portfolio p85
11C
The coffee
11D Advertising
11
are you?
Men in the 21st century
compoundnounsandadjectives
RealWorldaddingemphasis
A problemat Daisy's
shop
works
RealWorlddiscussion
language(3)
Review and Progress Portfolio p93
12A Where's
my mobile?
p94
colloquialwords/phrases
modalverbs(2):deductionin the
presentandthe past
Lookbehindyou!
Review and progress Portfolio p100
p101
Songs
p102
Pair and Group Work
p104
Language
Summaries
p113
Recording
Scripts
p143
~ading
ReadingandWritingPortfolio9 WBp80
Practicalwomen
Whais the mastpractical?
Yourfamily
-
Readingand Writing Portfolio10 WB p82
Twofriendsarrangingto meet
FuturePerfectandFutureContinuous
Talkingaboutyourfuture
Readingand Writing Portfolio11 WB p84
Louise'smissingmobile
modalverbsin the past
Makingdeductions
andWritingPortfolio
12WBP86~
Answer
Key
p159
Phonemic
Symbols
p159
CD-ROM/Audio
CD Instructions
p160
Vocabulary Language
ability
"
a} Choose the correct words in
/ fuesepillases. Check in Language
Summaryl1mPl13.
1
2
3
4
S
6
7
8
(my)8'last
language(is) 000
be bilingual inlat 000
be fluent atlin ...
be reasonablygood onlat 000
can get tolby in 000
know a littlelfew words of .00
can't speaka word oflwith 000
can havelmake
a conversation
in 000
9 speaksome 000
, but it's
a lotlbit rusty
10 pick uploff a bit of 000
on
holiday
b) Choose five pillases from 1a).
Use them to make sentencesabout
yourself or people you knowo
My first language is Russian.
c} Work in groupsoTake turns to
tell each other your sentenceso
Ask
follow-up questions if possible.
Readingand Grammar
D
a) How important is learning
English in your country? Why?
b) Read fue article about learning
English around fue world. Match
headingsa)-d) to paragraphs1-4.
a) Leam English 24 hours a dar
b) A changing language
c) An English-speaking world
d) A passport to employment
1A Vocabulary and Grammar
D
Readthe article again.What doesit sayaboutthesepeople,
numbers,things and places?
native speakers
Toyota
350 million
Samsung
80%
2 billion
South Korea
a call centre
Hinglish
a) Look at the article again. Match the words/phrases in blue to
these verb forms.
PresentSimple teLL
PastSimple
PresentPerfectSimple
PastPerfectSimple
PresentContinuous
PastContinuous
PresentPerfectContinuous
PresentSimplePassive
PastSimplePassive
b) Fin in the gaps in these roles with continuous,perfect, simple
or passive.
.We usuallyuse
verb formsto talk aboutthings that
are repeated,permanentor completed.
.We usuallyuse
verb formsto talk aboutthings that
arein progress,temporaryor unfinished.
"
Work in pairs. Name the verb forms in
bold in these pairs of sentences.Discuss
the difference in meaning between a) and
b) in each pair.
1 a) They studied Portuguesefor three
years.
b) TheY'vestudied Portuguesefor three
years.
2 a) Kemal often watches DVDs.
b) Kemal'swatching a DVD at the
momento
3 a) Jo did her homeworkwhen1 got home.
b) Jo was doing her homework when
1 got home.
4 a) Sheteaches English.
b) She'steaching English while she'sin
Berlin.
5 a) When we got there, the classstarted.
b) When we got there, theclass had
started.
6 a) Antonio repaired his car last week.
b) Antonio's carwas repaired lastweek.
.We usuaUyuse
verb formsto talk aboutthings that
connecttwo differenttime periods (the pastand fue present,~tc.).
.We usuallyuse
verb forms whenwe aremore
interestedin what happensto somebodyor somethingthan in
who or what doesthe action.
a) Read about
Michelle's language
C)Look at the verb forms in pink in the article. Which are
activity verbs? Which are state verbs? Then choosethe correct
word in this roleo
1 1~~'ve
.We
don't usuallyuse activity/statever~sin continuousverb forms.
d) Check in Language Surnmary 11m
pl14.
learning experiences.
Choose the correct
verb forms.
started
studying Spanish
after 1 2went/wasgoing
to Argentina on holiday last year. 1 3'dnever
been/neverwent to South Arnerica before
and 1 couldn't speak a word of Spanish.
While 1 4hadtravelled/wastravelling around
the country; 1 Spickedup/waspicking up
enough words and phrases to get by.
1 6told/wastold that rny pronunciation
7was/wasbeing quite good, so when 1 got
borne 1 8decided/wasdeciding to leam
Spanish properly. A friend 9recommended/
wasrecommendeda school and 1 10go/'ve
been going there for about six rnonths.
1 11always
enjoy/'m always enjoyingthe lessons
and the language 12teaches/is
taught in a
cornrnunicative way. 1 13think/'mthinking that
1 14'mlearning/'velearned a lot since 1 started.
It's not all fun, though -at the rnornent
1 1Sstudy/'mstudying for rny first exarn!
b)lID
Listen and check.
Tum to pIIO. Follow the instructlons.
Vocabulary education
Grammar uses of auxiliaries
Help with listening contractions
Review verb forms
Vocabulary Education
a) Work in pairs. What is the difference
between these words/phrases? Check
new words/phrases in &m pl13.
..
, a state school,a private school
2 a university;a college,a campus
3 an undergraduate,a graduate,
a postgraduate
4 a degree,a Master's,a PhD
5 a tutor, a lecturer,a professor
6 a tutorial, a seminar, a lecture
7 fees,a student loan, a scholarship
8 a subject,a course,a career
......
...
..
TIPI .We only show the main stress(.)
in words/phtases.
b) Choose eight words/phrases in 1a) that
are connected to you or people you know.
c) Work in pairs. Take tums to tell each
othérwhy you chose those words. Ask
follow-up questions.
I chose'a lecture'beca
useI went
to aninterestinglectureyesterday.
(Oh?~hatwas~tabou'.!2
Listening and Grammar
a) Work in groups. Discuss these questions.
Have you, or has anyone you know, been
to university or college? Did youlthey
enjoy it? What did youlthey study?
2 What problems do you think students
have during their first week at university?
1 TIM Youwent
yesterday,to
didn't
Professor
you? Lee's geography aJ
,
b)1m
Look at the photos. Mia and Tiro
are university students. This is their first
week. Listen and tick thethings they talk
about.
MIA
TIM
2 TIM
MIA
3 TIM
d)
MIA
4
8
8
8
8
a lecture
food
getting lost
courses they're doing
8
8
8
8
transport problems
accommodation
money
weekend plans
Yeah, but 1 didn'tunderstácfid very mucho
Ne.ither did l.
And it's a huge campus -1 keep gettingbJ
!
Yes,so do t Yesterday1 B}};:wi~l~fi~ around for ages looking
Well,
for theatc)least you fifjúfi'a it in the end. Maybe you should gel a
5
!
TIM
MIA
Didhe?
My
brother.'.. Has
MIA
And
TIM
Geography
he
what.
found that
you
and
TIM
Anyway,
MIA
No,
don't.
you
He
Most
, but
I'ó
1
yet?
graduated
last
tI
~_?
economics.
reallyg)_,
6
acourse.
job
ttie\!here
1 W:t$ijtCJ~d
on
it
people
~1!í\r:1i)l'(¡
economics
1 dÓ1i)'f.
was
campus?
really
h)
,
.
is
l.
1 B Vocabulary and Grammar
IJ
a) Look again at Tim and Mia's sentencesin 3.
Name the verb forms in Ilu:e.
didn't understand-Past Simple
TIM Hi, Mia. 1_H~y~-you had lunch yet?
MIA Yes,1 2
.But 1 can stay and chal for a bit.
TIM Great! So, what 3
you do lastnight?
MIA Well, 1 4
going to go out with some friends,
but 1 5
in the end. 1 6
catch up on
b} Which of fue verb forms inllue in 3 haveauxiliaries?
Which two verb forms don't haveauxiliaries?
c} Completefueseroles with be,do or have.
.We make all continuous verb forrnswith:
+ verb+ing.
.We make all perfectverb forrnswith:
+ pastparticiple.
.We make all passiveverb forrnswith:
+ pastparticiple.
.In the PresentSimpleand PastSimplewe usea form
of
to make questionsand negatives.
some sleep, though. 1 was in bed by 10.30!
TIM It 7
been a busy few days, B
it?
MIA Yes, it 9
.And 11°
need my sleep!
TIM Me toa. Er, what 11
you doing this evening?
MIA Nothing special. Why 12
you ask?
TIM Well, 1 13
going to see a bando
MIA 14
you? That sounds fun!
TIM SO15
you fancy coming along?
TIPI .We also use modal verbs (will, wauld,can,cauld,
etc.) as auxiliaries: I'll (= will) da my best.
MIA Yeah,sure. Call me later. Here's my number.
TIM Thanks. Oh, by the wa~ 16
you find your
lecture yesterday?
MIA Yes,1 17
And 1 1B
even need a.map!
d) CheckinaIJ
b) ..Listen
pl15.
a) Look at these other uses of auxiliaries. Match the
phrases in pink in 3 to a)-f).
C)
a) a question lag didn'tyou?
b) an echo question to show interest
c) to agree with somebody with so or neither
d) to avoid repeating a verb or phrase
e) a short answer to a yes/no question
f) to add emphasis
sl:!eftlt9German. does
a) Work in pairs. Choose one of these situations
or invent your own. Then write a one-minute
conversation between the people. lnclude at least
five different uses of auxiliaries from 4c) and 5a).
.two studentswho are sharing a house
.two friends who are lost on their way to a party
.a couple trying to decidewhere to go on holiday
.two students talking about theirschool, college
or university
a) DIJ Listen to these pairs of sentences.Which do
you hear first?
a)She'smade ir.
a)He'd started ir.
a)You're taught ir.
a)I've 10stir.
a)We'11watch ir.
a) I won't buy ir.
b)Shemadeir.
b)He started ir.
b) You taught ir.
b) I 10stir.
b)We watch ir.
b) I want to buy ir.
Change these sentencesto avoid repeating verbs or
phrases.
1 1 don't speakGerman,but my youngerbrother
Ian didn't go to college,but bis sisterwent to college.
My parentshaven'tbeenthere, but we've beenthere.
Penny doesn'tlike golf, but her brothers like golf.
We're not going out tonight, but they're going out
tonight.
6 Tom enjoyed the play;but 1 didn't enjoy the play.
In spokenEng1ishwe often contractthe auxi1iariesam,
are,is, have,has,had,will and would.We a1socontract
negatives(don't,wasn't,won't,etc.).
1
2
3
4
S
6
and check.
2
3
4
s
b)Checkin.pl15.
"
a) Mia and Tiro meet again in the cafeteria the next
dar. Fill in the gaps in their conversation with the
correct positive or negative auxiliaries. Use
contractions where possible.
b) Practise the conversation with your partner
until you can remember it.
b) GIl
Listen and write six sentences.You will hear
eachsentencetwice.
Q)
a) Work in groups of four with another pair. Take
turns to Tole-playyour conversations. Guess the
relationship between the people.
C)Work in pairs. Compare sentences.Which
auxi1iariesare contracted in eachsentence?
b) Role-playone of your group's conversations for
the class.
'
--,.~-~~",._~---,
,., ,
'"
(J,
/~b3
~
Q.r
t~
,
QUICK
REVIEW
Vocabulary verb patterns (1)
Skills Reading:Under examination;
Listening: Exam stories
Help with Listening sentence stress
and rhythm
Review verb forms; echo questions
I
Write tour interesting
things about yourself or people you know. Work in pairs.
Take turns to say your sentences. Respond with an echo question and a follow-up
question. A {'ve been scuba diving a few times. B Ha ve you? Where did you go?
Reading and Vocabulary
a) Read the article again. Tick the true sentences. Correct the
false ones.
a) Work in pairs. Discuss these questions.
1
2
3
4
5
6
1 Do you think examsare a good way to tes1
students'knowledge?Why?/Why not?
2 What do you think is the best way to
revise for exams?
b) Read the article. Is jeremy Rarris for or
against exams?Why?
He didn't sleep the night before bis maths exam.
The writer talked to bis classmates before bis triaths exam.
He thinks children have to do toa much writing in exarns.
He doesn't think that everything children learn at school is usefu
He wants bis daughters to leave school at 16.
He uses bis knowledge of maths a lot in bis daily liCeo
b) Work in pairs. Compare answers.
~
~~... ~
// ,e'
/
lo'
(
~
rv
Je..en1.V Ha
is looks back on his
experiences of school exams.
Jj
~
¡1
I
t's
since
be en
1 last
years
did
an
exam, but the
memories of my O
Levels* are still
disturbingly fresh. 1
remember staying
up all night before
my maths exam,
trying to learn dozens of equations by
heart. The next dar 1 ~voide(7.1
sitting next
to my friends on the school bus and refused
to talk to anyone outside the exam hall in
case they fui;tdé me forget everything I'd
learned. When the teacher finally i;tlldwea
us to pick up our pens, 1 immediately
wrote clown the equations in case1 might
need them during the exam. 1 didn't, of
course, but 1 still have nightmares about
the whole experience.
Back then 1 never stopped to think if
exams were a good idea, but now that my
twin daughters are doing their GCSEs*,
I'm ~~giññmr~ to wonder whether exams
are actually worth doing at all. Why do
we still r();~~ kids to sit in an overheated
gym and write until their arms fall off?
Is a three-hour memory test
realiy a good way to find
out how much children
know? Kids always end up I
forgetting almost everything
they learn at school anyway.
(Can
you
remember
fue
~
11 _
;;.
'
"f~'
1M",,=-1j7CC..
~
" jLl;'¡
\
1'4fA
C' !.\
o"
\ 'r-
~ 2 '1) -='1~ ~
" ¡¡.¡
",,-' J
,.
I}¡
(x# 7){L~.4'1':
~
1/
!:::
i
secondlawof thermodynarnics
or who invented the light
bulb? I thought not.) Personally
I r(!igr~:tspending so much time at
school learning things I've never
need~d to know since -and these days
you can find out everything on the Internet
c
~jj~j<;j!:;;oI:)31F.
,~ "
i
.>r-2
"O
...~
'.
~"
;i1?
'
'\,\\
~
.~'"
j¡J¡!
~
glllt
II~(~
anyway.
Of course, I still ~~~ifiurage my
daughters to take their GCSEs seriously
and I i¡¡i6~~~. them both to continue
studying next year. Emily l!)(ifi~es
to become
a journalist and I'm trying to ~rauade
Julia to go to medical school. They're both
very bright, but they find it hard to
concentrate. They usualiy study for half an
hour and then stop to cali their friends or
watch T\Z However, we all know that
qualifications 1:~1~people gel jobs, and
a graduate in the UK -earn
nearly
twice as much as someone who left school
at 16. So 1 ~feten:d to believe that exams
are a good idea, and 1 always remember to
wish my daughters luck before each Que.
By the way, 1 did ~~¡;!;g~ to pass my
maths O Level, but since then nobody's
ever ~l:I:~~ me to do calculus or draw a
graph. The way 1 see it, if you need to
add up a few numbers, try using a
calculator. So maybe it's time to stop
testing how much children remember and
t~!~ them to be better bullan beings
instead.
*0 Leve!= examsthat 16-year-oldsin the UK took before*GCSEs
= examsthat 16-yearolds in the UK take
1C
"
C)
+ infinitive with to
make
+ object + infinitive
aLLow
+ object + infinitive
with to
.In
might
+ infinitive
b} Write these verbs in the table in 3a). Some
verbs can go in more than one place.
-
could
would rather
seem
should
forget
lave
had better
convince
miss
plan
prefer
don't mind
keep
let
continue
like
enjoy
pay
start
finish
hate
decide
C) Look at the verbs in pink in the article.
Match the verb forms to the meanings.
1 remember+ verb+ing
2 remember+ infinitive with to
a) remember something that you did before
b) make a mental note to do something in the future
3
4
c)
d)
stop + verb+ing
stop + infinitive with to
stop something that you were doing
stop doing one thing in order to do something else
5
6
e)
f)
try + verb+ing
try + infinitive with to
make an effort to do something difficult
do something in order to solve a problem
d) Checkin lB
"
pl13.
Work in pairs. StudentA -+ plO4.
StudentB -+ plO7. Follow the instructiollS.
Listening
"
b) Work in newpairs.Take turns to tell eachotherone
of the stories.lnclude as much detailas possible.
i + verb+ing
refuse
a) Checkthesewordswith yourteacheror
in a dictionary.
.
l_~~__.:~~~~~t.:~~~~-,~~~~.~
'
b) Work in pairs. Look at pictures A and B.
What do you think is happening in eachone?
c) ..Listen
and check your answers to 5b).
and Skills
a)"
Listenagain.Write six words/phrasesto help
you remembereachstory.
a) Look at fue verbs in blue in fue article. Write
the infinitive forrns of these verbs in the table.
avoid
Vocabulary
-a)
spokenEnglishwe usually only stressthe words
that give the rnaininforrnation. This givesEnglish its
naturalrhythm.
IDI
Listen to the beginning of the first exam
story. Notice the stressedwords.
My worst exam moment happened when I was cau!jht
cheating by my múm after a h7storyexam. I realiy liked
history classes, but I clidn 't have a very good memory.
b) Work in pairs. Look again at 7a). Which parts of
speechare usually stressed?Which are usually
unstressed?
adjectives -stressed
possessive adjectives -unstressed
c) Look at the next part of the story. Which words do
you think are stressed?
So on the moming of the exam'I wrote loads of
important factsand figures on the insides of my shirt
cuffs. I madesure that I gol to the exam room really
early so I could sil at the back.
d) IDI
Listen and check.
e) Look at Rl.6, p143. Listen to the stories again.
Notice the sentencestress and rhythm.
1 What was the last exam you did? How did you feel
before, during and after it?
2 What was the hardest exam you've ever taken?
3 Have you ever done an oral exam? What was it like?
4 Do you know any other interesting or funny stories
about exams? If so, tell the group.
.--
Real World keeping a
conversation going
Help with Fluency
stress and rhythm
sentence
Review verb patterns; echo
questions; question tags
Work in groups. Discuss these questions.
1 Where can you do evening classes in your
town/city?
2 Have you, or has anyone you know, ever done
any evening classes? If so, which ones?
3 Look at the advert. Which two evening classes
would you like to do? Why?
a) lID
Listen to a conversation between two
friends, Kim and Sue. Tick the evening classes
that Kim is doing.
b) Listen again. Answer these questions.
1 How long ago did Kim and Sue last meetup?
2 What did Kim have to do in her last creative
writing class?
3 What did she gel for her birthday?
4 Which classdoesshe find difficult?
5 Why doesshe find the eveningclasseshelpful?
6 Who doesshe go to her danceclasswith?
7 How long is Suegoing to be in the USA?
We often use short questions to keep a conversation going and to show interest.
a) FilI in the gaps in short questions 1-10 with these words.
come as
1
2
3
4
5
How's it --901119---?
Why's
?
Like
, exactly?
How do you
?
What's the teacher
?
6
7
8
9
10
What
Such
How
In what
What
are you doing?
?
?
?
of dancing?
b) Fin in the gaps in these parts of the conversation with a preposition.
KIM I go every weekSUEReally? Who
?
SUE I'm off to the USA on Sunday.
KIM Are you? How long
?
TIP! .We also use echo questions (KIMIts reaIly difficult, actuaIly. SUE15 it?)
and questions with question tags (Its been ages, hasn't it?) to keep a
conversation going.
c) Check in ~I
pl15.
a)1m
Listen to eight
sentences.For eachsentence you
hear, complete these short
questions with a preposition.
1
2
3
4
5
6
What __aPQ_ut.?
Where
?
Who
?
What
?
Who
!
Who
?
7 How long
8 Who
?
?
b)1m
Listen and check. Are
prepositions in short questions
stressed or unstressed?
""¡rr
~
a) Readthe next part of Sueand
Kim'sconversation.Fin in the gaps
with oneword.
Language
"
s My brother, Frank. I'm rather
nervous about the whole thing,
though.
K Really? How 3
bit
1
I'm
2
1 only
3
I'd
4
5
1 used
can't
6
1 can
7
1 picked
sEr, we tend to argue quite a loto
K Yes, families can be difficult,
are
5 you doing?
they? And what 6
of trip?
s We're going walking in the
Rockies.
K How long 9
?
,r
up
by
of
in
CJ
to be
a
words
..-
to
speak
speaka word
some
rusty
gel
of ...
bilingual
...,
but
company?
it's
A No, he 8didn't/wasn't actually, but
my brother 9does/is.l,o'm/was
going to work for the same
company, but l"didn't/wasn'tin
the end.
now.
in ...
a bit
of ...when
...
Work in pairs. Underline and
a)mm Look at Rl.lO, p144.
Listenagain.Noticethe sentence
stressand rhythm.
b) 1 forgot
7 My sister phoned while 1 talked
to John.
1 ttilauor
t utorial
2 cpmusa
3 guraated
c
g
4
'1
leeructr
5 crhholssiap
6 eeergd
s
d
Jo at the airport.
3 to drink/drinking
a) I've stopped
b) 1 persuaded him
water.
4 to talk/talking
a) She refused
b) 1 avoided "
coffee.
some
to me.
to him.
asleep.
woken up.
I
;
,
I
.
,
..
!
;
,
,
!
:
.
!
b) Work in pairs. Compare
answers.Thenthink of six more:
words/phrases
connectedto
::
education.
:
c) Tell your partneraboutyour
education.
me in
2 to tell/telling
a) 1 expect them
me soon.
b) 1 regret
them about that.
5 to be/being
a) 1 pretended
b) 1 kept
before.
a) Write the words connected
to education.UD
withthecorrect
2001.
night.
5 Kim was back from ltaly since
Monday. She had a great time.
6 1 realised that 1 meet Samir
f)
Fillinthe~
verb formo EíD
1 to meet/meeting
a) He remembers
.
1 Yesterday l've spem an hour in
the park. lt was very relaxing.
2 l'm needing a new dictionary.
1 10stmine last month.
3 My English is quite good.
1 learn it since 2004.
4 1 10st my English book last week,
but it handed in at reception last
Helpwith Fluency
.your work or studies
.a problem you have
.a place you lave going to
.something interesting you've
done lately
.your plans for next weekend
.something you areJaren'tlooking
forward to
like
correct the incorrect verb forms in
these sentences.1m
Listenandcheck.
Work in new pairs. Rave two
conversations. Use these ideas or
your own. Ask each other questions
to keep the conversationsgoing.
__in_- ...
know
b) Work in pairs. Ten your partner
your sentences.Guess which
sentencesare truco
s Five days. Oh, 1 can't wait!
b) D Work in pairs. Practise
the conversationin Rl.lO, p144
until you can rememberit. Then
claseyour booksand havethe
conversationagain.Try to use
naturalsentence
stressandrhythm.
TIPI .D
= pronounciation.
fluent
a
S After the wedding l'm going on a
trip that my friend Brad's
organised.
K 7
you? What 8
D
A 'Did/Have you ever studied a
subject you 2haven't/didn't like?
B 1 3did/wasstudy IT for ayear,
which was a bit boring. You work
with computers, 4do/don't you?
A Yes,1 sam/do.1 write software.
B GAfe/Doyou? 7Didn't/Wasn'tyour
father work for a software
?
s Frank and 1 don't really gel on
particularly well.
K How do you 4
?
b)lID
few
1, p113
Choose
thecorrect
words.
.
a) Fill in the gaps with these
words. Then use phrases 1-7
to make true or false sentences
about yourself.1m
s First, l'm going to my cousin's
wedding in Seaule.
K 1__A(~:you? Who 2
?
Summary
..:
.:
:
:
i
.,,
..
a) Tick the things you can do
in English.
can talk aboutmy languageability.
can talk abouteducation.
I can ask andanswerdetailedquestions
aboutthe presentand the pasto
I can understandan articlewhich
expressesa specific point ofview.
'LJ 1 can use short questionsto keep a
conversationgoingeffectively.
b) What do you need to study again?
SeeCD-ROM
[~mI.
--
Reading,Ustening and Grammar
"
a) Read part of a web page on health. Try to
ful in gaps 1-4 with these percentages.
E~~~
b) Work in pairs. Compare answers. Then check
on
p159.
c) Do
you think a similar survey done in your
country would produce the sameresults?
C)
Why?/Why not?
a) Look at the photos of Cassy and Ted, tWO
people who took part in the survey.Who do yoU
think says sentences1-3 and who do you think
says sentences4-6?
1 Every dar when 1 gethome from work, 1'11have
a coffeeand hall a packet of chocolatecookies.
Z 1 know what llike and 1 eat what llikeo
3 My mom's always telling me what 1 should
and shouldn't eat.
\,
4 But when 1 was a teenagerl'd get up in the
moming and go straight to the cookie jaro
5 1 used to be addicted to chocolatechip
cookies-my moroused to hide them from me.
6 And then 1 read a lot of books about health
and nutrition, and 1 knew 1 had to changeo
b) GIl
Listen and check. Tick the sentences
in 28) when you hear them.
c) Listen again. Answer these questions.
1 What doesCassysay about French and
eating
habits?
z American
Has Cassy's
attitude
to food everchanged?
3 Who is healthier, Cassyor her mother?
4 DoesTed ever eat things that are unhealthy?
5 Why doeshe checkfood labels all the time?
6 What doeshe say aboutjapaneseand American
.o
.,
'\
\
"
2A
"
"
a} Look at fue verb forms in bold in sentences1-3
in 2a). Complete these roles with PresentSimple,
will + infinitive or PresentContinuous.
.We use the
to talk aboutpresent
habits,repeatedactionsand states.
.We oftenuse fue
with alwaysto talk
about presenthabitsand repeatedactionsthat
annoyus or happenmore thanusual.
.We canuse
to talk aboutrepeated
and typical behaviourin the presentoWe don't
usual1yuse this verb form with stateverbs for this
meaning.
b} Look at these sentences.Which talks about
repeated and typical behaviour? Which talks about
a future action?
1 Sometimes1'11eat things 1 know are unhealthy.
2 Tonight 1'11probably have a burger.
C} Look at the verb forms in bold in sentences4-6
in 2a). Complete fuese roles with Past Simple,
would + infinitive or used to + infinitive.
.We
use the
and
to
talk about pasthabits,repeatedactionsand states.
.We canuse
to talk aboutpasthabits
and repeatedactions.We don't usual1yuse this verb
form with stateverbs.
TIPI .We don't use usedto or would + infinitive for
something that only happenedonce: In 20031 gaveup
smoking.not In ~g'J.3
1 usedte giveJi¡;5f1-;;;ki~g.
d} Checkin 1m
p116.
Look at these sentences. Are both verb forms
possible? If not, choose the correct one.
,
2
3
4
5
6
7
8
Last night J'dhave/~two
burgers for dinner
and I usedto feel/1 felt a bit sick afterwards.
1 rarely drink coffee now, but at one time it'd be/
it usedto be my favourite drink.
1 seldom par attention to government reports
about food because they'd change/theY'realways
changing their advice.
I walk/J'll walk to work just for the exercise and
1 frequently go/am going to the gym.
Occasionally I eat/J'1leat vegetables, but only
because J'1lknow/1know they're good for me.
I alwaysworry/J'm alwaysworrying about my diet.
Once I usedto try/1 tried not adding salt to my food.
It tasted awful!
When 1 was younger, I didn't useto like/1wouldn't
like coffee.
Vocabulary and Grammar
a) Read about Ted's parents,
Georgeand Kath. Fin in the
gaps with the correct form
of the verbs in brackets.
Sometimesthere is more
than one possible answer.
Beforewe 1_g_Qt
(get)
married,
(live) in Boston.
Kath and
Then
I 2 in
1996we 3
(move) to New York, where
we 4
(have) a small apartment. Back then
more often than not we 5
(stay) at borne in the
eveningbecausewe 6
(not have) much moDero
Tedsays that1 7
(alwaysgo on) about how
poor we8
(be) then, but it's true. For example,
every so often we 9
(buy) Teda burger as a treat,
but Kath and I 1°
(nevereat) out. But now that
we 11
(have) more moneywe 12
(go)
to restaurantsquite a loto In fact, most weeks we
13
(eat) out at leasttwice. Most of the time we
14
(go) to local restaurants,but once in a while
we 15
(drive) up to Bostonand go to one of our
favourite restaurantsthere. I really 16
(love)
Bostonand every now and again 117
(think)
about moving back there, but Kath 18
(always
tell) me that'sunrealistic.
b) Work in pairs. Compare answers.
Vocabulary Expressing
frequency
a) Put the words/phrases in bold in 4 and 5a)into
these groups. Check in 1m
pl16.
lower frequency rareiy
higher frequency frequentiy
b) Write four true and four false sentencesabout your
eating habits. Use words/phrases from 6a).
c) Work in pairs. Ten each other your sentences.
Guess which of your partner's sentencesare true.
Make notes on the differences between your life five
years ago and your life now. Use these ideas or your
own.
8 sleeping habits
8 free time activities
8 time with friends
and family
8 sport and exercise
8 work or study
8 taste in music/films/
TV programmes
.places you have lived
8 annoying habits
a) Work in groups. Discuss how your life now is
different from your life five years ago. Use language
from 3.
b) Ten the class about the person whose life h~s
changedthe mosto
",
Vocabulary feelings and opinions
Grammar be used to, get used to
Review present and past habits
Vocabulary
Feelingsand opinions
a) Look at the adjectives in boldo Then choose
the correct prepositions. Check in 1m
pIIó.
1 l'm terri6ed forl@flying.
2 l'm fascinated by/lar other cultures.
3 1 always gel excited of/abouttravelling to
new places.
4 l'm usually satis6ed for/with the service1 gel
on planes.
5 l'm shocked by/with how little somepeople
know about my country.
6 1 was quite disappointed in/DIthe last place
1 went to on holiday.
7 1 was impressed DI/bythe facilities at the
last hotel 1 stayedin.
8 l'm not aware t%f any dangersfor travellers
in my country,
9 My country is famous for/about its historical
buildings,
10 l'm very fond of/with spicy food.
11 l'm not SUTeabout/forthe need for so many
security checks at airports,
12 I'm sick of/at the weatherwe've beenhaving
recently.
b) Tick the sentencesin 1 a) that are true for you.
c) Work in pairs. Take tums to say the sentences
you ticked. Ask follow-up questions.
( I'm terrified of flying.l
~'--.""--
-."J"'b'../
--
Really?When
wasthe]
lasttime you flew?
Readingand Grammar
ti)
a) Look at the photo. Which city do you think
this is? Why?
b) Check these words/phrases with your teacher
or in a dictionary.
..
a foreigncorrespondentthe rushhour
ignore atortilla a pedestrian
C)Read the article. What does the writer think
is the hardest thing to deal with in this city?
Letter frOIll abroad
by PeterTaylor
I've always been fascinatedby Mexico, even as
a child. So 1 was excited about coming here from
Callada as a foreign correspondent,and since
1 arrived 1 haven'tbeen disappointed in anything.
It's such a wonderful country full of colours,
sounds and smells that are so different from those
back home. Before 1 carne here,I'd read that
Mexico had a much slower pace of life than Callada -but 1 soon
realised they weren't talking about Mexico City. Waking up early
enough to avoid the 7 a.m. to 11 p.m. msh hour wasn't easyat first,
but now 11'mused to getting up at 5 a.m. every day.
And as for driving here,21'm slowly getting used to it -but when1
first arrived I was absolutelyterrified of being in a caroThis is a city
of 20 million peopleand it feelslike they're all on fue fijad at the
sametime. But don't getme wrong, I'm really impressedwith fue way
Mexicans drive, they'reamazing.And of coursethere are mIes of the
fijad -it just takes a while for 3a foreigner to get used to them.
For example,I've learned to ignore traffic lights. For months I
annoyedevery traffic cop in Mexico City by stopping at red lights
while they were desperatelytrying to keep the traffic moving. Also
41 wasn't used to people driving so close to me. In factyou can't
get a Mexican tortilla betweenone car and another!
Ves,driving in Mexico City is educationaland exciting -and it's
certainly a lot less dangerousthan walking! I have to admit that
51stiU haven't got used to being a pedestrian here. Can you
imagine how difficult it is to crossthe fijad in this city?
61'11Rever get used to doing that!
"
a}Readthearticleagain.WhatdoesPeter
Taylorsayaboutthesethings?
a) bis job
b) the rush hour
c) Mexican drivers
d) traffic lights
e) the distance between cars
f) walking in the city
b} Workin groups.Discussthesequestions.
,
How does the traffic in Mexico City compare
to the traffic in the capital city of your country?
2 Do youdrive in cities very often? If so, do
you enjoy it? Why?/Why not?
3 Have you ever driven in a foreign country?
Ifso, where? What was it like?
"
a)
Look
at
where
a) Look at phrase 1 in the article. Answer
these questions.
the
they
positive
or
of
there
Peter's
Then
negative
Sometimes
1 Did Peterfind it difficult to gel up at
5 a.m. when he first arrived in Mexico?
2 Is it difficult for him now?
photos
work.
fill
form
is
of
more
colleagués
in
fue
be
than
and
gaps
used
with
to
one
or
fue
fue
get
possible
places
correct
used
to.
answer.
(\
,
1
_~m__IJQt._u,s:~-c;t_t.Q-
your
b) Look at phrases1 and 2 in fue article. Complete
fuesemIes with gel used toand be usediD.
.We use
to talk aboutthings that
are familiar and no longerstrangeor difficult
for uso
.We use
to talk aboutthings that
becomefamiliar,lessstrangeor lessdifficult
overa period of time.
2
It
3
1
was
in
4
nose
the
1 don't
6
1
Work
it
in
it's
rude
to'-blow
gets
so
rice
for
breakfast.
1 find
it
difficult
dark.
the
written
language
alphabets.
ofhereabout aren't30°C veryin
1 can't
pairs.
in
eating
daylight,
never
finding
in
-like
1'11 ever
three
The
temperatures
summers
b)
just
when
think
but
yet
to
5
sentences
customs
publico
summer
has
a mar,
.After beusedto and getusedto we use
theinfinitive/verb+ing.
.After beusedto and getusedto we can/can't
usea noun or a pronoun.
hard
the
sleeping
-it
c) Look at phrases 1-6 in the article. Choose
the correct words/phrases in these mIes.
in
all
6a),
read
my
the
Compare
Marcus
the
warm summer,
and
way
maps
around
,
new
places
said
fue
Erin?
a) Make four sentencesabout your family using be used to
or get usedto.
b) Work in pairs. Compare answers. Are any the same?
d) Match phrases 1-6 in the article to these
forros of be used to or get used to.
a) PresentSimple 1
b) PresentContinuous
c) PresentPerfectSimple
d) PastSimple
e) will + infinitive
f) infinitive with to
Write five of these things on a piece of paper. Don't
write them in ibis arder.
Somethingthat you ...
.are used to doing during the week
.don't think you'll ever gel used to
.wiIl have to gel used to in the future
.would find it impossibleto gel used to
.weren't used to doing at one time, but you are now
.are getting used to at the moment
e) What is the difference in meaning between
these two sentences?
1 I usedto live in fvtexicoCity.
2 J'musedto livingin fvtexicoCity.
f) Checkin IDJ
lB
pl17.
11 Listenandpractise.
/'m üsedto /ju:st;}/ getting üp at 5 a.m. everydáy.
using
here.
answers.Who
or
1
D
a) Work in pairs. Swappapers.Taketurns to ask
your partneraboutthe thingshe/shehaswritten.
Ask follow-upquestionsif possible.
b) Tell the classtwo things you found out aboutyour
partner.
VocabuLary
word building (1): suffixes
SkiLLs Reading: Timely tips; Listening:
Saving time
HeLp with Listening
consonant-vowellinks;
linking (1):
linking Irl sounds
Review feelings and opinions
Work in pairs. Discuss these questions.
1 How do you remember appointments,
things you need to buy, people's
birthdays, etc.?
2 Do you usually do everything you plan
todo each dar? If not, why not?
a) Check these words with your teacher
or in a dictionary.
b)
Read
the
your
to
time
tips
Make
b)
c)
Find
Listen
d)
e)
f)
h)
i)g)
C)
Read
Choose
Combine
Leam
Don't
Allow
Don't
can
about
how
efficiently.
to
Match
manage
headings
a)-i)
1-9.
a)
,
article
lists
out
_tip__L
to
how
your
long
body
thingsclock
take
the
procrastinate
aim
totime your sayarticle
several
to
for no
be
prioritiesmistakes
perfect
again.
activities
In
,
what
way
you:
help
2
prioritise?
3
be
your
memory?
SUTe
of
certain
what
4
avoiddoing
5
approach
d)
Work
,
Which
of
2
Which
do
3
Which
would
4
Which
don't
Why
you
can
achieve
in
a
time?
things
a
in
not?
that
job
that
groups.
others
you
Discuss
the
tips
you
want
surprised
do?
to
these
already
questions.
ron?
Why?
do?
you
you
should
don't
like
think
to
would
try?
Why?
be
useful?
do?
.
!
2C
,,:
a} Work in pairs. Complete the table with the
words in bold in the article.
.""
verb
r noun
adjective
1 adverb
prefer
decisively
Vocabulary
and Ski lis
a) mil
Listen again. Tick the true sentences. Correct
the falsecones.
,
2
3
4
5
6
Nancy didn't use to buy all the food at one time.
Sheusesher computer to make lists.
She still tries to make the perfectsandwich.
Jake found all of the time managementcoursehelpful.
He doesn'tlike the idea of multitasking.
He agreesthat you shouldn't aim for perfection.
3
originate
b) Work in pairs. Compare answers.
4
really
convince
convincingly
weaken
~
recognition
recognisable I
b) Look at the table again. Do we use these
suffixes for verbs (V), nouns (N), adjectives
(ADJ) or adverbs (ADV)?
We usuallylink words that end in a consonantsound with
words that startwith a vowelsound. In British English,
whena word endsin -r or -re,we on1ysayfue Irl sound
when fue nextword beginswith a vowelsound.
a)1m
Listen to these words/phrases. Notice the
linking Irl sounds.
1 later later~/r¡.:.on
2 far
far~/r/.J1way
3 better better~/r/jdea
4 more
5 another
6 sure
mor.r,/r/,",often
another~/r¡hour
sur.g./r/.J1bout
b)1m
Listen again to the beginning of what Nancy
says. Notice the consonant-vowellinks and linking Ir/.
C) Look at the verbs in the table. Which verbs
change their spelling when a suffix is added?
decide-+ decision
d) Check in IIIIpl16.
a)1m D Listenand practise.Notice how the
stresschanges.
prefer
preference
preferabLe preferabiy
b) Work in pairs. Taketurns to test your
partner on the word familiesin 3a).
(;~~~~~)
1m
Listen to Nancy andjake.
Which three time managementtips
from the article does each person
talk about? Write their llames next
to the headings in 2b). Which tip do
they both talk about?
/'ve been runnin~a sandwich deLiveryservi~in the
cent~/r/~of the city foC/r/-oveC/r/-9
year. WherU first starte~1
wasted LoadS-9ftime becau~1 wasn'LaLaLLorganised.
c) Work in pairs. Look at what Nancy says next. Draw
the consonant-vowellinks and linking Irl sounds.
After I'd started making the sandwichesI'd realise that I
hadn't got everything I neededfor all the different
fillings. That meant I'd have to spend another hour in
the supermarketor evena couple of hours sometimes!
d) Look at Rl.4, p144. Check your answers.
e)1m
Listen again and read what Nancy says.
Notice the linking.
./
"\
Real World discussion language (1):
agreeing and disagreeing politely
Help with Fluency linking (1):
consonant-vowellinks;
linking /r/ sounds
Review word building (1): suffixes
Work in groups. Discuss these questions.
1 Were your parents strict about foodand meal times when you
were a child? If so, in what way?
2 What kind of things do children eat these days? What don't
theyeat?
a) Look at the photo. Where are the people? What are they doing?
b)1m
Listen tojames Oenny'sfather), Hazel (Harriet's mother)
and Lily (Liam's grandmother) talking about children's eating
habits. Answer these questions.
, Who thinks that parentsshould be strict about children's
eating habits?
2 Who doesn'tagreewith being strict?
3 Who doesn'thave a strong opinion on the subject?
C)Work in pairs. Fin in the gaps with james, Lily or Hazel.
,
2
"
a} Look at thesesentences.
Are they
ways of agreeing(A) or disagreeing(D)?
1 1 don't know about that. D
2 1 can't really see the point of
(forcing kids to eat).
3 Oh, do you think so?
4 1 see what you mean.
S Oh, 1 wouldn't say that.
6 1 see your point.
7 1 suppose that's true, actually.
8 You might be right there.
9 That's a good point.
10 Well, I'm still not convinced.
11 Well, 1 can't argue with that.
12 1 suppose you've got a point there.
is having trouble persuadinghislher child to eat.
believesthe way to encouragechildren to eatis to make meal
times fun.
3
and
don't let their children help them preparefood.
4
and
agreethat letting children help you cook slows
things clown.
':)
and
agree it's important that boys leam to cook.
TIP! .We often follow an agreement
phrase with but to challenge the other
person's opinion: 1 see what you mean,
but 1 think its much better to let them eat
when they want.
d) Listen again. Check your answers.
b} Checkin 11&8 pl17.
"'
~
a) Fill
in
the
gaps
conversation
and
L
Lily
with
1 think
'
let
james,
from
go
to bed
think
go
Hazel
3a).
under
you
them
Language Summary 2, p116
this
words
children
should
H
in
between
eight
at seven.
? Why
to bed
when
not
they're
tired?
J
1 don't
2
H
L
That's
Yes, 1 think
a 3
never
about
admit
good
they're
You
H
Well,
4
for
1 5
But
if you
have
any
L 1Well,
H
6
kids
I'd
L
But
o'clock
were
kids.
there.
really
the
kids
don't,
time
I'm what
7
never
is a
all young
be
of forcing
J
tired.
seven
bedtime
J
Kids
to go
parents
on
their
to bed.
never
own.
you not
all
If my
in bed
at seven,
see them.
if they're
up
late,
they
do
you
you Listen
can't
agree
and
8
with
check.
with
Who
o..is getting used to ...
o.. will never gel used to ...
o..has got used to ...
o..is used to ...
oo.will have to gel used to ...
0'0never gol used to ...
'0' took a long time to gel used to .
b) Work in pairs. Tell each other
your sentences. Ask follow-up
questions if possible.
a) Work in pairs. Student A, look
at the words in list A. Write all
the words in each'word family'
and mark the stress on eachword.
Student B, do the same for list B.
C)Work in pairs. Tell your
partner your sentences.
Work in pairs. Find four things
that you havein common.Use
thesewords/phrases.
..
A
B
responsible
criticism
recognition
originally
weakness
improve
decide
most?
more often than not
once in a while
occasionally
frequently
a)1m
Look at Rl.7, p145.
Usten againand notice fue linking.
b) D Work in groups of three.
Practise the conversation in Rl. 7,p145.
Take turns to be]ames,
Hazel and Lily. Try to use natural
linking and rhythm.
a) Look at fuesesentences.Think
of at leasttwo reasonswhyyou
agreeor disagreewith them.
, TV makes children violento
2 Children under ten shouldn't be
allowed to have mobile phones.
3 Friends give the best advice.
4 20 is a good ageto get married.
b) Work in groups.Discussfue
sentencesin 6a).
'.
1
2
3
4
S
6
7
I didn't go out with friends last night.
seldom
~
ea
b) Make sentences1-6 in 1a)true
for you.
rarely
D
a) Use phrases 1-7 to write
sentences about your friends.
get
bad-tempered.
Jb) 1m
Yes,
a) Look at the underlined
phrases. Tick the correct phrases.
Change the incorrect ones.1m
"
1 1 used to go out with friends', ,
last night.
2 I'm usuall~ waking up at 7 a.m.
3 I'd have pets when 1 was a child.
4 Occasionally1'11
sta~ in at the
weekends,but 1 normally
gQ..Qlli.
5 I'm alwa~slose things.
6 1 didn't use to watch as much
TV as1 do now.
lB
Look at the song
Complicatedon plO2. Follow
the instructions.
preferably
most weeks
b) Swappapers with your partner.
Do you agreewith your partner's
answers?1m
every now and again
a) Fill ~n.the~
with a
prepOSltlon.
1m
C)Take turns to make sentences
with one word from each'word
family' on your partner's paper.
1 I'm excited
moving house.
2 I'm afraid we're not satisfied
the service.
3 I'm not aware
any
problems.
4 We're very fond -'-' "" dogs.
5 He
bis was
results.
disappointed
6 I'm impressed "'-' '" the food.
7 I'm sick
waiting for her.
8 They're not sure
the
colour.
9 Jon's famous
being late.
10 I'm shocked
the price
of houses.
11 She's terrified
the dark.
12 He's always been fascinated
magic tricks.
b) Work in pairs. Compare
answers.
I
a) Tick the things you can do
in English.
.
O
iI
i
¡
¡
I
.
i
i
¡
i
i
I cantalk aboutthefrequency
of
: present
and pasthabitsandstates.
O
I canexpressmyfeelingsandopinions
abouteverydaysituations.
U
I can talk aboutadaptingto strange
or difficultsituations.
U
~
I canunderstand
an articlegivingadvice.
D
I canagreeanddisagreepolitelywith
othersandexplainwhy.
¡
b) What do you need to study again?
r:;-~
-
Vocabulary types of crime. criminals and
crime verbs
Grammar
second conditional; alternatives for if
Review agreeing and disagreeing politely
Vocabulary Typesof crime,
criminalsand crime verbs
ti)
a) Tick the crimesyou know.
Checkin mlPl18.
b) Write the criminals and
the verbs for the crimes in 1a)
if possible. Check in 1m
p118.
robbery -+ robber, rob
c) Work in groups. Discuss
these questions.
1 Which of the crimes in 1a)
do you think are: very
serious, quite serious, not
very serious?
2 Which crimes are common
in your country? Which aren't
very common?
3 Have you, or has anyone
you know, be en a victim of
crime? If so, what happened?
Readingand Grammar
CJ
a) Readthe questionnaire.
Choosethe bestanswers
for you.
b) Work in pairs. Compare
answers.Checkon p159.
How honestare you and
your partner?
.
~
3A
"
SECOND CONDITIONAL
Vocabulary and ~rammar
a) Fin in the gapswith fue correct
form of the verbs in brackets.
1 If someone -gft~[~.<i-(offer) you a
job
(accept)
in theit?USA,
you
a)
questions.
1
2
3
4
Are these sentences about real or imaginary situations?
Are they about: a) the past? b) the present or the future?
How do we make second conditionals?
Which modal verbs can we use instead of would in the main clause?
2 I
family
3 If the par
I
TIP! .Even if = it doesn't matter whether the situation in the if clause
exists or not: r d take the books back, even if 1 had to paya fine.
4 I
money
b) Look at fue altematives for if in blue in fue questionnaire. Fill in
fuese gaps with provided, assumingand as long as.
,
.Imagine and suppose
have thesamemeaning/different
meanings.
can sayprovidedor providingand supposeor supposing.
d) Check in"
pl19.
(might go) even if the
(not be) very good.
6 If I
(get) there and I
straight
(not like)borne.
it, 1
(come)
c) Choose fue correct words in these roles.
TlP! .We
(accept)
5 If they
(not offer) me full
medical insurance, I ,
(not
take) the job-
and
mean 'only if (this happens)'.
means'acceptingthat somethingis true'.
.We can use imagineand suppose
as an altemative for if in questions/
positivesentences.
(be) really good,
probably
the job.
ALTERNATIVESFOR IF
1
2
(not take) the job if my
(not want) me to.
:
c
b) Work in pairs. Compareanswers.
6}
a) Read fuese questions and answers.
Are both words/phrases possible?
If not, choose fue correct Que.
1 A Suppose/Providedyou found a
lottery ticket and it had the
winning number, would you
collect the money?
B Yes,1 would, imagine/assuming
I couldn't find the owner.
2 A Imagine/Ir your best friend had
nowhere to live, would you let
him/her come and live with you?
B rd let him/her stay with me as long
as/provided it wasn't for toa long.
3 A If/Supposesome friends asked you
to look after their four cats for a
month, would you agree to do it?
B No, 1 wouldn't, evenif/provided
they paid me!
4 A Imagine/As long as you saw aman
being attacked in the street, would
you try to help him?
B Yes,I might, suppose/provided1
wasn't alone.
b) Work in pairs. Compare answers.
Then take turns to ask each other fue
questions. Answer for yourself.
~
VocabuLary
Grammar
crime and punishment
third conditional
Help with Listening
third conditional
Review types of crime, criminals and
crime verbs
Vocabulary
"
Crimeand punishment
a)Workin pairs.Matcha verbin A to a
word/phrasein B. Checkin 1m
A
commit
pl18.
B
"\
arrest
somebody
to
court
evidence
charge
somebody for a crime
take
a crime
give
somebody with
find
somebody (f500)
somebody to prison (for 10 years)
acquit/convict
send
sentence
fine
a crime
o
a) Fin in thegapsin sentences
1-5 with thesewords.Which
storiesarethesesentences
from?
somebody (not) guilty
somebody of a crime
somebody to (10 years) in prison
1 Ir the woman had shot the men, she'd have been in serious
b) Work in pairs. Who normally does the
things in 1a}:a criminal, the police, the
judge, thejury or a witness?
2
3
4
5
A criminal commits a crime.
Listening and Grammar
CJ
If the men hadn't
away, she could have killed them.
I wouldn't have been toa happy if the
had woken me up.
If it had been me, I might have left a 0 : on the car.
What would the
of the car have done if he'd seen him?
b) Work in groups. Discuss fuese questions.
a) Work in pairs. Look at pictures A and B.
What is happening in eachpicture? What do
you think happened next?
1 15 gun crime a big problem in your country?
2 Are ordinary people allowed to own guns in your country?
Do you think they should? Why?/Why not?
b)1m
Listen to three friends talking about
what happened in the pictures. Check your
answers.
"
e
-,-
a) Work in pairs. Look againat picturesA
andB. StudentA, reten storyA. StudentB,
reten storyB. Usethesewords/phrases
to
helpron. lnclude as much detailas you can
remember.
a) Look at sentence1 in 4a). Answer these questions.
Then choose the correct words in the roleo
, Did the woman shoot the men?
2 Did she gel into serious trouble?
.We usethe third conditionalto talk aboutreal/imaginary
situationsin the present/past.
b) Look again at sentence1 in 4a). Which verb form is in
fue if clause?Which verb form is in the main clause?
c) Look at sentences2-5 in 4a). Answer fuese questions.
b)1m Listen againand check.Wereyour
versionsof the story correct?
, Which modal verbs canwe use in the main clauseto mean
'would perhaps'?
2 15the if clausealways first in the sentence?
3 How do we make questions in the third conditional?
d) Checkinlmpl19.
"
38
Vocabulary and Grammar
a)Readaboutan unsuccessful
robbery.
Answerthequestions.
In 2005 two men tried to rob a gas
station in Poulsbo, Washington. They
told the salesgirl to put all the money
from the cash register into a bag, but
they didn't realise that there were only
eight dollars in it. They drove away with
the money, but soon got lost because
they weren't from that town and they
didn't have a map. They finally drove
into a gas station to get directions.
Unfortunately for them they'd driven
back into the same gas station. The
salesgirl had called the police, who
were interviewing
her~ ,::~=:)hen the
robbers
o
1
2
3
4
5
a) mJ Ustento fuesesentences.
Noticefue contractions
(I'd, you'd,etc.)and fue weakforms of haveand hado
1
2
3
4
If rd known about it, rd have /;)v! come.
If you'd told me, 1 could have /;)v/ helped you.
She wouldn't have /;)v/ been upset if you'd called her.
If Fred had /;)d/ studied harder, he might have /;)v/ passed.
returned.
"c
~
How much money did the robbers steal?
Why did they gel lost?
Where did they end up?
Why had they gane there?
What do you think happened to the
robbers?
b) Look at the text in 9a)again. Write four
sentencesabolir things that would, could or
might have happened if things had
happened differently.
b) l1li Listenand write five sentences.Youwill heareach
sentencetwice.
Ifthe salesgirl hadn't opened the cash register,
the robbers might have hurt her.
mi.
Listenandpractise.
Copythecontractions
andweak
fonns.
c) Work in pairs. Compare sentences.Are
your partner's sentencescorrect?
/ wouldn't have /ay/ met her. -+ /{/ hadn't gane to the party, / wouldn't
have /ay/ met her.
"
a) Read aboutJim's terrible evening. Fill in the gaps with the
correct form of the verbs in brackets.
1 It __mig_l1t_b_q~e_b.e~a_(rnight be) better if 1
the bus to Juliet's party last night-
(take)
~
,
¡
1998 -passed my medical exams
2002 -met Pedro at my cousin 's wedding
2 (could
If Maryask) her for a lift(tell) me she was going,1
3 1
(not park) in the streetif 1
there were car thieves in the arca.
4 If 1
5 If Mary
where 1
a) Make notes on six interesting things
that have happened in your liCeoWrite
them in the order they happened.
b) Make third conditionals to describe
how liCewould have been different iC
these things hadn't happened.
1-(know)
(not leave) rny car unlocked, the thieves
(rnight not steal) it(not give) me a lift horne,1 don't know
(stay).
6 My
(notparents
come) borne last night.
(be) very worried if 1
b) Work in pairs. Compare answers. What happened to Jim
last night? How did he get borne?
If /'d failed my medical exams, I might have
become a teacher.
4t
a) Work in pairsoTake turns to ten each
other about the things you wrote in 10a).
Ask fonow-up questions if possible.
b) Ten the class two interesting things
about your partner's pasto
'
c
"
~
VocabuLary
verbs and prepositions
SkiLLs Reading: Protect your identity;
Listening: A Lawyer-client meeting
HeLp with listening
weak forms
Review third conditional
Read the advert again. Find answers to fuese questions.
1 How many things do you carry
with you that have personal
information on them?
2 Do you ever use your credit card
on the Internet? If so, what for?
3 Do you knowanyone whose
credit card has been stolen?
If so, what happened?
D
a) Work in pairs. What do you
know about identity theft?
b) Compare ideas with the whole
class.
c) Read the advert for a law firmo
How many of the things you
discussed are in the advert?
d) Work in the same pairs.
Compare answers.
1
2
3
4
How might you find out that you're a victim of identity theft?
Why has it becomeeasierover the yearsto stealsomeone'sidentity?
What information cansomeonegel about another person from the Internet?
How can Cabott &: Spencerhelp prevent identity theft from happening?
correct prepositions.
1 spend sth
2 insist
3 explain sth
sb/sth
sth
sb
4 worry
5 cope
6 provide sb
sb/sth
sb/sth
sth
b) Look at the verbs in 4a)again. Which have an object before the
preposition?
C) Look at the verbs in blue in the article. Fill in the gaps with the
correct prepositions.
1 apply
2 complain
3 talk
sb/sth
sb
sb
sth
4 shout
sb/sth 5 apologise
sb/sth
6 depend
sb
sb
sb/sth
sth
sth
sth
d) Check in ..pl18.
One identity theft occursevery six rninutes.
Thecriminal doesn'tnecessarilytake money
from your bank accountand no one steals
your wallet or burglesyour house.And you
know nothing about it until you get a credit
card statementshowing you have boughta
Ferrari,beento Tahiti or spent~2,OOO
on a
Versacesuit. You certain1ydidn't ~
to the
bank for a new account,but you've got one
and someone'sbeenwriting bad chequesin
your llame. Thiscanadd up to thousands
of pounds,which you haven'tgot. Who do
youf_.
to and what exactlydo you
~
about?Someoneyou don't know has
beenbuying things in your llame and left you
with the bill, and a very poor creditrating -
but who's going to believeyou?YoucouId
insist on:-.
to fue police about it, but
evenif you manageto explain fue probIemto
them,they usually aren'tinteresteduntil they
cometo questionyou abouta crime you
haven'tcommitted.Youcontactfue bank and
creditcardcompaniesdaiIy,and end up
SlbUtillg at everyonefor not sorting it out.
They.~
to you for fue stressyou must
be experiencing.then tell you not to worry
aboutit -their fraud department'sIookinginto
it. Meanwhileyou haveto copewith morebilIs
and morethreatellingIettersfrom company
lawyers.
-=::: ';;""
In today'sworld we ~
on credit cardsfor
everything.We buy things on fue Internet or
overfue phoneand happily give OUTcredit
carddetails.And we rely on fue banksand
creditcardcompaniesto safeguardOUT
accountsfrom fraud. But just how easyis it
to stealsomeone'sidentity? Easierthan you
might think! Thetraditional way is to steal
or makea copy of someone'scredit card,
driving licence,etc. However,fuesedays
hundredsof databases
existonline with
detailedinformation about your personallife.
Variouscompaniescanprovide otherpeople
with your address,
professionalhistory.bank
accountdetailsand soon. There'seven
softwarethat will give peopleaccessto your
personaldetailswithin minutes.
3C
a) Fill
the
in
the
verbs
gaps
in
with
brackets
the
correct
forro
and
the
correct
lQt:.
any
store
Vocabulary
and Skills
of
prepositions.
1
Have
you
_~pp-li~d-
recently?
2
Do
(apply).
you
when
usually
you
meal?
3
What
4
Have
cards
--_00000
and
-0
a friend
go
paying
out
for
a
(insist)
do
you
0_0
0__-most?
(worry)
you
0__-
recently?
? (apologise)
If so,
anyone
what
person
in
did
S
Which
your
6
people
How
do who
you annoy
usually you?
7
What
life
8
When
most?
do
you
most
you
00
do
Listening
you
Q
(depend)
/
(cope)
like
0
money
? (spend)
something?
was the
last Who
time did
you you
-_0000
00.0
Has
anyone
week?
10
you
was
the
last
time
someone
something
once?
11
Who
What
YOU
kind
to
they
open
answer
questions
in
the
legal advice
her friends' reaction
her parents' reaction
her work situation
8
8
8
8
how
how
how
how
the problem started
her identity was stolen
much money is involved
she's tried to deal with the problem
had
more
to
than
0-
on
the
phone
1
2
3
4
5
6
Who has been sympathetic to Bonnie's problems?
Why did she have to take time off work?
How did she first find out that something was wrong?
What happened when she went to the police?
What happened when she told the bank to clase the new accounts?
What problem was there when she called the mobile phone company?
(talk)
have
b) Work
you
(explain)
do
regularly?
12
this
(shout)
When
8
8
8
8
b) Listen again. Answer these questions.
? (complain)
9
a).1m
Li~ten to Bonnie Mead's conversation with her lawyer.
TICk the thmgs that she talks about.
of
information
0_0
an
their
account?
pairs.
Take
questions
if possible.
do
bank
people
0
when
(provide)
turns
in 5a).
to
Ask
ask
and
a) Work in pairs. How do you say the strong and weak fonns
of these words?
follow-up
can
of
was
to
were
from
has
as
and
have
that
are
do
some
you
a
the
at
for
your
b)1m
Listen and check. The strong form of eachword is
said first. Notice the schwa /~/ in the weak forros.
c) Work in pairs. Look at the first part of Bonnie's conversation
with the lawyer. Which words do we hear as weak forms?
LAWYERGood afternoon, Ms Mead. Come inQtake@seat.
Firstly
I'd like to say how sorry 1 am that this has happened.
BONNIE Well, thank you for seeing me soquickly; I've been trying
to get some legal advice for ages,but 1 was getting nowhere.
LAWYERGlad 1 can be of help.
d) Look at R3.5, p145. Check your answers.
e)1m
Listen to and read the conversationagain. Notice how
the weak forms and sentencestress give English its natural
rhythm.
Work in groups of four. Student A -+ pIOS. Student B -+ pios.
Student C -+ plIO. Student D -+ pIllo Follow the instructions.
Real World making. refusing
and accepting offers
Help with Fluency sentence
stress and weak forms (1)
Review verbs and
prepositions
Work in groups. Discuss these questions.
D
, If you have a problem, who do you usually ask
for help?
2 When was the last time you offered to help someone?
What was the problem? Did the person acceptyour
help?
a)1m
Listen to Bonnie talking to her sister, Helen.
Put these topics in the order they are first talked about.
8 a trip to Paris
8 Bonnie's filing system
8 Helen's children
8 a threatening letter
8 Bonnie's meeting with
the lawyer
b) Listen again. Make notes on the topics in 2a).
c) Work in pairs. Compare notes. Which topics did you
both make notes on?
e
-,
a)Fill in thegapswith fuewordsin theboxes.
making
offers
Wetrta"
'__WQuld2
Would
Why
What
you
'tet
don't
like me to (come
me (give them
it 3
I (look
help
round)?
a ring for you).
if I (sorted
4
\'11
6 (make
like
after
it out
the
for
you)?
kids)?
a bed ifupI (picked
for you), theif you
kids 5up from
school)?
refusing offers
No, it's OK, but thanks for 1
No, thanks. I'd 8
No, don't worry. It'd be 9
.
(phone them myself).
if (1 brought the
kids back here).
No, that's OK. 1can 1°
.
accepting offers
Lbe~~~d
don't cou~~t
Are you sure you wouldn't 11
?
Thanks. That'd 12
a great help.
WeU,
As long
it'd asbeyou
wonderful
14
if you 13mind.
b} Loo4 at the sentencesin 3a)again. Which verb
forms follow these phrases: Let me ..., Would it
help if 1 ..., Why don't1 ..., What if 1 ..., thanks
for... ,I'dbetter... andlt'd beeasierifl...?
c} Checkinl~pl19.
Q 1m.
Listenandpractise.
/ Copyfuestressandpolite
intonation.
Language
...
a}Findtencrimes.i':-
Wouldyou likeme to comeround?
"
~
CJ
a) Bonnie is moving house and
Helen's husband, Nigel, offers
to help. Work in pairs. Write
conversationsusing these prompts.
Use language from 3a).
2
~ Let / help / rack thosefiles.
B No, / worry: 1/ better do those
myself.
N Well, what if / carry / theseheavy
things downstairsfor you?
B / long / you / mind.
N Not at all. Then 1/ rack up the
computerand printer, if / like.
B No, / OK. It / easy/1/ sort /
thoseout.
b)1m
Listen and check.
a)1m
Look at R3.9, p146.
Listen again and notice the
sentencestress and weak forros.
b) D Work in pairs. Practise
the conversations in R3.9, p146
until you can remember them.
Then clase your book and have
the conversations again. Try to
use natural sentencestress and
weak forms.
Work in pairs. Student A 4
p1O6. Student B 4 p1O9. Follow
the instructions.
3, p118
Correct the mistakes in these
third conditionals. 1m
1 It might be better if you'd left
yesterday.
2 If you would flown last Monday;
it would have been much
cheaper.
3 If you'd asked sooner, I can
have helped.
4 What you have done last night
if she hadn't given you a lift?
5 I wouldn't come if you hadn't
asked me.
1
N / like me / help / move tomorrow?
Wouldyou likeme to helpyou
movetomorrow?
B / SUTe
/ not / mind?
N No, of coursenoto
B Thanks. That / greathelp.
N Why /1 come ayer this evening
and help you rack?
B It / wonderful / could.
Summary
b) Work in pairs.Write the
criminalsand the verbs for the
crimesin 1a)if possible.
..
CI
a) Choose the correct preposition.
cm
a) Write second conditionals
using these prompts. 1m
When was the last time you o..
1 appliedforlto a new passport?
2 talked aboutlto your job?
3 insisted tolon speaking to the
1 A If you / see / some people
robbing a shop, what / you do?
B As long as the robbers / can't /
see me, 1 / call the police.
2 A Suppose you / can / work for
any company in the world,
which / you choose?
B 1/ like to work for H&M
provided l/can / have free
clothes.
3 A Imagine you / have / the
chance to leam a new skill,
what / it be?
B If l/can / afford it, 1/ leam
to fly.
4 A Supposing you / be / a
joumalist, who / you most
like / interview?
B I / like / interview Prince
William providing l/can /
ask him anything.
b) Work in pairs. Compare
answers. Then ask each other
the questions. Answer for you.
Choose
fuecorrect
verbs.18
'1:';,1:";
1 arrest/take somebody for ;;¡";;;;"
a crime
2 acquit/commit a crime
3 find/fine somebody (f.500)
4 send/acquit somebody to prison
5 take/charge somebody with
a crime
6 find/convict somebody guilty
7 give/commit evidence
8 give/take somebody to court
manager?
4 worriedforlabout travelling?
5 apologisedforlat being late?
6 spent a lot of money tolon
a present?
7 shouted onlat somebody?
8 provided somebodyforlwith
your bank details?
9 complained tolabout
something?
b) Work in pairs. Ask and
answer the questions in 5a). Ask
follow-up questions.
a) Tick fue things you can do
in English.
D
I cantalk aboutcrimeandpunishment.
D
I cantalk in detailaboutimaginary
situations
in the present
andfuture.
D
I cantalk in detailaboutimaginary
situations
inthepast.
D
I canunderstand
a text aboutproblems
in everyday
life.
o
I canmake,
refuse
andaccept
offers
politely.
~What do you needto studyagain?
Vocabulary
phrasal verbs (1)
Grammar narrative verb forms; Past Perfect
Continuous
Review
Vocabulary
"
making, refusing and accepting offers
Phrasalverbs(1)
a) Work in pairs. Guess the meanin...s..2!,.
the phrasal verbs in
bold in these questions. Check in 1m p120.
1 Do you always rememberto pass on messagesto other people?
2 Do you evermake up excusesto avoid doing things you don't
want to do?
3 Haveyou everbeento a party that turned out to be reallyboring?
4 What would you do if you Tan over a cat in your street?
5 Has a bomb evergone off in the capital city of your country?
6 If you sawa man running away from the police, would you
try to stop him?
7 Do you find it easyto work out what'shappeningwhen you
watch a film in English?
8 Do you get nervous just before aplane takes off?
9 Do you know anyonewho's beenknocked out? How long did
it take this personto come round?
b) Work in pairs. Take turns to ask each other the questions
in 1a). Ask follow-up questions ifpossible.
Reading,Listening and Grammar
re
Readfue beginningof an article abouturbanlegends.
Answerfuesequestions.
1
2
3
4
What is an urban legend?
Where can people read urban legends?
Are urban legends ever true?
Why do people change some stories?
"
a) Checkthesewords with your teacheror
in a dictionary.
a yacht the crew rescuesink
getrid of abug insecticide
b) Work in pairs. Look at picturesA-C of
famousurbanlegends.Guesswhat
happenedin eachstory.
c) mD
Listenand checkyour ideas.
"~
1m
4A
THE DEAD KANGAROO
a) Read another famous urban
legend. Choose the correct verb
forms.
STORY
1 In 1987 the world's best _,$_g_iIQ[$_were competing in the Arnerica's Cup
A few years ago, Robert Monaghan,
from Ballymena in Northern Ireland,
1Q¡had had a very bad day: He
2crossed/was
crossingthe road near bis
borne when a van 3hit/washitting hirn.
While he "wasgetting/got to bis feet,
another cal Sranhim over/wasrunning
him ayer and then 6droveaway/
had drivenaway. Sorne people who
7walked/hadbeen walking past
8stopped/werestopping to help Robert.
They 9werecalling/had called an
arnbulance and 1°helped/hadhelped
hirn to bis feet. When the arnbulance
11hadbeen affiving/arrived, everyone
12stepped/was
stepping back -
yacht
off the coast of Frernantle.
2 One dar, one of the
went for a drive in the outback and
3 While
accidentally
the sailor
ran was
over taking
a
sorne
, the kangaroo came round.
THE FALLlNG COW STORY
4 The boat had been sailing in calrn waters when a
5 the
Eventually the pilot of a
transport plane told the
fell frorn
,..
what had happened.
6 Before they took off frorn their Siberian airbase, the plane's
THEhad
EXPLODING
stolen sorne
HOUSE STORY
,
7 A wornan frorn
had been trying to gel rid of all the
;
in her borne for years.
8 She put all the bug
in her house, but unfortunately she hadn'1
b) read
Work the
in pairs. Compare answers. Do you think these stories are true?
everyone except Robert, who
13didn'trealise/wasn'trealising what
everyone 1"waited/hadbeen waiting for
and was ron over by the arnbulance.
Look at p159. Check your ideas.
"
f
a) Look at the verb forms in bold in sentences1-3 in 48). Then
complete these mIes with PastSimple or Past Continuous.
.We use the
for completedactionsin the pastoThese
tell the main eventsof the story in the order that theyhappened.,
.We use the
for a longer action that was in progresswhen
another (shoner) actionhappened.
.We alsouse the
of the main story
Vocabulary and Grammar
b) Work in pairs. Compare answers.
How many accidents did Robert
Monaghan have in one dar?
Q
/'
Fin in the gaps with the correct
form of the verbs in brackets.
Sometimesmore iban one verb form
is possible.
1
I(try)
_Kae.Wto find
(know)a newthat job Rory
for
2
My
for baékgroundinformation that isn't pan
b) Look at thé verb forms in bold in sentences4-8 in 48).Are they
in the Past Simple, Past Perfect Simple or Past Perfect Continuous?
3
.We usuallyuse the PastPerfectSimple/Continuous
for a longer action that
stanedbeforeanotheraction in the past(and oftencontinued up to this
pastaction).
d) Fin in the gaps with had, 'd, verb+ing or past partidple. How do we
make these verb forms negative?
e)Check
ni"
0_00__0
and
6
While
Angela
borne,
she
school
friend
over
for
time
we
two
the
long
go
when
to her.
rny
(realise)
rnobile
By
(arrive),
the
see)
very
(get)
s
I
(not
for
I
(leave)
while
footbalI.
ipropose)
When
for
(calI)
the
Cecilia
together
he
.We usuallyuse the PastPerfectSimple/Continuous
for an action that was
completedbeforeanotheraction in the pasto
PASTPERFECTSIMPLE
subject + had or
Robin
out)
4
c) Choose the correct words in these mIes.i
t
brother
(watch)
had beensailing-Past PerfectContinuous
f
ageso
borne,
I
that
at work.
I
others (already
wait)
hours.
(walk)
(rneet)
that
she
an old
(not
years.
PASTPERFECTCONTINUOUS
+
subject +
or 'd + been+
pUl.
11 Listenand practise.Copythe stressand weakforms.
The boat had /~d/ been /bIn/ sa'ling in calm waters.
Work in pairs. StudentA ~
plO4. StudentB ~ plO7. Follow
the instructiollS.
~
Vocabulary
books and reading
Grammar defining. non-defining
reduced relative clauses
Review
Vocabulary
"
Booksand reading
a) Tick the words/phrases in bold that you know.
Check new words/phrases in 1m
pI20.
1 Do you usually read fiction or non-fiction?
2 What's your favourite novel? Have you got a
copy of it at borne?
3 What's more important to you in a novel the characters or the plot?
4 Who's your favourite author or novelist?
5 Have you everread someone'sbiography or
autobiography?
6 What's your favourite literary genre?
7 Which books are best-sellers at the moment?
8 Do you like browsing in bookshops?
9 Do you usually buy paperbacks or hardbacks?
10 Do you ever flick through magazinesat stations
or airports?
b) Work in pairs.
questions in 1a). "
re
a} Look at book covers '
these books? Ifso, '\
b} Check 1
or in a dictionary.
"
/"
a) Work in pairs. Student A, read the reView of One
HundredYearsDISolitude. Student B, read the review of
TheHouseDItheSpirits. Find answersto thesequestions.
1
2
3
4
Where is the story set?
Which family is the novel about?
How many generations of this family are in the novel?
What 'magical' things happen in the novel?
5
the novel?
b) Work with your partner. c;
answer the questions in 3a).
two novels have in cornmon?
narrative verb forms
and
48
6}
Vocabulary and Grammar
a) Look again at the reviews of books
A and B. How many more relative
clauses can you find?
b) Work in pairs. Compare answers.
Are they defining or non-defining
relative clauses?
"
a) Look at book coverC. Haveyou
read TheAlchemist?If so,what did
you think of it?
b) Readthe reviewof TheAlchemÍst.
Fin in the gapswith who, which,etc.
ifnecessary.One gapdoesn'tneed
a word.
C)Work in pairs. Compareanswers.
Thenchangetwo of fue defining
relativeclausesin the first paragraph
into reducedrelativeclauses.
d) Which of fue three bookswould
you mostlike to read (or readagain)?
Why?
e
]oin these.sentencesusingde~ning,
--// non-defimngor reducedrelatlve
clauses.Usecommaswhere
necessary.
Sometimesthereis more
iban onepossibleanswer.
author Paulo
1 Yesterday I met aman. The man
owned a bookshop.
YesterdayI met aman who owned
a bookshop.
2 This is the room. I wrote my first
novel in this room.
3 Clive McCarthy was myEnglish
teacher. He writes biographies now.
4 That's the woman. Her first novel
became a best-seller.
S I threw out some paperbacks.
I hadn't looked at them for years.
6 I lost my copy of The Alchemist.
It had been signed by the author.
7 I saw an old lady. She was sitting
outside the library.
8 I found some old books. They were
Vocabulary
connecting words:
reason and contrast
Skills Reading: April Fool!; Listening:
A practical joke
Help with Listening
what comes next
predicting
Review books and reading; narrative
verb forms
Reading and Vocabulary
CJ
a) Check these words/phrases with your teacher or in a
dictionary.
-
1 Which TV programmes or comedians make
I~l
you laugh?
2 What's the funniest film you've ever seen?
3 In your country, is there a dar when people
play practical jokes on each other? If so,
when is it?
b) Work in pairs. Look at pictures A-D. What do you think
was fue April Fool's Day joke for eachpicture?
people often play practical jokes on
each other on this dar. However,
it's not just friends and family you
have to beware of -big companies,
newspapers and TV stations alBo do
their best to fool the publico
In 1998 Burger King published an
ad in USA Today announcing a new
item for their menu -the left-handed
Whopper. This was the same as a
normal Whopper, apart froro one
thing -the burger itself was rotated
1800 so that the ketchup would drip
out of the right side of the burger
instead of coming out of the left.
The ad fooled thousands of people,
despite being published on April
Fool's Day. And in 2002, the British
supermarket chain, Tesco, advertised
a 'whistling carrot'. The ad explained
that the carrot had been genetically
engineered to grow with air holes
down the side so that it would start
whistling when it was fully cooked.
These two adverts are relatively
recent, whereas Britain's most
famous April Fool hoax is much older.
In 1957, the BBC documentary
series Panorama showed Swiss farm
drip
c) Read fue article. Check your ideas.
enjoying an excellent spaghetti
harvest due to a very mild winter. As
spaghetti wasn't very common in the
UK at that time, many people believed
the reporto Hundreds of viewers even
i>honed up to ask where they could
buy their own spaghetti trees!
Another famous April Fool's Day joke,
this time from 1962, comes from
Sweden. It was announced on the news
that it had become possible to watch
colour programmes on black and white
TVs because ofsome new technology
the TV station had invented. People
were told to pull a nylon stocking over
the screen so they would be able to
watch the programmes in colour. Since
almost everyone in Sweden had a black
and white TV in those days, hundreds
of thousands of people tried to do this,
even though the news was broadcast
on the morning of Aprill sto
You might think that people were
more easily fooled back in those days.
Nevertheless, you should be careful
next Aprill st-this time the April
Fool might be you!
4C
Vocabulary
and Skills
Listening
1 Would the left-handed Whopper have tasted
the sarneas a normal Whopper?
2 Where did the BBC say spaghettiwas grown?
3 Why did so rnany British peoplebelieve the
spaghettistory?
4 Why did so rnanypeoplephone the BBC?
5 How rnany Swedishpeople tried to convert
their black and white TVs to colour?
"
a) Checkfuesewords/phrases
with yourteacheror in
a dictionary.
b) mi
Usten to two friends, Kevin and Dave,discussing
a practica!joke. Make notes on thesethings.
a) when and where the practicaljoke took place
b) the peoplewho played the practicaljoke
c) the other groups of people involved
d) how the practicaljoke worked
b) Which story do you think is the funniest?
Do you know any other April Fool's Day stories
that have been in the newspapers or on TV?
C) Listen again. Tick the true sentences.Correct the
false ones.
1
2
3
4
5
6
Dave'sbrother Alan went to Birmingham University.
During RagWeek children raise money for charity.
Alan and bis flatmateshad only had four hours' sleep.
They called the police from their borne phone.
When the police arrived, the workmen ignored them.
When the workmen and the policemenrealisedwhat had
happened,they were very angry.
7 Alan and bis friends didn't get caught.
a) Look at the wordslphrases in bold in the
article. Write them in the table.
giving
I because
reasons
expressing however
contrast
TlP! .We can also use thesewords/phrasesfor
expressingcontrast: exceptfor(= apartfrom),
in spiteof(= despite),although(= eventhough).
b) Which words/phrases in 48)are followed by:
1 a clause (subject+ verb + ...)? because
2 a noun or verb+ing? apartfrom
c) Check in mi
"
a)Workin pairs.Matchwords/phrases
1-8 to
meanings a)-h).
Whenwe
hear
000
1 Actually.
p120.
2 Anyway.
3 Apparently.
Rewrite these sentences using the words/phrases
in brackets. Change other words in the sentences
if necessary.
1 1 love motor-racing. My wife thinks it's boring.
(whereas)
I Lovemotor-racing, whereas my wife thinks it's
boring.
2 Joe paid for everything. He didn't par for the
taxi. (apart from)
3 We wanted to go to Callada. The flight was too
4
5
6
7
8
9
expensive. (However)
Ann went out for a ron. It was raining. (despite)
1 went for a walk. 1 didn't watch TV: (instead of)
He stayed up late. He didn't have to work the
next dar. (as)
The match was ca11edoff. The weather was hado
(due to)
Most people don't understand. 1'11explain it
again. (since)
We enjoyed the film. It was very long.
(even though)
4 According to
r
we know that the speaker is
going to ...
a) saysomething that he/she is not
certain is true
b) say something that someone else told
him/her
c) correct something that the other
person said
d) return to the main topic
(Atan).
5
6
7
8
Meanwhile,
In the end,
Luckily,
By the way,
e)
f)
g)
h)
tell you something good or fortunate
move on to a different/new topic
tell you the conclusion of the story
introduce something happening at
the same time, but in a different
place
b) mil
Look at R4.4, p147. Listen again and underline
the words/phrases from 7a). Notice what the speaker
says after each word/phrase.
~
Vocabulary
ways of exaggerating
Real World saying you're surprised
or not surprised
Help with
Fluency
sentence stress
Review narrative verb forms
a) Guess the meaning of these
informal sentencesfor
exaggeratin~n
do the
exercise in UD p120.
1
2
3
4
S
6
7
8
9
10
11
12
I'm speechless.
I'm dying for a drink.
I'm over the moon.
I'm scaredstiff.
I'm starving.
I'm going out of my mind.
It costsa fortune.
It's a nightmare.
It's killing me.
It drives me crazy.
It takes forever.
It weighs a ton.
b) Choose five sentencesfrom 1a).
Think of a present or past
situation in your life for each
sentence.
c) Work in pairs. Take tums to tell
each other about your situations.
Ask follow-up questions.
saying you're surprised
saying you're not surprised
1 don't '.b.~/i~~~_.it!
You 2
be joking!
You're 3
!
Why on 4
(doesn't he
1I'm
7
lis ten to me)?
Wow, that's fantastic 5
Yes, 1 can 1°
I don't usualiy have lunch, so /'m
always starving when I get home.
I got stuck in a traffic jam last night.
It took forever to get home.
a) mD
Listento Ellen telling
her husband, Steve, about her dar.
Tick the things she talks about.
.their holiday plans
.something they'vebought
recently
.Ellen's computer
.car repairs
.a problem with their son
.a doctor's appointment
.Ellen's brother
.the garden
b) Listen again. Make not~s on
the things in 2a) that Ellen talks
not surprised,
you were.
to be 6
Well,8
(you've got a virus).
Well, he would say that, 9
he?
-
b) Look at Steve'squestions a)-d). Then answer questions 1 and 2 and
choose fue correct word in the roleo
a) Hadn't theypromisedto be heretoday?
b) Oidn'tyou instaLL
that anti-virussoftware?
c) Haveyou had a goodday?
d) Oidyou askhimround thisweekend?
1 In which questions does Steve not know the answer?
2 In which questions does he think he knows the answer?
about.
.We often use positive/negativeauxiliaries in questions when we think we
know the answer.
c) Work in pairs. Compare notes.
Who has the most information?
c) Check in BID
pI22o
.
"
o
1m 11 Listenandpractise
"' thesentences
in 3a).Copythe
surprisedintonationin the first
fivesentences.
Language
.A
W
I don't beLieveit!
"
run away
a) Lookagainat 1a)and3. Then
fill in the gapsin the Testof Steve
and Ellen'sconversation.
s
Guess
1_wh_~t._? I've
Wow,
s
Yes,
that's
I'm
E 1 4
you
S
so
pleased
for
Thanks.
And
Yes,
they
about
5
I'm
a 40%
job
angry
when
he
par
S
And
weekend
E
You
a 12
b) lID
"
going
6 The
D
be joking!
this
That'll
cost
Listen and check.
b) 11 Work in pairs. Practise
the conversationin R4.7,p148.
Taketurns to be Steveand Ellen.
Try to use natural rhythm and
sentencestress.
it Through the Grapevine on
p1O2. Follow the instructions.
at 9 a.m.
well
it! on
in fue end
a) Read fue story; Find eight
more incorrect verb forms and
correct them. mi
b) Work in pairs. Take turns
to saya sentence from fue
corrected story. Do you think
your partner's sentencesare
correct?
a) Imagineyou've had a very
good or a very bad dar. Make
notes on what happened.
Lookatthesong1He~~~-
pIane
When l ~ borne last night l was
feeling tired so l decidedto stayin.
While l was watching TV l was
hearing an explosionnearby.rd
ron out to seewhat happen.As
soonas l was getting outside,
l had been seeinga lot of smoke
coming from a neighbour'sgarden.
l went round to seeif he'd been
alright and luckily he was Cine.
Apparently,he'd beenburning
somerubbishand he hasn't
realisedthat therewas an aerosol
can in one of the bags.Of course,
when it was hitting the Eire,it
exploded.
a)1m Look at R4.7p148.
Listenagainand noticethe
sentencestress.
@ 1m
your
6}
got
!
b) Work in pairs. Taketurns to
tell eachother aboutyour dar.
Uselanguagefrom 1a)and3.
bomb
9 The party
out,
to celebrate.
11
does
It was
he
8
7 1Stop
can't that man- how
He's to tum
not
.He 8 was
to Florida
before
?
to Stuart?
found
late
in a fighI.
time
they
he was.
we're
5 What
rise!
7
though.
E 1 1°
Iots of
4 He was
really
! An~ay,
they
didn't, were.
to beBut9 I'm
really
a dog today.
for being
C)
Work in pairs. What is the
difference between these
words/phrases?mi
1 fiction, non-fiction
2 a novel, a biography
3 the characters,the plot
4 a paperback,a hardback
S browse,flick through
Choo~ethe correct wor~s. +Ji!;$iggg
Sometimesboth arepossIble.\1m
betweentwo boys 2wholthatgrow
up together.Amir, 3who/whose
mother is dead,is brought up by
bis father and bis father'sservant,
Ali. Hassan,4wholthatis Ali's son,
is Amir's bestfriendo
One dar, 5whenlwhere
the two
boys are trying to win a kite race,
Hassanis attackedby an older hoy
and two of bis friends. Amir,
6wholthatseesthe attack,birles
7wherelwhich
the older boys can't
seehim. Many yearslater Amir,
swhoselwhich
guilt has always
haunted him, risks bis life to save
Hassan'sson from the sameperson
9wholthathad attackedHassanall
thoseyearsbefore.
this message to her
five minutes
1 gel
the
1 nearly
PIcase
excuses
you.
to give
1
2
3 He used to
it.
wonder
happy;
6
going
!
3
imagine.
look
E You're
S
the
2
4, p120
The Kite Runner, 1whichlwhere is set
in Kabul, is about the friendship
come round
been
fantastic
over
run ayer
knockout takeoff workout go off
makeup passon turn out
promoted!
E
.,La
Fill in fue gaps with fue correct
form of fuese phrasalverbs.1m
Summary
a) Complete the sentences so
they are true for youolm
1
2
3
4
S
1 like most fruit, apart from ...
Even though 1 ..0
1 couldn't ...last week due to oo'
Since 1 can't ..., 1 have to ...
Whereas my best friend ..., 1 ...
b) Work in pairso Ten each other
your sentenceso
....a) Tick the thingsyou cando
.¡....
...
!
.:
.:
.,
:
:
in English.
D
I cante" a storyandgiveextradetail
wherenecessary.
D
I canunderstand
summaries
describing
the characters
andplotsofnovels.
D
I cantalk aboutbooksI'veread.
D
I canuseconnecting
wordsto join
sentences
andclauses.
; U
.
..
...:
,
,
I canexpressdifferentlevelsof
surprise.
.
.
.
.
.
;
I canunderstand
a spokennarrative.,O
b) What do you need 10 st1.idyagain?
[f)~
~
Vocabulary
Grammar
animals
ways of comparing
Review saying you're surprised or not surprised
Reading and Grammar
CJ
a) Work in groups. :
1 Which animals do people keepas
petsin your country?
2 Has your family everhad any pets?
If so, what?
3 Do you think fish make good pets?
Why?/Why not?
b) Read the article. Answer these
Vocabulary Animals
"
a)Ticktheanimals
~ know.Then
dotheexercise
in E8P123.
a tiger
an e.agle
..
a crocodile
a leopard
a bee
a snake
a butterfly
a spider
a parrot
a goldfish
a mosquito
a shark
a bear
questions.
1 Why are koi such unusual pets?
2 Did the writer buy any koi? Why?/Why not?
c) Read the article again. What does it say about these
numbers? Did any ofthe numbers surprise ron?
a rabbit
a whale
b) Work in pairso Try to match
fue animals in 1a) to fuese
sentenceso There is sometimes
more than one possible answero
This animal 000
1 is a fish that can bite you.
[~~~~~~~~~~~~~~~~~~~~~~~~J
d) Would you like to own some koi? Why?/Why not?
a big difference
far more addictive than
a small difference
aLmost as much as
no difference
asbeautifuL as
a shark
2 is a mammal that lives
underwater.
3 is a bird with colourful feathers.
4 is an insect with wings.
5 is a reptile that might poison YOUo
6 has stripes and a long tall.
7 has spots and sharp clawso
8 builds a nest to lay its eggs in.
9 has fnr and lives underground.
10 makes honey and can sting you.
11 is sometimes hnnted for its skin.
12 makes a web out of silk.
13 is often kept as a peto
c) Compare answers with another
~
Check new words in bold in
"pUJ.
TIP! .We can also use much/alot with comparativesto talk about a big
differenceand a bit/a little to talk about a small difference.
b) Look at the phrases in the table in 3a). Do we use the adjective or
. h th '1
lts comparative lorm Wlt:
anoas ...as.'1
..c
C)Look at the phrases in blue in the article. Answer these questions.
1 Which phrase meansthe others were half the size?
2 Which two phrasesdescribesomething that continuously changes?
3 Which two phrasesmeanthat one thing dependson the other?
d) Checkinlmpl24.
CJ' mi.
Listenandpractise.Copythe linkingandweakforros.
They'@¡rrfts/~Z/beautifuLas/~Z/bútterfLies.
~
so that they
Use the
Sometimes there
possible answer.
than goldfish.
GoLdfish don't Live anywhere near as
Long as koi.
2 Most butterflies don't live quite as
long as bees. (nearly as)
3 Snakes ate much less dangerous
than people think. (not nearly)
4 A spider's silk is five times stronger
than steel. (nowhere near)
5 Lions aren't quite as big as tigers.
(slightly)
6 Bears live half as long as elephants.
(twice)
7 A blue whale's heart is the same size
as a small caro (big)
~
a) Complete these sentenceswith
your own ideas.
1
2
3
4
S
The older you get, ...
The harder you study,...
The more you earn,...
The filler you are,...
The more children you have,...
b) Work in pairs. Compare sentences.
Do you agree with your partner's
sentences?
C)
a) Work in pairs. Choosetwo places,
two people or two things that you
both know well (cities, actors,
actresses,bands, restaurants, etc.).
b) Work on your own. Write five
sentencescomparing the places,
people or things you and your parttler
chosein Sa).Use languagefrom 3.
a) Read about cats and dogs. Choose the correct words.
Tokyo isn't any more expensive than
London.
I think Reese Witherspoon is a far
better actress than Cameron Diaz.
"
a) Work with your partner.Take
turns to sayyour sentences.If you
don'tagreewith your partner,
explainwhy noto
b) Tenthe classtwo things you
disagreedabout.
b) Which animals do you think make the best pets?Why?
Vocabulary
"
Plantsand gardens
a) Tickthewordsyouknow.Thendo the
exercise
in lB p123.
a herb
seeds
a pot
a bulb
a vine
petals
a bush
a greenhouse
an archard
a tree trunk
roots
palIen
a hedge
a lawn
a flawer
a branch
bed
leaves
a twig
b) Close your books. Write all the words
connected to plants and gardens tbat you
can remember in one minute.
c) Work in pairs. Compare lists. Who has
the most words? Take turns to explain the
meanings of the words on your lists.
D
a)
Work
i:n
Eden
think
it
and
b)
do
Loo~
What
is?
at
the
kind
What
do
of
you
photos
of
place
do
think
you
the
you
caRsee
there?
Read
your
C)
pairs.
ProJect.
about
the
Eden
Project.
Eden
Project
Check
ideas.
about
the
Answer
Read
these
questions.
1
How
many
2
What
can
different
you
again.
Biomes
see
in
the
are
there?
Warm
Temperate
Biome?
3
What
do
Project
d)
Would
aim
of
the
Eden
you
like
to
visit
the
Eden
not?
O;
.'
~
cc/
the
Why?/Why
~
W/;!
think
is?
Project?
~
you
L~ten
Dlane.
.Emma's
to
TICk
.Emma's
.the
.parking
Eden
1m
./
husband's
daughter
the
two.
fnends,
tOplCS
job
family's
problelllS
Project
holiday
they
Emma
talk
and
about.
Listen
1
She's
2
We're
3
45
We're
Oh,
No,
67
It's
Actually,
up
on
again.
been
Fill
working
staying
in
the
gaps
J.e_q{Iy._Q.?,d_-
in
in
and
these
1
a
l'm goingSUTe
don't
worry, tohe'll take
1'11have take
Katy a
the
BBC2 we'l1
way. and be
it driving
starts
sentences
think
she's
in
a to
the
through
at
Padstow
,
with
going
for
to
a
two
pass
words.
them
all.
week.
.
o_.
so we can pick you
.a
TV
.someone's
.travel
documentary
birthday
arrangements
8
Just
Project
think,
this
together!~
time
we'll be walking arounq the Eden
"
'
~
58
Vocabulary and Grammar
..
Listen and practise. Copy the stress.
We'LLbe driving thro.ughyour viLLage.
11
a) Read Emma's conversation with her husband, Paul,
later that dar. Choose the correct verb forms.
EMMA1 spoke to Diane. 1~~~~~~~(She'll
come to the
Eden Project with uso
PAUl Oh, that's good. Which dar 2will we go/are wegoing?
EMMAThursday. And there's a programme about it on BBC2
on Saturday at 7.30.
PAUl 3We'llbehaving/We'llhave dinner with your parents then.
EMMAOh res, 1 forgot. OK, 4/'1lrecord//'m going to record it
and 5we'll watch/we're watching it when we gel borne.
PAUl Fine. By the way, 6/'mgoing to buy//'ll buy a video
camela at the weekend. 1 thought it'd be nice to take
one on holiday with uso
EMMATina has one she never uses. It's brand new toa. Maybe
7she'lllet/she'sgoing to Jet us borrow it.
PAUl Well, it's worth asking. s/'ll give//'m giving her a ring.
EMMA Don't worry, 9/'1lbe seeing/1see her at my yoga class
tomorrow. 1D/'1lask//'m going to ask her then.
PAUl Good idea. Anyway, where's the babysitter? The film
11starts/isgoing to start in half an hour. 12We're
missing/We'regoing to missthe beginning.
EMMAOh, I'm SUTe13she'llbe/she'sbeing here soon.
FUTUREVERB FORMS
a) Look at the future verb forms in bold in
sentences 1-6 in 4. Match them to these
b) Work in pairs. Compare answers. Explain why you
have chosen each verb formo
meanings.
c) 1m
1 a personal plan or intention 're going to take
2 an arrangement with other people or
"
a)Writesentences
aboutyourplansandarrangements
for the nextfewweeks.
organisations
3 a decision that is made at the time of speaking
4 a fixed event on a timetable, calendar, etc.
5 a prediction that is based on present evidence
(something
6 a prediction
/'m meeting my sister for Lunch next Monday.
This time tomorrow
do we use for each
FUTURE CONTINUOUS
Make notes on what life will be like in the year 2050.
Use these ideas or your own.
c) Look at the verb forms in bold in sentences
7 and 8 in 4. Match them to these meanings.
1 something
8 the environment
8 people's lifestyles
8 travel and transport
that will be in progress at a point of
time in the future
2 something that wiIl happen in fue normal course
of events, without
/'LLbe pLaying tennis.
b)Workin pairs.Taketumsto tell eachotheryour
sentences.
Askfollow-upquestions
if possible.
we know or can see now)
that is not based on present evidence
b) Which verb forms
meaning in 5a)?
Listen and check.
8 scientific advances
8 families and children
8 films, TV and the Internet
..,8 English around the world
8 schools and education
any particular plan or intention
d) FiIl in the gaps for the Future
with be, verb+ing or will.
Continuous
e)
subject
How +do we make
or 'l! +the negative
+
and question
~
a) Work in groups. Discuss your ideas from 9. Give
reasons for your opinions. Which ideas do you all
.\
agree about?
l' I .In
2050, I think a lot more peoplewill be living in cities.
\
"(
forms
of the Future
f) Check in 1m
Ves,I think you're probablyright.
Continuous?
pUS.
b) Ten the class two things that your group agreed'about.
VocabuLary back referencing
SkiLLs Listening: The history of
perfume; Reading: The history of
flowers
HeLp with listening
homophones
Review plants and gardens; animaLs
Work in groups. Discuss fuese questions.
1 Do you ever wear perfume or
aftershave? If so, which one?
2 Have you ever bought perfume or
aftershave for anyone else? If so, how
did you choose which one to buy?
3 How many different perfumes or
aftershaves can you llame? Are any
of them advertised by celebrities?
D
a) Checkthesewords with your
teacheror in a dictionary.
a tomb
a feast soak a glove
a scent a fragrance wax
b) Work in pairs. Look at the photos.
What do you know about these people?
c) Try to fin in the gaps in these
sentenceswith the llames of the people.
1
2
was
with perfumed
oils'~1
was buried
given perfumed
gloves.
'
3
named a perfume after the fifth
sampleshe was offered.
4
used one or two bottles of
perfume a dar.
5
had a perfume named after him.
D
a)1m
Listen to a lecture about fue history
of perfume. Check your answers to 2c).
b) Work in pairs. Listen again. Student A,
make notes on topics 1-4. Student B, make
notes on topics 5-8.
, AncientEgyptians
2 the perfume museum in Paris
3 ingredients in perfumes
4 how to choose a perfume
5
6
7
8
Roman feasts
becoming a perfumer
men and perfumes
how to look after perfume
c) Tell your partner about the things you
made notes on in 3b).
.Homophones arewords that sound the same,but have different
spellingsand differentmeanings(their/there,wouldlwood,etc.).
"
a) Look at fue first sentencefrom fue lecture. Choose fue
correct homophones.
Although we still don't really 'no/know how our senseof
smell works, 2hour/ourlave of perfume goesback a very
long 3weigh/way.
b)1m
Listen to ten sentencesfrom the lecture. Choose
fue correct words in eachsentence.
1 a) flu
b) flew
6 a) new
b)knew
2 a) through b) threw
7 a)there
b) their
3 a) pear
b) pair
8 a)wear
b)where
4 a)wore
b) war
9 a)weather
b)whether
5 a) sent
b) scent
10 a)buy
b)by
c) Work in pairs. How many more homophones can you
think oi?
'
,
!
Readingand Vocabulary~
a) Checkfuesewordswith yourteacheror in a dictionary.
"1"..., cultlvate
d
a botamst
" garden
a botamcal
.,'
confettl
currency
b) Work in pairs. Student A, read about tulips. Student B,
read about roses. Answer these questions.
a) Where and when were these flowers fIrst cultivated?
b) When did the flowers reach Westem Europe?
c) How was a botanical garden important in the flower's history?
d) When and where were these flowers very valuable?
e) What does the article say about the colours of these flowers?
C)Work with your partner. Take turns to ask and answer
the questions in 5b).
d) Read about your partner's flower. Are his/her answers
correct? Which facts are the most surprising?
.When
we speak or write, we often use words like them,
where, one,etc. to refer back to people, places or things
that we have mentioned earlier.
"
a) Look at words/phrases 1-10 in bold in the article
about tulips. What are they referring lo, a) or b)?
1
2
3
4
a) Central Asia
a) valleys
a) Turkey
a) the 11th
century
a) in Holland
a) the thieves
a) in 1634
a) the bulbs
a) sold their homes
a) tulip
5
6
7
8
9
10
b) tulips
b) tulips
b) Central Asia
b) the time of the
Ottoman Empire
b) in Germany
b) the bulbs
b) in 1594
b) the people
b) became tulip growers
b) colour
b) Look at the article about Toses.What do words/
phrases 11-20 in bold refer lo?
C)Work in pairs. Compare answers. Then check in
mi
pl24.
a) Work in pairs. You are going to design a new perfume
or aftershave. Discuss these ideas.
e
e
e
e
e
for men, women or both
targetagerange
what it will smelllike
the llame of the product
the price
e type of bottle/packaging
e how it will be advertised
e which celebrityyou'd like
to advertiseit
b) Work in groups. Take tums to tell each other about
your producto Which do you think is the best?
c) Ten the class about the product your group thought
was the best.
TULlPS
Tulipswere originally wild flowers lwhich
grewin the valleysin CentralAsia. 2They
were first cultivated in Turkeyin the
11thcentury,3where they were high!y ,
valued for their beauty. They became I
the symbolof the OttomanEmpireand
can be found in manyworks of art from
4that periodo
\,
Tulipswere first cultivated in WesternEuropein the 16th
century by a Dutch botanist called CarolusClusius. He had
been living in Germanyfor some years, but in 1594 he
returned to Holland and became head of a botanical
garden 5there. However,he chargedso muchfor the bulbs
that thieves broke in and stole 6them. More and more
people wantedto buy tulips and in 1634'Tulipmania'began.
7At that time people would paya fortune for tulip bulbs in one instancethree of 8them weresold for the equivalent
of f75,000 at today's prices. By1636ordinary people were ¡
selling their homesto becometulip growers. However,the
more people 9did 50, the less valuablethe flowers became.
In 1637Tulipmaniaendedand most traders lost everything.
Holland now producesthree billion tulip bulbs each year
in hundreds of different colours, but they still can't grow a
truly black tulip. To produce a black lOone is the dream of
tulip growerseverywhere.
ROSES
According to fossil records, rases
are over 35 million years old and
llthey were first cultivated in Chinaabout
5,000 years ago. A Chineseemperor in
the 6th century BCapparently had over
600 books on rasesin 12his library, and
Gil was extracted from 13those grown in
his gardens. However,only the highest
membersof society were allowed to use
14it. If anyoneelse was found with even a
small amount, they were sentencedto death.
Roseswere also popular with the Romans,
15Whoused their petals as medicine, a
source of perfume and as confetti at
weddings.
Cultivated rases were only introduced
to WesternEuropein the 18thcentury. Napoleon's
wife, josephine, started a botanical garden near Paris,
16where she collected all the known varieties of rase and
encouragedthe breeding of new ones. Thisled to the flowers
becoming increasinglypopular, and in Britain 17atthat time
rases became so valuable that 18they were often used as
currencyin local markets.
AII rasesin Europeused to be pink or white until the first
red 190nes arrived from China 200 years ago. 2OJhesenow
symboliselave and are the world's mostcommon cut flower.
"
Vocabulary adjectives for
giving opinions
Real World discussion
language (2): opinions
Help with Fluency linking
and contractions
Review homophones
-""
a} Tick the adjectives you know. What are the
opposites of the adjectives in B? Check in mi
p124.
A inevitable dámaging distürbing wásteful
B moral ethical legal
---" sustainablejustiflable
b} Choose five of the adjectives from 1a). Think of
one thing you can describe with eachadjective.
c} Work in pairs. Do you agree with your partner's
ideas? Why?/Why not?
I think clima te change is inevitable.
b) Read the web page. Check your ideas.
C)Work in groups. Make a list of different ways
people could reduce their ecological footprints.
waLk to work
"
use renewabLe energy
a)1m
Listen to two friends,
Racheland George, discussing
ecological footprints. Which of your
ideas from 2c) do they talk about?
b) Work in pairs. Choose the
correct words/phrases.
, If everyonehad a lifestyle like
Rachel's,we'd need3.2/2.3 planets
to survive.
2 Georgerecycles/doesn't
recicle
things.
3 Rachelthinks we should buy food
from localsupermarkets/grown
locally.
4 An aTeaofland canproduce 70/30
times more soya thanbeef.
s Rachelthinks meat/wheat
production is very damagingto
the environment.
6 Rachel'sargumentshave no/some
effect on George.
C)Listen again. Check your answers
to 3b).
d) Do you agree with Rachel'sideas?
Why?/Why not?
! giving yourselftime to think
I
clarifying your position
giVin~~p~~~ons:iVi~g~_~ite
a)
-
It'd be (much) better if (everyone
bought ...)
I just don't think it's right that ...
One argument in favour of (being
vegetarian) is that ...
I think people should (havethe right
to) ...
c)
No, that's not
What I meant
No, that's not
Alll'm saying
opinion
-,~..-
b)
Maybe. but I don't see how (we)
can 000
Fair enough, but I still think
that 000
Yes, but then again, 000
Well, some people would argue
that 000
d)
what I'm trying to sayo
was ...
what I meant.
is that ...
b) Check in 11m
pUS.
That's an interesting point.
¡'ve never really thought about that.
Um, let me think.
¡t's hard to sayo
"
a)Write more of Racheland
George'sconversationusingthese
prompts.Uselanguagefrom 4a).
a) Tick the true sentences.
Change the animals in the false
sentences.1m
R / think people / leave their cars at
borne more often.
I think people should leave their cars
at home more often.
G Maybe, but 1 / not see / you / ask
everyone to give up their cars.
R No, that's / what 1 / try / sayoWhat
/ mean / people / use public
transport if they can.
G Fair / , but / still think a lot
of people prefer to drive.
R All / say / that cars are a big
environmental problem.
G Yes,but / again, public transport
is often more expensive.
R 1 know, but it / better / we / think
/ about how much transport costs
the planet, not just ourselves.
G That / interesting point. 1 / never
really / think / about / .
b) El
Leopard
1 A~
has spotsand largeclaws.
2 A parrot is a mammal that lives
underwater.
3 A bearis an insect with wings.
4 A rabbit has fur and lives
underground.
S A bee makeshoney and can
sting you.
6 A shark is often kept as a peto
7 A snakemakesa web out of silk.
8 An eaglebuilds a nest to lar
its eggsin.
Listenand check.
a~1m L.ookat ~.8, p~49:
LIStenagam.Notlce the lmking.
b) Readthe conversationagain.
Find all the contractions.
c) D Work in pairs.Practise
the conversation
in RS.8,p149
until you canrememberit. Then
closeyour booksandhavethe
conversation
again.Try to use
natIlrallinking andcontractions.
a) Look at these topics. Think of
two things to say about eachone.
.public transport
.the fast-food industry
.low-cost airlines
.recycling
.factory farming
.renewable energy
b) Work in groups. Discuss the
topics in 7a). Use the language
in 4a).
c) Tell the class whicb topic was
the most controversial and why.
a) Replace eachunderlined word
with one back referencing word.
mi
I'm going to Brighton tomorrow
to seeJack. I'm very excited about
'going to Brighton becauseI've
neverbeen 2to Brighton before.
Jack'salwayswanted a flat in
Brighton and the 3&t he'sbought
overlooks the sea.So 4J;!lli has
finally gOl5~
dream.As you
can imagine,6bu}:ingbis dream flat
hasmade7~ very happyindeed.
a) Fin in the gaps with the
correct wordo Then tick the
sentences that are true for YOUo
1m
1 l'm not nearly as scared of
snakes
1 used to be.
2 The older 1 gel,
less
exercise 1 do.
3 l'm nowhere
as
extravagant as my best friendo
4 I'm a bit taller
my parents.
5 The
1 practise English,
the more confident 1 gel.
6 1 eat a far
varied diet
now than 1 used lo.
7 My tire is getting busier and
8 l'm a
deal happier now
than when 1 was a child.
b) Work in pairs. Tell your
partner the sentencesyou ticked.
Ask follow-up questions.
Fininthevowels.
..
1 trgg
trunk
2 p_t_ls
3 gr -_nh-
b) Work in pairs. Compare
answers.
a) Tick fue things yon can do
in English.
D
I cantalkaboutanimals,
plants
andgardens
D
I cancompare
two ormorepeople
or
things in differentways.
in detail aboutdifferentaspects
D Iofcanthetalk
future.
I can understandbackreferencingin a texto
r
7f2_ts
8 _rch_rd
-$-
Correctthe future verb forms.
Thereis sometimesmore than
onepossibleanswer.1m
1 1 didn't know Jo was back.
I'm giving her a callo
2 1 see Jan tomorrow at school.
ShallI ask her to call you?
3 I've just seen a fabulous jacket.
1 think I'll be buying ir.
4 I've made an appointment
and 1 see the doctor at 4 p.m.
tomorrow.
S Perhaps I'm seeing Michelle
when I'm in Paris next week.
6 See you tomorrow. I'm calling
you before 1 leave.
b) Work in pairs. Compare
answers. Then write definitions
for the animals that did not
match the definitions in 1a).
A tiger hasstripesand a LongtaiL.
CJ
"
C)
9 P_ll_n
4 l__v_s
10 s__ds
5 h_dg-
11 b_sh
6 v_n-
12 l_wn
I can understandthe importantpoints
01a lecture.
I can take part in a discussionand
respondto other people'sideas.
b) What do you need to study again?
Vocabulary
Grammar
phrases with take
uses of verb+ing
Review discussion language (2):
opinions
Vocabulary
-a}
Phraseswith take
Tick the ~es
..' phrases in I!W
in bold you know: Check new
p126.
1
2
3
4
5
6
Doyou take a long time to get ready in the moming?
Have you taken a 10t of risks in your 1ife?
Do you think you take 1ifetoo serionsly?
Who do you take advice from?
Do you think anyone you know takes you for granted?
Do you think you take responsibility for things you
shou1dn't?
7 Has anyone ever taken advantage ofyou when you've
offered to he1pthem?
8 Do you take any notice of peop1ewho criticise you?
9 Do you take your time when you're c10thesshopping?
10 Do you evertake sides in fami1yarguments?
b} Work in pairs. Take tums to ask and answer the
questions in 1a). Ask fol10w-up questions if possible.
Readingand Grammar
D
a) Work in groups. Discuss these questions.
"
1 Do you know any English people? If so, where and
how did you meet them? What are they like?
2 Which four adjectives describe English people the best?
We use verb+ing 000
a) as part of a continuous verb formo wasLaughing
b) after prepositions.
c) after certainverbso
d) after certainverbs + object.
b) Readthe book review of Watchingthe English.Does Kate
Fox think the English are unfriendly? Why?/Why not?
c) Read the review again. Tick the correct sentences.
Correct the false ones.
b) Look at the phrases in Ilúé in the article.
Match them to fuese uses of verb+ing.
1 English social codes are obvious to everyone.
2 People who commute together often become friends.
3 'Weather-speak' is a common way of starting a
conversation with strangers.
4 You should always agree with the person's opinion
about the weather.
S English people don't mind talking about themselves
to strangers.
6 It's impolite to ask English people about money.
d) Did anything in the review surprise ron? Do people
from your country behave in a similar way?
a) Look at phrases in pink in the article. Match
them to these uses of verb+ing.
We can also use verb+ing...
e) as an adjectiveoentertaining
f) in reducedrelative clauseso
g) after despiteor in spiteoJ.
h) as the subject (or part of the subject) of a verbo
C) Check in 1m
"
p127.
Work in pairs. Look at fue reviewagain.Matchphrases
1-8 in bold to usesof verb+ingfonns a)-h) in 3.
~ 1:1'
Vocabulary compound
adjectives describing character
Grammar modal verbs (1); levels
of certainty about the future
Review phrases with take
Vocabulary Compound
..
.',
adjectivesdescribingcharacter
"
.:
a) Matchthe words in A to the
words in B to makecompound
adjectives.Which havea positive
meaning(P) and which havea
~ve
meaning(N)? Checkin
ImP126.
Listening and Grammar
"
a) Look at the photo. Where are the people? What do you think Lucy and
Don are talking about?
b)1m
CJ
Listen to Lucy and Don's conversation. Answer these questions.
b) Work in pairs. Make a list of
other positive and negative
character adjectives that you know.
positive-considerate
negative-stubborn
1
2
3
4
5
6
a) Write the names of five people
you know. Which adjectives from
1a)and 1b)can you use to describe
eachperson?
c) Listen again. Who said these sentences,Don or Lucy?
b) Work in pairs. Take turns to tell
each other about the people you
chose. Which of the people your
partner talked about would you
most like to meet?
Why is Bruce difficult to work wiili?
Why is he going to work in the Leedsarrice?
How long is he going COI?
Is Don going to apply ror Bruce'sjob?
Who does Lucy think will get the job?
What do Lucy and Don think wiIl happenir Bruce comesback?
1 He's bound to upsetpeople.
2 He's unlikely to changebis personalityovemight.
3 1 can't imagine they'Illike him.
4 1 don't suppose he'Il worry aboutbeing popular.
5 He's likely to be there ror at leastayear.
6 1 doubt if Lynn wiIl go ror it.
7 But Frieda mar well apply.
8 But you're SUTeto get the job.
9 1 shouldn't think they'Il employ an outsider.
10 1 daTesay they'Il promote him.
"
68
1m
Vocabulary and Grammar
...
D Listenand practisethe sentencesin 3c).
He 's bound to up5et people.
a} Rewrite these sentencesso that they have the same
meaning. Use the words in brackets and change other
words if necessary.
, Maybe1'11do we11in my next English test. (might)
I might do well in my next Englishtest.
2 1 probably won't need English for my next job.
(unlikely)
3 I'm SUTe
to need English for my work. (bound)
4 I'm fairly SUTe
1'11
do an advancedEnglish course at
somepoint. (dare say)
s 1 won't be ableto visit England next real. (can'timagine)
6 1'11probablyspendsome time working on the face2face
CD-ROM this weekend. (may we11)
7 1 don't think 1'11take any more English exams. (doubt)
8 1 probably won't be able to watch an English DVD this
weekend. (don't suppose)
b} Work in pairs. Compare answers. Are any of the
sentencesin 6a)true for both of you?
a) Write the llames of four people you know well.
Write sentencesabout what their lives will be like in
a few years' time. Use these ideas or your Owll.
.gel engaged/married
.have children
.be successfulin their careeror studies
.changejobs
MODAL VERBS
.buy/sell property
.move to a different town/city
.work/go on holiday abroad
a) Look at sentences1-5 from Lucy and Don's
conversation. Which of the underlined modal
verbs express future certainty (C)? Which
express future possibility (P)?
b) Work in pairs. Take turns to teIl each other about
the people you chose. Ask foIlow-up questions if
possible. Whose life do you think wiIl change the most
in the next few years?
1
2
3
4
5
1migh1 go for a bit.
I:ll miss him in someways.
I.wQn} be sad to seehim go.
He m!!ld improve things.
He!lli!}: not want to give up his house.
"
weeks.
LEVELSOF CERTAINTYABOUT THE FUTURE
b) Look at the phrases in bold in 3c). Match
sentences1-10 to these meanings.
a) The speakerthinks this will definitely or
probably happen.
b) The speakerthinks this definitely or probably
won't happen.
C)Look again at the phrases in bold in 3c).
Which are followed by the infinitive? Which
are followed by subject + will + infinitive?
d) Check in ImP127.
Makenotesonat leasteightthingsyouwill probably
do,mightdo or probablywon'tdo in the nexttwo
have a dayoffwork
~
a) Work in groups.Taketurns to tell eachother your
predictions.Usethe languagein 3c)and 4a).Ask
follow-upquestions.
~ay
well have a day off wo~k~,extweek.)
(What do you think you'll dOP
b) Tell the classwho you think is goingto havethe
busiest,the best or the worst two weeks.
L,_,.c"
~""._c_._C""~""'"-~
"~"_-"~~~~
"~
Vocabulary guessing meaning from context
Skilis Reading:Codesthrough the ages;
Listening: Breaking codes
Help with Listening linking (2): /w/. /j/ and
/r/ sounds
Review levels of certainty about the future
Readingand Vocabulary
a) Work in pairs. Think of three reasons why
people might want to send secretmessages.
Then think of three different ways of sending
secretmessages.
b) Compare ideas with the class.
D
a) Readthis extractaboutcodesfrom an
encyclopaedia.
What is the main difIerence
betweensteganography
and cryptology?
b) Work in pairs. Compareanswers.
ís
ID
a) Look at fue words in l)!lítt!:in fue extractoWhat
parts of speechare they? Do you know a similar word
in your language,or anotherlanguageyou know?
b) Choose the correct meaning, a) or b). What
information in the extract helped you decide?
1 decipher
2 wind
3 make out sth
4 reveal
S strip
6 stick
7 straightforward
a)write sth
b) work out what sth means
a) turn sth repeatedly
b) push sth
a)seesth with difficulty
b)see sth easily
a)remove sth
b) show sth that was hidden
a)a large piece of material
b)a long, thin piece of material
a)a large piece of wood
b)a long, thin piece of wood
a)simple
b)complicated
C)Work in pairs. Look at fue words in pink. What
parts of speech are they? Can you guess what they
mean?
d) Check in ..p126.
message on his scalp and then send
him off when his hair had grown
back. When he reached his
destination, his head was shaved
again to show the message.The
ancient Chinese wrote messages on
silk, which was then scrunched up
into a tiny ball, covered with wax
and swallowed so the message was
hidden in the courier's stomach.
In the sixteenth century an Italian
scientist called Giovanni Porta
described how to conceal a message
within a hard-boiled egg by making
an ink from vi negar and alum (a
mineral salt). The message is written
on the shell, which is porous, and it
passesthrough to the white of the
egg. To read the message,the
person who received the egg simply
had to remove the shell. Invisible
ink made from milk or lemon juice
is another means of hiding
messages.When the 'ink' dries it
is invisible, but when heated the
message reappears.
Readfueextract
again.Workin pairs.Student
A,
describe
howpictures1-3wereusedto send
-secret messages.
Student
B,describe
pictures
4-6.
However, there was a fundamental weakness with all these
methods -if the messagewas found, it could be read im'mediately.
~
Listening
a) Work in pairs. Look at pictures A-C. How do you
think they are connected to codes?
b)1m
Listen to the beginning of a radio programme
about breaking codesoPot pictures A-C in order. Were
your ideas correct?
c) Work in pairs. Try to match these llames to facts 1- 7.
Joe Allen
al-Kindi
Sally Evans Arthur Conan Doyle
1
2
3
4
5
...is a professor of mathematics.
...worked for the British Secret Service for over 20 years.
...was one of the earliest code breakers.
...wrote 290 books.
...broke codes by working out the frequency of letters
in a language.
6 ...used stick figures in a coded message.
7 ...wrote The Adventure DI the Dancing Men.
d) Listen again. Check your answers to 5c).
In cryptology acode is agreed between the sender and the
receiverso that the meaning of the messageis hidden.
Then if the message is intercepted, it is difficult or
impossible to decipher.
One way of making a coded
message is to rearrange the
letters. In Ancient Greece,
soldiers from Sparta used a
system called scytale,in which
the person sending the
messagewould Wfhd a piece
of leather around a small piece
of wood. The secret message
was written acrossthe leather
so that when the leather was
removed from the wood it was
impossible to makeout what
the messagesaid. To reve:althe
message,the receiver of the
stf~pof leather would simply
wind it around a sttQ~of the same size and shape that the
sender had used. Alternatively, rather than rearranging the
letters of the whole message,a more straightforwar(:f way
of achieving a similar effect was by rearranging the letters
of eachword (for example OMSNAR = ROMANS).
Another way to send hidden messagesis to replace letters
by other letters or symbols. Acode invented during the
reign of Julius Caesarwas based on this principie and was
used for centuries. Since then more and more sophisticated
codes have been developed,which have led to today's
computer-generated digital codeso
.When a word ends in a vowel sound and the next word
also startswith a vowel sound,we often link fuesewords
with a Iw/, Ijl or Irl sound.
"
a}"
Listen to these sentencesfrom the radio
programme. Notice the linking sounds.
WeLL,one ofth~/./_earliest
people t~/w/_ever break coded
messages was adArab mathematician
res, foc/r/_example,
caLLedal-Kindi.
let's take the~/j/..fnglish language.
So you look for the most common letteC/r/'ynd
yo~/w/'yssume
that letter represents the lette"'/r/..f.
b} Work in pairs. Look at the beginning of the radio
programme. Which linking sounds do we hear
between the words in bold?
HellQ../w¡Jindwelcome to the programme.With us
today~/ /jn the studiQ../ ~ jo(../ /J\llen, who's a
pro(essoL/ /~o(mathematics,and Sally~/ /..:Eyans,
whQ./ ¡Jictually worked for the British SecretService
(OL/ ¡-oyer twenty years.
C) Look at R6.4, pISO. Check your answers.
d}1m
Listen to and read the radio programme
again. Notice the extra linking sounds.
fJ
a) Look at part of the code that Julius Caesarused.
Work in pairs. Use ibis code to write a secret message
to another pair of students. Use at least ten words.
a = d, b = e,C=¡; etc.
b) Swappapers with another pair. Who can decipher
their messagethe fastest?
.
~
Real World
)
polite interruptions
Help with Listening
intonation:
being polite
Review compound adjectives
describing character
CJ
a) What are the advantagesand disadvantagesof working
in an open-plan office?
b)1m
Listen to five short conversations. Match people
1-5 to their relationships with Lucy a)-e).
1
2
3
4
5
Angus
Martin
Clare
Tina
Julian
a) a person from the IT department
b) Lucy's PA
c) the company accountant
d) Lucy's husband
e) a junior colleague
c) Listen again. Why does each person want to speak
to Lucy?
ASKING FOR PERMISSIONTO INTERRUPT
a) Match the beginnings of sentences 1-6 to the ends of
sentencesa)-O. Which sentencessound more polite?
1 Sorry to bother you,
but have you
2 Is this
3 Sorry to
a) busy?
b) a wor d "'f
4 1 was wondering if
d) disturb you.
S Are you
6 Can 1 have
e) a good time?
f) 1 could see you for a momento
.?
c) got a mmute.
REFUSINGPERMISSIONTO INTERRUPT
b) Look at these ways of refusing permission. Fin in the
gaps with these words.
busy against tied
1
2
3
4
5
time
pushed
Sorry, this isn't a good
o
I'm really up
it at the momento
I'm afraid I'm a bit
up just nowo
I'm rather
for time at the momento
I'm really rather
right now.
TIP! .If we are refused permission we often say:
Don't wony, its not importanUit can waiUits not urgenU
TI! catch you later/someother timeo
When would be a good time/a better time/moreconvenient?
c) What can we say if we want to give someone
permission to interrupt?
d)Check
inl.. p127.
We know if peoplearebeingpolite by how much
their voicesgo up and clown.If their voicesare flat,
they oftensound rude or impatient.1m
Listen to the same sentencessaid twÍce.
Which sounds polite, a) or b)?
, @ b)
2 a) b)
3 a) b)
4 a) b)
5 a) b)
6 a) b)
mili
Listenand practise.Copythe sentence
stressand polite intonation.
Sorry to bother you, but have you got a minute?
a) Fin in the gaps with these
words.
~,
.r.i5ks"
seriously
advantage
sides
granted
1 1 take
1is~__.
2 1 take
rny friends'
I'rn buying
3 1 take
4
a) Complete these compound
adjectives. There is sometimes
more than one answer.1m
time
responsibility
advice
C)
1
2
3
4
for
when
rnaking
a) Write true or false sentences
about your life in five years' time.
1m
a big decision.
5 1 take
rny work/studies
6 1 take
7 1 take
8 1 take
argue.
Fill in the gaps in these
conversations. Use words
from 2a)and 2b).
1
A 1_EK-<"_II:~~me. 1 was 2
if 1
3
see you for a momento
B it
I'matsorry;
the 5 I'm really .up 4
A When 6
7
be a good
?
B How about 3.30?
2
A Sorry to 8
you. Can 1
have a 9
B 11
Er , I'm10
?
a bit
up rightI'mnow.
A Don't 12
.lt can
13
3
A have
Sorry you
to 14
got a 15-
you,but
B 1'm
17 rather 16right now: Cor
A OK, 1'1118
"
you Iater.
Workin groups.GroupA ~
plO5.GroupB ~ plO8.Follow
theinstructions.
minded
centred
tempered
conscious
b) Work in groups. Which of the
adjectives in 3a)describe ron?
when
new clothes.
rny health
headed S
going 6
willed 7
back 8
toa
1
2
3
4
S
6
7
of rny friends.
for rny rnistakes.
when rny friends
b) Tick the sentencesin 1a) that
are tme for you. Make the other
sentencestme for you. Use
frequency adverbs (sometimes,
hardly ever, never,etc.).
I hardiyever takerisks.
1 might ...
1 definitely won't ...
I'm bound to ...
1 mar well ...
1 can't imagine ...
1 doubt if ...
1 shouldn't think ...
b) Work in pairs. Guess which of
your partner's sentencesare truco
a) Complete
interrupting
c) Work in pairs. Compare
sentences.Ask follow-up
questions.
fuese
phrases
for
people.l:i1DJ
1 Sorry to bother you,.but ...?
2 Can 1 have ...?
b)
4
3 1Take
Sorry
was
turns
wondering
to
to say if fue
sentences
a) Choose fue correct words.
1m
'Be /Being punctual is extremely
important and 1 hate 2turn up/
turning up late for anything.
1 also really hate people who
3keep/keepingme waiting.
So yesterday moming was really
4frustrated/frustrating.1 was
5be/beinginterviewed for a job,
so 1 de~ided 6to leave/leavinghalle
early to avoid 7to get/getting
caught in the rush hour. Despite
8allow/allowingan extra two hours
for the joumey, 1 thought 1 was
going to be late because lots of
trains were 9cancelled/cancelling.
But in the end 1 managed
lOtoget/getting there on time.
However, none of the people
"interview/interviewing me did!
in
5a).
ReCuse
permission
or give
to
interrupt
your
partner
ron.
a) Tick the things you can do
in English.
O
I candescribe
positiveandnegative
aspectsof people's
character.
"
D
I canexpress
howcertainI am about
futureevents.
D
I canunderstand
a reference
texton
a subjectofgeneralinterest.
n
] I canguessthemeaningofsomewords
in contexto
I can understanda live interview.
b) Work in pairs. Compareanswers. U
I caninterruptpeoplepolitely.
b) What do you need to study again?
(~:mD
Vocabulary Stateverbs
"
a) Tick fue verbs in bold tI~u
know. Check new verbs in l!lII
pUB.
1 1 own
that used to
2 1belong
really to
respect people who
3 deserves
I think myto friend
be successful
4
My job/course
involves
5 Iof tmst
6 The
suit
7
quite
a lot
completely.
colour
doesn't
me.
I suspect
that
I make
mistakes
than I realise.
when
8
9
in liCeo
If
I envy
people
more
I
whosaw can
me
now
8
8
8
8
he/she
,
probably
10
wouldn't
recognise
I adore
b) Complete
detest
, but
the
sentences
me.
I really
"
c) Work
each
in pairs.
other
follow-up
your
Take
tums
sentences.
questions
to tell
Ask
if possible.
Listening and Grammar
CJ
Work. in groups. Discuss these
quesnons.
1 Do you like flying? Why?/Why not?
2 What was the last flight you took?
Where did you go?
3 Have you ever had to wait a long
time at an airport? Ir so, why?
8 phone family or
friends
8 work or study
8 text friends
8 do some shopping
8 have a meal
8 talk to other
passengers
b) Work in pairs. Compare answers. Which things have you both done?
in 1a)
for yourself.
read
sleep
people-watch
have a coffee
a} 1m
Listen to part of a radio news programme. Tick the things in 3a)
that some people waiting at an airport talk about.
b} Listen again. Fill in the gaps with one word.
1 1 usually buy a ___p-ap-~[b_a.c;k__and just go and sil somewherequieto
2 Once
my planeo
1 gol so involved in the book 1 was reading that 1
3
4
5
6
7
I've been sitting here for nearly
hours.
I've also called my
to saygoodbye.
Luckily, 1 only live
minutes away.
I'm doing a part-time
managementcourse at the momento
l'm supposedto be seeingsome
as soonas1 arrive, but
1see the flight's beendelayed.
8 1 have three kids and 1 never gel time to shop for
, so
I'm having a greattime today.
9 I'm also thinking of buying a
, but 1 think they might be
cheaperonline.
10 My youngestis usually very good, but he's being very
today.
7 A Vocabulary and Grammar
D
ReadaboutFiona.Fillin the gapswith the correct
simple or continuousform of the verbsin brackets.
Sometimesthereis more than onepossibleanswer.
/'-
-
1 1__:~.e__b:.e.e.I1_wQ[ki!J9-(work)
for seven years
and 1 2
At the moment
1 3
so 1 4
time.
experience,
some
(never
although
(love)
(wait)
(phone)
1 5
as a flight
to fly to Rome,
friends
have)
attendant
my job.
to pass the
a really
scary
once we 6
(fly)
across the Atlantic
and one of the engines
7
(happen) (stop)
while working.
most people
Luckily
9
it 8 (sleep)
and we 1°
1 11
(manage)
(suppose)
job is the discounts.
to land
safely:
the best thing
Next
month
about
the
1 12
(fly)
to Australia
on holiday
and the flight only
13
(cost) me f.95! And the worst thing?
1 14
through
1}}
(hate)
about
security
checks
-1
15
(go)
20 this week already!
Fill in the gaps with the correct form of these verbs.
Use the same verb for both sentences in each pair.
~~ave thlnk3
1 a) What
you
of this dress?
b) 1
of going away next week.
2 a) 1
lunch with my boss when 1 gol your texto
b) We
this car since 2004.
3 a)
you
that new Spielberg film yet?
b) Mr jones
a customer at the momento
4 a) Rick
tall, good-Iooking and very friendly.
b) Tricia
rather bad-tempered today -she's
usually so easy-going.
a) Answer these questions about the sentencesin 4b).
a) Look at sentences1 and 2. Which describes
something that is: repeated?in progressat a
specific point iñ time?
b) Look at sentences3 and 4. Which describes
something that is: completed?unfinished?
c) Look at sentences5 and 6. Which describes
something that is: permanent?temporary?
Write these things on a piece of paper. Don't write
them in this arder.
b) Look at these verbs. Do they usually describe
activities (A) or states (5)? Do we usually use state
verbs in continuous verb forms?
,
"
C) Look at sentences7-10 in 4b). What is the
difference in meaning between the verb forms in
bold in eachsentence?
d) Check in IDI
pl29.
Something that you ...
.have wanted to do for ages
.are worrying about at the moment
.are thinking of doing next weekend
.have forgotten to do this week
.own that really suits you
.are looking forward to
a) Work in pairs. Swappapers. Take tums to ask
your partner about the things he/she has written.
Ask follow-up questions if possible.
b) Tell the class two things that you found out about
your partner.
Readingand Grammar
"
a) Work in pairs. What do you know about
China? Discuss fuese ideas or your own.
.languages
.famous places
.history and culture
.sport and entertainment
b) Work in groups or with the whole class.
Compare ideas.
D
a) Look at the photo. Which city do you
think this is? Would you like to go there?
Why?/Why not?
b) Read the article. Find three ways in
which Shanghaihas changed.
C)Read the article again. Tick the true
sentences. Correct the false ones.
1 There weren't any skyscrapersin Pudong
25 yearsago.
2 There are more skyscrapersin Shanghai
than in the whole of the USA.
3 Liu Zhang doesn'tthink that the city has
changeda loto
4 China now manufacturesmore products
than any other country.
5 More people in Beijing are cycling to
work thesedays.
6 The writer thinks China wiIl have a big
influence on the world in the future.
~
Vocabulary and Grammar
Businessandtrade
the article.
adjectives?Do the nouns
things?
.Write the other nouns
Checkin 8
pUB.
political ~ a politician, politics
"
a)Choose
the correctwordsin these
sentences.
,
2
3
4
I've never lived in an industry/industrial city.
1 don't understand economical/economics.
1 like reading about politics/political.
1 think rny borne town is quite pollution/
polluted.
5 My country's always had a capitalism/
capitalist systern.
6 1 think buying a house is a good investor/
investment.
7 1 like trying new hair products/production.
8 1 worry about environment/environmental
issues.
b) Tickthesentences
in 7a)thataretrue
foryou.
c) Workin groups.Compare
sentences.
Askfollow-upquestions
wherepossible.
o
8
8
8
8
8
8
a) Put the verbs in brackets in the Present Perfect Simple or
Present Perfect Continuous.
1 a) 1
b) 1
Kim and told him where to meet. (call)
Kim all day; but he never answers bis phone.
(call)
2 a) David
bis novel all evening. (write)
b) David
three novels in the last two years. (write)
3 a) 1
the garage, so we can pul the car in there now.
(clear out)
b) 1
the garage. It's a mess in there! (clear out)
4 a) You
clown trees all dar. You must be tired. (cut)
b) You
your finger. (cut)
5 a) 1
this book. Do you want to borrow ir? (read)
b) 1
this book and l'm really enjoying ir. (read)
b) Work in pairs. Compare answers. Explain why you chose
each verb formo
Work in newpairs. StudentA ~ plO6. StudentB ~ plO9.
Follow the instructions.
Write sentencesabout how things have
changed in your country in the last five
years. Use these ideas or your own.
the economy
public transport
new buildings
cost of living
education
the price of food/
petroVproperty
8
8
8
8
8
8
unemployrnent
pollution
inflation
traffic
industry
tourism
The economy has been getting stronger recentiy.
The price of petral has gane up a lot this year.
Unemployment's
"
been rising.
a) Work in groups.Taketurns to ten each
other your sentences.
If you're from the
samecountry,do you agree?If you're from
differentcountries,how manyof your
sentences
are the same?
b) Tenthe classtwo interestingchanges
that your groupdiscussed.
ReadingandVocabulary
a) Tick the words/phrases connected to the
Internet tha~
know. Check new words/
phrases in &al p128.
a se"arch engine
a chat room
an online encyclopaedia
a blog
an online
a podcast
,,~
RPG
anti-virus
a) Read the article. Match headings a)-e) to paragraphs1-5.
a) Connecting people
b) How the Internet started
c) We can't live without it
d) It's OUTInternet
e) Taking the Internet to the people
a forum
an online dating
a webcam
software
CJ
agency
.
an MP3 file
b) Read the article again. What does it say about these dates,
people and things?
wireless/Wi-Fi
b) Work in pairs. Which of the things in 1a)
have you used, visited or downloaded? What
else do you use the Internet for?
C)Work in pairs. Compare answers.
.
7C
1)}
a) Look at the words in bold in the articleo
Underline the prefIXes. Then complete the table
with these meanings and the words in boldo
meaning
and Skills
In spoken English there are often words and phrases that
we can ignore, for example fillers (um, you know, etc.)
and false starts (lts ...lts about the only thing ..., etc.).
"
prefix
Vocabulary
a) Look at fuese sentences from R7.2. Underline the
fillers and false starts.
1 Ws;.ll,I've onl~ ...I'd only been away from the
office for like a week.
2 Yeah,I generally,um, I buy a lot of things online
toa, especially,er, books and CDs and you know
things like that.
3 You see,it's ...it's just that I've never sort of found
the time to work out how to do ir.
4 Most of ...a lot of my family live in the States,and
we kind oí, er,use the webcamto keep in touch.
example
b) lB
Look at R7.2, pISI. Listen to fue first half
of fue conversation.Notice the fillers and false starts.
Then listen to the second half of fue conversation
and underline the fillers and false starts.
CI
non-
1
b) Work in pairs. Which prefixes can you use with
these words? Sometimes there is more than one
possible answer.
~ war
stop government cultural
millionaire colleague calculate
decorate build smoker wife
understand qualified rated
detente discipline
c) Checkin 18
p129.
Work in new pairs. Student A -+ pIO5. Student B -+
pIO8. Follow the instructions.
Listening
a) Look at pictures A-D. What are the people doing in
eachQue?
b)1m
Listen to four people discussinghow they use fue
Internet. Pot pictures A-D in fue order they taIk about them.
c) Listen again. Answer fuese questions.
1
2
3
4
5
6
Why was Ian surprisedwhen he got to work this moming?
Why does Molly like shopping online?
Does Clive always par for the songshe downloads?
Why hasn't Ian worked out how to download songs?
How manypeople canplay an online RPGat anyone time?
Why does alivia use her webcama 10t?
a) Work in pairs. Write a survey to find out more
about your class'sInternet habits. Write at least four
questions. Include three possible answers for each
question.
7 How much time do you spend on the Internet every week?
a) less than 2 hours
b) between 2 and 6 hours
c) more than 6 hours
b) Work on your own. Interview four other
students. Make notes on their answers.
C)Work again with your partner from 7a}. Compare
notes. Then ten the class about the results of your
survey.
Vocabulary on the phone
Real World problems on
the phone
Help with Fluency sentencl
stress and weak forms (2)
Review prefixes
"
a) Guess the meaning of the word~ses
in
bold in these questions. Check in l!lD p129.
1 ls your mobile pay-as-you-go or do you have
a contract?
2 Which network are you with?
3 What's the reception like where you live?
Do you ever gel cut off?
4 How do you know when you're going to run
out of credit?
5 How many different ways can you top up yoU]
phone?
6 Do you everchangethe ring tone on your
mobile?
7 How often do you check your voicemail or
answerphone messages?
8 When was the last time you used a payphone:
9 ls it usually cheaperfor you to call a mobile
phone or a landline?
10 What do you usually saybefore you hang up?
b) Work in pairs. Take turns to ask and answer
the questions in 1a). Ask follow-up questions if
possible.
~ a) Work in groups. Discuss these questions.
1 How many different phones do you use in you
dar-lo-dar life?
2 Do you spend a lot of time on the phone?
Who do you talk to most?
3 What problems can people hay
when they're on the phone?
b) mil
Listen and match Tony'
conversations 1-3 to photos A-j
What is each person doing nex
Tuesday?
C) Listen again. Answer these
questions.
1 Where is Greg caning from?
2 What do es Tony offer to do?
3 What time does Greg's flight
arrive?
4
5
6
7
Why does Harry can Tony?
Where and when is the meetinL
Why does Tony can bis wife,jenr'
What does Tony suggest doinlI o
Tuesdav evening?
~
any
speak up
breaking up
cut off
1
There's
2
Sorry,
3
1 didn't
4
65
7
The
You'll
I'm
Sorry, just have
it's about
abad
to
8
9
a bit
of
a
line
credit
losing
__r;[f;.{~Y--
on
you're
Sorry,
run out
the
catch
reception
line.
a bit.
all
1 didn't
to
ron
out
of
that.
of
e.
a bit.
-isn't very good her
of th, ¡t.
gel
1 keep
you.
11
b)
10
Put
1Sorry,
think
these wemywords
golbattery's in
1
your
2
phone
3
you
/ Shall
/ like
/ later
/ you
/ back
/ want
c) Checkin 1mB
order
about
/ call
/ me
/ ring
toto make
/ landline
/ you
/ Do
p13C
questions.
/ back
/ to
/ to
/ you
/ give
/ 1 / on
/ Would
/ you
?
?
/ me
/ a
f""
Language Summary 7, p128
a) Work in pairs. Write phone
conversations for these prompts.
1
A Why don't we meet outside the
cinema at seven?
B Sorry, 1/ not / get any / that. 1t's
a / line.
A 1 said let's meet outside the
cinema at seven.
B 1 keep / tose / you. / 1 call you /
on / landline?
A Yes,ir you don't mind. 1 think /
battery / ron out.
2
A The meeting's at 3.30 in Room E
B Sorry,1 / not / catch all / that.
You / break up / bit.
A 1 said, the meeting's at 3.30 in
Room E
B OK ...Oh dear, 1/ about / ron
out / credit.
A / you like me / phone / back?
B That'd be great, thanks.
b}IDI
Listenandcheck.
a)ImLookatR7.4,plS2.
Listen again and notice the
sentencestress and weak forms.
b) 11 Work in pairs. Practise
the conversations in R7.4, plS2
until you can remember them.
Then close your books and have
the conversations again. Try to
use natural sentencestress and
weak forms.
a) Work in new pairs. Plan a
conversation that includes some
phone problems. Make notes, but
don't write fue whole conversation.
b) Practise the conversation with
your partner.
c) Work with another pair. Roleplay your conversations. Which
phone problems did you hear?
yourself. 1m
1
2 1 deserve
don't own ...
9 1
for a newjob, but
1 haven'tfound one Jet.
3
4
S
6
7
1 adore ...
...doesn't suit me.
1 respect people who don't ...
1 don't envy people with ...
Some of my possessions used to
belong to ...
S 1 don't trust ...
b) Choose five sentencesfrom 3a)
and make them true for you.
c) Work in pairs. Ten your
partner your sentences.
b) Work in pairs. Swap
sentences. Guess which are true.
Choosethe correctverbforms.
mi
1 1 gol'm going to the same place
for my holiday every year.
2 This islis being a great book.
1 've readl've beenreading nearly
100 pages already.
3 Jo worksl's working in Rome this
month. She thinksl's thinking of
moving there permanently.
4 She 'sl's being helpful today.
That 'sl's being very unusual.
5 She hasl's having two jobs,
but today she hasl's having the
dar off.
a) Fin in fue gaps with the
Present Perfect Simple or
Present Perfect Continuous
of fuese verbs. Use the
continuous form if possible
UD
go (x 2)
study
Cross out the word that doesn't
match the prefIXo 1m
1
2
3
4
5
6
7
8
know
win
have
[cok
become
work
English for six or
years.2004.
1since
my neighbours
two holidays so
3
far this year.
4
¡
¡
I can understanddetailedinformation
in a newsprogramme.
I
to lreland.
¡
!
can talk aboutbusinessand trade.
,
,
I can expressin detail how things in
the pastconnectto the presento
.
.
¡
,
t
.
..
I can understanda text giving
informationabouttechnology.
1.
,
,
¡
never
I
I can recognisefillers and false starts
in everydayconversation.
!
6
estimatelratedlcultural
decoratelculturallnational
smokerlwarlgovernment
understandlusedlhunting
smokerlscientificlvalued
understandlwarlview
huntinglgovernmentlstop
qualifiedldisciplinelreliant
t
1 1seven
2
overmultiantimisnonpreproself-
., a) Tick fue things you can do
.I in English.
.I .,
.
.,
¡
5
"D
Look at the songWeAre
theChampionson pIOJ. Follow
the instructions.
7 In the last couple of months I
interested in politics.
8 I
for my company
since 2003.
a) Use these prompts to write
true or false sentences about
1 don't know anyonewho
the lottery.
1
to bed quite late
recently.
U
I candealwith problems
onthe phone.
b) What do you need to study again?
[:DI
Vocabulary
QUICK
REVIEW
...
Work in pairs. Ask questions to find out: something you've been doing
longer than your partner; a place you've both been to; something you've both
had for a long time; something you've both being doing recently: How long
have you been studying English? Ask follow-up questions if possible.
Vocabulary
"
Dealingwith money
a)Match~hrases in A to theiropposites
inB.
Check in ..pU
l.
A
B
invest money in something
get out of debt
be in credit
pay cash for something
get into debt
be overdrawn
buy/get something on credit
repay a [Dan
get a [can
spend money on something
have a good credit rating
be short (of money)
get a high interest
have a savings account
have a current
rate
account
take/get money
an account
get a low interest rate
put money into an account
be well off
out of
have abad credit rating
b) Work in pairs. Take turns to test each other on the
oppositesin 18).
(~~~~~!)
(~:~~~~)
Listening and Grammar
re
a} Work in pairs. What arethe advantages
and
disadvantages
of borrowingmoneyfrom: family
members,mends, banks,creditcard companies?
b}1m Look at the photo of Eddy talking to bis
mother.Listenand choosethe correctanswers.
1
2
3
4
5
6
7
dealing with money
Grammar wishes(l);/hopeooo;
/t's time o..
Eddy wants to borrow the car/some money.
Eddy's mother wants him to get a car/ajob.
He's an actor/a student.
He often gets/doesn'toften get into debt.
Eddy's waiting for a phone califa friendo
He might get some work in a bank/asa characterinan advert.
His mother needs a lift/to do someshopping.
"
Review Present Perfect Simple
and Present Perfect Continuous
a) Work in pairs. Who said these sentences, Eddy
or bis mother?
a) 1 wish 1 knew where your father was.
b) 1 wish you weren'tchasingtheseimpossibledreams.
c) 1 wish 1 could sparethe time.
d) 1 wish you'd take more careof your things.
e) 1 hope she calls.
f) It's time you got your own caro
g) It's about time you found yourself a properjob.
h) It's time to go.
b)1m
Listen again and check. Put the sentences
in 38)in the order you hear them.
1
~
eA Vocabulary and Grammar
"
a) Look at sentences a)-d) in 3a). Answer these questions.
a) Fin in the gaps with the correct form of the
verbs in brackets.
1 1 hope you --g~_t_-(get) the job.
2 1 wish you
(stop) telling me what to do.
3 It's time you and Dad
(buy) yourselves
mobile phones.
4 If only 1
(not have to) work this evening.
5 1 wish someone
(tell) me if I've gol the
1 Do these sentences talk about: a) things that happened in
the past? b) imaginary situations in the present?
2. Which verb forro follows 1 wish ...in each sentence?
TIPI .We can say 1 wish ...or If anly ...: 1 wish 1 cauld spare
the time. = If anly 1 cauld spare the time.
parto
b) Look again at sentence d) in 3a). Answer these questions.
1 What does Eddy's mother want him to do?
2. Does she think Eddy will do this?
3 Is she annoyed?
6 It's time 1
7 1 wish 1
8 1 wish it
a minute.
c) What is the difference in meaning and forro between
these sentences?
-.
b) Match sentences 1-8 in 5a)to these sentences.
a) If 1 could, I'd move tomorrow.
b) This waiting is driving me crazy.
c) Then 1 could stay at borne and finish my book.
d) 1 could if we didn't owe so much money;
e) I'm going to gel very wet.
f) I'm not a child any more.
g) It'd be greatto seeyou on TV 1
h) If you did, you could can him.
1 1 hope she calls.
2 1 wish she'd callo
d) Look at sentences f)-h) in 3a). Fill in the gaps in these
mIes with Past Simple or infinitive with to.
.We often use Its (abaut) time + subject +
to say
that we are annoyed or frustrated that something hasn't
happened reto
.We use Its time +
happen now.
e) Checkin 18
(find) a cheaperflato
(can) give up work altogether.
(not rain). 1 have to go out in
c) Work in pairs. Compare answers. Who do you
think said each pair of sentences, Eddy or bis
mother?
to say that something should
p132.
I wish I could take a year off work.
I wish I didn't have to work next weekend.
b) Work in pairs. Take turns to ten each other
your wishes. Give reasons for your wishes. Ask
follow-up questions.
I wish I could take a year off work beca useI realiy want
to go travelling.
Think of five things that annoy you. Use these
ideas or your Owll.
8
8
8
8
"
junk mail
TV adverts
people's habits
background music
8
8
8
8
mobile phones
can centres
other drivers
rubbish
a) Work in groups.Taketurns to ten each
other aboutthe things that annoyyou. Do you
an getannoyedby the samethings?
I wishcompanies
wouldstop
sending
mesomuchjunkmail.
Yes,
it'sreally
annoying,
isn'tit?
b) Tenthe classaboutthings that annoy
everybodyin your group.
VocabuLary
money
Grammar
phrasal verbs (2):
wishes (2); should have
HeLp with listening
wishes
Review wishes (1); I hope 000
;
It's time 000
Vocabulary
Phrasalverbs(2): money
a) Which words/phrases .dQJJj;go with the
verbs in bold? Check new words/phrases in
1m p131.
1
2
3
4
1 paid ~.,;eaEEe~.-:=/the
money/mybrother back.
She paid off her mortgage/money/studentloan.
1 took out a mortgage/loan/bank account.
MortgagerateslThebanks/Houseprices have gone
down.
5 The bill/meal/bank account carne to f.35.
6 I've pUl down a deposit/f25,OOO/adebt on
a new house.
7 She carne into some money/someproperty/
a credit cardo
8 The shop took f20/75%/700% off the price.
9 I'm saving up for a newbike/holiday/debt.
10 The hotel/shopkeeper/priceripped her off.
b) Work in pairs. Test your partner. Use the
infinitive form of the verbs.
~
(-payOffa~~¡;gage;
payoffastu~ent
loan)
a} Work in pairs. Think of at leastfive things
you could do in your country to eam some
extra money.
b} Read the article and look at fue cartoons.
Which do you think is the best way to eam
some extra money? Which is the worst?
a) Try to match these rates of par in the UK to
money-making schemes1-6 in the article.
a) Between UO and UOO a session.
b) The usual rate is f.,7-UO an honro
c) Between f.,70 and f.,220 a month.
d) Between UO and f.,60 a session.
e) Between f.,8 and U8 an honro
f) f.,8-UO a visit, but could be as high as
UOO a dar.
b) Work in pairs. Compare answers. Then
check on p159. Would you like to do any of
these things? Why?/Why not?
"
88
Six people tried these money-making schemes.Match
speechbubbles A-F to the people in the cartoons.
1m
Vocabulary and Grammar
D Listenandpractisethesentences
in
bold in the speechbubbles.
I wish the ad hadn't been so higo"
a) Correct the mistakes in fuese sentences.
1 1 wish 1 didn't agreeto do the memory tests.
1 was useless.
2 1 wish they askedme to discussthe new car
advertinstead.
3 1 shouldn't have allow them to paint it yellow.
It looked awful.
4 1 should insisted on a break after an hour so 1
could move around.
5 1 loved the jewellery 1 bought. 1 wish 1 hadn't
have to give it back.
6 1 got so bored sitting there for hours. They
should allowedme to reada book.
b) Work in pairs. Compare answers. Guess
which of the people in the cartoons said each
sentence.
Rewrite these sentencesusing the words in
brackets.
1 I didn't par off my student loan lastyear. (wish)
I wish J'd paid off my student [oan [ast year.
2 You didn't tell me your brother was on TV last
night. (wish)
3 late toa much at lunch. (If only)
4 I stayed out toa late last night. (shouldn't)
5 My sister didn't par me back the money she
owed me. (should)
6 The interest rate didn't go clown last month.
(wish)
7 You didn't tell me you neededa lift this
moming. (should)
a) Look at speechbubbles A-E Are the people talking
about the present or the past?
b) Look at the sentencesin bold in speechbubbles
A and B. Then choose the correct words/phrases.
1 The ad onJosh's car was/wasn'tvery Hig. He liked/
didn't like it.
2 Zoe ate/didn'teat before she went in. She regrets/
doesn'tregretthat.
c) Look at the sentencesin bold in speechbubbles A-E
Answer these questions.
1 Which verb form follows wish?
2 Which verb form follows shouldlshouldn't
have?
Cf> Make notes on five things that you did or didn't
do in the last six months that you now regret.
TIPI .We can also use the third conditional for regrets:
If I'd knownaboutthis before,I'd havedoneit yearsago.
d) Checkin 1m
p132.
didn't buy laptop
4t
a) Work in pairs. Take turns to ten your
partner about the things you regret. Ask
fonow-up questions if possible. What does
your partner regret most?
I wish I'd bought a laptop
when they were in the sale.
How much were they sellingthem for?
b) Ten the class about the thing that your
partner regrets the mosto
~
Vocabulary synonyms
Skills Reading: International tipping
etiquette; Listening: UK and US
tipping habits
Help with Listening
American accents
British and
Review dealing with money; phrasal
verbs (2): money
Reading and Vocabulary
Work in groups. Discuss these
questions.
1 Who do people usual1y give tips
to in your country?
2 How much do people tip them?
3 Why might people decide not
to tip them?
¡I)
a) Read sentences 1-6 about
tipping customs. Guess the
correct words/phrases.
1 Tipping customs round the
world are fairiy similar/quite
different.
2 People from the same country
usualiyagree/often disagreeabout
who and how much they
should tipo
3 In most countries people give/
don't give taxi drivers a lD°tÓtipo
4 Most hotel porters in Europe
receive/don't receivea tipo
5 When the service charge is
included in a restaurant bill,
people sometimes/neverleave
a tipo
6 People tip waiters and
waitresses in every country/
most countries.
b) Read fue article. Check your
answers to 2a).
c) Read fue article again. Answer
these questions.
1 If your country is mentioned in
the article, do you agree with
what it says? Why?/Why not?
2 If your country isn't mentioned,
which countries in the article
have similar tipping habits to
yours?
3 Which information did you
find surprising?
d) Work in groups. Compare-answers.
8C
"
Vocabulary
and Skills
a)1m
Listen to five sentencessaid
twice. Which do you hear first, a British
accent or an American accent?
b) British and American people usual1y
say the letters in bold differently. How
do you think they say these words?
1 bigger, la ter, morning
2 waiter, British, better
3 staff; glass,half
4 dollar, coffee,want
S bought, fall, water
c)1m
Listen and check. You will hear
the British person first.
d) 1mB Look at R8.5, p152. Listen
again and notice the difference between
the two people'saccents.
CI
Work in pairs. Take tums to test each other on the synonyrns
in 3b)and 3c).
~at's
the synonymof 'workout'?)
C~~~~~)
a) What do you know about tipping in
the UK and the USA?
b) ..Listen
to Graham, an
Englishman, and Ruth, an American,
having a conversation in a restaurant.
Answer these questions.
1 Which country are Graham and
Ruth in?
2 Why do restaurant staff in this
country often introduce themselves?
3 Which other people who gel tips do
they discuss?
4 in which country do people give
better tips?
c) Work in pairs. Listen again. Student
A, make notes about tipping in the UK.
Student B, make notes about tipping in
the USA.
d) Work with your partner. Take turns
to ten each other the information youheard.
a} Work in pairs. Make a list of five groups
of people that you think deserve tips (apart
from waiters/waitresses and taxi drivers).
b} Compare lists with another pair. Choose
fue five groups of people who deserve tips
the mosto
c} Work in groups or with the whole class.
Agree on a finallist of five groups of people.
I
Real World
Help with
apologising
Fluency
linking (2)
Review synonyms
a) Work in pairs. Make a list of reasons why you
might need to apologise to someone.
turning up late
"
forgetting someone's birthday
a) mi
Listento threeconversations.Match
conversations
1-3 to photosA-C. Why was Eddy
surprisedat the end of conversation3?
b) ListenagainoTick the true sentences.
Decidewhy
the othersentences
are falseo
b) Work with a new partner. Compare ideas. Which of
the things on your list have you had to apologise for
recently?
1 Eddy's agent has been really busy all dar.
2 Eddy's going to do the Norland Bank advert.
3 Eddy knows how much he'll eam from the cat food
advert.
4 Eddy's mother really liked the vase that Eddy brokeo
S Eddy apologised for borrowing money off bis mum.
6 Eddy had met the actress beforeo
7 Eddy's producer hadn't sent him a script.
Look at photos A-C. What do you think Eddy is
talking to the people about?
Ct
a}
Match
sentences
a)
apologising
b)
giving
1-16
reasons
for
to
your
meanings
a)-c).
actions
or
being
self-critical
c)
responding
1
2
I'm
1
sorry
3
Don't
Never
5
I'm
6
It
really
I'm
back
to
you
sooner.
it.
sorry.
can't
1
didn't
I'm
afraid
(1
broke
your
vase).
matter.
sorry
1
about
(this
have
(1
mean
I'm
sorry
the
time).
those
said
to
about
afternoon).
(said
believe
Forget
1
gel
time).
about
doesn't
9
13
didn't
(the
mind.
shouldn't
12
1
worry
1
10
apology
realise
8
11
an
that
didn't
4
7
to
things
to
you).
that).
(upset
you).
it.
for
thought
(borrowing
(you
money
knew
each
off
other)
you
for
all
some
reason.
14
Oh,
15
1
16
No
b}
idea
need
at
roles
Check
alright.
no
Look
these
c}
.After
that's
had
to
the
with
I'm in
sorry
sorry
lID.
(you'd
need
a
script).
apologise.
phrases
a
in
noun,
forabout
(that)
bold
a
in
clause
wep132.we
weusually usually
use
4a).
or
use
use
Complete
verb+ing.
..
a)
"
Language Summary 8, p131
a) Fin in the gaps in these
conversations with one word.
Use language from 4a).
a) Write ~posites
1
it. You're
under a lot of pressure.
A 1 didn't 4
to upset you.
2
A l'm really sorry 5
night. 1 6
last
have phoned
anyway.
A 1 had no 8
it was that
late. 1 thought it was much earlier
for some reason.
3
losing my
temper with you the other dar.
B Don't 1°
about it.
A rd only had about two hours'
sleep.
B Really; it doesn't 11
.
1 could tell you were absolutely
exhausted.
b)1m
Listenand check.
a) mi
Look at R8.9, pIS3.
Listen again and notice the
different types of linking.
b) 11 Work in pairs. Practise
fue conversations in R8.9, pIS3
until you can remember them.
Then close your books and have
the conversations again. Try to
use naturallinking and rhythm.
c) Work with another pair.
Take turns to Tole-playtwo
of the conversations. Which
pair remembered fue
conversationsbest?
Work in pairs. Turn to pillo
Follow the instructions.
Fin in thegapswith the correct
formof theverbsin brackets.
1
2
3
4
5
6
7
8
1m
pUl money into an account
have a current account
be well off
gel a high interest Tale
get a loan
get out of debt
be overdrawn
have abad credit rating
., 1 should
my mother on her
birthday, but 1 forgot. (phone)
2 1 wish someone
me there
was a meeting. (tell)
3 1 wish 1
this coat -it
doesn't suit me- (not buy)
4 1 shouldn't
at my boss.
She was furious- (shout)
5 1 wish 1
more time in the
exam. 1 didn't finish it. (have)
6 1 shouldn't
Mark any
money last month. He never
paid me back. (lend)
b) Work in pairs. Compare
answers.
so late.
s No 7
to apologise.
1 went straight back to sleep
A Sorry 9
"
phrases. 1m
A l'm sorry 1__tba_t_1 called you
1an
said
idiot.
that.
1 can't 2
s Forget 3
of these
a} Look at these phrases about
the present or futureo Fill in the
gaps with the correct form of the
verbs in brackets. Then complete
the sentencesfor you. 1m
,
2
3
4
S
6
7
1 wish 1
It's time 1
1 hope 1
1 wish 1
It's time 1
1 hope 1
1 wish 1
a} Replacethe underlined words
with a synonym.1m
(know) how to 000
0(think) about o..
(get) 000
(can) speak 000
(buy) 000
(can) have ...
(not have to) o..
In this cafétips 1definitelyaren't
20bligato~, so 1alwaystry to ~
Qill who'll give me Que.Most people
4usuall):leavean 5acceptable
amountand they often askif we
actually gel the tip or if it 6~
goesto the restaurant.When foreign
visitors 7discoverthat 10%is the
8normaltip, they often leavethe
9~
amount .However,Americans
usuallyleavean 10~ 5-10%.
b} Work in pairs. Say your
sentences.Ask follow-up
questions if possible.
a) Write five sentencesabout
things you wish were different
at school,university,work or
borne.1m
b} Work in pairs. Compare
answers.
I wishpeople wouldn't arrive late.
b) Work in pairs. Tell your
partneryour sentences.
a} Tick the things yon can do
in English.
a) Completefuesephrasalverbs.1mD
.1cantalk aboutmyfinancialsituation.
D
1
2 come
par some money
some money
I canexpress
wishesandhopesabout
the present
andthefuture.
4
3 par
rip somebody
a loan
I can expresswishesand regretsabout
the pasto
5
6
7
8
9
put
a deposit
take 10%
the price
the total comes
f.200
save up
a new car
take
a mortgage
10 Work
b)
prices
inarepairs.
going Compareanswers.
o
I canunderstand
anarticle
givinggeneral
advice.
o
I canunderstand
standardBritishand
American
accents.
O
I canapologise
politelyandrespond
appropriately
to apologies.
b) What do you need to study again?
(-;Ima
Vocabulary Thecinema
C)
a) Tick the words/phrases in bold that you know.
Check new words/phrases in GD pI33.
1
2
3
4
Do you read film reviews? If so, who'syour favouritecritic?
Do you preferfilms in Englishto be subtided or dubbed?
What was the last remake or sequel you saw?
Can you name any films that are set in the future or
have amazing special effects?
5 Haveyou seena film that'sbased on a book you'veread?
6 Which is more important for a film to be successfula strong cast or a good plot?
7 Which actor gavethe bestperformance you've seen
this year?
8 Who's your favourite film character?Which actor or
actressplayed this role?
9 Have you ever bought the soundtrack of a film?
10 What's your favourite scene in a movie?
b) Work in pairs. Take turns to ask and answer the
questions in 1a). Ask follow-up questions if possible.
, Have you everwatched the AcademyAwards ceremony
on TV? Why?/Why not?
2 Can you name any films, actors or actressesthat have
won an Oscar?
3 Which films, actors or actresseswould you nominate
for an award?Why?
b) Work in pairs. Predictthe correct answersin these
sentencesabout the AcademyAwards.
,
2
3
4
The AcademyAwardsare usually held in March/May.
They beganbefore/after1940.
They have sometimes/never
beenpostponed.
Newspapersare/aren'tgiven the winners' namesbefore
the ceremony.
5 One actresswas awardedan Oscarafter being on the
screenfor just 8/78 minutes.
6 The Oscarsare/aren'tmade of solid gold.
c) Read the article on p71. Check your answers to 2b).
rCJ Readthe article again.What doesit sayabout
thesenumbersand dates?
40 million
"
1953
1981
1939
PASSIVE
VERB
FORMS
a) Look at the phrases in pink in the article.
Then choose the correct words in these rules.
.We
usually use the passive/activewhen we are
more interested in what happens to somebody or
something than in who or what does the action.
.We
often use the passive when we know/
don't know who or what does the action.
.To
make the passive we use:
subject + be/have + past participle:
b) Match the phrases in pink to these passive
verb forms.
1
2
3
4
5
6
7
Present Simple Passive is held
Present Continuous Passive
Past Simple Passive
Past Continuous Passive
Present Perfect Simple Passive
Past Perfect Simple Passive
Passive form of be going to
OTHER
PASSIVE
STRUCTURES
C) Look at the phrases in blue in the article. Then
complete these rules with be + past participle,
to be + past participle or being + past participle.
.After
certain verbs (e.g. enjoy) we use. ..
being + past participle
.After
certain verbs (e.g. want) we use...
.After
prepositions we use. ..
.After
thefirsUsecondilast (+ noun) we use. ..
.After
haveto and usedto we use. ..
.After
modal verbs we use. ..
d) Check mIlD
p134.
'
"
a) Read about the Indian film industry. Choose the correct
verb forms.
Rewrite these sentencesusing a passive
verb form. Begin eachsentence with the
words in brackets.
, I hate it when people interrupt me.
(I ...) I hate beinginterrupted.
2 Youshould take the pills with food.
(The pills ...)
3 She doesn'tlike people telling her what
to do. (She doesn'tlike ...)
4 I hope theypromoteme next year.
(Ihope...)
5 Theyinvited him first. (He was the
first ...)
6 Theyhad to take her to hospital. (She...:)
7 They'll deliver the parcelto me
tomorrow. (The parcel...)
8 Someoneneedsto tell the boss
immediately.(The boss. ..)
Work in groups.GroupA ~ plO6.
GroupB ~ plO9. Followthe instructions.
b)1m
listen and check.Did anyof the infonnationsurpriseyou?
Vocabulary Entertainment
adjectives
"
a) Tickth~ctives youknow.Checknew
wordsin 1m pI33.
b) Choose six adjectives from 1a).Write the
name of one film, play or TV drama for
eachadjective. Don't write the adjectives.
c) Work in pairs. Swap papers. Take turns
to ask your partner why he/she chose the
films, plays or TV dramas.
Listening and Grammar
a)1m
Look at the photo. Listento
Richard and Gillie talking to their friend
Nick. Answer these questions.
1 What have Richard and Gillie just been
to see?
2 Did they enjoy it? Why?/Why not?
b) Listen again. Choose the correct
words/phrases in these sentences.
1 Critics/Actorssuch as Amis Jones loved it.
2 Well, Jones was right/wrong, like he
usually is.
3 I don't like/don't mind Amis Jones as a
critic.
4 Even though it has actors/directors like
Sy Harris and May Firth?
5 The whole thing was like a wonderful/bad
dream.
6 There were just some black boxes which
were used as tablesand chairs/beds.
7 It had such a good cast/plot.
s The plot was so believable/far-fetched.
9 I've no idea why so many critics
liked/hated it.
10 I can't understand why it's getting
so much attention/criticism.
AS, LIKE, SUCH AS
a) Look at sentences 1-6 in 2b). Match the sentencesto
these rules.
.We
use
such +
as
.We
also
use
like
use
noun
as or
like
to say
to
introduce
that
somebodyexamples.
has
+as clause
+ noun to tosaysaythatwhatthingssomething
happen
a particular
L.-,
is iRa
used similar
for.
job.
way;
.We
use like + noun (or pronoun) to say that something is similar
to something else.
so, SUCH
b) Look at sentences7-10 in 2b). We use so and suchto give
nouns, adjectives and adverbs more emphasis. Complete these
rules with so or such.
.We use
+ adjective
.We use
(+ adjective)+ noun
.We use
+ muchor many+ noun
TIP! .With soand suchwe oftenuse '(that) + clause'to saywhat
the consequence
is: Theplay wasso slow (that) I actually fell asleep.
c) Checkin1m
p134.
she
98
Vocabulary and Grammar
1 Have you ever been to see classic films suchas/as
Gone with the Wind or Casablanca?
2 Do you know anyone who has worked as/like an extra
in a film?
3 Have you ever been to see a film that was such/so bad
that you walked out?
4 Do you enjoy watching reality TV programmes as/like
Big Brother?
5 Have you ever seen a film with such/so a sad ending
that you cried?
6 Do you ever use TV as/like a way of getting to sleep?
7 Has anyone ever said you look as/like someone
famous?
8 Why do you think so/such many people still go to the
cinema?
b) Work in pairs. Take turns to ask and answer the
questions in Sa). Ask follow-up questions if possible.
a) Work in new pairs. Choose a film, play or a TV
drama you've seen recently that your partner hasn't
seen.
b) Work on your own. Write five sentenceswith as,
like, suchas, so or suchabout your film, play or TV
drama. Use these ideas or your own.
.the cast
.the soundtrack
.the main characters
.special effects
.good/bad performances.
the plot
.the ending
.your opinion
I thought 'Piratesof the Caribbean'wassuchan overrated
fiLm,eventhough johnnyDeppwassogood asa pirate.
a) Fill in the gaps with as, like, such as, so or such.
Sometimes there is more than one possible answer.
1
A Sorry I'm 1___~Q_-late. It took z
a long time to get
here.
B Don't worry. Brad's late too, 3
he usually is.
Anyway, I'm 4
pleased we got tickets.
A Me too. It's had 5
much good publicity that I
didn't think we would.
B Yes,I've read 6
many great reviews.
2
A Adela looks gorgeous, 1
:-
got 8
beautiful hair.
B Yes,she could easily find work 9
usuallydoes.She's
a model.
A Apparently she's already had offers from agencies
1°
Now and Model Two.
B And she's 11
tall. I feeI1z
-a little kid when
I'm standing next to her.
3
A Have you got anything I can use 13
a vase for
these flowers?
B Oh, they're 14
lovely. Who are they from?
A My son. It was 15
a surprise. He's never done
anything 16
that before.
b) Work in pairs. Compare answers. If your answers
are different, are they both possible?
rfI
a~Work with your partner. Take turns to tell
him/her about your film, play or TV drama. Include
your sentencesfrom 6b)where appropriate. Ask
follow-up questions if possible.
b) Tell the class two things you remember about
your partner's film, play or TV drama.
~
Vocabulary homonyms
Skills Listening: Call that art?;
Reading:Michael Landy
Help with Listening missing
words, reduced infinitives
Review as, like,such as, so,such
D
Listening
Work in groups. Discuss these questions.
1 Name one artist whose work you like and one whose work
you don't like. Why do/don't you like them?
2 Look at works of art A-D. Do you know any of these'
works of art? Do you like any of them? Why?/Why not?
a)1m Listento two friends, Garyand Rita,
talking aboutart. Put works of art A-D in the
order they talk aboutthem.
b) Listenagain.Tick the true sentences.Correct
the falseones.
1 Neither Gary nor Rita likes Rachel Whiteread's
sculptures.
0
2 Gary didn't go and see TraceyEmin's My Bed.
3 Rita says the bed showed the artist's love of sleeping.
4 Neither Gary nor Rita thought the K Foundation's
project was good.
S Rita thinks computer-generated paintings are art.
6 People have always appreciated Degas'swork.
.In informal spokenEnglishwe oftenmiss out
words when the meaningis clear.
"
a) Read the beginning of Gary and Rita's
conversation. Notice the missing words. What
types of word do we often miss out?
GARY
And how'swork?
RITAYeah,(it's) fine.
GARY
And your mum? (Is) Sheanybetter?
RITA (She's)Much better,thanks.
GARY
Did you go and seeher lastweek?
RITA No,I""
(I'm) Going (on) Wednesday
though. (I) Just couldn'tgetanytime off work
lastweek.I
but we weretoo bus)'
b) Look at the reduced infinitives in?IBIi in 3a).
What do they refer back to?
c)1m
Look at R9.3, p154. Listen again and
notice the missing words. What do the reduced
infinitives in bold refer back to?
Readingand Vocabulary
"
The AARON Computer
Programme
'(2005)
(2006)
Work in groups.Discussthesequestions.
1 Howmanypossessions
do you think youown?
2 Whichdo you reallyneed?
3 If youwereonlyallowedto keepthree.ofyour
posses,ons,whichwould youchooseandwhy?
"
a) Read the article about Michael Landy. Write a title
for the article.
b) Work in the same groups as in 4. Take turns to tell
each other your title and why you chose it. Which do
you think is the best and why?
c) Read the article again. Choose the correct answers.
1
2
3
4
s
6
It took Landy afew weeks/alongtime to plan the exhibition.
He kept a few things/didn't keepanything.
Mostpeoplehated/Therewasa mixedreactionto the exhibition.
Landy probably thinks consumerism is a good/bad thing.
He felt pleased/upset at the end of the exhibition.
Landy ~old/didn't sell his destroyed possessions.
d) Would you have gone to see Break Down if you'd
been in London? Why?/Why not?
More than 45,000peoplecameto watch him and his ten
helpersdestroyeverythinghe'd everowned, right down to
his lastsock,his passportand evenhis belovedSaab.
Manyof thosewho cameto the exhibition applaudedand
encouragedLandyin his two weeksof destruction,but his
mother wasn'tone of them. "I had to throw my mum out,"
said Landy."Shestartedcrying and I couldn't handle those
emotions.Shehad to go."
Many otherpeoplewere equallyupset, especiallythose in
the art world who thought it was unacceptableto destroy
famousartists'work. Landydestroyedpiecesof art givento
him by people suchas Tracey~
and DamienHirst. But
on that point Landysaidhe felt no guilt. After all, he had
destroyedall his own work -a collectionthakspanned15
years.
Fill
in
the
gaps
with
1
Would
you
2
3
This
We'll
magazine
have
to
4
Have
the
words
opening
article
in blue
the
window,
in
the
article.
please?
him.
doesn't He'smake
alwaysany being
rude
to customers.
5
you
The
doctor
wa~
fine.
got
gave
for
him
a pound?
a complete
and
he
Landysaid that BreakDownwas an examinationof
consumerism*-others said it was a caseof madness.In
fact,a priestand a psychiatristbelievedhe was mentally ill
and offered him counselling.However,Landy'sdescription
of his state of mind at that time was very different. "When I
fmished I did feel an incredible~
of freedom,"he said,
"the possibilitythat I could do anything. But the freedomis
erodedby the everydayconcernsof life. Life was much
simplerwhen I was on my platform."
The art world eagerlyawaitedthe destroyedremainsof his
possessions.
Indeed, Landywas supposedto give the sacks
of crushedmetal, plasticand paperto the peoplewho had
given him financial backingfor the project,and eachsack
would have beenworth £4,000. But he had a changeof
heart at the lastminute and ended up burying it all.
After the exhibition, offers from galleriesall round the
world poured in. He was evenaskedto repeatBreakDown
in a Braziliangallery.However,asLandy pointsout,
BreakDownwas a one-off -it couldn't happentwice.
* consumerism= when too ffi!lch attention
Work in pairs. Turn to pl12. Follow the instructions.
is given to buying and owning things
a) Gary wants to meet up with
another friend, jennifer. Write
Gary's half of the conversation
from these prompts. Use language
from 3a).
GARYI you got anything I this
Sunday?
Have you got anything on
this Sunday?
GARYI you fancy I come I to see
Rita's brother's band?
GARY No, don't worry; that's OK.
So what I. you up I today?
GARY Well, I I not mind I go I see
The Godfather. How I you?
GARYIt's on at 5.00 and 8.20.
GARY I I mind which one we go to.
It's I you.
GARYOK. 8.20's fine. I feel like I
have I something to eat first?
GARYI easy;I you like.
b) Work in pairs. Write jennifer's
half of the conversation in 4a).
C)1m
Listen to Gary and
jennifer's conversation. How
similar is it to yours?
a)1m
Look at R9.5, p154.
Listen again and notice the
sentencestress and weak forms.
b) II Work with your
partner from 4b).Practise the
conversation in R9.5, p154. Take
turns to be Gary andjennifer.
Try to use natural rhythm.
c) Work with the same partner.
Practise the conversation you
wrote in 4b).
a) Make a list of some good
places to go and things to do in
the town/city you're in now.
b) Work in groups of three.
Agree on some things to do and
when to do them. Use the
language from 3a)in your
conversation.
c) Tell the class what you have
decided to do. Would any other
students like to join you?
9
Language
Work in pairs. What is the
difference between the pairs of
words/phrases?mI
1 a critic, a review
2 a subtitled film, a dubbed film
3 a remake,a sequel
4 an actor'srole, an actor's
performance
5 a cast,a scene
6 a soundtrack, specialeffects
Summary
9, p133
a) Choose the correct words!
phrases. Then tick the sentences
that are true for you. 1m
1 I alwayshave something
healthy suchas/asfruit and
yoghurt for breakfast.
2 I walked here today,like/suchas
I usually do.
3 I've got so/suchmany things to
do when I get home tonight.
4 I look as/likemy mother.
S I'm usually so/suchhungry
after class.
6 I've neverworked as/likea
shop assistant.
7 I had so/suchmuch fun last
weekend.
S I've had so/sucha busy day
today.
a) Look at the underlined verb
forms. Tick the correct verb
forms. Change the incorrect
ones. 1m
As a child I 1used to describe as
shy, so I 2was surprised everyone
when I announced I 3had being
accel;!ted by a drama school in
Bath. The audition 4had been
awful so I was sure I Swouldn't
~
a place, but I was. Of course,
6I'd exl;!ected to ask to perform a
speech from a pIa)'; but I had no
idea they 7had to be convinced
that I 8could sing as well.
Unfortunately I 9was the first to
being asked to sing. I 1°hatebe
laughed at and that's exactly what
11hal;!l;!ened.But I 12didn't run off
the stage like others who 1~
being auditioned -perhaps that's
why I 14accel;!ted.
b) Work in pairs. Take turns to
tell each other your sentences.
Ask follow-up questions.
a) Write two sentencesfor each
of these homonvrns
to+++
show
,
differentmeanings..mI+
+++5' ",
case
change
state
round
handle
b) Work in pairs. Compare
sentences.Are your partner's
sentencescorrect?
b) Work in pairs. Compare
answers.
a) Complete these adjectives
connected to entertainment.
1m
1
2 mov__3
pred
far- --~
a) Tick the things you can do
in English.
0
I cantalk aboutandexpress
myopinion
on differentformsof entertainment.
0
I cansaythatthingsaresimilar.0
4 under
5
sent
I canfollowa discussion
in whichthe
speakers
don'tagreeona topic.0
~
6 sca_10
8
9
7 over:
grip
bel
memor
I canaddemphasis.0
I canrecognise
whenwordsaremissed
outin naturalconversation.
11 hil
b)
12 Work
real in pairs. Use words
from 3a) to talk about the last
film you saw.
0
I canmakeandrespondappropriatelyeed
tosuggestions.
b) What do you Th
[~BI
to study again?
are
Listeningand Grammar
Vocabulary Household
jobs
"
a) Which words/phrases
.dQ.n:.t
go with the
verbs?Checknewwords/phrasesin ImI
p135.
1
2
3
4
5
6
7
8
9
10
change a plugla-lea/fla light bulb
put up shelveslalockla fence
put in new lightingla burglar alarmla duvet
fix a leaklthe roofla key
check DIYlthe tyreslthe oil
decorate a flatla roomla bath
replace a lockla flatla window
dry-clean thefloorla suitla duvet
cut the grassla windowla key
service a carlclothesla boiler
b) Work in pairs. Think of onemore
word/phrasefor eachverb in 1a).
II
a} Which of the things in 1a)do the women
in your family usuallydo and which do the
menusuallydo?
b) Work in pairs. Compareideas.Are anythe
same?
B
a) Look at the photos. How practical do you think these
women are? Try to fill in the gaps with the women'snames.
1
is very practical.
2
3
4
is quite practical.
is not very practical.
is not at all practical.
b) mID
Listen and check.
c) Work in pairs. Who said these sentences,Jan, Donna,
Sheenaor Penny?
a) I still get my car serviced at the local garage.jan
b) I get my husbandto do most things round the house.
c) We usually have the decoratingdone professionally.
d) I do most things round the house myself.
e) Now I'm having the bathroomredecorated.
f) I'd neverhad any kitchen appliancesserviced before.
g) I've had lots of things done recently.
h) The roof was leaking so I got that fIXed.
i) I'll get the door lock replaced as soon as I can.
d) Listen again and check. Put the sentencesin 3c) in the
order you hear them.
L
10A
~
a) Look
at sentences
meanings
a)-d)
in 3c).
Match
1 'The
speaker
pays
somebody
else
to do
2
The
-~l-,
speaker
asks
somebody
they
know
3
The
probably
speakerdoesn't
does pay
the them.
job without
the
job.
b) Look
other
these
If it's
a friend
rules
with
past
c)
Look
3c).
1
Present
Continuous
2
Present
Perfect
3
Past
Past
will
family
a)-c)
to
at the
Match
phrases
the
in bold
Complete
to.
+ + something
in
to
from
with
sentences
these
e)-i)
verb
forms.
becauseI was often away
during the week,she learned
to do quite a lot of things
around the house herself.
We don't like gardeningso we're going to 7
someone
else
(do) it for us. But next summerwe're going
to 8
the garden
(redesign)to make it easier
to look after.
e)
Simple
Simple
Perfect
Simple
+ infinitive
d) Make
negatives
and
yes/no
questions
for
these
sentences.
1
Jan
2
Donna
has
3
Sheena's
her
had
e) What
f)
serviced
regularly.
hair
yesterday.
getting
are
(singular),
them?
car
her
the
he,
her
cut
boiler
reflexive
she,
it,
our,
b) Work in pairs. Compare answers. If your answers are
different, are they both possible?
replaced.
pronouns
you
for
(plural)
c) Which of the women in the photos do you think Ken
is married to? Why?
1, you
and
myself
Check
in ..p136.
D
.
mrIB
a) Read about Ken, who is married to one of the women
in the photos. Fill in the gaps with the correct form of
have or get and the correct form of the verb in brackets.
Sometimesthere is more than one possible answer.
I cando most DIY myself,
'",~,
but for really big jobs I either
'__b~.~~_it --c;tQ-Q~-(do) by
professionals
a
friend
or (help)
I2
me.
Recentlywe 3
the roof
(replace)and last
month we 4
a new
kitchen
(put in),
which has madecooking
much easier.And now
I want 5
the outside
of the house
(paint).
When we were first married,
my
(do)wife
most
6 of the me
DIY, but
he/she
help
or infinitive
sentences
job.
to do
any
in 3c).
partidple
the
member,
+ get
have + or
somebody
get + something
+
in
5
or
again
people. at sentences
.subject
4
them
1-3.
Vocabulary and Grammar
II
Listen and practise the sentencesin 3c).
I still get my car servicedat the local garage.
Makethreelists: things you havedone for you; things
you get otherpeopleto do for you; things you do
yourself.Usetheseprompts,the phrasesin 1a)and
your own ideas.
a} Make questions and answers with these words.
cut/hair
1 A your duvet / do / How much / to / dry-cleaned /
get / pay / you?
B I'm not sure. it / for ages / had / I / haven't /
cleaned.
2 A do / yourself / Did / the decorating / you?
B Yes, but / me / I / to / my friends / got / help.
3 A yourself / your hair / you / Did / dye?
B No, / for / my friend / I / to / got / do / it / me.
4 A some / round the pool/in / had / Have / you /
new lights / put?
B Actually, / them / myself / I / in / put.
5 A you / get / did / When / serviced / your car / last ?
B done / haven't / it / I / recently / had.
clean/windows
b) Work in pairs. Compare answers.
dye/hair
iron/clothes
"
clean/car
do/nails
deliver/food
print/photos
clean/house
alter/clothes
-
do/gardening
wash/clothes
paint/house
a) Work in groups. Take turns to tell each other about
the things on your lists. Ask follow-up questions if
possible. Who is the most practical person in the group?
I havemy hair cut
aboutoncea month.
Ch,I getmy sisterto do
mine.She'sreallygood.
b) Tell the class about the most practical person in your
group. Who is the most practical person in the cla~s?
Vocabulary
male, female and
neutral words
Grammar
quantifiers
Review household jobs
Vocabulary
"
Male,femaleand neutralwords
a} Workin pairs.Putthesewords/phrases
into
threegroups.Somewords/phrases
cangoin
morethanonegroup.
1 male words a landlord
2 female words a landlady
3 neutral words a chairperson
TIP! .In modern usagewe preferto use neuttal words!
phrases which can refer to both men and women.
b) CheckinmB
B
p135.
Work in pairs. Take turns to test each other on
the male, female and neutral words/phrases in 1a),
(~ a landlord")
-j
That's
maleis
word,
The
femaleaword
'a landlady',
Readingand Grammar
"
a) Look at the photo. Why do you think this man
might be called a 'new man'? Is there a similar
phrase in your language?
b) Read the article. Does the writer think that
there are many new men in Britain today?
Why?/Why not?
c) Readthe article again. Answer these questions.
1 How doesthe writer think British male
behaviourhas changedsince the 1980s?
2 In what ways doeshe think his brothers are
new men?
3 Why is the writer upset by two articles he has
read recently?
4 What point is he making in the last sentencein
this article?
d) In what ways do you think the role of men has
changed in your country in the last forty years?
~
!\nswe
~
Write
'atchim
ifand
ya
Vocabulary and Grammar
a) Choose the correct words.
1 No/None of my friends smoke.
2 All of my friends have/hascomputers.
3 Every room/rooms in my home gets a lot
of light.
4 I've got none/no free time this week.
S I go to the gym all/every week.
6 Bothof/Eachof my parents work.
7 In this class every/all of the men are over 25.
8 No one is/are missing from class today.
9 Almost everyone in this class own/owns a
mobile phone.
b) Work in pairs. Compare answers. Then
decide which of the sentences in Sa) are true
for you or your class.
a) Read what Sheenasays about her husband,
Ken. Fill in the gaps with these words/
phrases.
no one
either of
b) Look at the underlined quantifiers in the article, which
all refer to a zero quantity. Answer these questions.
, Which quantifier refers to two things or people?
2 Which refer to more than two things or people?
, Everyand eacharefollowed by a singular/plural
countableno!
2 Both of, neitherof and eitherof are followed by the,my,etc.
+ a singular/pluralcountable noun, or the pronouns you, us
or them.
3 Any of, all of and noneof are often followed by the,my, etc
+ a singular/pluralcountable noun.
4 No is alwaysfollowed by a noun/pronoun.
d) Look at the verbs in blue in the article. Then choose the
correct words in these rules.
.All
anythingare
by a
verb form.
of, both of, neither of, either of and non,
singular/plural
verb form.
e) Check in mrB
1p137.
none of
no
all of
both of
if 8
them stay at school late, he also
goes and picks them up. I tell 9
how
great he is, but 1°
can quite believe jl
how much he does -11
my female
friends are extremely jealous.
c) Look at the words/phrases in pink in the article. Then
choose the correct words in these rules.
every, no one, e
everyone
cook a meal, but my husband, Ken, can cook
4
! He also puts our two boys to bed
5
evening and because 6
them
1 Which quantifiers refer to two things or peop
2 Which refer to more than two things or peopl
3 Which quantifier can refer to two or more thi
singular/plural
anything
but every woman I know complains that they
get 2
help from their husbands. For
example, 3
their husbands can even
a) Look at the quantifiers in bold in the article
these questions.
.Everyone,
every
neither 0 f
are followe
b) mil
Listen and check. Do you think
Ken is a new man? Why?/Why not?
I
ten sentencesabout your rami
Use words/phrases from 4.
None of the men in my family can cook
lery w.
a) Work in pairs. Take turns to tell your
partner about your family. Ask follow-up
questions if possible.
b) Tell the class the most interesting thing
you found out about your partner's family.
--
~, -."
~
QUICK
REVIEW.
..
Vocabulary compound nouns and adjectives
Skills Reading:Women's roles; Listening:
Work in pairs. Use these words/phrases
to talk about the people in your
class: all of; none of; every; no one; everyone; anyone; each: All of us were
on time today. Do you agree with
each other's
sentences?
Why Men Lie and Women Cry
Help with Listening contradicting
Review quantifiers
Reading and
Vocabulary
~fI4:J
II
Work in pairs. Discuss
these questions.
1 Are most of the women
you know housewives or
do they go out to work?
2 Who do you think are
happier -the housewives
or the women who go out
to work? Why?
D
a) Read the article. Which
of these titles do you think
is the best? Why?
1 Women need to work
2 Families can'tlive on
one salary
3 Desperateto be a
housewife
b) Read the article again.
Tick the true sentences.
Decide why the other
sentencesare false.
1 The writer of the article
alwaysexpectedto become
a housewife.
2 Shewas greatlyinfluenced
by her mother.
3 DarIa Shine thinks that
being a housewife and
mother is as valuable as
any other job.
4 The writer has always
had a part-time job.
s The writer saysa lot of
women are giving up
work.
6 The writer has always
managedto run her home
well.
c) Are the issues raised in
the article relevant to your
country? Why?/Why not?
When my friends and I were little girls, none of us thought we'd grow up to be
housewives. My mother was determined that any daughter of hers would have a
career-there would be no stay-at-homemothers among her children. We
wouldn't be in the kitchen baking homemade bread, we'd be out there in the
workplace showing we were real human beings -just as valuable as any man.
In SusanFaludi's 1993 book, Backlash,she predicted that women's liberation
would get a bad name. Then in 2005, DarIa Shine'sbook, Happy Housewives,told
American women that they should be proud to becomewives and mothers.
"Why wasn't being a mom offered to me as a career?" Shine asks, and she's not
alone. Although I haven't given up work completely, I now have a part-time job
allowing me more time for my kids and my husband. They now get freshly-prepared
food every day, instead of badly-cooked meals that nearly killed them with
food poisoning.
These days there are many women like me who are quietly turning away from
work and giving up high-powered jobs in law, medicine, banking and the media.
As one friend pointed out, when a married couple are both earning good salaries,
a great deal of their hard-earned money goes on income tax. So it seemsthat a
lot of people are 'downsizing' and looking for quality of life. Yes,you may have to
make cutbacks, but why have it all when you only want a bit?
I think the problem is that women never really thought about what 'work' meant
and we never considered all the drawbacks. It's no fun being a woman holding
down a job and trying to run a home. Every job in the home is unbelievably
time-consuming -if you do it properly, that is. But when I had a full-time job I
certainly didn't -the fridge was empty, the housewas unloved and the babysitter
saw the kids more than I did. At 11 p.m. I'd still be putting their clothes in the
washing machine or making them sandwichesbecausethey didn't like the
school lunches. I was always exhausted, but I never seemedto achieve anything.
And there was a complete breakdown .,n communication between me and my
husband. So tell me Mum, where was the liberation in that?
a) Look at tho rompouud wotd, iu blue aud pink in fuo
a"ido An,Wtl tho" quo,lions
, Which of tho" rompound wmd,do you know?
2 Can you guo" the meaningof tho othcr compound wo'"'
POLLYMost couples these days can't hve un
one salary.
MATT They can.
POLLY
1 bet you didn't agree with any of it.
MATTYou're wrong, 1 did agree with it.
from tho rontoxt?
3 Which are noun, and which ""djcctiV6'
b) fill iu tho gap' in tho" ml.' with adjective, m nou",
.Compound
"0 u,u,lly m,do [rom noun + noun m
vcrb + prepo,ition
.Comf"und...re
.Compouud...re
POLLYMen do that all the time.
",u,lly writ ton " ono wmd m tWowo,",
MATT No, we don't.
uw,11y,pdt with h)'Pho",
.When
we want to contradict someone,
we often stress the main verb/auxiliary.
.We always/sometimesrepeat the main verb.
b) mElD Listen to five pairs of sentences
from the conversation. Write the auxiliary
that the second speakerstresseswhen
he/she contradicts the first speaker.
housewife workplace human being food poisoning
income tax
cutback drawback babysitter
washing machine
school lunch breakdown
--,-
"
a)Workin groups.Discussthese
questions.
1 Do you agree that
men don't talk about
their emotions? Why?/Why not?
d) Checkin IIIJ
p135.
~
---
a) Write six compound words from the article that are
connected to your life in some way.
b) Work in pairs. Take turns to explain why you have chosen
these words.
listening
a) Work in groups. In what ways do you think women's and
men's brains work differently?
b) m1iB Listen to Naomi, Polly and Matt discussing the roles
of men and women. Put these things in the order they first talk
about them.
a) coupleswho both have to work
b) things men and women exaggerate
c) the book WhyMenLie andWomenCry
d) whether men or women talk more
e) problem-solving
C)Listen again. Answer these questions.
1 Why doesn'tPolly think women should stopworking?
2 Who ha'Sn'tread WhyMenLie andWomenCry?
3 What did Matt think of the book?
4 In what way do men solve problems differently from women?
5 How many more words doesa woman use in a day than a man?
6 What sort of things do women say when they exaggerate?
7 What sort of things do men exaggerate?
2 When women talk about their problems,
do you think they want sympathy rather
solutions?
3 than
In what
other ways do you think men and
women behavedifferently?
4 Are thesedifferencestrue for the men and
women you know?
5 What should the roles of men and women
be in the future?
b) Telltheclassabouttwo of thethings
yourgroupdisagreed
about.
Work in groups. Discuss these questions.
1 Do you like having people round for a meal? Why?/Why not?
2 When was the last time people came to your home for a meal?
Who came? What did you cook/eat?
.We
canuse introductory phrasesat the
beginningof a sentenceto emphasisewhat we
aregoing to saynext.
"
a) Look at these two patterns for
introductory phrases that add emphasis. Do
sentences 1-6 in 2b) match pattern A or B?
A
B
The thing that
One thing that
What
amazes
annoys
me about ...
is...
worries
upsets
b}Checkin..p137.
0
a)
mIlD
Tick
Listen
the
to
true
1
Polly
2
Polly's
3
Matt
forgot
4
Matt
doesn't
s
Matt's
6
Polly
b)
Listen
1
2
3
Th
The
One
4
read
One
Polly
and
sentences.
wants
Matt
to
parents,
to
got
at
false
living
are
home.
is the kitche.n-+ Thething I don't like about this
flat is thekitchen.
ones.
room.
coming
for
"
lunch.
bread.
go
lost
think
the
Tom,
the
want
Matt
talking
the
up
and
buy
parents
and
tidy
Val
to
Matt
Correct
to
the
on
the
the
shops,
way.
living
mil II Listenandpractisethesentences
// in 2b).
room
is
a
bit
a) Rewrite these sentencesusing the
introductory phrases in 3a). Begin the
sentenceswith the words in brackets.
1 I admire Val'spatience. (What)
small.
What I admire about Val is her patience.
time
again.
e
h '
thing
tthingmg
Fill
in
I d
'
l 'k
that
I love
on amazes
tIeabout
thing
that
a
What
worries
I like
C)
Work
Polly
with
in
in
2b):
Polly,
aboutme
pairs.the
Matt,
gaps
b
a me
you
ou
with
one
or
two
words.
t th'
fl
t.
the
kitchen
about
is
you
IS
your
aalways
IS mother laugh
is
annoys',me
to
S
6
the
about
you
is
you
at
she
never
still
give
can't
me
map.
about
the
Compare
Valor
flat the is
size
it's
answers.
Tom?
of
the
Who
kitchen
said
is
the
I
can't
sentences
help
2 I like the food Polly cooksbecauseit's really
healthy. (The thing)
3 Polly amazesme becauseshe never getsangry.
(One thing)
4 I worry about Tombecausehe drives so fast.
(The thing)
5 I love Matt's senseof humour. (One thing)
6 I don't like the way Tom interrupts me.
(What)
7 Matt neverremembersmy birthday. That
annoysme. (What)
b) Work in pairs. Compare answers.
"
a) Look at this conversation
between Val and Tom. Make
introductory phrases with the
words in bold. Then fill in the
gaps with a positive or negative
form of be, have or do.
Language
a) Find tennounsconnectedto
houses,carsor gardens.aa I
V No, I 8
.
T doing
You 9 it now! .You 1°
V No, I 11
not. And the
thing / annoy / me / you is
you always have to be right.
T That's because I 12
!
1 None us work in education.
2 Every adult have a car.
3 Eachperson speakmore than
one language.
4 None of my cousins is married.
s No one wear glasses.
6 Neithermy parentshaveblue eyes.
7 All us studied English at school.
Listen and check.
b) D Work in pairs. Practise
the conversation in RIO.IO,
pI56. Take turns to be Val and
Tom. Rememberto stress the
auxiliaries when you are
contradicting eachother.
a) Write five sentencesabout
people you know. Use
introductory phrases from 3a).
Whatworriesme about my mum is
sheworkstoo hard.
b) Work in pairs. Compare
sentences.Ask follow-up
questions.
~
'StilD
Look at the song
Wonderwall on pID3. Follow the
instructions.
a) Match a word in A to a word
in B to make compound nouns or
8".!.':::':
:'
fix the roof
adjectives
a) Put the verbs into the correct
form.GSI
1
2
3
a) _II
Look at RIO.IO, pI56.
Listen again and notice the
sentencestress. Which of the
stressedwords are used to
contradict the other person?
b) Work in pairs. Compare
answers.Are any of the sentences
in 4a)true for your family?
b) Work in pairs. Write a verb
for each noun in 1a). Sometimes
there is more than one possible
answer.
I
(never
(dye)
b) IBm
10, p135
a) Correct the mistakes in these
sentences.mil
v What / like / Sundays is
I 1__:~~_got time to read the
paper. Where 2
it?
T I3
seen it.
v reading
Yes, you it4 an hour.You
ago. 5
T 16
I 7
reading the
TV guide.
V OK. No need to get angry.
T One thing / upset / me / you is
you always contradict me!
Summary
my hair
in my life.
I (alter)
perfectly
these
(get)trousers.
Lorna
6
in) next week.
/
home.
poisoning
back
tax
consuming
down
powered
made
being
sitter
my(get)
tyres.
my They
brotherwere fine.
b) Work in pairs. Compare
answers. Are the compound
words adjectives or nouns?
Are they written as one word,
two words or with a hyphen?
(have) her
(fix) yet?
How
(get) your
often boiler
you
(service)?
b) Work in pairs. Compare
answers.
I
.
.
a) Which of these words can we i
use for both men and women?
i
a) Tick the things you can do
in English.
....j:~.
.for
landlord chairperson hero
widower flight attendant
firefighter headmaster actor!
nephew manager cousin
.
:
0
:
;
I can talk aboutthingsother peopledofor
meand thingsI do myself.
i
I can understandneutralwordsand
use themappropriately.
!
I can talk aboutthe quantityof things.
.
.
.
.
b) Work in pairs. Look at the
:
words in 3a) that are not neutral. :
Write the female word.
:
landlady
I cantalkabouthousehold
jobs.
..
.
spokesman groom soldier:
landlord
:
B
baby
food
time
income
(have) a new kitchen
Sue
roof
fit
now.
(put
S I(check)
They
Ji:/:
A
high
cut
human
break
I(help) me (get)
decorate
a friend
last weekend.
4 John
7
have)
,:
..
.
J
!
.
.
.
:
.
.
.
.
.
t
I can contradictpeople.
U
I canemphasise
thingswhengiving
myopinions.
b) What do you need to study again?
( .,:IIi1lWiJ
Vocabulary Workcollocations
"
a) Look at the words/phrases in bold. Then choose the
correct verbs. Check in mID p138.
1 What do you think is the easiestway to do~a
living?
2 What does your best friend do/makefor a living?
3 Do you know anyonewho works/has
freelance?
4 Has anyone you know everbeen made/done
redundant?
5 Do you know ~nyonewho is/hasout of work at the
moment?
6 Do you get/havea lot of work on at the moment?
7 Are you the kind of personwho is/hason the go all the
time?
8 Do you find it difficult to run/get down to work?
9 Are you working/studying
on an interesting project at
the moment?
10 Have you evermade/givena talk to more than 30
people?
b) Work in pairs. Take turns to ask each other the
questions in 1a). Ask follow-up questions if possible.
a) Look at the verb forms in bold in sentences1
and 2 in 2b). Answer these questions.
a) Which sentencetalks about an arrangementin the
future?
b) Which sentencetalks about something that will
be in progressat a point of time in the future?
c) How do we make thesetwo verb forms?
b) Look at the phrases in bold in sentences3
and 4 in 2b). Match them to these meanings.
CJ
a) IiDII Look at the photos. Rob is talking to his friend
Mike, an advertising executive. Listen to their
conversation and answer these questions.
1
2
3
4
Do you think Mike is happy in his job? Why?/Why not?
Why is Rob calling him?
Why is Mike going to Southamptonon Wednesday?
When do Mike and Rob arrangeto meetup?
b) Listen again. Correct one word in each of these
sentences.
b ass
1 I'm having lunch with my eellea'i;'.:e
tomorrow.
2 Sorry,I'll be interviewing people for our management
trainee programmethen.
3 No, sorry, I'll be in the middle of a conferenceat four.
4 No, I'll be on my way to Southamptonat ten.
S Well, I'll have arrived by mid-afternoon.
6 I'll have finished giving the talk by five thirty.
a) The person will be travelling at this time.
b) The action will be in progressat this time.
FUTUREPERFECT
C) Look at the verb forms in bold in sentences 5
and 6 in 2b). Choose the correct word in this rule.
.We usethe Future Perfectto talk aboutsomething
that will be completedbefore/aftera certaintime in
the future.
d) Fill in the gaps for the Future Perfect with past
participle, have or will. How do we make the
negative and question forms of the Future Perfect?
.subject
e) Check in
+
mill
p139.
or 'Il +
+
1"
11A Vocabulary and Grammar
C)
a) Look at Mike's appoinunents for Thursday. Fill
in the gaps with the correct form of theseverbs.
Use the Future Perfect or Future Continuous.
~
travel leave give
have talk finish
1
2
3
4
5
6
7
S
a) Ij8
Listen to these sentences.Notice the contractions
(I'll, etc.) and the weak form of have.
"'..'
interview
At 10.00 Mike __wiILQf;_h~¥i!J.9.a meeting.
The meeting
by 11.15.
By lunchtime he
four people for a job.
He
to Jack Wells on the phone at 2.30.
He
his office by 3.20.
At half past three he
to Redhouse pIc.
At 4.30 he
a presentation.
By the end of the day he
two meetings.
b) Work in pairs. Compare answers. In which
sentencescould we also use in the middle of or
on the way to?
1 I'll have /~v/ gone home by then.
2 We'll be waiting outside the cinema at seven.
b) GDIJ Listen and write six sentences.You will hear each
sentencetwice.
IiDIII
Listen and practise. Copy the stress, the
contractions and the weak form of have.
Complete these sentencesfor you. Use the
Future Perfect or Future Continuous.
She'LL
have/~v/ movedout by theend of the week.
.By this time next week...
.This time tomorrow...
.By the time I'm (age)...
.At midnight on New Year'sEve ...
.By the end of this course...
.lnamonth'stime...
.At eight o'clock tomorrow evening...
.By the end of the year...
a) Look at these pairs of sentences. Do they have the same
meaning or different meanings?
1 a) I'll have done my homework by nine o'clock.
b) I'll be doing my homework at nine o'clock.
2 a) This time next week she'll be travelling to Spain.
b) This time next week she'll be on her way to Spain.
3 a) I'll still be writing the report at seven.
b) I won't have finished the report by seven.
4 a) Jake's seeing the doctor on Thursday.
b) Jake will have seen the doctor by Thursday.
S a) At ten o'clock I'll be doing an exam.
b) At ten o'clock I'll be in the middle of an exam.
b) Work in pairs. Compare answers.
"
a) Work in pairs.Taketurns to tell your
partneryour sentences.Ask follow-up
questionsif possible.
b) Tell the classthe mostinterestingthing
you found out aboutyour partner.
:
-.J
Vocabulary Business
collocations
-Match
the verbs in A to the words/phrases
in B. Checkin IiIB
A
p138.
B
~
close
take over
a
business
company
go out of
a branch
make
expand
the business
go into
a profit or a loss
business with
somebody
do
a new company
set up
business with
go
bankrupt
import
export
run
products
somebody
to another
country
a chain of restaurants
products from another country
D
a) Fill in the gaps with words/phrases
.-from
1. Use the correct form of the verbs.
There is sometimes more than one
possible answer.
1 Do you know anyone who __«<115._their
own business?
2 Would you ever _0___0 into business
with someone in your family?
3 Would you like to run a
of
restaurants? Why?/Why not?
4 Where's the nearest
of your
bank?
5 Can you think of three things that your
country
?
6 Do you think oil companies make too
much
?
7 Do you know of any shops or companies
that have ___00___0
business recently?
8 If you could
a new company;
what kind of company would it be?
b) Work in pairs. Take turns to ask and
answer the questions in 2a). Ask follow-up
questions if possible.
questions.
1
2
3
4
What is Mike's friend Rob planning to do?
What does Rob want Mike to do?
How much would they each have to invest?
How does Daisy feel about the idea?
b) Listen again. Fill in the gaps with two words.
1
2
43
You said that you had _5.gmethj!1g_Ll1t~t:~,s:tLl1g_to tell me.
Rob told me that he was planning to set up his
He
he'd
looking to
forgo
a good location
Robsaid
asked
mebeen
if I wanted
with him-
5 He wanted to know whether I could come up with the
6
78
I
He
you,
Rob
asked
how
askedtold
of
course.meme
long
not
to
it
meet
to
would
talk
take
him
to
in
for
Brighton
the
business
to
make
~
about it -except
'--.
~:-n
118 Vocabulary and Grammar
0,
a) Work in pairs. Look at reported sentences
1-3 in 3b). Answer these questions.
a) What did Mike and Rob say in their original
conversation?
b) What usually happensto verb forms when we
report what people say?
b) Look at the reported questions 4-6 in 3b).
Answer these questions.
a) What did Mike and Rob say in their original
conversation?
b) How is the word order in the reported
questionsdifferent from the original questions?
c) When do we use if or whetherin reported
questions?
d) Do we use the auxiliaries do, doesand did in
reported questions?
b) Work in pairs. Compare answers.
-,
a) Write one interesting question that you can ask all
the students in the class.
C) Look at sentences7 and 8 in 3b). Answer
these questions.
What do you really dislikedoing?
b) Take turns to ask and answer the questions. Talk to
as many students as you can. Try to remember all the
questions you are asked. You can write one word to
help you remember eachquestion.
a) Which sentenceis reporting an imperative?
b) Which sentenceis reporting a request?
c) Which verb form follows told me ...and
asked me ...?
d) Check inmllJpl39.
"
.1
a) It's Saturday afternoon. Mike is phoning Daisy
to tell her about his meeting with Rob. Put what
Rob and Mike said into reported speech. Use the
words in brackets.
Rob said to Mike ...
1 Sayhello to Daisy. (tell)
He told me to sayhello toyou.
2 What do you think of my businessplan? (ask)
3 The plan hasalreadybeenapprovedby the bank.
(tell)
4 I've beentalking to an interior designer.(say)
5 Will you help with the advertising?
(want to know)
Mike said to Rob ...
6 I can't sayyes or no until I talk to Daisy. (tell)
7 I'll be talking to the bank on Tuesday.(say)
8 When do you need a decisionby? (ask)
9 Are you talking to any other investors? (ask)
10 Youmust namethe coffeeshop afterDaisy! (tell)
b) Work in pairs. Compare answers.
C)mID Listen to Mike and Daisy's phone
conversation. Tick the reported sentenceswhen
your hear them. What do Mike and Daisy decide
to do?
a) Tick the correct sentences. Change the incorrect ones.
There is sometimes more than one possible answer.
me
1 She told A that he'd call later today.
2 I told her I hadn't been there before. ,(
3 He asked me what was my last job.
4 She asked if I did have any children.
5 He asked me to not tell anyone.
6 She said me that she wasn't coming.
7 I said that I couldn't go on Friday.
S He asked his brother he could phone back later.
9 He told his cousin not be late.
10 I asked her to come to the theatre.
i
a) Work in pairs. Take turns to tell each other what
each student asked you. Then tell your partner what
your answer was.
Hasanaskedme whatI reallydisliked
doing.I told him I hatedgettingupearly.
I said that I couldn't stand
peopletalking in cinemas.
~
b) Tell the class two things that you told other students.
Hi Daisy
Hope your day's going well. I've just phoned Rob
and reminded him to sort out the staff wages, and
I'm afraid something's
come up.
The good news is that the coffee shop is still doing very
well -Rob mentioned
that the profits were up 20% last
month. However, the bad news is that he wants to give up
running the business. He explained that he found the work
really exhausting
and then he blamed
me for not letting
him hire enough staff. As you know, he agreed
to run the shop on his own for the first year, and I
Readingand Vocabulary
"
Work in groups. Discuss these questions.
1 Where is your favourite coffee shop or caft? Why
do you like it?
2 When did you last go there?What did you have?
3 What do you think are the three most important
things for a good coffee shop to have?
C)
a) Look at the photo. Rob and Mike's coffee shop has
been open for a year. How well do you think it is
doing?
b) Read Mike's email to his wife, Daisy. What
decision do they have to make?
c) Read the email again. Tick the true sentences.
Correct the false ones.
1 The coffeeshopisn'tmaking moneyat the moment.
2 Rob doesn'twant to work there any more.
3 Rob has been talking to another companywithout
telling Mike.
4 Rob'sbank thinks selling the coffeeshopis a bad idea.
S If they sold the coffee shop, Roband Mike would
make £50,000 profit betweenthem.
6 Mike and Daisyhave beeninvited to Rob'splace
this weekend.
pointed out that we'd already taken on two extra
waitresses to help him. Then he told me that Cafe Pronto
the big coffee
shop chain -has
offered
to buy the
business! I got really angry and accused him of talking
to people behind my back -after all, we are partners.
At first he denied doing anything wrong, but eventually
he admitted that Cafe Pronto had contacted him a few
weeks ago. He apologised for not telling me sooner and
promised to be completely
honest and open with me from
now on. Apparently Rob's already talked to his bank, and
they've advised us to accept the offer immediately.
They
also recommended
starting the paperwork as soon as
possible. Rob claimed that we'd both make £25,000 profit
from the deal -then
he threatened
to close the shop
if I didn't accept the offer. At that point I was so angry
I refused
to discuss
it any further
and hung up.
After I'd calmed down, I called Rob back and persuaded
him not to talk to Cafe Pronto again without me being
there. I've also insisted on seeing all the correspondence
between him and Cafe Pronto, and warned him not to try
and hide anything from me again. He suggested meeting
up this weekend, and invited me to go round to his place
on Saturday
to try and sort this mess out.
So you and I need to decide what to do -have
about it and we'll talk when I get home.
Love
Mike
a think
-
,
11 C
"
a) Look at the reporting verbs in blu~ in the email.
Tick the verbs you know. Check the other verbs with
your teacher or in a dictionary.
a) mID Listen to Mike and Daisy's
conversation later that day. Which of the
options you discussed in 5 do they talk about?
What do they decide to do?
1 How did Daisy feel when she got Mike's
email?
2 Why doesn'tMike like option one?
3 What's the problem with option two?
4 Why does Daisy think Mike hates his job?
5 How does Daisy suggestgetting the money
for option three?
6 What do they think might happenin a few
years?
I + that + clause
+ (not) +
infinitive with to
agree
and Skills
b) Listen again. Answer these questions.
b) Look again at the reporting verbs in blue and
underline the verb form that follows them. Then write
the infinitive form of the verbs in blue in the table.
mention
Vocabulary
remind
c) Do you think Mike and Daisy made the
right decision? What would you have done in
their situation?
deny
apoLogise
+ preposition + (not) +
blame
+ object + preposition +
(not) + verb+ing
verb+ing
c) Checkin mil
a) Work in pairs. Look at this part of Mike
and Daisy's conversation. What do the
words/phrases in bold refer to?
p138.
Look at what Mike and Rob said to each other on the
phone. Put these sentences into reported speech. Use the
phrases in brackets.
MIKE I just don't want our coffee shop to
1 You've been keeping secrets from me. (Mike accused...)
Mike accused Rob of keeping secretsfrom him.
2 I'm sorry I went behind your back. (Rob apologised ...)
3 I won't do it again. (Rob promised...)
4 The coffee shop was my idea. (Rob pointed out ...)
5 You're only interested in the money. (Mike claimed...)
6 I'll take you to court if you close the shop.
(Mike threatened...)
7 I'll work until the end of the month. (Rob agreed ...)
8 I want to be paid for every hour I've worked.
(Rob insisted ...)
9 You should sell your half of the business.
(Rob advised. ..)
10 Don't talk to the people at Cafe Pronto again.
(Mike warned...)
11 We should see a lawyer. (Mike suggested. ..)
12 Don't forget to bring your copy of the contract.
(Rob reminded...)
DAISY@That's true. I'm not keen on the idea
either. You're very fond of 0the place,
aren't you?
a) Work in pairs. Discuss these questions.
1 What does Rob want Mike and Daisy to agree to?
2 What options do Mike and Daisy have?
3 What do you think they should do? Why?
b) Compare idea~ with the class.
become another 0branch of Cafe Pronto.
They're all the same, aren't (!)they?
MIKE Of course. I know we don't go 0there
very often, but think of all that work we
did getting (!)it ready.
DAISYHow could I forget 0it?
b) mID Look at Rll.7, pI 57. Listen again
and notice what the words/phrases in bold
refer to.
"
a) Work in pairs. Imagine you are going to
open a coffee shop, cafe or restaurant together.
Decide on these things.
8
8
8
8
name
location
theme
the menu
8
8
8
8
interior decoration
opening hours
entertainment/music
your own ideas
b) Work in groups. Take turns to tell each
other about your new business. Which is the
best, do you think?
c) Tell the class about the best new business in
your group.
.
Language
a) Write Amanda and Colin's
conversationusing these prompts.
A / know! Why / we use cartoon
characters?
I know! Whydon't we usecartoon
characters?
c
A
c
A
c
I / not sure / such/ idea. I think
we need some real people.
Yes,maybe you're right.
/ thing we / do / show someone
drinking the product.
Yes,/ make / sense./ about / use /
some attractive models?
Personally / rather we / not use /
models. They always look so
Fill in the gaps with ~~~~~rrect
form of these verbs. f
do
give
c
A
C
A
ordinary-looking people.
Yes, exactly The kind of people
who might actually go out and
buy Go!.
Well, it / worth / try.
/ wonder/ be / good idea / show
how much fruit is in it?
Yes, that / work. OK, / we / go /
this again?
b) IiDIJ
Listenand check.
a) I
Look at RII.9, pISS.
Listen again and notice the
sentencestress and linking.
b) II Work in pairs. Practise
the conversation in RII.9, pISS.
Take turns to be Amanda and
Colin. Try to use natural
sentencestress and linking.
have
.a name for the product
.a logo or a slogan
.who the product is aimed at
.what is different about it
.how you're going to advertiseit
b) Work with students from
other groups. Take turns to
present your campaign. Which
is the best?
1
2
3
4
S
6
She said she'd be working late.
He told me I couldn't use his car.
I asked him what he thought.
She told me not to wait for her.
He asked me if I wanted to stay.
She wanted to know what my
next job was going to be.
7 He asked me where I'd been
out of work in
his life.
What do
He'd like
Sue
He
6
I
on a new project at the
moment.
I was
redundant last week.
you
for a living?
to
freelance.
a lot of work on now.
a talk on J S Bach last
staying.
8 She told me I had to leave.
Friday:
7
a) Correct the mistakes. I
1 Where would you recommend
to go for a holiday in your
country?
2 Have you ever been blamed doing
something you hadn't done?
3 When was the last time somebody
warned you not do something?
4 Have you ever promised do
something that you didn't do?
5 Has anyone ever accused you of
do something you hadn't done?
6 When was the last time you
agreed helping someone, then
regretted it?
7 Has anyone ever persuaded you
do something you didn't want to?
Choose the correct verb fonns.
mil
1 By this time next week I 'ii arrive/
'ii havearrived in Cardiff.
2 At this time tomorrow I 'm/'ii be
in the middle of giving my talk.
3 I won't have/'mnot finished before
2 p.m.
4 I'm sure I'll do/be doing the same
job in five years' time.
S If you need me later, I'll stay/
be staying at the Hilton.
6 On Saturday I'll have been/be
married for two years.
b) Work in pairs. Ask each other
the questions.
a) Fill in the gaps with the correct
form of these,; , r
expand
take over
a) Work in groups. You are going
to design a campaign for a new
product. Choose a product
and discuss these things. Use
language from 4a)and make
notes on your decisions.
speech. mD
be
2
3
4
5
11, p138
Put these sentences into direct
work (x 2)
1 Lee's never
false.
A So / you / say / is / you want
make
Summary
run
make
export
In 1980 Meg '
set up
import
go
a new
clothing company. It was so
successful that she z
the
business by 3
her clothes to
other countries. Soon she 4
;
.
.
.
.I
a) Tick the things you can do
in English.
i
i
:
:
I can talk aboutwork and business.
..
.
..
.
..
I can talk aboutthingsI'll be doing and
will havedonein the future.
a chain of clothes shops allover:
Europe. Unfortunately she nearly:
5
bankrupt last year, but she ~
began 6
clothes from India!
U
and soon her business 7
a
:
I canfollowa discussion
wherethe
speakers
aretryingto reacha decision.
profit again. Meg wants her son
to 8
the business from her
I cantalk aboutadvertising.
when she retires.
b) Work in pairs. Take turns
to say a sentence from 3a). Are:
your partner's sentences correct?
I
i
0
~ 0
!
.
..:
i
.
!
I can reportwhatother peoplehave
saidor askedin differentways.
I can putforwardandreactto ideas
in a discussion.
b) What do you need to study'again?
Vocabulary Colloquial
words/phrases
-a)
Guess the meanings of the words/phrases in bold.
C' Check in mil
p141.
1 What's up? You look really stressed out.
2 It really bugs me when people talk loudly in restaurants.
3 Cycling at night without lights is a crazy thing to do.
4 That old lamp doesn'twork. Let's chuck it out.
S Hang on a sec. I'm just going to pop into the
newsagent's.
6 I really messed up that interview. I'll never get the
job now.
7 On Friday eveningsI usually just chill out in front of
the telly.
8 Can you lend me a few quid? I'm completelybroke.
9 The 100is up the stairs and on your right.
10 Last night I went to a trendy bar with somemates.
It was pretty expensive,actually.
11 I really fancy that guy sitting over there. He'svery goodlooking.
12 It's such a hassle getting there -you have to take three
different buses.
b) Write six sentences about your life. Use words/phrases
from 1a).
I chucked out my old computer
last week.
I messed up my first driving test.
C)Work in pairs. Take turns to say your sentences.
Ask follow-up questions if possible.
Listening and Grammar
to
a) Work in new pairs. Discuss these questions.
1 What do you always carry with you?
2 Do you often lose things? If so, what?
3 Do you usually find them again?If so, where?
b) mm
Listen to Louise and Angie talking about
what they did last night. Put photos A-D in the order
they did them. What does Louise think happened to
her mobile phone?
"
12A
aI
Listen
again.
sentences
1
with
It
might
be
2
Yeah,
3
switched
Or
someone
of
4
your
But
Fill
one
the
Then
He
So
cafe
You
OK,
gaps
in
__Qa_tbIQ_Qm_-
course,
but
it
could
these
must
be
taken
be
"
.
have
might
phone
5
the
word.
in
someone
67
8
9
in
it
using
it
from
to
we
popped
may
you
a
into
have
have didn't
have
been
left
that
leave
left it
trendy
waiting
atit
it the
on in
new
thethe for
a
chance
OJ
to
10
my
That
guy
tf1
phone.
in
a)ImJ Listento thesesentences.
Noticethe weak
forms of haveand been.Which words are stressed?
1 Someone
couldhave/~v/ takenit from yourbag.
2 He mighthave/~v/ been/bIn!waiting for a chanceto
stealmyphone.
b) mfJJ Listenand write six sentences.Youwill hear
eachsentencetwice.
!
you
might
can't
so
for
the
must
have
stolen
it.
mgJ
Listenand practise.Copythe stressand weakforms.
t.
..
I think I must have /~v/ Left it at home.
a) Read the next part of Louise and Angie's conversation.
Choose the correct modal verbs and fill in the gaps with
the correct form of the verbs in brackets.
LOUISE
Now;
ANGIE
Try
what
number
the
a) Look at the sentencesin 3. Answer these
questions.
1 In which sentences is the speaker making a
deduction about: a) the present? b) the past?
2 In which two sentences does the speaker
know that something is definitely true or
definitely not true?
b) Fill in the gaps in these rules with could,
can't, must, might or may.
LOUISE
Good
ANGIE
Yes,
idea.
a
LOUISE
He
Yes,
or
LOUISE
LOUISE
Any
from
for
on
He};
address
see. it
do
Well,
it
at
this
by
That's hand.
think
weird.
it
I
.When
we usewe believe
, something
or isn't true, we
Oh,
yes.
guess
someone
inside
no
name
3mightlmust
there
from
look,
on
it's
the
my
my
floor
is
note.
parents,
It
this
time!
(find)
envelope.
a
from?
mobile!
all
7mustlcan't
the
Whoever
(write)
Oh,
time.
There's
(be)
.WOW;
8mightlcouldn't
LOUISE
good
(be)
France...
look
around
4couldlcan't
(lie)
a
a
Someone
6mustlcouldn't
Have
travelling
envelope.
5can'tlmight
in
Great!
He's
it.
you
they're
ANGIE
cousin.
year.
look
on
website.
post?
my
a
1can'tl(iijfjjfjJ>
their
(have)
is.
me
company
number
interesting
postcard
he
call?
phone
Zmustlcan't
Who
we believe something is true, we
we think something is possibly true,
a
America
Let
(deliver)
ANGIE
I
The
(have)
South
ANGIE
do
Internet.
___ha_v:e__-
.When
.When
use
Vocabulary and Grammar
a
It
note
found
or
it.
it
something.
says...
use
c) Look at verb forms in bold in the sentences
in 3. Match the sentencesto these rules.
To
make
.a
deductions
state
.something
mo
in
about"
the
present
c) IBm
Listen and check.
".
we
dal ver bhappening
+ .f""
III Illltlve.
b) Work in pairs. Compare answers. Who do you think the
note is from?
Look at these sentences.Write deductions about the present
or the past. There is more than one possible answer.
use:
7we
now
,use:
1 The boys are coveredin mud.
.a
modal
state
verb
or a completed
+ be + verb+ing.
action
modal
.a
TIP!
in
longer
modal
.We
the
past:
verb
,
+
action
verb
can
You
,
have
+
in
the
past
past
in
the
past
participle.
we
we
use:
,
use:
+alsohaveuse + couldn't
been
+ verb+ing.
to make
deductions
couldn't
left
restaurant.
have
d) Checkin 11m p142.
it at
the
Theymight have been playing football.
2
3
4
S
Brian fell asleepon the train home from work.
Sylvia is going to a shop that sells wedding dresses.
Mo didn't send her brother a birthday card.
Kate'sgot four voicemail messagesfrom Dylan.
Vocabulary Newscollocations
"
a) Look at these sentences.Which words/
phrases do !lQ.tgo with the verbs in bold?
Check new words/phrases in IIgJ
p141.
1 The governmentsent troops/soldiers/ReW5
into the north of the country.
2 Thevirus/Buildings/The
newsspread rapidly
throughout the country.
3 Thousandsof people have beenforced
to flee theirhomes/theirlives/thecity
becauseof the hurricane.
4 The companytried to sue the newspaper
for millionsof pounds/thearticle/damages.
5 The government'sdecisioncaused
a politicalcrisis/troops/a
public outcry.
6 The man claimed that he was attacked
by muggers/the
police/agun.
7 The terrorists said they would release
a poisonous
gas/thebuilding/thehostages.
8 Thecountry/The
island/Acrisiswas invaded
two yearsago.
b) Work in pairs. Make sentencesabout
what's happening in the news at the
moment. Use the language from 1a)if
possible. Have you heard about your
partner's news stories?
Readingand Grammar
CJ
a) Work in groups.Discussthesequestions.
, Have you everread or seenTheWarof the
Worlds?If so, what is it about?
2 Which other books, TV programmesor
films about aliens have you read or seen?
b) Checkthesewords/phrases
with your
teacher or in a dictionary;
Martians a news bulletin a meteorite
an adaptation bro.adcast fictitious
c) Work in pairs. Look at A-C on p97.
What do you think the article is about?
d) Read the article and check your ideas.
1
2
3
4
5
6
7
Where did the radio play say that the first Martians had landed?
According to the radio play, how did the aliens arrive on Earth?
Why did some people phone local radio stations?
How was The War of the Worlds different from other radio plays?
How did people react when they realised it was a radio play?
Why didn't Orson Welles have to go to court?
What happened when the play was broadcast in Chile in 1944?
128
Vocabulary and Grammar
1m
II Listenand practise.Copythe
stressandtheweakformof have.
Theyneedn'thave/;)v/worried.
Choose the correct words/phrases.
,
2
3
4
S
6
7
s
In your position I would have/needn't
have done the same thing.
It's your fault. You shouldhave/would
have told him we were going to be late.
I could have/needn'thave stayed longer,
but I would have/shouldhavemissed the
last bus.
We shouldhave/would have gone to see
that play instead of going to the cinema.
I didn't need to go/needn't havegone to
work today; so I stayed in bed.
We needn'thave/couldn'thavebought all this
milk. Look, we've got lots in the fridge.
I lost my house keys last night, but I
could/wasable to get in through a window.
He shouldn't have/couldn't have told her
because now she's really upset.
Write six of these things on a piece of
paper. Don't write them in this order.
Something that you. ..
.should have done last week
.did recently that you needn't
have done
.would have done last weekend
if you'd had time
.could do well when you were a child
.would have done last year if you'd
had the money
.could have done yesterday,but didn't
.didn't need to do this morning
.bought recently that you shouldn't
have
C)
a) Work in pairs. Swap papers. Take
turns to ask your partner about the
things he/she has written. Ask followup questions if possible.
.,.
e I should ha
last week!
b) Tell the class two things you found
out about your partner.
Vocabulary
Skills
idioms
Reading: Look behind you!
Help with Listening
rhythm: review
natural
Review past forms of modal verbs:
deduction in the present and the past
Readingand Vocabulary
f)
Workin groups.Discussthesequestions.
1 Have you seen any films or plays, or
read any books with ghosts in them?
If so, which ones? Did you enjoy them?
2 Do you believe in ghosts? Have you, or
has anyone you know, seen a ghost?
to
a) Checkthesewords with your teacher
or in a dictionary.
b} Read the article. Match headings a)-e)
to paragraphs 1-5.
a)
b)
c)
d)
e)
A weekend invitation
A spooky experience
A nation of believers
Still a sceptic
Our first evening
.An
C} Read the article again. Tick the true
sentences. Correct the false ones.
a) Look at the idioms in bold in the article. Match them to
meanings 1-12. Write the infinitive forms of the verbs.
1 More than half the population of the
UK say they have seen a ghost.
2 The writer didn't expect to see a ghost
at Brockfield Castle.
3 The writer thought most of the other
ghost-hunters were strange.
4 The ghosts who haunt the castle are
Ashley's brothers.
5 There had been a fire in the room where
the writer saw the old man.
6 The writer has changed her mind about
the existence of ghosts.
1 be completely different from something
be a far cry from something
2 watch for somebodyor something to appear
3 not believesomething to be accurateor true
4 tell somebodysomething that isn't true as a joke
5 be very easyto do
6 do something to get new energyand enthusiasm
7 a long way from any towns, villages or other houses
8 completelyunexpectedly
9 make you think seriously about a topic
10 make people more relaxed in a new situation
11 make somebodyextremelyhappy
12 sleepvery well without waking
d} Work in pairs. Discuss these questions.
1 What do you think really happened at
Brockfield Castle that weekend?
2 Would you like to go on a ghosthunting weekend? Why?/Why not?
idiom is an expression(usuallyinformal) which hasa meaning
that is differentfrom the meaningsof the individual words. The
words are in a fIXedorder."
b) Checkin.pI41.
"
.
~ork in.pairs.StudentA -+ plO6.StudentB -+ plO9.Followthe
mstructIons.
.
Sentencestress,weak forms,linking and extra
soundsall combineto give spokenEnglishits
naturalrhythm.
a) Look at this part of the conversation. Work
in pairs. Student A, mark the stressedwords
and circle the weak forms. Student B, mark
the linking and extra sounds (/w/, /j/, /r/).
..C?\.
LAURAWell,
firs~all,
mY_/j;-oldcat refusesto
go into my bedroom.In my last flat she
slept on the end of my bed everynight,
so I thought that was rather odd.
MARK Well, the previousowners' cat might have
slept in that room. Or they could havehad
a dog.
LAURAThey didn't havea cat or a dog.
b) Work with your partner. Compare answers.
c) Look at R12.7, p159. Check your answers
to 68).
d) mFJJ Listen to the conversationagain.
Notice how the sentencestress, weak forms,
linking and extra sounds give spoken English
its natural rhythm.
C#
Listening
a) mIJ
Listen to a conversation between three friends,
Laura, Chris and Mark. What problem does Laura have?
What do Chris and Mark think about her problem?
b) Listen again. Make notes on the reasons why Laura
thinks she has this problem.
c) Work in pairs. Compare notes. What do you think Laura
should do?
a) Do you believe in any of these things? Why?!
Why not? Put a question mark if you're not sure.
.telepathy
.fate
.UFOs
.fortune-telling
.life on other planets. astrologyand horoscopes
b) Work in group$. Discuss your opinions on the
things in 7a). Give reasons for your opinions.
C) Tell the class about anything that your group
all believe in or don't believe in.
ravelling
Language Summary 2, p14
a} Fill in the gapswith these
words/phrases.
arB
stressedout
a) Fill in the gaps with the correct
form of these pairs of verbs. rm
chuck out
~
bugs chill out telly
trendy mate hassle
3 something
When did
4 Do you
5
about
you
you last
didn't
watch
6 Do you
work?
want?
a lot of
How do you
?
on holiday?
ever go to
bars
and clubs?
7 Who's
8
What
your
best
really
day-to-day
?
you
could/drive
would/call
1 I knew the band so I _qIQn_:t_!1~g-Q_tQ-P-~Yfor a ticket.
2 I
out so late last night.
I overslept this morning.
3 I
this coffee. We've got
lots in the cupboard.
4 I
you to the station.
Why didn't you ask me?
5 I
you, but I didn't have
your work number with me.
6 Fortunately, I
trains.
There was one that was direct.
to school?
2 Do you get
need/buy need/change
should/stay
about
life?
b) Work in pairs. Compare answers.
b} Work in pairs. Ask each other
the questions in 1a).
Choosethe correctwords in these
idioms. mil
a) Look at these sentences.
Make deductions about the
present or the past. mil
, Take what he says with a pinch
of sugar/salt.
z It's a piece of bread/cake.
3 Keep an arm/eye out for jane.
4 Are you pulling my leg/hand?
5 I always sleep like a log/plant.
6 The news came out of the
1 I left a message for lan, but
she hasn't called me back.
She might have gone away.
2 Tim's not answering the door.
3 I had the key when I left
home, but I can't find it now.
4 I've never seen Kelly eat meat
5 Pat is buying a tent.
6 Pete always flies first class.
sky/blue.
7 He lives in the centre/middle of
nowhere.
8 That really made my hour/day.
Work in groups of four.
Readthe rules. Then play
the game!
Rules
Youneed:One counterfor
eachstudent;one dice for
eachgroup.
How to play: Put your
counterson STARTHERE.
Taketurns to throw the
dice, move your counter
and follow the instruction~
on the square.The first
studentto getto FINISH
is the winner.
OJ
'j
Grammar
Vocabulary
first
square
lnd phrases.
B
your home
sue
release
I can make deductionsaboutthe preser
andthe past.
a hostage"an outcry
cal riticisepeople'spastbehaviour.
somebody for
I can talk aboutgeneraland specil
abilityin the past.
damages
invade
send
release
cause
a poisonous
a political
troops
into
can understandsomeidiom
gas
a country
U
crisis
to
or
The:
land
on
.
a
:
Vocabulary
:
question
second
student
1.
to
land
I can followa conversationbetweenthree
peopleon a subjectfamiliar to me.
a place
b) What do you need to study again?
t,
I
;
~
on
the
same
square
question
2.
is
students
correct,
think
you
If
answers
the
;,
other
U Ctl1:.We
yo\"can
stayon
the
square.
wrong,
If
move
last
square
You
with
can
your
the
~
mswer~
to
-~ the
~~~
back
you
were
check
teacher. your
on.
Ctll~wers
]
:f a thirdmds
or
fourth
student
same
on
square,
the
square
on'ishe
can
la
hf
mthout
~
answeringa question.
a) Tick the things you can do
in English.
Match the verbs in A to thewords/phrases
can understandsomecolloquialwords
in B. QED
A
squares:
answers
The
stay
flee
cause
r
0
student
Grammar
the
b} Work in pairs. Compare
answers. Are any of your
deductions the same?
and
Keep Talking squares: If
you land on a Keep Talkin,
square, talk about the topi<
for 40 seconds. Another
student can check the time
If you can't talk for 40
seconds, move back to the
last square you were on. If
a second or third student
lands on the same square,
he/she also talks about the
same topic for 40 seconds.
-
0
sitions
Talk about and
compare two
..
I
Interesting
you have
ith these
.
ICk,sure,
paces
, famous,
poi~te9"",
.Choose the correct~
words.
.
1 I'm so/such close to Jo,
she's as/like a sister.
2 I made so/such a lot
of money working
a waiter.
Sayeight words/phrases"
connectedto:
1 the Internet
What are the crimes and
criminals for these verbs?
1 steal, burgle. shoplift,
rob
Talk about things
you used to do when
2 phones
you were a child.
Put this question
MOVE FORWARD
TWO SQUARES
into
reported speech.
1 What do you think
of my new dress?
2 Can you let me know
e
Correctthe
""in this sentence.
out last night if
been so tired.
TWO SQUARES
you've had this year.
,,'
Which two prepositions
can we use with these
verbs?
1 apply, talk, depend
Choose the correct verb
form in this sentence.
1 Tim '5 written/'s been
writing dozens of articles.
2 They played/'ve been
playing golf since 1.30.
..J
"'-.
*,,;,~
rabbit.
H '
I was 10, I used
L
L
.
...
1 claim, warn, blame, agree
2 accuse, point out, deny,
advise
computer tomorrow"i11
! :.:::
Correct the mistake in this
sentence.
1 He warned me not
walking across the park.
2 They accused him for
stealing the diamond.
I'
Talk about the last
time you went to the
cinema, the theatre
or an art gallery.
.'"'~-~'Y--"'-,.' e--J
MOVE FORWARD
TWO SQUARES
'lir~
..1_.111~'1==~~
Say nine words/phrases
Talk about a book
or film that
connectedto:
1 books and reading
2 plants and gardens
you enjoyed.
e
,;;"ili!",
1 It's twice as big than my car,
but not any hard to drive.
2 The more old they are,
more they cost.
.What
ar!e
noun'!"'~'
and adjectives for
these verbs?
1 decide,originate,
'"
convince,criticise
&~~2 ..
weaken,prefer,
'""",
'8'
Improve,recogms
. ;""J
e sa ways osmgI '~
*'j'ca.Lwa
!ys loses hisckeYfs, e
ccccc
START
HERE
Which verb pattem comes
after these reporting verbs?
Talk about
~j:~"~;f- "",
(C
~::::~;~
in this sentence.
HAVE A REST
.Are 'both verb fol'ifisC'c
'possible
in this sentence?
c
..1 When
.:,::1::=
.tCorrecttwo mistakesi~JJ,;.
;;;;~G)
",2 complain,
jj5ic to havel'd have a pet
1 This time tomorrow we'll
drive/be driving home.
2 I'll be writing/have written,
HAVE A REST
I
.J
Talk about the
best or worst day
form in this sentence.
Put this sentence into
the passive.
1 Someone's interviewing
Lee at the moment.
Explain the meaning of
these prefixes and give
an example for each one.
1 pro-, multi-, re-, under2 anti-, pre-, mis-, ex- ,
MOVE BACK
1 ff he'd have a car,
he'd drive to work.
Choosethe correctve~ X'
2 They might fix the
..J 1/1/11-
t
G
,-
Talk about your past
and present wishes
iiiiiiifor work, studies or
by Sunday?
0"
FINISH
your plans
for the future.
2 mug, smuggle, murder,
vandalise
;~_.I'...~~faiii,
,i""
~)
t'"""'i-
."",
W","
o.,J
Talk about
things in life
that annoy you.
HAVE A REST
t
~XPlain the meaning of
these words/phrases.
1 a deposit,a mortgage,
property,rip sboff
2 a hassle,mess sth up,
chill out, chucksthout
MOVE BACK
THREE SQUARES
I;;;'~.
What's the difference",;i~
Which verb pattern comes
betweenthese sentences?;
after these verbs?
1 I:ve fixed my car..
;~~
1 persuade,refuse, let,
I ve had my car fixed. ,'ti~ '
regret
end up, manage,force,
1 could havegone. "";"~~#j
1should havegone."
had better
I
.f"'
Talk
and about
other tiPPing
social:Jrules in your
country.
c"
'
MOVE
THREE
FORWARD
SQUARES
.
Wonderwall
70 p61
"
Workin groups.Discussthesequestions.
"
1 Has your country ever produced any famous
world champions? If so, who?
2 Do you support a team that has won a
championship or another competition? If so,
what did they win?
3 Have you, or has anyone you know, ever
been successful in sport, music or other
activities?
I've
And
I've
l_p.alddone
bad
my
5
I've
But
had
I've
on
my
3
dues,
time
after
2_, I've , but
madecommitted
a 6__-
no
come
my share
through
of sand
(and kicked
I need in tomygo 7 on
and
arewe'll
CJ
'Cause
I've
No
'' 14
we
You've
brought
keep
champions,on
are
And
No
IBut consider
pleasure
its everything
been
9
the
are
8
champions
for
my
12bow,
me
it
we
my
the
my
of
champions
the
curtain
the
15
no
a18 challenge
bed
that
till
13
and
of
goes 17 before
with
it,
the
I
a)1mB Listento the song.Crossout the
extraword in eachline (1-28).
1 Today is gonna be the fttIStday
2That they're gonna throw it all back to you
3By now you really should've somehow
.Realised exactly what you got to do
5Although I don't believe that anybody
6Feels the way I do about you right now
4
and
on
7Backbeat the word is heard on the street
8That the fire burning in your heart is out
9 I'm quite sure you've heard it all before
10But you have never really had a doubt
11I just don't believe that anybody
12Feels the way that I do about you now
and
on)
the
a)Write the namesof your favourite:band,
malesinger,femalesinger,musician,album.
b) Workin groups.Compareideas.Does
anyoneshareyourtastein music?
CHORUS
And
We
100 p85
1°
13And all the worlds we have to walk today are winding
14And all the bright lights that lead us there are blinding
15There are many important things that I
16Would like to say to you now; but I don't know how
call
fortune
CHORUS
16
19
--
17Because maybe, you're gonna be the only one that
youall
savesme
18And after all this, you're my wonderwall
human
19Today was maybe gonna be the day
20But they'll never throw it back again to you
21By now you probably should've somehow
22Realised what you're not supposed to do
23I don't believe that anybody here
24Actually feels the way I do about you now
race
And
I
on
CHORUS
never
lose
and
(and
I
need
to
go
on
and
on
and
on)
(x
2)
b) Work in pairs. Compareanswers.
II)
25And all the long roads that lead you there were winding
26And all the lights that light the way home are blinding
27There are so many things that I
28Would like to say to you, but I just don't know how
a) Read the song again. Underline all the
examples of the Present Perfect Simple you
can find.
b) Find words/phrases in the song for these
meanings. Write the infinitive form of the
verbs.
I said maybe (I said maybe), you're gonna be the one who
savesme
And after all, you're l1ly wonderwall (x 2)
I said maybe (I said maybe), you're gonna be the one that
savesme (saves me) ...
1 earn respectthrough hard work and experience
pay your dues
2 something that you find on beaches
3 hit somebody or something with your foot
4 when you bend your head and body forward
to show respect or thanks
5 something that needs a lot of effort and
determination to do successfully
6 all people as a single group
C) Work in pairs. Compare answers.
b) Work in pairs. Compare answers.
"
a) Think of three people you know who you
can rely on.
b) Work in new pairs. Take turns to tell
eachother about the people you chose.
Ask follow-up questions.
.
:
:
~
:
~ a) Work on your own. Fill in the gapswith the
: correct form of the verbs in brackets.
.
:
:
:
:
:
~
:
:
:
:
:
:
~
:
.:
1 Haveyou evertried __takillg_naturalmedicinesto
cure an illness?(take)
2 Do you think all childrenshould
sports
at school?(do)
3 Which songsdo you remember
when
you were at primary school?(sing)
4 When you werea child, did your parentseverlet:
you
up late? (stay):
5 Hasanyoneeverforcedyou
something
that you didn't want to? (study)
6 Haveyou everpretended
ill to avoid
to schoolor work? (be; go)
7 Did anyonehelp you
your homework
when you were a child? (do)
8 If you sawsomeonehitchhiking, would you stop
them a lift? (give)
.
.
.
.
.
.
..
.
.
.
.
.
.
.
.
...
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
...
.
.
.
b) Work with your partner. Take turns to ask and
: answeryour questions.Ask follow-up questions
: if possible.
,
..;i';lllffj,V;()ffur,...
'
~
!",";{,U!IJ(,
a) Work on your own. Readthis urban legend.
Then write ten words/phrasesfrom the urban
legend on a piece of paperto help you remember
the story.
.:: I
.
..
.
.
'
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
..
.
...
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
:
:
:
~
.:
b) Close your book. Work with your partner.
Taketurns to tell eachother your urban legends
in your own words. Use the words/phrasesyou
wrote in a)to help you.
C)Do you know any other urban legends?
: Tell the class.
.
,
Pair and Group Work: Student/Group
",.
A
"""""""""."""."
,
.
.
:
a)
:
.
the
:
1
Work
iri
gaps
2
Imagine
3
Suppose
your
month's
work,
park
:
:
4
(tell)
~
.,-
an expensive
the
hadn't
camera
it in
the
with
remember
a student
the
your
....
questions.
partner's
from
.: B...
.: 2 A teacher and a student
and
and:
:
:
you
group
.
last
for:
laptop
.
B.
brief
Take
turns
notes
to
to
help
A Seeyou?
B Not a good time.;
A Quick question.:
B...
.
ask:
you
; b) Practise the conversations with your partner.
answers.
If you hit a parked car at 3 a.m., would you
~ I.... leave a note with your phone number?
a) Work with a student from group A. Look at
the speakers ill conversations 1 and 2. Decide if
each conversation should be polite or neutral.
Then rewrite the conversations to make them
sound more natural. Invent your own endillgs.
: 1 Two friends
:
A Busy?:
B Tied up. Important?
:
A No. When?
police?
for
it back?:
a friend's
Make
a
money?
you
your(drop)friend it on
whatthe happened?
way home,
:
answer
twice
supermarket
(take)
(borrow)
on
to the
you
charged
you
:
~
:
:
~
in
you
(keep)
from
Fill
brackets.
number?
(pay)
they
you
b) Work
and
phone
you
something,
A.
in
(hand)
home
that
group
verbs
at 3 a.m.,
your
you
(realise)
~
the
company
(get)
Imagine
of
car
with
(find)
bench,
:
from
form
a parked
a note
you
If you
5
a student
correct
(hit)
(leave)
~
:
with
the
If you
:
:
pairs
with
:
:
~
:
:
'"
.
C) Work ill groups of four with a pair from
group B. Take turns to role-play your
conversations. Guess who the people are
ill the other pair's conversations. Use these
ideas (there is one extra idea).
.A doctor and his/her receptionist
.A son/daughter phoning a parent at work
.Two work colleagues
.
;
:
:
:
:
:
.
;
:
:
;
a) Work on your own. Completethe words in bold
with a prefIX. Sometimesthere is more than one
possibleanswer.
1 What do peoplein your country do that you think
is
social?
2 Do you havea lot of
discipline?:
3 Do you know anyonewho hasdone or is doing a
graduate degree?
4 Are mostpeoplein your country
hunting?
5 How manypeoplein your family are
smokers?
6 Which films or TV programmesdo you think are
rated?
7 If you werea ,
millionaire, whatwould you spend
your moneyon?
8 When you werea child, did you
behavea lot? :
.
: a) Work on your own. Readabouta crime that
: happenedin the UK. Then write five words!
: phrasesto help you rememberthe crime.
..
....
..
: A
34-year-old London postman was the::
mastermindbehind a £20million chequebook ::
fraud. The man stole chequebooks from post: :
office sorting offices and then used them to
: :
withdraw moneyfrom people'sbank accounts""",:
' ::
., '_/ -"" -~,
::
..
.:
;;
:": :
~: :
:
"
b) Work with your partner.Take turns to askand answer
~ the questions.Ask follow-up questionsif possible.
.'
,
'
.~..
b) Work with the other people in your
group. Taketurns to tell eachother about
the crime in a). Use your own words if
possible.After eachcrime, decide what
punishment you would havegiven the
criminal if you'd beenthe judge.
c) Turn to p159. Readwhat happenedto
the criminals. Do you agreewith the
sentencesthat the judges gavethem?
Why?/Whynot?
..
.
..
..
..
:
:
.', : :
::
::
:
:
....
:..:
..
: :
:
:
~
Pair and Group Work: Student/Group
~-
A
..
..
.
.
.:
.:
a) Work on your own. Readaboutyour situation.
~ a) Work with a studentfrom groupA. Write
.~;:
:
Make
a list of at leastfive things you needto do.
questionswith thesewords. Use the correctpassive::
: Which of thesethings can you do yourself?
form of the verbs.
:
.:
~ Which do you need help with?
......
..
:
.:..............
..
.
........
~
.
.
:...
You'reorganisinga 21stbirthday party for your
..
......
:
.
. the party.
. .. ..
.'
:
.:
.:
....
.I
.i
.I
:!
.
.
... ....
He/Sheis going on holiday to New York on Sunday
:
1
.'
::
.!
:! I
..:
.
..
..
.'
..
..
..
'.
.':
..
: !
.
.
.
.
.
.
.
.
.
.
:
.:
:
..
..
:
:
..
..
..
..
..
..
..
b) Work with a pair from groupB. Take turns to ask
and answeryour questions.Saythe three possible
answerswhen you ask your questions.(The correct
answersare in bold.)
: your situations. Use your lists from a} and b} to
~ help you make, acceptor refuseoffers.
..
"""""".""'."...".."..'."."'.
:
:
:
:
;
..
..
a)
:
: c) Which pair got most answersright?
""""""""""""""""""""""""'.""
..
2
:
:
:
~
:
:
:
1 / countries/ visit?
Howmanycountrieshaveyou visited?
2 / live / in your houseor flat?
3 / phone calls/ make/ today?
4 / study/ English?
5 / know / your oldestfriend?
6 / spend/ on food today?
:
~
: b) Work with your partner. Take turns to ask and
~ answerthe questions. Ask follow-up questions.
.
.
.
In
I'm
4
3
an
Yes,
taking
old
.
No,
I
I
:
~
6
5
own.
farmhouse
Complete
the
idioms
in
these
a
few
days
in
off
the
to
middle
of
my
batteries.
:
it's
I
pulling
your
from
the
small
village
where
That
your
like
must
a
have
partner.
Listen
made
Say
to
his/her
your
sentences
a)-f)
responses.
Do
you
think
correct?
Have
b)
:
you
Have
done
you
c)
I'm
:
:
d)
I
:
e)
The
.
;
f)
:
C)
the
the
seen
homework
my
worried
yet?
dictionary
about
many
.
far
with
they're
a)
.
a
sleep
him/her.
:
:
just
always
Work
to
.
was
up.
No,
b)
:
but
grew
Congratulations!
:
;
.
1
:
a) Work on your own. Make questionswith you
with thesewords. Use How long...? or How
much/many...? and the PresentPerfectSimple or
PresentPerfectContinuous. Use the continuous
form if possible.
your
:
.
~
:
:
:
~
on
'
""""""""""""""""""""".
.
Work
sentences.
:
..
for two weeks.He/Shehas got a plane ticket and a
visa, but hasn'tdone anything elseto prepare for the
holiday. He/Sheis worried about being burgled while
he/sheis awayand he/shealso has two cats.
.
.
.
.
.
.. .
.
...
..
: c) Work with your partner. Taketurns to discuss
.'
..
..
....
: b) Readabout your partner'ssituation. Make a list
: of at least five things you can offer to do to help
: him/her.
.
.
.
:
:
:
:
.
.
.
.
.
.
.
....
.
anywhere?
making
a
speech
in
front
of
so
people.
had
no
idea
that
clients
Our
are
teacher
Listen
your
sentence
was
to
says
to
correct
William
going
I'm
the
read
best
sentences.
a).
to
report
student
partner's
from
moving
our
the
USA.
tomorrow.
he/she's
ever
Respond
had.
with
~
a}
on
your
:
.
correct
Work
form
of
:
a)
you
ever
Have
:
.
b)
Where
when
you
do
:
c)
What
would
tried
retire?
you
at
d)
:
you
liked
when
you
you
were
When
f)
Did
:
card
on
their
Would
:
:
;
:
the
foreign
they
studied
h)
What
kind
at
of
?
:
b)
~
answer
if
Work
possible.
with
.
your
did
your
school?
mistakes
.
your
the
music
.
.
.
.
.
you
.
.
.
the
parents
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
make
house?
0-0.0- your
birthday?
questions.
.
.
children
your
around
0
(make)
to
(do)
best
friend
a
(send)
children
-0
0
what
...
(choose)
in
partner.
English
Take
Ask
follow-up
a} Work on your own. Readthis urban legend.
Then write ten words/phrasesfrom the urban
legend on a piece of paperto help you remember
the story.
.
.
.
(listen)
a child,
allow
..:
.
.
.
up
your
0__0
last
you
end
16?
remember
:
:
with
(study)
were
jobs
you
g)
:
:
gaps
another
encourage
stopped
you
~
the
brackets.
-_t_Q.l~-q[/]--
university?
Have
e)
:
:
in
in
think (live) you'll
you
:
:
Fill
verbs
language?
(learn)
:
:
own.
the
do
turns
you
to
keep
ask
.
.
.
.
.
.
.
.
.
.
.
.
.
and
questions
'. """""""~"""~""""""""""""""""
.
.
.
.
.
' ,
:;
. .
..
..
: a) Work with a student from groupB. Add extra
:
..
: information to this story by replacingeachnumber:
.
.
.
: with a non-defmingrelative clause.Then finish the :
: story in your own words.
:
..
..
..
:
:
:
:
:
:
:
:
:
:
:
:
..
..
..
..
Olivia'sfavourite novelwascalledSecondChance.
She'dreadthe book, G), overa dozentimes.One:
dayshe went into town to meether boyfriend,
Graham,0. When she got theresherealisedthat:
she'dleft the book on the bus. Olivia,0, was
really upsetbecausethe book had beensigned
by the author.The next day Grahamwrote to
the author,0, and explainedwhathad happened.
Threeweekslater it wasOlivia'sbirthday.
GrahamgaveOlivia her present,@. It wasa
hardbackcopyof SecondChance.Whenshe
openedthe book ...:
..
..
....
....
: b) Work with a student from group A. Take turns
: to read out your stories. Which do you think is
: the best?
......
:
:
.
.
.
.
.
.
.
.
.
.
.
.
..
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
..
...
...
:1 .
.
.
:
:
:
:
:
:
:
:
:
:
..
. .I
.
.i
..
......
:
:
;
:
b) Close your book. Work with your partner.
Taketurns to tell eachother your urban legends
in your own words. Use the words/phrasesyou
wrote in a} to help you.
: c) Do you know any other urban legends?
: Tell the class.
.
.
.
:
Pair and Group Work: Student/Group B
"""'.'.'
'
".'
:
a)
~
the
~
a)
Work
in
gaps
If
pairs
with
with
the
you
a
correct
Imagine
to
about
:
her
looked
:
c)
:
exam
:
d)
If
a
new
looking
e)
:~
Suppose
tropical
(tell)
at
a
full,:
your
opinion:
copy
of
her
the
(give)
it
you
too
to
much
you
to
look
..: :
your
one
what of happened?
them
died,
A When?
B...
: 2 A son/daughterphoning a parent at work
:
A Goodtime?
:
B Busy.Urgent?
:
A Yes.Lostkeys.:
change,
after
.
.
truth?
end-of-course
back
a) Work with a studentfrom groupB. Look at
the speakersin conversations1 and 2. Decideif
eachconversationshould be polite or neutral.
Then rewrite the conversationsto make them
soundmore natural. Invent your own endings.
: 1 Two work colleagues
: : A Got a minute?
B Sorry.Pushedfor time.
it
the
.
back?
(ask)
your fish friend
and
was
it?
it
a friend
:
:
:
:
~
in
brackets.
(think)
(give)
(give)
for
(tell)
you
assistant
it
Fill
doorman?:
you
(find)
you
:
and
in
but
the
you
without
:
club
bribe
B.
verbs
(ask)
hairstyle
paper,
shop
a
group
the
friend
you
teacher
~
to
to
terrible,
Supposing
of
go
(try)
a female
from
form
(want)
you
b)
student
'..
his
you
B...
~
b)
Work
with
:
and
answer
:
you
remember
a
student
your
from
questions.
your
partner's
group
Make
A.
brief
Take
notes
turns
to
to
ask
.
~ b) Practise the conversations with your partner. :
help
C) Work in groups of four with a pair from group:
A. Take turns to role-play your conversations.:
Guess who the people are in the other pair's
: conversations. Use these ideas (there is one
~ extra idea).
answers.
If you wanted to go to a club but it was full.
would you try to bribe the doorman?
.
.
.A teacher and a student
.An employee and his/her manager
.Two friends
c) Work with your partner from groupB. Discusshow:
your partners from group A answeredeachquestion.:
Were their answerssimilar? Which student from group
~ A do you think is more honest?
.
: a) Work on your own. Completethe words in bold
~ with a prefIX. Sometimesthere is more than one
: possible answer.
: a)Do you live in a
cultural area?
: b) How many
presidentsof the USAcanyou name?
: c) Do any of the rooms of your houseor flat need
:
decorating?
: d) Haveyou everbeen
charged in a restaurantor
:
a shop?
~ e) Do you ever
understand peoplewhen they
:
speakEnglish?
: f) Which professionsdo you think are
paid?
: g)Would you like to work for a
national company?
~ h) What'sthe longest
stop flight you've beenon?
.
~ b) Work with your partner.Take turns to askand answer
: the questions.Ask follow-up questionsif possible.
.
.
"""'.""""".'."'.""""'."..'..'.""".."
'
~ a) Work on your own. Readabouta crime that
: happenedin the UK Then write five words!
~ phrasesto help you rememberthe crime.
~
A 35-year-oldsecretarystole £4.3 million
:
from the companysheworkedfor overa
!
~
:
~
~
:
:
:
:
periodof severalyears.Shewas caughta few q :
weeksbeforeshewas planningto leaveher
:
job and starta newlife in a £750,000villa in
:
:
Cyprus.
:
~ "-~'--/"
-..,if
..
: b) Work with the other people in your group.
:
:
:
~
~
:
Taketurns to tell eachother about the crime in :
a). Use your own words if possible. After each:
crime, decide what punishment you would
:
havegiven the criminal if you'd been the judge. ~
~ c) Turn to pI 59. Readwhat happenedto the
~
: criminals. Do you agreewith the sentencesthat :
~ the judges gavethem? Why?/Whynot?
E
...
"""""""""""""""""""""""""".'...'
.
Pair and Group Work: Student/Group
B
.
.
.
.
.
.
.
~ a) Work with a student from groupB. WriteJ,,!
~,
.::
'~~,-_J_-: questionswith thesewords. Use the correctpassive
: form of the verbs.
.
~ a) Work on your own. Readaboutyour situation.:
.. Makea list of at leastfive things you needto do.:
of thesethings can you do yourself?:
. Which
Which
do
you need help with?
.... .
... ... :
..
.
..
.. b) Readabout your partner'ssituation. Make a
.. ~ list of at leastfive things you can offer to do to:
. help him/her. . .. ..
.
.
.
.
.
.
...
..
.
.
.
..
.
.
.
.
.
.
.
.
.
.
.
.
~
I
.i..........
.....
.
.
.
.
.
.
.
.
.
.
.
.
..
.
.
.
.
.
.
.
.
..
.
.
.....
.....
....
.
.
.
.
.
.
.......
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
'. '.
.
...........................
..
.
:
:
:
j
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
b) Work with a pair from groupA. Take turns to ask
and answeryour questions.Saythe threepossible
answerswhen you ask your questions.(The correct
answersare in bold.)
.:
.
.
.
.
.
.i
.i....
.....
..
He/Sheis organisinga 21stbirthday party for
his/her cousin Samtomorrow; The party will be
at his/her home and he/shehas invited 25 people
(four are coming by train and two by plane).
His/Her house is a messand he/she hasn'tstarted
: preparing for the party.
C)Work with your partner. Take turns to discuss:
your situations. Use your lists from a) and b) to
~ help you make, acceptor refuse offers.
....
: a) Work on your own. Complete the idioms in
: these sentences.
.... .
Good.
it was
Thatashould
piece ofgive them
.. : 21 Yes,
~ c) Which pair got most answersright?
.
"
for thought.
~ 3 Nor did I. The news came completely out of the
1
:
:
~
a) Work on your own. Make questions with you with
these words. Use How long...? or How much/many. ..?
and the Present Perfect Simple or Present Perfect
Continuous. Use the continuous fonn if possible.
:
:
:
~
:
:
~
a) / time / spend / watching TV this week?
How much time haveyou spent watching7Vthis week?
b) / live / in this town or city?
c) / novels / read / in English?
d) / have / your mobile?
e) / come / to this class?
f) / times / go / to the cinema this month?
.
.
.
.
.
.
.
.
.
: 4 No, but I'll keep an
out for it, if you like.
: 5 I'd take that with a pinch of
if I were you!
~ 6 Why not tell a joke first to break the
?
.
. ~ b) Work with your parmer. Listen to his/her
. : sentences. Respond with the correct sentence
a).
... ::. c)fromSaysentences
a)-f) to your partner. Listen to
~ his/her responses. Do you think they're correct?
.. ~ a) What are you doing next week?
. : b) Do you tend to wake up a lot in the night?
does your uncle live?
.... :: d)c) Whereabouts
Hey,guesswhat? I've just won £100!
Do you like living in the city?
.... :: e)f) Are
we really doing an exam tomorrow?
.
'"
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
~ b) Work with your partner. Take turns to ask and:
answer the questions. Ask follow-up questions.
..,
..
.
.
'
''
..
.
.
.
.
.....: a) Work on your own. Make notes on thesethings. ,;.~
::
..'
...
"
."
.
." ,
.:
..
.
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
..
....
......
....
......
........
..
~
:
:
:
a) Work on your own. Youare going to tell other
studentsa story. It can be about you or someone
you know. Choosefrom theseideas or your own.
Then make notes on the main events of your story.
:
:
:
:
~
:
.a practicaljoke
.a story from school,collegeor university
.a holidayexperience
.a wonderful or terrible night out
.an interestingor unusualjourney
.the mostenjoyableor frighteningdayof your life
...
.
,
............
~ b) Look at your notes from a)again. Decidewhere
: you can use some of thesewords/phrases. :
..
...............
Actually Anyway Apparently According
to
Meanwhile Luckily Bytheway Inthe end :
;
:
..
::
......
.:
:
C)Work in groups.Take turns to tell your story.
~ Which is the most interesting or the funniest?:
.. ....
.
......
..
..
......
....
d) Tell the classthe most interesting or the
~ funniest story in your group.
......................
'
,..,
".,.~
,
'
..
.
.
.
.
:
.
."-:
........
: a) Work on your own. Readabout a crime that
: : happenedin the UK. Then write five words!
~ phrasesto help you rememberthe crime.
....'..
;:
."
."
."
..'
.:
;:
..
....
....
~
:
A man was arrested for illegally
copying and selling DVDs. He was:
caught with 1,000 DVDs in his car,
and the police also found another
18,000DVDs in his house and in a
warehouse in Cambridge. It was the
second time the police had arrested
him for this crime.
."....
.:
~ b) Make questionswith you about the things in a). ::
1 How longhaveyou beenstudyingEnglish?
: :
2 Whatdoyou rememberaboutyourfirst English
'::
....
C)Work in pairs. Take turns to ask and answer
your questions.How many things do you have
in common?
HowlonghaveyoubeenstudyingEnglish?
~
.::
Tell
the
class
two
things
partner have in common.
..
that
you
and
::
~:
: :
....
~
....
Foraboutsixyears.
Wh
d)
:
:
:
~~
:
:
.
....
:....
classes?
:
your
..
::
J
.
:
:
:
:
~
.
.
b) Work with the other people in your group.
Taketurns to tell eachother about the crime in a).
Use your own words if possible. After eachcrime,
decide what punishment you would havegiven the
criminal if you'd been the judge.
.
: c) Turn to p159. Readwhat happenedto the
: criminals. Do you agreewith the sentencesthat
: the judges gavethem? Why?/Whynot?
.."".'
'..'
".""
"
'
Pair and Group Work:
Other activities
...
..
,
"
.
..
: a) Work on your own. Tick the sentencesthat
: are true for you. Think of reasonswhy you chose:
: thesesentences.
..
:
: a) Work on your own. Readabout a crime that
: happenedin the UK. Then write five words!
~ phrasesto help you rememberthe crime.
.. .. .
: .I often put thingsoff.
.I'm verypunctual. :..
: .I'm quite organised.
.I'm a control freak. :
: .I'm a perfectionist.
.I plan everything
:..
:
: .I'm ratherforgetful.
in advance.
:
: .i ..
: .I'm good at multitasking. .I tend to do things:..:
.I'm alwaysmakinglists.
spontaneously.
:....
: b) Work in pairs. Take turns to tell eachother which :
: sentencesyou ticked in a). Give reasonswhy you
:..:
chosethesesentences.How manysimilarities are
:..
~ b) Work with the other people in your group.
: there betweenyou and your partner?
:....: Take turns to tell eachother about the crime in a).
: C)Tell the classtwo things that you and your
:.. : Use your own words if possible. After eachcrime,
: partner havein common.
:....: decide what punishment you would havegiven the
criminal if you'd beenthe judge.
..
:
......
.1
.'..
"""""""""""""""""""""""""""
: yesterday. Make at least two deductions about
: the present or the past for each picture.
Thepeoplein picture1 could havebeento the theatre.
:
:
:
:
:
:
.
.I.j
..
.:
..
..
..
..
..
..
..
..
..
..
..
..
..
..
.-.
..
.I
..
...,
..
..
..
..
: a) Work with your partner. Choosesituation 1 or 2.
: Thenwrite a conversationbetWeenthe people.
..
..
..
..
:
Situation 1
..
:
Chris and Patwere playingdoublesin a tennis
.'"
..
..
..
..
..
..
..
..
..
..
..
..
.
:
:
:
:
:
:
:
..
..
..
..
: C) Tell the class some of your deductions.
:,..
.
.
.
.
.
.
.
.
.
.
.
:
:
:
::
: :
..
....
:
..
.
.
.
.
.
:
:
:
:
:
:
:
tournamentyesterday.They lost the match.
Chris was extremelyangryafterwardsand said
it wasPat'sfault that theylost. Now Chris is
,
phoning Patto apologiseand to try and arrange
anothermatch.
.Ii) :~
I
Situation
Situation 2
Sam
Samand
and Alex
Alex went
went to the
the cinema
cinemalast
lastnight.
night.
Sam
Samloved
loved the
the film,
film, but
but Alex
Alex hated
hated it. They
They had
had
a big
big argument
argumentabout
aboutit, then
then Alex
Alex got
got very
very
upset
Now Sam
upset and
and went
went home.
home. Now
Samis phoning
phoning
Alex
suggestgoing
goingto
Alex to apologise
apologise and
and to suggest
another
another film
film together.
together.
..
..
: b) Work in groups of four with another pair. Take
:
: turns to tell the other pair your deductions about
:
: the people in each picture. Are your ideas the same? :
....
.
.
.
..
..
..
..
..
............................
.
.
.
.
..
:
:
:
:
:
..
..
.:
:
..
.
...
.
..
..
..
:
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
c) Turn to p159. Readwhat happenedto the
::
criminals. Do you agreewith the sentencesthat the::
judges gavethem? Why?/Whynot?
:
.
.
.
.
: a) Work with your partner. Look at the pictures
..
: of some other people who were in Patrick's taxi
....
'
.
..
..
......
..
~ b) Swappapers with anotherpair. Readtheir
: conversationand correct any mistakesyou fmd.
....
.
:
~
:
:
:
:
:
:
:
: C)Practisethe conversationwith your partner until :
: you can rememberit.
:
....
: d) Work in groups of four. Take turns to role-play:
: the conversationfor the studentswho wrote it.
:
..
..
'..'.."'.".""..'..'.."
".".."",.".,
:
.
~
Pair and Group Work: Other activities
.
: a) Work with your partner. Look at photos 1-12. Which do you think are real works of art?
~ Which do you think are not?
;~ iG)
CD
.~~-
0
0,
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
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.
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.
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.
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: b) Work with another pair. Discuss your ideas. Do you agree which are real works of art?
~ Give reasons for your choices.
.
~ C) Check on plS9. How many real works of art did you identify correctly?
:
0
0
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(my) first language (is) ...can't
be bilingual* in ...can
b fl 8 *.
e uent ill ...spea
be reasonably* good at ...bit
can get by* in ...pick
know a few words of ...
speak a word of ...
have a conversation in ...
k some ..., but Its
., a
rUsty*
up* a bit of ...on holiday
TIP! .In the Language Summaries we only show the main
stress (8) in words and phrases.
TIPS! .A state school (UK) = a public school (US). In Biitish
English, a public schoolis an expensive type of private school.
.university (UK) = college (US)
.We often use abbreviations to talk about university degrees:
a BSc = Bachelor of Science; an MA = a Master of Arts, etc..:
Hes got a BSc in chemistry.
.Graduate can be a noun or a verb. Notice the different
pronunciation: Tims a graduate /'grred3U;)t/. I graduate
/'grred3uelt/ next year.
..
lID Verbpatterns(1) G~EI)
'.
.When we use two verbs together, the form of the second
verb usually depends on the first verb.
'. .
avoid
end up*
keep
start
love
like
refuse
hate
begin
manage
forget
regret*
begin
don't mind
love
hope
start
like
Tlake help
finish
miss enjoy
need
prefer
prefer
continue
pretend
seem
hate
plan
continue
+ verb+ing
I (doing)
+ infinitive with to
(to do)
decide
let
+ object + infinitive
(sb/sthdo)
~
Education
C}!~~)
allow
force*
persuade*
help
a college /'koIId3/ any place where people study for
qualifications after leaving school
a campus the land and buildings of a university or college
an undergraduate somebody who is studying for their
first degree at university or college
a graduate /'grred3uat/ somebody who has a first degree
from a university or college
a postgraduate somebody who has a first degree and is
now studying for a higher degree
a Master's(degree) an advanced university or college degree
a PhD /pi:eItJ'di:/ the highest university or college degree
a tutor a teacher who works with one student or a small
group of students
a lecturer somebody who teaches at a university or college
a professor a teacher of the highest level in a university
department
a tutorial a period of study with a tutor
a seminar a class in which a small group of students
discuss a particular subject
a lecture a talk on a particular subject, especially at
university or college
fees the amount of money you pay to go to a private
school, university; etc.
a student loan the money that a student borrows from
a bank while at university or college
a scholarship /'skolaJIp/ an amount of money paid by
a school, university; etc. to a student who has a lot of
ability, but not much money
a care8er/ka'na/ the job, or series of jobs, that you do
during your working life
encourage*
ask
pay
expect
teach
convince*
might
can will
should
had better
could
+ object + infinitive
with to
(sb/sth to do)
would rather
I + infinitive
(do).
TIPS!.The verbs in blue in the table show the form of the
verbsin"
in the article 'Under examination'on pIa.
.The verbs in bold in the table havemore than one verb
pattern. Both verb patternshavethe samemeaning:
I beganreading. = I beganto read.
He helpedme get a job. = He helpedme to get a job.
.sb = somebody;sth = something
*end up finally be in a particular situation or place:
I never thought I'd end up being a teacher.
*regret feel sadness about something you have done:
I regret leaving school at 16.
*force make somebody do something they don't want
to do: He forced me to tell him everything I knew.
*encourage /m'kAnd3/ talk or behave in a way that gives
somebody confidence in something: My uncle encouraged
me to becomea musician.
*persu.ade/p;}'Sweld/ make somebodydecide to do
something by giving them reasons why they should
do it: I persuadedSteve to buy a new cal:
*convince make somebody feel certain that something is
true: I hope this will convinceyou to changeyour mind.
TIPS! .Continuous verb forms of begin, start and continue are
always followed by the infinitive with to: I'm starting to. wony
about my health. not I'm 5~af~iRg~':e"'7'iRg aheH~~j. he:al~h.
.We can also say teach somebodyhow to do sth:
~
My brother taught me how to drive.
~
i~
.We often use short questions to keep a conversation going
and to show interest.
How's (it) going? (= Are you enjoying it or being successful
at it?)8
Why's that? (= What's the reason?)
Likewhat, exactly? (= Can you give me an example?)
How do you me-an?(= Can you expiain this more clearly?)
What's (the teacher)like? (= Can you describe him/her?)
What else areyou doing? (= Can you tell me about something
different?)
Such as? (= Can you give me an example?)
How come? (= Why?lWhat's the reason?)
In what way? (= Can you explain this more clearly?)
What sort of (dancing)?(= Can you be more specific?)
TIPS! .In informal English, we also use Hows it going? as a
greeting: Hi, Andy. Hows it going? (= How are you?)
.We can also say Who else ...? and Where else ...?: Who else
areyou going with? Where else are you going?
.We can say What sort of... ?, What kind of... ?and What
type of... ?: What sortlkindltype of course?
QUESTIONS WITH PREPOSITIONS
.We often make short questions with 'question word +
preposition':
KIM I go every week.
8
8
SUEReally? WhOwith?
SUE I'm off to the USA on Sunday.
KIM Are you? HOw Lj..gfor?
TIPS! .In these types of short questions, both the question
word and the prepositions are stressed.
.The most common question words for these types of
questions are Who, Where and What:
A I'm going away. B Where to?
A I talked to Vicky. B What about?
.We often use Whatfor? as an alternative to Why?:
A I'm going into town. B What for?
.We also use echo questions (KIM Its really difficult, actually.
SUEIs it?) and questions with question tags (Its been ages,
hasn't it?) to keep a conversation going.
2
mI
Expressingfrequency (2A ~p15)
lower frequency
r~rely f're;)li/
occ~sionally
I
f;)'keI3;)ll;)1i/
s~ldom
everyso often
once in a whTle
..
every now and again
ED Wordbuilding(1):suffixesC~~)
hi~her frequency
verb
frequently
pref~r
.
I noun
I adjective
I adverb
preferably
more often than not
i most weeks
most of the time
I
TIP! .We can also say most mornings/days/weekends,etc.:
I go running most mornings.
real stically
re8allv
.
.
convince
CO!},:!~c~gl~
WORD ORDER
.Rarely, seldom and frequently usually come before the main
verb: I rarely drink coffee now. I seldom pay attention to
government reports aboutfood. I frequently go to the gym.
.Occasionally can come at the beginning of the sentence,before
the main verb or at the end of the sentence: Occasionally I eat
vegetables.= I occasionally eat vegetables.= I eat vegetables
occasionally.
.All adverbs of frequency come after the verb be: He:';rarely
home before eight.
.Every so often, once in a while, every now and again, more often
than not, most weeksand most of the time can come at the
beginning or the end of the sentence: Most of the time I eat
healthyfood. = I eat healthyfood most of the time.
~
Feelings
andopinions
C~~~~)
.We often use prepositions with adjectives. The most common
prepositions for these adjectives are in bold. Other prepositions
that we can also use for these adjectives ~re in brackets.
terrified of (by)
fascinated by (with)
excited about (by, at)
satisfied with (by)
shocked by* (at)
disappointed in (by, with)
..
impressed by* (with, at)
aware of*
famous for
fond of*
sure about (of)
sick of*
weaken
critically
recognise
I recognition
recognlsable I recognisably
.We can make verbs by adding these suffixes to nouns or
adjectives: -ate, -en, -ise.
.We can make nouns by adding these suffixes to verbs or
adjectives: -ence,-ion, -ity, -ism, -ility, -ness,-ment.
.We can make adjectives by adding these suffixes to
verbs or nouns: -able, -ive, -aI, -ic, -ed, -ing, -ible.
.We
usually make adverbs by adding -ly or -ally to
adjectives.
TIPS! .Sometimes the verb and the noun are the same, for
example, plan, test, need, run, etc.: I plan to go to college
next year. Thats a good plan.
.If an adjective ends in -e, we usually replace -e with -ly to
make the adverb: responsible -+ responsibly. If an adjective
ends in -ic, we add -ally to make the adverb: realistic -+ realistically.
~
Presentandpasthabits,repeatedactions
andstates@~~
PRESENTHABITS, REPEATED
ACTIONS AND STATES
.We use the Present Simple to talk about present habits,
repeated actions and states: I know what I like and I eat
what I like.
TIPS! .We must use the prepositions with fond of and sick of for
these meanings. The other adjectives can be used without a
preposition: 1.was absolutely tenified.
.After prepositions we use a noun, a pronoun or verb+ing.
.We often use the Present Continuous with always to
talk about present habits and repeated actions that annoy
us or happen more than usual: My mom's always telling
me what I should and shouldn't eat.
.We can use will + infinitive to talk about repeated and
typical behaviour in the present: Every day when I get
homefrom work, I'll have a coffee and half a packet of
chocolate cookies. We don't usually use this verb form
with state verbs for this meaning.
.
IIiD
.Compare
these sentences:
SometimesI'll eat things I know are unhealthy. (repeated and
typical behaviour)
Tonight I'll probably have a burger: (a future action)
.
TIP! .To show criticism, we stress the uncontracted form of
will: He will leave the door open all the time!
PASTHABITS, REPEATED
ACTIONS AND STATES
.We use the Past Simple and used to + infinitive to talk about
past habits, repeated actions and states:And then I read a lot
of books about health and nutrition, and I knew I had to
change.I used to be addicted to chocolate chip cookies -my
mom used to hide themfrom me.
.We can use would + infinitive to talk about past habits and
repeated actions: But when I was a teenager I'd get up in the
morning and go straight to the cookie jar. We don't usually use
this verb form with state verbs.
.After be used to and get used to we use verb+ing: I still
haven'tgot used to being a pedestrian here. I'll never get
used to doing that!
.After be used to and get used to we can use a noun or
a pronoun: I wasn't used to people driving so close to me.
It just takes a while for a foreigner to get used to them.
.We can use be used to and get used to in any verb form,
for example:
Present Simple: I'm used to getting up at 5 a.m. every day.
Present Continuous: I'm slowly getting used to it.
Present Perfect Simple: I still haven't got used to being
a pedestrian here.
PastSimple: I wasn't used to people driving so close to me.
will + infinitive: I'll never get used to doing that!
infinitive with to: It just takes a while for a foreigner to
get used to them.
TIP! .The form of used to in be/get used to doesn't change
in questions and negatives: She isn't used to it. not $he isn't
.We make negative sentences with used to with:
subject + didn't + use to + infinitive.
use ~e i~.
I didn't use to like vegetables.
USEDTO OR BE/GETUSEDTO?
.We make questions with used to with:
(question word) did + subject + use to + infinitive.
.Compare
Where did you use to live?
TIPS! .We can also make negative sentences with never used to:
My brother never used to help with the washing-up.
.We don't use used to + infinitive or would + infinitive for
something that only happened once: In 2003 I gave up smoking.
not In ~ggJ I htSedte.':I.eu!dgi-:e "'; sl~~eking.
.We often use used to when we begin describing past habits,
then continue with would + infinitive: I used to sleep until
midday, then I'd get up and have breakfast in the garden. After
that I'd get the bus to work.
~
beusedto,getusedto @~~)
'k"
.!
these sentences:
I used to live in Mexico City.
The speaker lived in Mexico City in the past, but he/she
doesn't live there now.
I'm used to living in Mexico City.
The speakerlives in Mexico City now and has probably
lived there for some time. When he/she started living there,
life was probably strange or difficult, but now it isn't.
"
.We use be used to to talk about things that are familiar and no
longer strange or difficult for us: I'm used to getting up at 5 a.m.
every day.
.We use get used to to talk about things that become familiar,
less strange or less difficult over a period of time: And asfor
driving, well, I'm slowly getting used to it.
Discussionlanguage(1): agreeingand
disagreeingpolitely (~~~)
..
...
...
agreeing
I see what you mean.
I see your point.
I supposethat's true, actually.
Yo~ might.be ri\ht there.
That's a good point.
Well, I can't a.rguewith that.
."
...
I suppose you ve got a point there.
...
...
disal?;reeing
I don't know aboutthat.
I can't reallyseethe po'nt of (forcingkTdsto eat).
Oh,do you thInk so?
Oh,I wouldn't saythat.
Well, I'm still not convinced.
When Peter first arrived in
Mexico City, he wasn't used to
getting up at 5 a.m. every day.
Peter has been in Mexico City
for some time. Now he's used to
getting up at 5 a.m. every day.
TJPI. We often follow an agreement phrase with but to
challenge the other person's opinion: I see what you mean,
but I think its much better to let them eat when they want.
~
~
Types
ofcrime~~~
~
Crimeandpunishment
@:i!~
commit a crime
robbery stealing from people and banks
theft stealing money and things
burglary /'b3:g1~ri/ stealing from houses and flats
mugging using violence to steal from somebody in a
public place (a street, a park, etc.)
shoplifting stealing things from a shop while it is open
smuggling taking things illegally from one country to
another
kidnapping taking a person by using violence, often in
order to get money for returning them
fraud /fr;):d/ obtaining money illegally; usually by using
clever and complicated methods
bribery /'bralb~ri/ trying to make somebody do something
you want by giving them money; presents,etc.
murder /'m3:d~/ killing somebody intentionally
arson starting a fire in a building in order to damage or
destroy it
vandalism intentionally damaging public property; or
property belonging to other people
looting stealing from shops or homes that have been
damaged in a war, natural disaster, etc.
terrorism the use of violence such as bombing, shooting,
etc. for political purposes
~
,
charge* somebody with a crime
take somebody to court*
give evidence*
find somebody (not) guilty*
acquit*/convict* somebody of a crime
send somebody to prison (for 10 years)
sentence* somebody to (10 years) in prison
fine* somebody (£500)
~
,1m
'jj
r
with a crime, they formally accuse them of committing
that crime: Three men were charged with shoplifting.
*take sb to court take legal action against somebody:
My landlord is taking me to court for not paying my rent.
*give evidence tell a court of law what you know about
a crime: Three witnessesof the mugging gave evidencein
court today.
*gu1lty /'gIlti/ responsible for committing a crime: The
jury had to decideif he was innocent or guilty.
*acquit /;)'kWlt/ decide in a court that somebody is not
guilty of a crimE-: They were acquitted of all charges.
(opposite: convict)
*sentence when a judge decides what a persons
punishment should be after they have been convicted of a
crime: The two men weresentencedto six months in prison.
*fine make somebody pay money as a punishment for
a crime they have committed: He wasfined £1,000.
Criminals
andcrimeverbsC~~~~
crime
I criminal
I verb
crime
.
robbery
theft
burglary
mugging
shoplifting
robber
I rob
thief
steal
burglar
burgle
mugger
mug
shoplifter shoplift
fraud
bribery
murder
arson
vandalism
smuggling
kidnapping
smuggler smuggle
kidnapper I kidnap
looting
terrorism
TIPS! .The
.We
.
..
..
fraudster
verb
-
-bribe
murderer
arsonist
murder
-
v~ndal
looter
terrorist
v~ndalise
loot
-
.criminal,
..
plural of thief is thieves /ei:vz/.
can say commit fraud, commit arson and commit an act
of terrorism.
.We usually use shoplift in its verb+ing form: I saw some boys
shoplifting. My neighbour was caught shoplifting.
They're robbing a bank and
stealing all the money.
He's just burgled
stolen
a house and
a DVD player.
-
;j
~c," if *charge sb with a crime when the police charge somebody
TIPS! .Arrest, charge,sentenceand fine are also nouns.
.A court is a large room where lawyers formally present all
the evidence about a crime: He:Sappearing in court today.
~
VerbsandprepositionsCic D pis)
spend sth on sb/sth
insist on sth*
explain sth to sb
worry about sb/sth
cope with sb/sth*
provide sb with sth*
apply to sb/sth for sth
complain to sb about sb/sth
talk to sb about sb/sth
shout at sb for sth
apologise to sb for sth
depend on sb/sth for sth
TIP! .We can say dependon sb/sthfor sth or rely on s.b/sthfor
sth: I depend/rely on my parentsfor financial support.
ED
&II
~
Second conditional; alternatives for if
~..-"""",
l3A ep23 )
POSITIVEAND NEGATIVE
.We make the third conditional with:
if + subject + Past Perfect, subject + 'd (=would)/wouldn't +
have + past participle.
SECOND CONDITIONAL
.We use the second conditional to talk about imaginary
situations in the present or the future: I'd take the booksback if
I didn't haveto pay a fine. (I don't have to take any books back.)
.We make the second conditional with:
if + subject + Past Simple, subject + 'd (=would)/wouldn't +
infinitive
if clause
main clause
If they clamped my car,
.Ifhe didn't stay up so late,
I'd be stuckthere all day.
he wouldn't feel tired all the time.
.We can use could or might in the main clauseinstead of would
to mean 'would perhaps':If the bankfound out, I could say
I didn't count the money.If I really neededit, I might keepit.
TIPS! .Even if = it doesn't matter whether the situation in the
if clause exists or not: I'd take the books back, even if I had to
pay a fine.
.In second conditionals we can say If I/he/she/it was. ..or
If I/he/she/it were... : If I was/were rich, I'd buy a Ferrari.
If I'd seen him, I'd have said hello.
If we hadn't got lost, we wouldn't have been late.
.We can also use could and might in the main clause to mean
'would perhaps'; If the men hadn't run away, she could have
killed them. If it had beenme,I might haveleft a noteon the car.
.The
if clause can be first or second in the sentence.
QUESTIONS
.We make questions in the third conditional with:
(question word) + would + subject + have + past participle...
+ if + subject + Past Perfect.
What would the owner of the car have done if he'd seen him?
TIPS! .We don't usually use would in the if clause: If I'd known,
I'd have helped. not If 1 \.:e~l1dha':e !:ne\\lt, 1':' have helped.
.We can also use imagine and supposeinstead of if in third
conditional questions: Imagine/Supposehe'd seenyou, what
would you have done?
ALTERNATIVES
FOR IF
.We often use provided, as long as, assuming,imagine and
supposeinstead of if in conditionals.
.Provided and as long as mean 'only if (this happens)':
Provided no one was looking, I'd take as much paper as
I needed.I'd tell a security guard as long as he/sheagreed
not to call the police.
...Making,
.Assuming means 'accepting that something is true':
Assuming no one else saw the boy, I'd just tell him to return
the things he'd stolen.
Would you like me to (come round)?
Let me (give them a ring for you).
Would it h~lp if I (sorted it out for you)?
Why don t I (look after the kids)?
I'll (m~ke a b~d up for 'you), if you like.
Wh~t if I (picked the kids up from scho.ol)?
.Imagine and supposehave the same meaning (= form a
picture in your mind about what something could be like).
.We can use imagine and supposeas an alternative for if in
questions: Imagine/Supposeyou found some library books that
were due back eight months ago, would you return them?
TIPS! .We can also use provided, as long as, assuming, imagine
and suppose in other types of conditionals to talk about real
situations: We'll seeyou tonight, provided Alex doesn't have
to work late. We'll hire a car; as long as its not too expensive.
Lets go to that niceJapanese restaurant, assuming its still open.
.We can say provided or providing and suppose or supposing.
.We can also use unless in conditionals to mean if not:
I wouldn't hit somebodyunlessI had to. (= if I didn't have to).
Thirdconditional
C3BB~
.We use the third conditional to talk about imaginary
situations in the past. They are often the opposite of what
really happened: If the woman had shot the men, she'd have
been in serious trouble. (The woman didn't shoot the men,
so she didn't get in serious trouble.)
-~
refusing and accepting offers
-,
<-3DDp28)
... ...
~aking
offers --
..,'..
.
refusing offers
...
..
No, it's OK, but th;nks for offering.
No, thanks. I'd better (phone them myself.)
..,'
.
No, don't worry. It'd be easier if (I bro.ughtthe kids b;ck h~re).
No, that s OK. I can manage.
...
...
acceptingoffers
Areyou sureyou wouldn't mind?
Thanks.That'd be a greathelp.
Well, it'd be wonderful if you could.
As long asyou don't mind.
.Let me... , Why don't I... and I'd better... are followed by
the infinitive.
.Would it help if I ..., What if I ...and It'd be easier if I ...
are followed by the Past Simple.
.Thanks for. ..is often followed by verb+ing.
TIP! .We can also say: It'd be greaUnicelhelpful/fantastic, etc.
if you could.
TIPS!
Connecting words: reason and contrast
(4C_P35)
pass 5th on (to sb) or passon 5th (to sb) tell somebody
a piece of information that another person has told you:
Could you pass this messageon to your classmates?
make 5th up or make up 5th invent an excuse, explanation,
a story; etc.: I was latefor work so I made up an excuse.
turn out happen in a particular way or have a particular
result, which is often unexpected: I wasn't looking forward
to the evening, but it turned out to be a lot of fun.
run sb/sth over or run over sb/sth hit somebody or
something while you are driving and knock them to the
ground: I accidentally ran over a cat last night.
go off when a bomb goes off, it explodes: The bomb went
off at exactly 6.37 p.m.
run away leave a place quickly becauseyou are frightened or
don't want to get caught: The thief took my bag and ran away.
work 5th out or work out 5th understand or find the answer
to something by thinking about it: It took me agesto work
out the answer to question3.
take off leave the ground and begin to fly: The plane took
off over an hour late.
knock sb out or knock out sb hit somebody hard so that
they become unconscious: The mugger hit the man so hard
that he knocked him out.
come round become conscious again after being knocked
out: When he came round, he couldn't rememberanything.
.Turn out is often followed by the infinitive with to or
'(that) + clause': The trip turned out to be rather exciting. It
turns out (that) we went to the same school.
.Work out is often followed by a question word: I couldn't
work out what was happening.
giving reasons
expressingcontrast
'" "'...
I[ .
because due to
because of
since
however apart from instead of despite
whereas even though nevertheless
.Because, howevel; whereas, as, since, even though and
neverthelessare followed by a clause (subject + verb + ...):
...because people often play practical jokes on each other.
.Apart from, instead of, despite, due to and becauseof are
followed by a noun or verb+ing: ...apart from one thing.
...instead of coming out of the left.
.After due to and becauseof it is more common to use a noun
than verb+ing: ...due to a very mild winter.
TIPS! .We can also use these phrases for expressing contrast:
exceptfor (= apart from), in spite of (= despite), although
(= eventhough).
.We use howeverand neverthelessto contrast two sentences.
We usually put these words at the beginning of the second
sentence.
.We use the other words/phrases in the table to contrast two
clauses in the same sentence. We can put these words/phrases
at the beginning or in the middle of the sentence: Even though
I was tired, I enjoyed myself. = I enjoyed myse~ even though I
was tired.
aD
Waysof exaggeratingC:~~::~~~3~)
Match phrases1-12 to meaningsa)-I).
1
2
3
4
5
6
I'm
I'm
I'm
I'm
I'm
I'm
spe8echless.
~
dying for a ~rink.
<!>ver
the moon.
8
8
scared stiff.
starving.
g<!>ingout of my
'"
l
a)
b)
c)
d)
e)
f)
mind.
people
and events (opposite: non-fiction)
a copy a single book, newspaper, CD, etc.
a character /'krenkt;}/ a person in a book, film, etc.
a plot the story of a book, film, play, etc.
a novelist a person who writes novels
a biography /baI'ogr;}fi/ a book about a person's life,
written by somebody else
an autobiography /,:>:t;}UbaI'ogr;}fi/ a book about a person's
life, written by that person
a literary genre /,lIt;}r;}ri '30llf;}/ literature which has the
same style or subject
browse /brauz! walk around a shop looking at things, but
without planning to buy anything
a paperback a book that has a cover made of thin card
(opposite: hardback)
flick through look quickly at the pages of a book, magazine,
newspaper, etc.
as
7
8
9
10
11
12
It c<!>sts
a f<!>rtune.
It's a nightmare.
It's killing me.
It drives me crazy.
It takes forever.
It weighs a t<!>n.
R--j
I'm
I'm
I'm
I'm
I'm
I'm
very
very
very
very
very
very
thirsty.
frightened.
worried.
happy.
hungry.
shocked,
surprised or angry:
g)
h)
i)
j)
k)
I)
It's very painful.
It takes a very long time.
It makes me very angry:
It's very expensive.
It's very heavy.
It's a very difficult situation.
..Narrative
verb forms; Past Perfect
Continuous
(~~g~1)
.Look at this sentence and the diagram: The boat had been
sailing in calm waters when a cow fell from the sky.
Past Simple and Past Continuous
.We use the Past Simple for completed actions in the past.
These tell the main events of the story in the order that they
happened: One day, one of the sailors went for a drive in the
outback and accidentally ran over a kangaroo.
.We use the Past Continuous for a longer action that was in
progress when another (shorter) action happened: While the
sailor was taking some photos, the kangaroo came round.
.We also use the Past Continuous for background
information that isn't part of the main story: In 1987 the
worlds best sailors were competing in the Americas Cup
yacht race off the coast of Fremantle.
.Look at this sentence and the diagram: While they were
flying at 25,000 feet, one cow broke free and started running
around inside the plane.
TIPS! .If the order of past eventsis clear,we don't usually use
the PastPerfect: I woke up, got dressedand made somebreakfast.
.When we're telling a story; we don't have to use the Past
Perfect every time we refer to something further in the past.
When we have established the time, we can use the Past
Simple or the Past Continuous: I started telling everyone about
the wedding I'd been to in Italy two years earlieJ:
My sisterwas getting married and I arrived latefor the ceremony.
When
PASTPERFECT
I got there
SIMPLE
I
.We make the Past Perfect Simple positive with:
subject + had or 'd + past participle.
The police tried to work out why the boat had sunk.
.We make the Past Perfect Simple negative with:
subject + hadn't + past participle.
TIPS! .We also use the Past Continuous when two longer
actions are happening at the same time: While I was watching
~ Steve was making dinner.
.We often use when, while and as with the Past Continuous:
Tonyphoned me when/while/as I was getting ready to leave.
We don't usually use while or as with the Past Simple.
PastPerfectSimpleand PastPerfectContinuous
.We usually use the Past Perfect Simple for an action that
was completed before another action in the past: Eventually
the pilot of a Russian transport plane told the police what
had happened.
We usually use the Past Perfect Continuous for a longer
action that started before another action in the past (and
often continued up to this past action): The boat had been
sailing in calm waters when a cow fell from the sky.
Look at this sentence and the diagram: Before they took off
from their Siberian airbase, the planes crew had stolen
some cows.
The accident hadn't killed the animal.
.We make Past Perfect Simple questions with:
(question word) + had + subject + past participle.
What had the crew done before they took off?
PASTPERFECT
CONTINUOUS
.We make the Past Perfect Continuous positive with:
subject + had or 'd + been+ verb+ing.
The woman had been trying to get rid of the bugs for years.
.We make the Past Perfect Continuous negative with:
subject + hadn't + been+ verb+ing.
She hadn't been living there for very long.
.We make Past Perfect Continuous questions with:
(question word) + had + subject + been+ verb+ing.
Why had he been driving for so long?
TIPS! .We can use by the time, when, because,so, before,aftel;
as soon as and until to make sentences with the Past Perfect:
By the time I got there, most people had gone home.
.We don't have to use the Past Perfect with because,so,
before,after, as soonas or until because the order of events
is usually clear: I (had) called her beforeI left the office.
I waited until everybody (had) arrived.
.We often use the Past Perfect after knew, realised, thought,
forgot and remembered:I knew that she'd been looking for
a newjob. I reaUsedthat I'd left my keys in the office.
1m
~.
Defining,non-definingand reduced
relative clauses C~~~~)
Definingrelativeclauses
.Defining
relative clauses tell you which person,
thing, etc. the writer or speaker is talking about:
Thegranddaughte1; Alba Trueba,finds some
diaries that her grandmother Clara wrote 50 _vears
~
.In
defining relative clauses we use:
who (or that) for people: People who/that die
early in the story often return as ghosts.
that (or which) for things: 'One Hundred Yearsof
Solitude' is the novel that/which made magical
realism popular around the world.
whose for possessives:It tells the story of three
generations of women whose lives are changed by
their countrys politics.
where for places: This is a place where supernatural
happenings are part of everyday life.
when for times: The story takesplace at a time
when political groups are battling for control of the
country.
.We don't use commas with defining relative clauses.
TIP! .We can't use what in defining relative clauses:
I;)id yeN get the letter: v;hat I seRt;2However, we can
use what to mean 'the thing/things that': Can you tell
me what hesaid?
Non-definingrelativeclauses
.Non-defining
relative clausesadd extra non-essential information:
It tells the story of sevengenerations of the Buendia family, who live
in an isolated South American village called Macondo.
.We
don't use that in non-defining relative clauses.
.We can't leave out who, which, whose,etc. in non-defining relative
clauses.
.We
must use commas with non-defining relative clauses.
TIPS! .In non-defining relative clauses we also use whose for
possessives, where for places and when for time.
.In non-defining relative clauses who or which can also refer to a
whole clause: The book has dozensof characters, which can make the
plot difficult to follow. (which refers to 'the fact that the book has dozens
of characters').
.Non-defining relative clausesare more common in written English than
spoken English, particularly in stories and more formal types of writing.
Reducedrelativeclauses
.When a defining relative clause contains a continuous or passive verb
form, we can often leave out who, that or which and the auxiliaf)':
These reduced relative clauses are very common in spoken English.
.Look at the underlined reduced relative clauses in these sentences.
Notice which words we can leave out:
1 ...everyone (who is) living in the village suffersfrom both insomnia
and amnesia. (is living = Present Continuous)
2 ...the first novel (that was)written boYthe Chilean author IsabelAllende.
(was written = Past Simple Passive)
LEAVING OUT WHO, THAT, WHICH, ETC.
.We can leave out who, that or which when these
words aren't the subject of the defining relative
Saying
you'resurprised
or notsurprised(4DDp36)
clause.
.Compare the defining relative clauses in these
sentences:
1 Its the novel that made magical realism l2ol2ular
around the world.
In sentence I we must use that because it is the
subject of the relative clause.
2 Shefinds some diaries (that) her grandmother
Clara wrote 50 ~ears earlier.
In sentence 2 we can leave out that because it is
the object of the relative clause (her grandmother
saying you're surprised
saying you're not surprised
I don't belreveit!
You m~st be joking!
You're kidding!
Why on earth (doesn't he listen to me?
)
I'm not surprised, to be honest.
I bet you were.
Well, no wonder (you've got a virus).
Well, he would say that, wouldn
',
the?
Wow, that's fantastic news!
Yes,I can imagine.
...,
TIPS! .We can also say You'rejoking! and You must be kidding!
.We can also say WhatJWholWhere/How on earth. ..?
QUESTIONSWITH NEGATIVEAUXILIARIES
TIPS! .We never leave out whose in defining relative
.We often use negative auxiliaries in questions when we think we
know the answer. The answer we expect can be yes or no, depending
on the context.
clauses.
.Look
Clara is the subject).
.We can usually leave out where in defining relative
clauses if we add a preposition at the end of the
relative clause: Thats the housewhere I was born. =
Thats the houseI was born in.
.We can only leave out when if the time reference is
clear: Tomorrow is the day (when) I get my exam
results.
at Steve'squestions from his conversation with his wife, Ellen:
a) Hadn't they promised to be heretoday?
In sentence a) Steve thinks the answer will be yes because he knows
that Ellen made the appointment.
b) Didn't you install that anti-virus software?
In sentence b) Steve thinks the answer will be no because Ellen has a
virus on her computer.
~
.When we speak or write, we often use words like them,
where, one,etc. to refer back to people, places or things
that we have mentioned earlier.
COMPARATIVES, (NOT) AS ...AS
a big difference
.Look at the article 'The history of flowers' on p43. Notice
what words/phrases 1-20 refer to.
TULIPS
1
2
3
4
5
6
7
8
9
10
which -+ tulips
They -+ tulips
where -+ Turkey
that period -+ the time
of the Ottoman Empire
there -+ in Holland
them -+ the bulbs
At that time -+ in 1634
them -+ the bulbs
did so -+ becanle tulip
growers
one -+ tulip
far (more addictive) than
nowhere near as (high) as
considerably (less) than
not nearly as (beautiful) as
a great deal (cheaper) than
ROSES
11
12
13
14
15
16
17
18
19
20
they -+ roses
his -+ the Chinese emperor
those -+ the roses
it -+ the oil
who -+ the Romans
where -+ the botanical
garden near Paris
at that time -+ in the
18th century
they -+ roses
ones -+ roses
These -+ red roses
TIPS! .We use it to refer back to a specific thing:
A Wheres my mobile phone? B Sorry, I haven't seenit.
.We use one to refer back to 'one of many':
A Can I borrow your mobile phone? B Sorry, I haven'tgot one.
.We often use at that time to refer back to a period of time:
I lived in Brazil in the eighties. At that time I wasn't married.
a small difference
almost as (much) as
nearly as (expensive) as
slightly /'slaItli/ (bigger) than
not quite as (enthusiastic) as
no difference
as (beautiful)as
not any (nicer)than
no (harder)than
.We use comparatives with than: They're slightly bigger than
the onesI've got. not ~hej":-::slight!j' big thtlR the eResf..'e get.
.We use adjectives with as ...as: The normal price is
nowhere near as high as that. not ~he Ref'mtll pREe is
Re~':he:-::
Retlf' tIS highef'tIS thtlt.
TIPS! .We can also use much/a lot with comparatives to talk
about a big difference and a bitla little to talk about a small
difference: Koi are much/a lot more expensive than goldfish.
This ones a bitla little cheaper than all the others.
.We can use just with as ...as to add emphasis: They'rejust
as beautiful as mine.
.We can also use more and less with nouns: There are far
more people here than I expected.
.We usually use less with uncountable nouns and fewer with
countable nouns: I have lessfree time and fewer days off than
I used to have.
.We can say I'm not nearly as rich as he/she is. or I'm not
nearly as rich as himlher.
OTHER WAYS OF COMPARING
.We can use twice/three timeslfour times, etc. + as ...as to
compare two things: The koi were only about twice as big as
my goldfish. (= the goldfish were half the size of the koi).
.For long adjectives, we can use get + more (and more) +
adjective to describe something that continuously changes:
Koi are getting more and more expensive.(= the price is
increasing all the time).
.For short adjectives, we can use get + comparative + and
+ comparative to describe something that continuously
changes: The survival rate was getting better and betteJ:
.We can use the + comparative/more. .., the + comparative/
more. ..to say that one thing depends on the other:
The bigger they are, the more they cost. (= how much they
cost depends on how big they are).
The more I learned about koi, the more interested I became.
(= every time I learned something new about koi, I became
more interested in them).
TIP! .Damage /'dremId3/ and waste are both verbs and
uncountable nouns.
TIP! .the sooner;the better = as soon as possible:
A When do you want that report? B The sooner;the betteJ:
-
...Discussion
language (2): opinions
C~~~~)
giving opinions
It'd be (muchL better if (everyone bought ...)
IJust don't think it's right that ...
One argument in favour of (bein~ vegetarian) is that ...
I think pe.opleshould (have the right to) ...
..0.
.
giving the opposite opinion
Maybe, but I don t see how (we ) can ...
Fairenough, but I still think that ...
Yes,but then again, ...
Well, some people would argue that ...
...,
...
clarifying your position
No, that's not what I'm trying to say.
What I meant was ...
No, that s not what I meant.
All I'm saying is that ...
..
."
..
giving yourself time to think
..
That's an interesting point.
I ,ve never real~ thought about that.
Urn, let rne think.
It's hard to say.
TIP!.
18
Phrases
with take @~~~
take a risk do something that you know might be
dangerous or have negative consequences: You're taking
a risk by going there on your own.
take sb for granted expect that somebody will always be
there and never show them any special attention or care:
My children take mefor granted -I never get a word of
thanks.
take responsibility (for sth) say that you are responsible
for something that has happened: I takefull responsibilityfor
the accident.
take advantage /ad'varntld3/ of sb treat somebody badly
or unfairly in order to get something from them: Mark:S
always borrowing money -I think he:Staking advantage
of you.
take notice (of sb/sth) pay attention to somebody or
something and let them influence you (usually used in
the negative with any, no, etc.): I asked him to be quiet,
but he didn't take any notice.
take (my. your, etc.) time do something slowly and
carefully without hurrying: There:Sno hurry, just takeyour
time.
take sides support one person or group against another
in an argument: My mother never takes sides when my
sister and I argue.
.
We can also take somethingfor granted: In this countrywe
take clean water for granted.
Compound
adjectivesdescribingcharacter
-
6B., p4S'
-~
Strong-willedpeopleare determinedto behavein a particular
way;evenif other peopledisagreewith them. (P = positive)
Self-conscious
l,self'konJ;}slpeopleare shy and easily
embarrassed
becausethey think that everybodyis looking at
them andjudging them. (N = negative)
laid-backpeopleare relaxedand appearnot to be worried
aboutanything. (P)
Open-mindedpeopleare happyto acceptideasand ways of life
that are differentto their own. (P)
Self-centredpeopleare only interestedin themselvesand their
own activities. (N)
Narrow-mindedpeople don't want to acceptnew ideasor
opinions that are different from their own. (N)
Easy-go1ng
people aren'teasilyupset,worried or annoyedby
problems or other people'sactions. (P)
Big-headedpeople think they are more important or cleverer
than they really are. (N)
Bad-tempered
peopleare often annoyed,angry or impatient. (N)
Absent-mindedpeopletend to forgetthings. (N)
level-headedpeopleare calmand able to makesensible
decisionsin difficult situations. (P)
Self-assured
peoplehaveconfidencein their own abilities. (P)
.
TIPS! .Notice these opposites: strong-willed ;"'weak-willed;
narrow-minded ;"'open-minded(or broad-minded);
bad-tempered;"'good-tempered(or even-tempered).
.On most compound adjectives the stress is on the second
part of the adjective: strong-willed, self-conscious,etc.
.
~
Guessing
meaning
fromcontext(~:~~)
.Sometimes you can guess the meaning of a word by:
a) deciding what part of speech it is (verb, noun, adjective,
adverb, etc.).
b) recognising a similar word in your language, or another
language you know;
c) understanding the rest of the sentence and the text in
general.
.Look at the encyclopaedia extract 'Codes through the ages'
on p50-p51. Notice the meaning of these words in context.
, decipher /dl'Sall;)/ (verb) work out what something
means
2 wind /wamd/ (wound /waund/, wound) (verb) turn
something repeatedly
3 make sth out or make out sth (phrasal verb) see
something with difficulty
4 reveal (verb) show something that was hidden
5 strip (noun) a long, thin piece of material
6 stick (noun) a long, thin piece of wood
7 straightforward (adjective) simple
TIPS! .We usually use make sth out with words like can't,
couldn't, hard, difficult and impossible: What's that over there?
I can't make it out.
.We can also say make out whaUwho + clause: It was
impossible to make out what the messagesaid.
countless (adjective) too many to be counted: Human
beings have used countlessingenious ways of sending
secret messages.
scalp (noun) the skin on top of your head where your
hair usually grows: They shaved a messenger:Shead and
wrote the messageon his scalp.
scrunch sth up or scrunch up sth (phrasal verb) press or
squeeze paper or material into a small ball: The silk was
scrunched up into a tiny ball.
swallow (verb) move something from your mouth to
your stomach: The messagewas swallowed so it couldn't
befound.
courier /'kuna/ (noun) a person who carries important
messagesand documents from one person to another:
The messagewas hidden in the courier:Sstomach.
conceal (verb) hide something: Porta described how to
conceal a messagewithin a hard-boiled egg.
shell (noun) the hard part outside an egg, nut, etc.:
The messageis written on the shell.
..Uses
of verb+ing (~~)
.We use verb+ing ...
a) as part of a continuous verb fonn: As an Englishman, I was laughing
out loud ...
b) after prepositions: Apart from asking for information. ..
c) after certain verbs: We also avoid talking about money.
d) after certain verbs + object: Its absolutely normal for commuters to
spend yean travelling on the same train. ..
e) as an adjective: This highly entertaining book looks at ...
f) in reduced relative clauses: ...people standing at a bus stop will
often break an uncomfortable silence by ...
g) after despite or in spite of: Howevel; despite not wanting to engage
in conversation.. .
h) as the subject (or part of the subject) of a verb: ...talking to
strangers on trains just isn't done!
TIPS! .We often use verb+ing after these verbs + object -heal; see,
watch,feel, imagine, stop, love, like, don't mind, dislike, hate: I often hear
her playing the piano.
.We can also use verb+ing as a noun: I usually do the cooking and my
husbanddoes the cleaning.
.We often use verb+ing when there isn't a noun that describes a
particular idea: Working at home can be rather lonely.
.We also use verb+ing after these fixed phrases: Theres no point (in) ...;
Its a waste of time... ; Its (not) worth... ; Its no use ...: Theres no point
in telling her: She'll just get upset.
1m
Modalverbs(1); levelsof certaintyaboutthe future
~~~)
MODALVERBS
.We often use 'll (= will) and won't to express future certainty: I'll miss
him in some ways. I won't be sad to see him go.
.We often use might, could and may to express future possibility:
I might go for a bit. He could improve things. He may not want to give
up his house.
LEVELSOF CERTAINTYABOUT THE FUTURE
.We use these phrases when we think something will definitely happen:
be bound to do sth: Hes bound to upset people.
be sure to do sth: But you're sure to get thejob.
.We use these phrases when we think something will probably happen:
be likely to do sth: Hes likely to be therefor at least a year:
may well do sth: But Frieda may well apply.
I dare say: I dare say they'll promote him.
.We
use these phrases to say that we think something probably won't
happen:
be unlikely to do sth: Hes unlikely to change his personality overnight.
I don't suppose: I don't supposehe'll worry about being popular:
I doubt if: I doubt if Lynn will go for it.
I shouldn't think: I shouldn't think they'll employ an outsider:.We
use this phrase when we think something definitely won't happen:
I can't imagine: I can't imagine they'll like him.
+ infinitive
be boundto
be sureto
be likelyto
maywell
be unlikelyto
+ subject + will + infinitive
I dare say
i I don't suppose
I doubt if
I shouldn'tthink
I can't imagine
TIPS! .We can also use these phrasesto talk about
present situations or states:Hes boundto be homeby
now Shes unlikely to be awake at this time. I don't
supposeyou know where my wallet is.
.We can also say I'm sure (that) + clause: I'm sure
(that) he'll be here on time.
asking for permission to interrupt
-
,
Sor~ to bother you, but have you got a minute?
Is this a good time?
Sorry to dist~rb you.
I was wondering if I could see you for a moment.
Are you b~sy?
Can I have a word?
..
-refusing permission
--.
to interrupt"
;
Sorry,this Isn't a goodtime.
I'm reallY~p againstit at the moment.
I'm afraid I'm a bit tied ~pj~st now.
I m ratherpushedfor time at the moment.
I m reallyrather busyright now.TIPS!
,'.
..
.If we are refused pennission we often say:
Don't wony, its not important/it can wait/its not
urgent/I'll catch you later/some other time.
When would be a good time/a better time/more
convenient?
.When we want to give pennission to the personinterrupting
us, we often say: Yes,of course. What
can I do for you? How can I help? Whats theproblem?
or Whats up? (infonnal).
I was wondering
if I could see youfor
a moment.
Sorry. this isn't~
a good time.
I
~
Business
andtradeC:~-~~p~:
noun for a person
r noun for a thing/an
idea
adjective
a politician
economic economical
developed developing
i invested
..
industrial
t (an) Tndustry
a producer
a product
industrialised
productive
prod~ction
a manufacturer
a polluter
L_~a_n!:!fa~!:!~e~pollution
polluted
TIPS! .Economise, develop, invest, produce, manufacture and pollute are
all regular verbs.
.Notice the difference between economicand economical: Government
ministers met yesterdayto discusseconomic policy. (= relating to the
economy of a country). This car is very economical. (= savesyou money)
~
realise
envy
recognise
adore
TIPS! .Respect, trust and envy are also uncountable
nouns.
.Deserve is often followed by the infinitive with to:
He deservesto be promoted.
.Involve, adore and detest are often followed by
verb+ing: My course involves doing a lot of research.
.We don't usually use state verbs in continuous verb
forms.
TheInternet
C!~9~~}
TIPS! .Forums can also be called discussion groups, web forums, message
boards or discussion boards.
.Someone who writes a blog is called a blogger.
.Wi-Fi is also spelt wi-fi or wifi.
..Simple
and continuousaspects;activity
and state verbs (~~~)
SIMPLEAND CONTINUOUS ASPECTS
.We use simple verb forms to describe something that is:
repeated: I usually buy a paperback and just go and sit
somewherequiet.
completed: I've also called my parents to say goodbye.
pennanent: Luckily I only live ten minutes away.
.We use continuous verb forms to describe something that is:
in progress at a specific point in time: Once I got so involved
in the book I was reading that I missed my plane.
unfinished: I've been sitting herefor nearly five hours.
temporary: I'm doing a part-time businessmanagement
course at the moment.
ACTIVITYAND STATEVERBS
.Activity
verbs talk about activities and actions. Typical
activity verbs are: play, fly, travel, listen, run, work, sit,
study and wait.
.We can use activity verbs in both simple and continuous
verb forms: I play tennis every weekend. Carla's playing
tennis at the moment.
.State verbs talk about states,feelings and opinions. We
don't usually use these verbs in continuous verb forms:
I want a new car. not I'm ~.:lln~ingII n::',.: Ellt;
.Learn
these common state verbs:
'be and have'
be have (got) own belong
verbs
possess exist
'think and know'
verbs
think
know
remember
suspect
--believe
forget
realise
understand
mean
doubt
suppose
'like and hate'
verbs
recognise
imagine
-
like hate love dislike prefer
want adore detest wish
hear
seem
need
agree
hope
weigh contain suit fit respect
cost smell consist of deserve
involve trust envy include
VERBS WITH TWO MEANINGS
.Some verbs, such as see, have, think and be, can describe
activities and states, but the meaning changes. Look at
the different meanings of the verbs in these examples:
(pink = activity, blue = state)
I'm supposedto be seeing (= meeting) some clients as soon as
I arrive, but I see (= with my eyes) theflights been delayed.
I have (= possess) three kids and I never get time to shopfor
myself, so I'm having (= experiencing) a great time today.
I'm also thinking of (= considering) buying a camera, but
I think (= have an opinion) they might be cheaper online.
My youngest is (= permanent characteristic) usually very
good, but hes being (= behaving) very difficult today. .
~
PresentPerfectSimpleand PresentPerfect
Continuous
C~:~i~7:)
.We use the Present Pmect to talk about things that
connect the past and the present.
.We often use the Present Perfect Simple:
a) for experiences in our lives up to now: I've visited many
amazing cities over the years.
b) for states that started in the past and continue in the
present: Even Chinesepeople I've known for years are
amazed at how fast things have changed.
c) for completed actions that happened recently, but we don't
say exactly when: I've just got back to my hotel room.
d) with superlatives: Shanghai is the most spectacular city
I've ever seen in my life.
e) to talk about change: Many of Chinas biggest cities have
become more polluted.
.We often use the Present Pmect Continuous:
a) for longer actions that started in the past and continue in
the present: Liu Zhang has been working in Shanghai for
ten years.
b) for longer actions that have recently finished, but have
a result in the present: Today I've been walking around
the Pudong area of the city, and I'm both exhaustedand
exhilarated by the experience.
c) for actions that happened repeatedly in the past and still
happen in the present: I've been coming to China for nearly
20 years.
.Look at this sentence and the diagram: Liu Zhang has been
working in Shanghaifor ten years.
.We often use Present Perfect Simple with verbs that describe
short actions (break, start, find, lose, buy, stop,finish, etc.):
I've broken my glasses. not r"..e bee!~b:-::tfRifig:'::j' gltfsses.
.We often use the Present Perfect Continuous with verbs that
describe longer actions (learn, study, rain, try, play, read,
wait, etc.): I've been learning English for six years.
.With work and live, both forms are possible: My sisters
workedlbeen working herefor ages.Shes livedlbeen living
in London since 2002.
TIPS! .We often use these words with the Present Perfect
Simple and Present Perfect Continuous: for, since,just, yet,
already, still, ever, never, recently, lately.
.We also use the Present Perfect Simple with this week/month,
etc. and this morning/evening, etc. if it is still that time of day
.We can't use the Present Perfect with words/phrases that talk
about a finished time period (last year, in 1992, a week ago, etc.).
HOW LONG OR HOW MANY?
.We usually use the Present Perfect Continuous to talk about
how long something has been happening: My company has
been building skyscrapers here since 1993.
.To make questions for this meaning, we use How long:
How long has your company been building skyscrapers here?
.We usually use the Present Perfect Simple to talk about how
many things have been completed: This year we've built
three new apartment blocks.
.To make questions for this meaning, we use How many
(+ noun): How many new apartment blocks have you built
this year?
TIP! .For state verbs we must use the Present Perfect Simple
with How long: How long have you had your car? ~
Rtf"..e,'eft beeRRtf'..iflg"eftI' ftfl'7
.We make the Present Perfect Simple with:
subject + haveI've or has/:S+ past participle.
I've known Rob for about ten years.
He hasn't called me since Friday.
What have you done today?
.We make the Present Perfect Continuous with:
subject + havel've or has/:S+ been+ verb+ing.
We've been living here since 2005.
She hasn't been working very hard.
Who have you been talking to?
SIMPLE OR CONTINUOUS?
.We often use the Present Perfect Continuous to emphasise
the action we've been doing: I've been doing my homework.
(we don't know if the homework is finished or not).
.We often use the Present Perfect Simple to say that we have
completed something or that something has been completed:
I've done my homework. (the homework is finished now).
...Problems
onthe phoneC2~~)
talking about phoneproblems
There's a bTt of a delay on the ITne.
Sorry, you're breaking up a bTt.
I dldn t catch all of that.
I'm just about to run out of credit.
Sorry, it's a bad ITne.
You'll have to speak up a bTt.
The rece~tion Tsn'tvery good here.
Sorry, I didn't get any of that.
I keep losing you.
Sor~, we gO! cut off..
..
I think my battery's about to run out.
., ...
asking people to call you back
...
Shall I call you back on your landline?
Would you like me to phone you back?
Do you want me to give you a ring later?
TIP! .Break up = lose part of the signal; speak up = speak
Phrasalverbs(2): money(::!!::@~)
get into debt*
~
get out of debt
buy/get something
on credit*
~
pay c~sh for
something
get a I~an*
~
repay- a I~an
-
have a good
credit rating*
~
~et a high
~
.
.Interest rate*
have a bad
credit rating
get a low Tnterest
rate
have a current
account*
'"
have a s~vings
account*
be well tJff*
~
be short (of
.-. mtJney)
take/get money out
.~
of an account
put money into
.
an account
*inve5t (money) in 5th put money in a
bank account, business, etc. in order to
make more money
*be in credit have money in your bank
account
*be overdrawn /,~uv~'dr:):n/ when you
have spent more money than is in your
bank account
*debt /det/ money which is owed to
another person or organisation
*buy/get 5th on credit a way of buying
something now and paying for it in the
pay sb/sth back or pay back sb/sth pay somebody the money that you
owe them: Can I borrow £10? I'll pay you/it back tomorrow.
pay sth off or payoff sth pay back money that you owe on a loan, etc.:
I've finally paid off my student loan.
a mortgage /'ffi:):gId3/ the amount of money you borrow from a bank
or a similar organisation in order to buy a house: We'vegot a £250,000
mortgage.
take sth out or take out sth arrange to get a loan, mortgage, etc. from
a bank or other financial company: We took out a loan to buy a car
go down become lower in price, value, amount, etc.: Prices havegone down.
come to sth be a total amount when some numbers are added together:
The house repairs came to about £1,000.
put sth down (on sth) or put down sth (on sth) pay part of the cost of
something and promise to pay the rest later: I've put £10,000 down on
a newfiat.
a deposit an amount of money that is given in advance as part of a total
payment for something: I'll leavea £500 deposit and pay the rest next week.
property buildings, houses, flats, etc.: Property is very expensive here.
come into sth receive money or property from a relative who has died:
Rosie came into a lot of money when her aunt died.
take sth off or take off sth reduce the price of something by a particular
amount: The shop took £50 off the table becauseit was damaged.
save up (for sth) keep money so that you can buy something in the
future: She:Ssaving up for a new bike.
rip sb off or rip off sb cheat somebody by making them pay too much
money for something: £10 for an ice cream? He:Sripping people of!
TIP! .Rip somebodyoff is an informal verb. The noun is a rip-off.
future
*a loan /l~un/ an amount of money that
is borrowed, often from a bank, which
must be paid back in the future
*a credit rating a measure of somebody's
ability to pay back money; based on their
financial history
*an interest rate the amount of money
charged by a bank, credit card company;
etc. for borrowing money; or the amount
of money you earn when you keep your
money in a bank account
*a current account a bank account that
you can get money from at any time
*a savings account a bank account
which earns a good rate of interest
*well off having a lot of money
TIPS! .We can also say be in debt: Marks
terrible with money -hes always in debt.
.In more formal situations we often use
withdraw money (= take money out of your
account) and deposit money (= put money
into your account): I'd like to withdraw £100
and I'd also like to deposit this cheque.
18
~htforward
save up for something
rip somebody off
.We oftenusesynonymsto avoid repeatingwords or phraseswhen we are
speakingor writing.
..
work out
exact
I
.
.,
figure out.
simple
preClse-
~~ecially
.
pursue
find out
just
r"I
1m
1m
.~
Wishes (1); I hope. ..; It's time... CSAD p63)
WISHES IN THE PRESENT
.We often use I wish ...to talk about imaginary situations in
the present. This is often used to talk about the opposite to
what is true or real: I wish I had my own cal: (1 don't have
my own car, but 1 would like to).
.We use wish + Past Simple to make wishes about states:
I wish I knew whereyour father was.
.We use wish + Past Continuous to make wishes about
actions in progress: I wish you weren't chasing these
impossible dreams.
.We use wish + could + infinitive to make wishes about
abilities or possibilities: I wish I could spare the time.
.We use wish + would + infinitive to make wishes about
things other people, organisations, etc. do that we would
like to change. This is often used to show annoyance or
impatience about things that are outside our control:
I wish you'd take more care of your things.
.We can't use wish + would + infinitive to talk about
ourselves: I wish I had a job. not I ~~.isJt
I ~':eu!d Jtlive Ii jeb.
TIPS! .We can say I wish. ..or If only. ..: I wish I could spare
the time. = If only I could spare the time.
.We can use wish + didn't have to to make wishes about
obligations: I wish I didn't have to go to work. not I ~':isJtI
Jtoon't~ege ~e ~..'ef'k.
.We often use the second conditional to give reasons for
wishes (see G3.I): If I didn't have to go to work, I'd help you.
.We can say I wish Ilhe/she/it was. ..or I wish Ilhe/she/it
were. ..: I wish I was/were ten years youngel:
I HOPE
...
.We use I hope... to talk about things that we think might
happen in the future: I hope you get something soon.
TIPS! .Its time. ..can also be followed by the Past
Continuous: Its about time we were leaving.
.We can also say Its time for me/you, etc. + infinitive with to:
Its time for me to go to work.
.We can say Its about time... or Its high time... : Its high
time you found yourself a proper job.
Wishes(2); shouldhave (88"
.We often use wish + Past Perfect Simple to make wishes
about the past. These wishes are used to express regret and
are often the opposite of what really happened: JOSHI wish
the ad hadn't beenso big. (The ad on Josh's car was very big.
He didn't like it.)
.We can also use should/shouldn't have + past participle
to talk about regretsin the past: ZOE I should haveeaten before
I went in. (Zoe didn't eatbefore she went in. She regrets that.)
TIPS! .We can also use the third conditional for regrets (see
G3.2): If I'd known about this before,I'd have done it years ago.
.We can use I wish. ..or If only. ..to make wishes about the
past: I wish I'd been there. = If only I'd been there.
.We can also make sentences in the past with wish with
youlhe/she/we/they: They wish they hadn't moved house.
Apologising
C~E)
apologising
hope... is followed by a clause (subject + verb + ...):
I hope they enjoy themselves.
.Compare these sentences:
I hope she calls.
The speaker thinks she might call. This is a real possibility.
I wish she'd call.
The speaker doesn't think she will call. This is an imaginary
situation.
TIPS! .I hope... is often followed by will + infinitive: I hope
he'll understand.
.We also use I hope... to talk about the past: I hope you
didn't tell Terry what happened.
IT'STIME
...
.We often use It's (about) time + subject + Past Simple to
say that we are annoyed or frustrated that something hasn't
happened yet: It:S time you got your own car. We use about to
add emphasis: It:S about time you found yourself a proper job.
.We use It's time + infinitive with to to say that something
should happen now: It:S time to go.
.
..
.....
I'm sorry that I didn't g~t b~ck to you sooner.
I'm really sorry. I'm afraid (I broke your vase.)
I'm sorry about (this afternoon).
I'm sorry for (borrowing money off you ~ll the time).
giving
.I
p65
)
reasons
I didn't
for
re.alise
your
(the
...
...
actions
.
..
I h~d
no
...
things
mean
to (upset
you).
( you
knew
each
other
ide.a
responding
being
self-critical
time).
I shouldn't
have
(said
those
I can't
believe
( I said that. )
I didn't
I thought
or
(you'd
need
to an apology,
to
) for
you).
..
some
reason.
a script).
\
Do~'t worry about it.'.
8
8
Never mind.
8
8
It doesn'tmatter.
Forget
about8it.
8
8
Oh, that's alright.
N8 8 d
8l
.
0 nee to apooglse.
.After
I'm sony (that) we use a clause.
.After
I'm sony about we usually use a noun.
.After
I'm sony for we usually use verb+ing.
TIP! .Notice the difference between I didn't mean it. (I didn't
mean something that I said) and I didn't meanto. (I didp't mean
to do something that I did).
~
Thecinema
(F~~)
a revi~w an article in a newspaper, magazine or
online that gives an opinion about a new film,
book, play, etc.: I read a great review of Jim
Carreys newfilm.
a critic a type of journalist who gives hislher
opinion about something, particularly films,
books, plays, etc.: My cousins the theatre critic for
The Times.
subtitled /'sAb,taItld/ when a film or a TV
programme has a printed translation of what the
actors are saying at the bottom of the screen: Most
foreign films in the UK are subtitled.
dubbed /dAbd/ when the voices you hear in a film
or TV programme are actors speaking in a different
language, not the original actors: Most American
TV programmes in my country are dubbed.
a r~make a film that has the same story; and often
the same title, as one that was made earlier: Have
you seenthe 1998 remake of Hitchcocks 'Psycho'?
a s~quel /'si:kwal/ a film, book, etc. that continues
the story of an earlier one: 'Godfather II' is
probably the greatest sequel ever made.
be s~t in take place in a particular place or period
of time: Thefilm is set in New York in the 1930s.
special eff~cts pieces of action in a film, TV
programme, etc. that are created by using special
equipment or on a computer: 'The Matrix' has the
most amazing special effects I've ever seen.
be based on 5th when a novel or a true story is used
as the starting point to develop a film, play, idea,
etc.: Thefilm is based on a novel by Zadie Smith.
a cast all the actors and actressesin a film, play
or TV programme: The new Spielbergfilm has afantastic
cast.
a performance the action of entertaining other
people by acting, singing, dancing, etc.: judi Dench
gave an amazing performance as Elizabeth I in
'Shakespearein Love'.
a role the character played by an actor or actress
in a film, TV programme, play; etc.: In 'Casablanca',
Humphrey Bogart plays the role of Rick.
a so.undtrack the recorded music from a film,
which you can buy on CD: I often listen to the
soundtrack of 'Moulin Rouge' when I'm driving.
a scene /si:n/ a part of a film or play in which the
action stays in one place for a continuous period:
The wedding was my favourite scene in the whole
movie.
.
TIPS! .The noun for subtitled is subtitles: Does this
DVD havesubtitles?
.We can also say that a film is dubbed into another
language: I couldn't understand a word -the film was
dubbed into Chinese.
far-fetched /,fo:'fetft/ extremely unlikely to be true
predictable happening in a way that you expect, not in an
interesting or unusual way
moving having a strong effect on your emotions, usually so that
you feel sadness or sympathy
fast-moving when the plot of a film, TV drama, etc. develops
quickly (opposite: slow-moving)
sentimental dealing with emotions such as love and sadness in
a way that seems exaggerated and unrealistic
gripping so exciting that it holds your attention completely
memorable likely to be remembered because it is very good,
enjoyable or unusual
overrated thought to be better than it is (opposite: underrated)
scary /'ske;}ri/ frightening
weird /WI;}d/ strange, unusual, unexpected or unnatural
hilarious /hI'le;}rI;}s/ extremely funny
.Homonyms arewords with the samespellingand pronunciation,
but differentmeanings(light, last,etc.).
state 1 (noun) the mental, emotional or physical condition that
somebody or something is in. He:Sin no state to go to work. He:S
very ill. 2 (noun) a part of a country: Which US state is
Hollywood in?
handle 1 (verb) deal with something: He can handle most
problems on his own. 2 (noun) a part of an object that is used
to hold, carry or move it: I broke the handle on the window.
case 1 (noun) a particular example or situation of something:
It was a typical case of food poisoning. 2 (noun) a container for
keeping things in: Have you seen my camera case?
point 1 (noun) an idea, opinion or piece of information that is
said or written: That was an interesting point john made.
2 (noun) a particular time: At that point I left the meeting.
round 1 (prep) in every part or in various parts of a place:
I had to go all round the town to find a hotel. 2 (adj) shaped like
a circle or a ball: I'd like to get a round tablefor the kitchen.
examination 1 (noun) when somebody looks at a person or a
thing carefully in order to discover something about him, her or it
2 (noun) a set of medical tests
mind 1 (noun) the part of a person that enables them to think
2 (verb) be unhappy; upset or annoyed if something happens
sense 1 (noun) a general feeling or understanding of something
2 (noun) a clear meaning that is easyto understand
sack 1 (noun) a large bag made of strong material
2 (verb) tell somebody to leave their job, usually because he/she
has done something wrong
change 1 (countable noun) when something becomes different
2 (uncountable noun) money that is in coins rather than notes
~.
Thepassive(9AOP~
--
PASSIVE VERB FORMS
"
'-
.We usually use the passive when we are more interested
in what happens to somebody or something than in who
or what does the action: The Academy Awards ceremony
is held in Hollywood once a yea1; usually in March.
.We often use the passive when we don't know who or what
does the action: 55 Oscars mysteriously vanished while they
were being driven from Chicago to Los Angeles.
.To
make the passive we use: subject + be + past participle.
oassive verb form
I be
neld
PresentSimple
be goingto
I past participle
l am/are/isgoingto be
I awarded
TIPS! .In passive sentences we can use 'by + the agent' to say
who or what does the action. We only include the agent when
it is important or unusual information: 52 of the Oscars were
found in some rubbish by a man called Willie Fulgear.
.We don't use the Present Perfect Continuous and Past Perfect
Continuous in the passive: He has,/hadhe~ heiRga:-:-:;s~ed.
.We also use as + noun to say what something is used for:
There werejust someblack boxes which were used as tables
and chairs.
.We use like + clause to say that things happen ina similar
way: Well, Jones was wrong, like he usually is.
.We use like + noun (or pronoun) to say that something is
similar to something else: The whole thing was like a bad
dream.
TIP! .We can also use as + clause to say that things happen
in a similar way: Well, Jones was wrong, as he usually is.
SO,SUCH
.We use so and such to give nouns, adjectives and adverbs
more emphasis.
.We
use so + adjective: The plot was so far-fetched.
.We
use such (+ adjective) + noun: It had such a good cast.
.We useso + much or many + noun: I can't understand why
it5 getting so much attention. I've no idea why so many critics
liked it.
TIPS! .With so and such we often use '(that) + clause' to say
what the consequence is: The play was so slow (that) I
actuallyfell asleep.
.We often use a lot of with such: There was such a lot of noise.
OTHERPASSIVESTRUCTURES
.After certain verbs (e.g. enjoy) we use being + past participle:
Everyone enjoys being told they are good at what they do.
.After certain verbs (e.g. want) we use to be + past participle:
Most of us want to be rewarded in some way.
Making
andresponding
tosuggestions
C~~~)
asking if the person is free
.After prepositions we use being + past participle: Every actor
dreams of being nominated for an Osca1:
Are you doing ~nything (this ~vening)?
Have you got ~nything on (this S~turday)?
What are you up to (on Sunday)?
.After thefirst/secondllast (+ noun) we use to be + past
participle: The first Academy Awards ceremony to be
.televised was in 1953.
making a suggestion
.,e,h e h
"',,ee
.After have to and used to we use be + past participle: The
ceremonyhad to be postponed in 1938 becauseof a flood.
Newspapersused to be given the winners' names in advance.
.After modal verbs we use be + past participle: The names
wouldn't be published until afterwards.
TIP! .We can use all modal verbs (can, must, will, could,
might, etc.) in passive verb forms: He can't be trusted. All bags
must be checked in at reception.
~
as, like, such as, so, such C9B~~7~ )
AS, LIKE,SUCHAS
.We use such as or like to introduce examples: Critics such
as Amis Jones loved it. Even though it has actors like
Sy Harris and May Firth?
.We use as + noun to say that somebody has a particular job:
I don't like Amis Jonesas a critic.
...
I
t
oug
t
we
could
( e
give
that
e
new
e )
.e.,.e
club
e
a
try.
I wouldn't mind (going to th~t). How about you?
Do you feeellike lh~ving an indian)?
Do you f~ncy (going to hear them pl~y)?
politely refusing a suggestion
,
I'm sorry,
but I don't
feel
up
to (goIng
8. to a cub.
18 )
8
8
8
8
8
8
8
8
Some other time, perhaps.
I'd r~ther give (th~t) a miss, if you don't mind.
sayingyou haveno preference
..8
8
.,.
I'm easy.Whateveryou like.
80'
8
8
8 1
I realy don t mind. It's up to you.
0
8
8
~
8
I m not botheredeither way.
8
8
8
It's all the sameto me.
.Wouldn't mind, feel like, fancy and feel up to are followed
by verb+ing, a noun or a pronoun: I wouldn't mind going
to that.
.I'd rather is followed by the infinitive: I'd rather give that
a miss, if you don't mind.
mID Male,femaleand neutralwords (108 OP80
male
I female
a landlord*
r neutral
..
a chairperson
a soldier/'s~uld3~/
a plug
a light bulb
shelves
a widower
a headmistress
I a head teacher
a flight attendant
_~fl!ef!ghter
a lock
a fence
a burglar alarm
a spokesman
&
a cousin /'kAS~n/
IFFiIIFFi"'iI
a duvet /du:veI/
a leak
a hero* /'hI;)f;)U/
a hero
a roof
a saleswoman
tyres /taIaz!
oil
a boiler
put sth up or put up sth put something on a wall or build
something: I'm uselessat putting up shelves.My neighbour
put up a new fence last weekend.
put sth in or put in sth put a piece of equipment into
your home so that it is ready to use: Bills putting in some
new lighting in the kitchen.
fix repair something that is broken or not working
properly: When are you going to fix the roof?
decorate make the inside of a building more attractive
by painting the walls, putting up wallpaper, etc.: I'm
going to decorate the bathroom next.
replace get something new to put in the place of
something that has been broken, stolen, etc.: I think its
time to replace the boilel; its over 15 years old.
dry-clean clean clothes with chemicals instead of water:
This skirt needsto be dry-cleaned.
service examine a car, boiler, etc. and fix it if necessary:
My boiler is serviced every yeal:
..
TIPS! .The singular of shelvesis a shelf.
.Leak is also a verb: Oh, no! The roof is leaking!
.We can say fix, repair or mend: I'll fix/repair/mend the roof.
.DIY /di:aI'waI/ = do it yourself (making or repairing things
yourself instead of buying them or paying somebody else to
do them): My husband is very good at DIY.
.The shop where you take clothes to be dry-cleaned is called
a dry cleaners.
.Service is also a noun: When did your car last have a service?
*a landlord a man who owns a house, flat, etc. and
char~es people rent to live in it
*a widow a woman whose husband has died and who
has not married aj!.ain
*a groom (or a bridegroom) a man who is about to get
married or who has just got married
*a spokesperson somebody who is chosen by a group or
organisation to speak officially to the public for them
*a hero a person who is admired for having done
something very brave or achieved something great
TIP! .In modem usage we prefer to use neutral words/phrases
which can refer to both men and women.
high-powered (adj) having a very important and
powerful job: Anne:Sa high-powered accountant in the city.
hard-e8arned(adj) deserving something because you have
worked very hard for it: He spent his hard-earned cash
on a new bike.
income tax (uncountable noun) a tax that you pay on the
money you earn: I think people pay too much income tax.
a cutback when something is reduced in order to save
money: The company had to make some,cutbacks.
a drawback a disadvantage or the negative part of a
situation: One of the drawbacks of working in a hotel is
the unsocial hours.
time-consuming (adj) taking a long time to do: Writing
a book is very time-consuming.
a breakdown when something stops working: Thel:e:S
beena breakdown in communication.
I
TIPS! .The verb for a cutback is cut back (on sth):
We need to cut back on the amount of paper we use.
.The verb for a breakdown is break down: It seemsthat
communication has completely broken down.
.Compound
nouns are usually made from:
noun + noun: a housewife,a workplace, income tax, etc.
verb + preposition: a cutback,a drawback, etc.
.Compound
nouns are usually written as one word or
two words: a babysitter, a human being,etc.
.Compound
adjectives are usually spelt with hyphens:
part-time, freshly-prepared, badly-cooked, etc.
STRESS ON COMPOUND
NOUNS AND ADJECTIVES
.The stress on compounds nouns is fixed and is
usually on the first part of the compc;und noun:
housewife,workplace,food poisoning, income tax,
cutback,drawback, babysitter, washing machine,
breakdown.
But: human being,school lunch.
.The stress on compound adjectives can sometimes
change,depending on whether they come before a
noun or not: This is homemadebread. This bread is
homemade..He5 got a full-time job. He works full-time.
B.ut: It5 a time-consuming project. The project is very
time-consuming.
NEGATIVESAND QUESTIONS
.We make the negative and question fonns of have/get
something done by using the correct fonn of have or get,
Look at these examples:
]an doesn't have her car serviced regularly.
notJan hasn'the" fa" se:-..ifed ;-::gula,,!:,'.
Does]an have her car serviced regularly?
not Has :fan he" fa" se:-..ifed ;-::'!:.;ltJ"!j"7
Donna didn't have her hair cut yesterday,
Did Donna have her hair cu! yesterday?
Sheenaisn't getting her boiler replaced.
Is Sheenagetting her boiler replaced?
get somebodyto do something
.We use get somebody to do something when we ask
somebody that we know to do the job. If it's a friend or family
member, we probably don't pay them: I get my husbandto do
most things round the house.
POSITIVE
.We
make the positive fonn of get somebodyto do something
with:
subject + get + somebody + infinitive with to + something.
.We can use have or get in any verb fonn, for example:
PastSimple: I got my dad to teach me how to do things.
be going to: I'm going to get my brother to check they're safe.
NEGATIVESAND QUESTIONS
~
have/getsomethingdone,get somebodyto
do something,do somethingyourself C10A"p79 )
have/getsomethingdone
.We use have/get something done when we pay
somebody else to do a job: We usually have the
decorating done professionally. I still get my car
serviced at the local garage.
TIP! .Get something doneis usually more informal than
have something done.
POSITIVE
.We
make the positive fonn of have/get something done
with:
subject + have or get + something + past participle.
.We make the negative and question forms of get somebody
to do something by using the correct fonn of get:
I didn't get anyone to help me.
Are you going to get somebodyto fix it?
TIP! .We can also say pay somebodyto do something: I usually
pay somebodyto do the garden.
do somethingyourself
.We use do something myself, yourself, etc. when we do the
job without any help from other people: ldo most things
round the house myself.
.The reflexive pronouns are: myself, yourself, himself, herself,
itself, ourselves,yourselves, themselves.
TIP! .We often use reflexive pronouns to emphasise that we
do something instead of somebody else doing something for
us: I actually put ,someshelvesup myself last weekend.
.We can use have or get in any verb fonn, for example:
Present Continuous: Now I'm having the bathroom
redecorated.
Present Perfect Simple: I've had lots of things done
recently.
Past Simple: The roof was leaking so I got that fixed.
Past Perfect Simple: I'd never had any kitchen appliances
serviced before.
will + infinitive: I'll get the door lock replaced as soon as
I can.
He's having his hair cut.
She's decorating the
kitchen herself.
ALL OR ALL(OF)?
.We use all + a plural countable noun to refer to a group
in general: All women are capable of being the breadwinner.
DIFFERENCES
IN MEANING
.Both
of
two
and
either
older
.Everyone,
than
was
.Each
can
articles
refer
on
And
each
the
.Neither
of
spend
.No
refers
of
I've
the
anything
in
the
got
cooking.
refer
1980s,
to
EITHER (OF), NEITHER (OF), NONE OF AND NO
or
and
no
things
people:
each
men
refer
or
I've
article
selfish
and
no
of
my
refer
to
read
two
suggests.
are.
to
people:
more
friends
...
...
a zero
Neither
of
than
two
and
Every
each
are
magazine
matfnes ~.:as ve;"j' geed.
them
things
.We can use a singular verb form after either of, neither of and
noneof Neither of his parents has visited him this month.
or
.We must use a positive verb form after neither (oj), none
of and no: None of my friends have a car. not !'!ene;;1 ~j'
j..-iendsdeesn't na':e a faF.
do.
.Both
of,
neither
+ a plural
of
of
them
my
brothers
of,
all
and
or
want
the
and
none
.We
also
.Everyone,
every,
has
of,
by
are
both
the,
you,
us
or
followed
etc.
them:
either
generation
by
my
This married
noun
all
my,
ANY, ANYTHING, ANYONE, ETC.
of
had.
the,
my,
can
friends
be
report
etc.
plural,
that.
neither
verb
of,
and
none
any
of
of
the
each
and
anything
one
seems
to
form:
either
All
of
of
my
must
they
l speRe
.We
use
are
can
of
with
followed
~e he~h
leave
when
they
with
food.
are
think
followed
the
by
division
of
and
none
married
of
are
friends
followed
are
new
men.
noun:
Both
lovely.
not
of
with
followed
(the)
Be~h
both,
either,
a pronoun:
neither
I spoke
to
and
both
of
all
when
them.
not
~hefli.
out
are
any,
by
places
:::J plates
any,
by
both,
(the,
were
~':e;-::
my,
lovely.
.We can also use any (oj), anything, anyone,etc. with a
positive verb form to mean 'it doesn't matter which': Read
any of the articles (= it doesn't matter which article) written
today on the subject and anyone (= it doesn't matter who)
would think that men haven't changed.
No
WHEN TO USE OF
.We
.We usually use any (oj), anything, anyone,etc. with negative
verb forms: I haven't got any money. They didn't do anything.
electricity,
improved.
of,
a plural
No
by
think
fathers
touch
one,
babies,
1 don't
no
of,
noun;
holding
pronouns
newspapers
all
countable
him
followed
often
Theres
of,
form:
really
the
a noun.
All
of
Don't
no
verb
labour
.All
any
nouns:
are
our
No
that,
use
uncountable
a singular
of
of
cooking.
lifestyle
noun:
by
reports
can
the
uncountable:
newspaper
of
or
of
a singular
pictures
either
most
.No + a is
plural
always countable
followed
singular
of
noun,
do
of
by
full
countable
Both
.Any
followed
was
.We can use either of in positive and negative sentences:
Either of theseplaces are fine. I don't like either of them.
.We must use a singular noun after either and neither
without of Neither match was very good. not ~~eitneF
quantit)'
DIFFERENCES
IN FORM
.Every
.We use all (oj) my, the, etc. + plural countable noun to refer
to a specific group: But all (oj) my married friends are
new men.
everyone
pub,
and
...none
people:
and
things
how
of
two
of
or
most
man'.
recently,
the
of
Back
more
none
do
all
about
to
in
none
people:
or
subject
of,
hours
one,
two
things
them
people:
'new
1 read
neither
two
of
anyone,
or
the
to
time
one,
of,
things
about
to
both
any
two
talking
refer
and
every,
more
.No
of
brothers
either,
neither
etc.)
+ a plural
or
Both
of
and
the
Th h!
e t Ing
..love
One thing
Wh .ate
at
were
l::::e!j'.
EVERYOR EACH?
.We use every when we think of people or things as part of
a group: Every employee has an ID card. (= all the people).
.We use each when we think of people or things separately:
Check each persons ID. (= check their IDs one by one).
.We usually use every for a large number and each for a
small number: I've beento every country in Europe. They
have three children and each child has green eyes.
...
phrases that
(don't) like
I
h .about
!
admire
...IS
.
...
The thing I don't like about this flat is the kitchen.
One thing I love about you is you always laugh at my jokes.
What I like about the flat is it's so light.
all
countable
places
.Notice
these common patterns for introductory
add emphasis:
The thin that
.!g
One thing that..
What
.
ama.zes
annoys
.
me about ...IS...
worries
upsets
The thing that amazes me about your mother is she still can't read
a map.
One thing that annoys me about you is you never give me time
to look at a map.
What worries me about the size of the kitchen is I can't help Polly
with the cooking.
TIP! .We can also say What irritates/bothers me about
What irritates me about her is shes always late.
is ...:
mil WorkcollocationsC11A" p86)
fIE
make a llving*
do sth for a liVing
work freelance*
be made redundant*
be out of work*
mention explain
point out* admit claim*
agree promise
recommend
insist suggest
+ that + clause
(subject + verb + ...)
deny*
+ verb+ing
have a lot of work on*
be on the go*
get down to* work
work on an interesting project*
give a ~lk
(JI~make
a-living earn the money that yo~ need to live
*freeelance doing work for several different companies
rather than for just one company
*be made redundant lose your job because your
employer doesn't need you any more
*be out of work be unemployed
*have a lot of work on have a lot of work that you need to do
*be on the go be very busy and active
*get down to sth finally start doing something that needs
a lot of attention
*a project /'prod3ekt/ a piece of work which is completed
over a period of time
TIPS! .We can say make a living or earn a living.
.We usually use do somethingfor a living in questions:
What doesyour brother do for a living?
.We can give a talk, give a lecture or give a presentation.
~
Business
collocations
(118"P88)
..
close a branch *
k
ta e over* a company
go out of business*
make a profit* or a loss*
expand * the bUsiness
set up* a new company
go bankrupt*
impon* products from another
country
go into business with
somebody*
expon* products to another country
run a chain* of restaurants
Verbpatterns(2): reporting verbs (11 Ce p91
recommend
suggest admit
apologise (for)
blame*
(doing)
+ preposition + (not) + verb+ing
insist* (on)
+ object preposition + (not) +
(sb for:
accuse* (sb of)
verb+ing
Robmentioned that the profits were up 20% last month.
He agreedto run the shop on his own for the first year.
I reminded him to sort out the staffwages.
He denieddoing anything wrong.
He apologisedfor not telling me sooner.
He blamedme for not letting him hire enoughstaff.
TIPS!.The reporting verbs in blue in the table show the form
of the verbsin"
in Mike'e email on p90.
.The reporting verbs in bold in the table havemore than one
verb pattern.
.Deny hasa negativemeaning.We sayHe deniedstealingthe
money.not He QeRieQ
ne~s~e6ling~hemen;;:,..
do business with somebody
.~point
out tell somebodysomeinformation, often
becauseyou think they have forgottenit or don't know it
*claim saysomethingis true, eventhough you can't
prove it and other people might not believeit
*deny saythat somethingis not true, usuallybecause
somebodyhassaid that you've done somethingwrong
*ins1stsayrepeatedlythat somethingis true or that you
want somethingto happen,often when other people
disagreewith you
*blame say that somebodyis responsiblefor something
bad that hashappened
*accuse saythat somebodyhasdone somethingwrong
-~
LB Advertising110 D
~:!'.
p92 ~
~~
~"'kk,Fadvertising the business of trying to persuade people to
buy products or services
publ1city the attention somebody or something gets from
appearing in newspapers, on T~ etc.
a slogan a short, memorable phrase used in advertising
a logo a design or symbol used to advertise something
an advertising campaign Ikrem'peIn/ a series of
advertisements for a particular product or service
-
..Describing
future events; Future Perfect
(11A f)P86)
Describing future events
.We use the Present Continuous to talk about an arrangement
in the future: I'm having lunch with my bosstomorrow.
.We make the Present Continuous with:
subject + am/are/is + verb+ing.
.We use the Future Continuous to talk about something that
will be in progress at a point in time in the future: Sorry, I'll be
interviewing peoplefor our graduate trainee programme then.
.We make the Future Continuous with:
subject + '11(= will) + be + verb+ing (see G5.2).
.We can use will be in the middle of something to describe an
action that will be in progress at a point of time in the future:
I'll be in the middle of a meeting at foul:
.We can use will be on my, his, etc. way to somewhere to say
that a person will be travelling at a point of time in the future:
I'll be on my way to Southampton at eleven.
TIP! .We can also use be in the middle of something and be on
my, his, etc. way to somewhereto talk about the present: I can't
talk now, I'm in the middle of cooking.
FuturePerfect
.We use the Future Perfect to talk about something that will
be completed before a certain time in the future: I'll have
arrived by lunchtime. (= some time before lunchtime).
.Look at this sentence and the diagram: I'll havefinished giving
the talk by three thirty.
POSITIVEAND NEGATIVE
.We make the positive and negative fonns of the Future
Perfect with:
subject + will or 'II/won't + have + past participle.
I'll have done it by midday.
I won't have done it by ten o'clock.
QUESTIONS
.We make questions in the Future Perfect with:
(question word) + will + subject + have + past participle.
What time will you have finished?
TIPS! .We often use by with the Future Perfect to mean
'before this time': I'll have left the office by six o'clock.
.We also use by the time + clause, by this time next week,
month, etc. and by the end of the day, week, etc. with the
Future Perfect: Hurl)' up! Thefilm will have started by the
time we get there.
EB
Reportedspeech (118 Dp8~)
REPORTEDSENTENCES
.Look at these pairs of sentences.Notice the way the
second speaker reports what the first speaker said.
MIKE-+ DAISY "I have something interesting to tell you."
DAISY
-+ MIKE "You said that you had something
interesting to tell me."
ROB-+ MIKE "I'm planning to set up my own business."
MIKE
-+ DAISY "Rob told me that he was planning to set
up his own business."
ROB-+ MIKE "I've been looking for a good location
since August."
MIKE
-+ DAISY"He said he'd been looking for a good
location since August."
.We
usually change the verb form in reported speech.
verb form in direct speech
.We
make reported questions with:
I
(He) asked (me)
(He) wanted to know
r verb form in reported speech
question word
if/whether
I
+ subject + verb
Present Simple
I have an idea.
Past Simple
He said he had an idea.
Present Continuous
I'm leaving.
He said he was leaving.
Present Perfect Simple
I've done it.
Past Perfect Simple
He said he'd done it.
.We use if or whether when we report questions without
a question word.
Present Perfect Continuous
I've been working.
Past Perfect Continuous
He said he'd been working.
Past Simple
I woke up late.
.We don't use the auxiliaries do, doesand did in reported
questions: "What do you think?" -+ He asked me what I
thought. not HE askEd mE~..'hatI did thiffk.
He said he'd woken up late.
Past Continuous
Past Perfect Continuous
Past Continuous
Past Perfect Simple
I was sleeping.
He said he'd been sleeping.
Past Perfect Simple
no changepossible
I'd seen it before.
He said he'd seen it before.
Past Perfect Continuous
no changepossible
I'd been waitin.e;.
He said he'd been waiting.
am/is/are going to
was/weregoingto
I'm going to do it.
He said he was going to do it.
will
I'U caUthem.
He said he'd call them.
~
~
I mustgo.
could
He said he could do it.
I
REPORTED
QUESTIONS
.Look at these pairs of sentences.Notice the way the second
speaker reports the first speaker'squestion.
ROB-+ MIKE "Do you want to go into business with me?"
MIKE-+ DAISY "Rob asked me if I wanted to go into
business with him."
ROB-+ MIKE "Can you come up with the other half?"
MIKE-+ DAISY "He wanted to know whether I could come
up with the other half."
MIKE-+ ROB
TIPS! .The changes in verb forms are the same as in reported
sentences.
.We sometimes use an object with ask: He asked. ..or He
asked me
REPORTEDIMPERATIVES
AND REQUESTS
.To report imperatives, we use:
told + object + (not) + infinitive with to.
ROB-+ MIKE "Don't talk to anyone else about it."
MIKE-+ DAISY "Rob told me not to talk to anyone else
about it."
.To report requests, we use:
asked + object + (not) + infinitive with to.
ROB-+ MIKE "Can you meet me in Brighton on Saturday?"
MIKE
-+ DAISY"He asked me to meet him in Brighton on
had to
He saidhe had to go.
TIPS! .The modal verbs could, should, would, might and ought to
don't change in reponed speech.
.Say doesn't have an object: I said (that) not I §tlid he!' E~htl~j.
Tell must have an object: I told him (that) not I ~e!d E~htl~j.
.The Past Simple doesn't have to change to the Past Perfect
Simple. It can stay in the Past Simple.
.We don't have to change the verb form if the reponed
sentence is about something general or is still in the future:
"I've got a cal:" -+ He said he's got a cal: "I'm going to Africa
next yeal:" -+ She said she'sgoing to Africa next yeal:
.We sometimes change time expressions in reponed speech:
tomorrow -+ the next day; next Monday -+ thefollowing Monday;
this week -+ last week; last month -+ the month before,etc.
"How long will it take for the business to
make a profit?"
MIKE-+ DAISY "I asked how long it would take for the
business to make a profit."
reported questions the word order is the same as in
positive sentences:I asked where he was. not I askEd~..'hE:-:;
W65--ht!.
would
can
I can do it.
must
.In
Saturday."
1mB
Discussionlanguage(3) C110" P92)
putting forward new ideas
One
8
thing
8 we could do is (~se ...)
I wonder if it'd be a good ide8a(to have ...)
8
8
8
8
I know! Why don't we (give ...)?
j've got an ide8a.How about (giving ...)?
8
reacting positively to ideas
Th~t sounds like a good ide8a.
Well, it's worth a trY.
8
8
8
8
Yes,that makessense.
Yes,th~t could work.
reacting negatively to ideas
..8.
..
Personally, I'd r~ther we didn't (use a celebrity).
OK, ma.vbewe should avo'd (using celebrities).
The main problem with (TV ~ds) is that ...
88
88
8.8
I'm not sure that's such a good Idea.
summarising and recapping
So what you're saying is that ...
8
8
Am I right in thinking that ...?
Are you saying that ...?
Can we Just go over thiS again?
.8 88 ,
.
~
.
a crisis f'kraIsIsf (plural: crises f'kraIsi:zf) a moment or
period of great difficulty; uncertainty or danger: The
Prime Ministers resignation caused a political crisis.
an outcry a strong expression of anger, made by a group
of people or the public in general: The early releaseof
the prisoners caused a public outcry.
attack use violence against somebody: He was attacked
on his way homefrom work.
release allow somebody or something to move about
freely: He was releasedfrom prison last week.
a hostage f'hostld3f somebody who is taken prisoner by
a person or group in order to force other people to do
what the person or group want: The hostageswere
releasedsafely when the police took control of the building.
invade enter a country or area with an army in order to
take control of it: England was invaded in the 11 th century.
TIPS! .We say take somebodyhostage: Three journalists were
taken hostage over a week ago.
.The noun for invade is an invasion /In'veI3an/.
~
Idioms( 12C
"P98)
.An idiom is an expression(usually informal) which has
a meaningthat is different from the meaningsof the
individual words. The words are in a fixed order.
TIP! .We can also say pop out (= go out) and pop over/round
(= go and visit somebody): I'm just popping out. Tom'sjust
popped over to say hello.
~
News
collocations
( 128
" p96
)
makesomebody'sday
sleep like a log
..Modal
verbs (2): deduction in the present and
-the past (12ADp95)
~
Pastforms of modaland relatedverbs
( 128Dp97)
.We often use the modal verbs must, could, might, may and
can't to make deductions in the present and the past.
WOULD HAVE, COULD HAVE, SHOULD HAVE
.When
we believe something is true, we use must.
.When we think something is possibly true, we use could,
might or may.
.When
we believe something isn't true, we use can't.
TIPS! .When we know something is definitely true or is
definitely not true, we don't use a modal verb: Then we popped
into that trendy new cafefor a coffee. OK, so you didn't leave it
in the cafe.
.We don't use can or mustn't to make deductions: It must be
true. not It EaRhs t:-,~s.He can't havegone home yet. not He
mustR't ha~'sgeRs hems )'st.
DEDUCTIONS IN THE PRESENT
.To make deductions about a state in the present we use:
modal verb + infinitive.
It might be in the bathroom.
Yeah,of course,but it must be switched off.
.To make deductions about something happening now
we use:
modal verb + be + verb+ing.
But someone might be using it to phone Australia!
DEDUCTIONS IN THE PAST
.To make deductions about a state or a completed action in
the past we use:
modal verb + have + past participle.
Or someone could have taken it from your bag.
So you may have left it on the table.
You can't have left it at the restaurant.
That guy in the club must have stolen it.
.We use would have + past participle to imagine something
in the past that didn't happen: Its hard to say whether you or
I would have reacteddifferently.
.We use should have + past participle to criticise people's
behaviour in the past: The citizens of America should have
realised they were listening to a play.
.We use could have + past participle to say something was
possible in the past, but didn't happen: They could have
listened to other radio stations to see if the story was real.
TIPS! .We often use would/could have + past participle as
part of a third conditional (see G3.2): If you'd told me about
the meal, I would/could have gone.
.We also use should have + past participle with I to talk about
regrets (see G8.2): I should have listened to your advice.
NEEDN7
HAVE, DIDN7
NEED TO
.We use needn't have + past participle to talk about things
people did in the past that weren't necessary:Of course, they
needn't have worried. (= the people worried, but this wasn't
necessary).
.We usually use didn't need + infinitive with to to talk
about things people didn't do in the past because they
weren't necessary: Fortunately the troops didn't need to fight
an army of Martian invaders! (= the troops didn't fight
because it wasn't necessary).
.To make deductions about a longer action in the past we use:
modal verb + have + been+ verb+ing.
He might have been waiting for a chanceto steal my phone.
TIP! .It is also possible to use didn't need + infinitive with to
to talk about things people did in the past, but weren't
necessary.Usually the context makes it clear whether the
person did the action or not.
Compare these sentences:
He didn't need to wait for he/;so he went straight home.
(He didn't wait for her.)
He didn't need to wait for he/; but he had nothing better to do.
(He waited for her.)
TIP! .We can also use couldn't instead of can't to make
deductions in the past: You couldn't have left it at the
restaurant.
.We usually use could to talk about a general ability in the
past: Orson Welles could broadcast any play he wanted.
COULD, WAS/WERE ABLE TO
.We usually use waslwere able to to talk about ability at
one specific time in the past: Welles was able to avoid a
lengthy court case.
TIPS! .We usually use could with verbs of the senses (see,
hear, etc.): They could seea cloud of poisonous gas approaching
New York.
.Was/Were able to is similar in meaning to managed to:
Welles was able to/managed to avoid a lengthy court case.
.In the negative form, couldn't and wasn't able to can both be
used in all situations, although couldn't is more common:
I couldn't find my wallet. = I wasn't able to find my wallet.~
~
~
~
ANSWERS
2 went 3 'd never been 4 was
travelling 5 picked up 6 was told 7 was
8 decided 9 recommended 10 've been
going 11 always enjoy 12 is taught
13 think 14 've learned 15 'm studying
1 He hasn't decided which college he's
going to yet.
2 When I've finished my degree, I'd like to
do a PhD.
3 She'swaiting to hear if she's passed her
exams.
4 I'd been to a private school, but I didn't
aD
TIM Hi, er, my name's Tim.
MIA Hi, I'm Mia. Nice to meet you.
T You too. You went to Professor Lee's
geography lecture yesterday, didn't you?
M Yeah, but I didn't understand very much.
T Neither did I. But don't worry about it,
it's only the first one.
M Yeah, I suppose so.
T Anyway, er, how's your first week going?
M Oh, it's just been crazy. I haven't stopped
since I got here.
T No, me neither. And it's a huge campus I keep getting lost!
M Yes, so do I. Yesterday I was walking
around for ages looking for the bookshop.
T Did you find it?
M Yes, eventually, but it took me about half
an hour.
T Well, at least you found it in the end.
Maybe you should get a map.
M I did have a map! I just couldn't work
out where I was to start with!
T So, urn, what are you studying?
M I'm doing a degree in Environmental
Science.
T Are you? My brother's done that course.
He graduated last July.
M Did he? Has he found ajob yet?
T Yes, he has, actually. He's just started
working for an environmental charity in
London. He doesn't get paid very much,
but it's a start.
M Well, that's encouraging. And what are
you studying?
T Geography and economics. Most people
think economics is really boring, but I
don't. I do find it quite difficult, though!
M Yeah, I'm not surprised. I'd be completely
confused.
T Yeah. Anyway, do you live here on campus?
M No, I don't. I was told it was really
expensive, so I'm living in a shared
house about two miles from here. lt
seemed the cheapest option and, urn,
I don't want to borrow too much money.
T No, neither do I. I've, urn, I've already
got a student loan and I've spent quite
a bit of it already.
M Yeah, I know what you mean.
T Right, I have to go. I've got a lecture at two.
M So have I. Maybe see you again soon.
T Yeah,I hope so. And try not to get lost again!
M I'll do my best. Bye!
81
.55 .Ct; "4511. \
.,- \
.,1.\
,L \
~- \
~L",
The only thing I knew how to say was
je ne comprends pas' -which means
'I don't underst.!nd', of course. So ~very
time the examiner asked me a qu.estion,
I just said, "Je ne comprends pas". That
was all I sa.id in the whole exa.m! The
examiner probably thoulZht I was an idiot,
but at the end of the exam he did tell me
that I h:id v~ry go.od pronuncJtion. I still
f;iled though, obviously!
...
.~.
like it.
5 She doesn't think she'll go to the tutorial
today.
6 I've started a Master's and I'm really
enjoying it.
1m
ANSWERS
2 have 3 did 4 was 5 didn't 6 did
7 's 8 hasn't 9 has 10 do 11 are 12 do
13 'm 14 Are 15 do 16 did 17 did 18 didn't
1m
KIM Sue, over here!
SUEHi, Kim, great to see you! It's been ages,
hasn't it?
K Yeah, a couple of months at least. How
are things?
sOh, pretty good, thanks. What about
you?
mD
A
HENRYMy worst exam moment happened
when I was caught cheating bj' my l1U1m
after a history exam. I really liked
history classes,but I didn't have a very
go.od memory So on the morning of the
f
exam I wrote loads 0 Important facts and
figures on the insides of my shirt cuffs.
I made sure that I got to the exam room
really early so I could sit at the back. I
f
managed to answer qUIte a ew questIons
using the stuff I'd written on my shirt.
I was terrified that I was going to get
caught, but luckIly the teacher never
noticed what I was dOing. Stupidl~ tho.ugh,
when I got home I, er, I was so haPlY
the exam had finished that I just got
changed out of my school clothes and left
them on my bed. Anyway, while I was
playing football with my fri~nds in the
~
park, my mum came to get my dIrty
clothes so that she could do some washing.
She found the shirt and immediately
realised what I'd done -she was absolutely
funous, of course, and stopped my pocket
money for three months. It taught me a
lesson though, and, um, and I've never
...
...
...
...
...
..
...
cheatedat anything since.
B
YVONNE
My worst examnightmarewas
definitely my French() Level~ralexam.
When I was at school- thiswas,urn, over
twentyyearsal!o now -kIds weren't
taught how to actuallyspeakFrench,we
just did lo.adsof grammarexercisesand
ff
translatedtextsand stu .So I knew qUIte
a lot of rrrammarand my written French
wasn'ttoo bad,but I didn'thavea clue how
h
'.
to t..!.
1laVeevent e most b'.
asicconversation.
I think I did quite well on the written
pafers, but when it cameto the oral
exam,I, urn, I couldn'tunderstanda
word the examinerwassayingto me.
He se~~ed!O be sfeaking in.cr,e~i?l~
~~t,
...
!
...
.
.
. !.
-_.3'
.
T.
..
.
K Yeah, I'm fine. I'm still working at that
new place I told you about.
s Yes, I remember. How's it going?
K Oh, er, well, things are really busy at the
moment, lots of meetings and deadlines
and stuff. And at the moment this is my
only free evening during the week.
s Why's that?
K I'm, er, I've started doing loads of
evening classes.
s Really? Like what, exactly?
K Well, last night I did creative writing.
It sounds fun, but actually it's quite
challenging.
s How do you mean?
K Well, we have to write something in class
every week, like, er, yesterday I had to
imagine I was an animal and write a story
about a typical day -things like that.
s Yeah, I see what you mean. What's the
teacher like?
K Oh, he's great, very enthusiastic and
supportive. He's, urn, he's written two
novels, so I guess he knows what he's
talking about.
s I'm sure he does. What else are you
doing?
K Well, on Mondays I do a photography
course. I got a digital camera for my
birthday and there are lots of things
I don't know how to do.
s Such as?
K Er, things like taking close-ups, getting
the photos to print out properly, that
sort of thing. Oh, and I'm doing a
computer course as well. It's really
difficult, actually.
s Is it? How come?
K Well, we're doing website design, and
everyone else seems to know a lot more
than I do. I'm in the, urn, the intermediate
class, but I might change to beginners.
s Wow, you are busy, aren't you?
K Yes, I am, but being out almost every
night is actually helping me relax more.
-T-
___1-_L
,
Recording
Scripts
K Well, you know, I used to work late most
evenings, but now I have to be at my
classes by 6.30. And if I force myself to
do something different in the evenings,
it helps me sleep better.
S Right. Maybe I should start doing some.
K Well, you could always come to my
dance class tomorrow night.
S What sort of dancing?
K Salsa. I go every week.
S Really? Who with?
K A few people from work. We're all, urn,
we're all beginners, but it's great fun. You
should come, you'd love it.
s Well, I'll see if I'm free and let you know.
K Great! Anyway, enough about me, what
are you up to at the moment?
s Well, urn, I'm off to the USA on Sunday.
K Are you? How long for?
s Two weeks.
K Is this work or holiday?
s Holiday. First I'm going to my cousin's
wedding in Seattle. ..
..~
ftft~
1 A Gary called me this morning.
B What about?
2 A We're going on holiday tomorrow.
B Where to?
3 A I'm going to the cinema tonight.
B Who with?
4 A We've borrowed £10,000 from the bank.
B What for?
5 A I've just got an email.
B Who from?
6 A I've just sent an email.
B Who to?
7 A Pete's staying with me at the moment.
B How long for?
8 A I've just been told to go home.
B Who by?
1m]
SUEFirst, I'm going to my cousin's w~dding
in Seattle.
KIM Are you? Who with?
s My brother, Frank. I'm rather nmous
about the whole thing, though.
K Really? How come?
s Frank and I don't really get on particularly
... ...
...
well.
.
K How do you mean?
1
s Er, we tend to argue CJultea ot.
K Yes, families can be difficult, can't they?
And what else are you doing?
s After the weddin~ I'm going on a trip
that mv fri~nd Brad's organised.
K Are you? What sort of trip?
s We're ioing walking in the Rockies.
K How long fOr?
S Five days. Oh, I can't wait!
.e'
mI
...
CASSY
1 resent the government telling
me what I should and shouldn't eat.
And, urn, anyway, they keep changing
their minds about what's good and bad
for you. You don't know what to believe.
For example, I'm ...we're always hearing
stuff about fat being bad for us. Er, it
causes heart attacks and all that, but I
heard on the radio only this morning
that the French eat a high fat diet and
they have fewer heart attacks than we do
in America, so where, er, where does that
leave us? As for me, well I don't care
about how much fat I eat. Every day
when I get home from work, I'll have
a coffee and half a packet of chocolate
cookies. That's a lot of fat. But, urn, I
know what I like and I eat what I like.
I've always been like that. Tonight I'll
probably have a burger and fries for
dinner -even more fat! And you know
what? My mom's always telling me what
I should and shouldn't eat, and the joke
is, I never get ill and she's ill all the time.
TED Most of the time I watch what I eat,
but, er, sometimes I'll eat things that
I know are unhealthy like ice cream or
pizza. But when I was a teenager I'd get
up in the morning and go straight to
the cookie jar. I used to be addicted to
chocolate chip cookies -my mom used
to hide them from me. And then I read a
lot of books about health and nutrition,
and I knew I had to change. One of the
big killers is fat, so I'm always reading
food labels to see what the fat content is.
It drives my girlfriend crazy. And did
you know that, er, Japanese people have
far fewer heart attacks than Americans?
That's because they have a very low fat
diet, you know, stuff like sushi, rice, that
sort of thing. They don't, er, they don't
add fat to anything, well, that's what I
heard anyway.
.
mD
d
I'm used to ietung up at 5 a.m. every ay. I
I'm slowly getting used to it. I It t~es a
while for a foreigner to get used to them. I
I wasn't used to peo~le driving so close to
me. I I still haven't got used to b~ing a
pedestrIan here. 11'11never get used to
doing that.
..'
...
1m
pre~r pr~ference pr~ferable ~r~ferably I
orr.ginate originaIity origin ori~nal
oril?einally I realism reality realistic
realistically I responsibility resJJonsible
responsibly I r~cognise recognition
recognisable recognisably
..
ED
NANCYI've been runnin.8..-a sandwich
delivery servic.!;:jn the centr!:-irLof
the city for-lrLover-lrLa year. When.J
first started.J wasted loads~of time
becaus~ I wasn't~at~alLorganised.
AfterJrUd started making the
sandwiches~l'd realise that~I hadn't
got~everythin~I needed forJrLal1 the
different fillings. That meant~l'd have to
spend~ anotherJrLhourJrLin
the
supermarket~orJrLeven~a couplLof
hours sometimes! So then~I was late
with-.-all the deliveries. But fourJrLor
five months~ago I did~a time management
course. It was ratherJrLexpensive, but
I got~a lot from~it. They taught me
simple things like, urn, how to write
good lists. Now I havLa filLon my
computer forJrLal1 the food~I buy, so,
er, when~I go shoppin~I just print the
lisLoff. They also suggested timing how
lon&..it takes to get from one place to
another and that means~I can be more
realistic~about how Ion£- I need to
deliverJrLall the sandwiches.And my regular
customers~alLorderJrLin
advance now,
so that means~I can, urn, get~all the
food~at the same timLand nothing's
wasted. Yeah, urn, things~areJrLa lot
morurLorganised now. And I'vLalso
stopped trying to make the perfect
sandwich. People don't notice the
difference between~excellent~and
perfect. Yes, the business~is improving,
and~l'm surUrLit's~all due to that
coursLI did.
JAKEAs part of the introductory week at
university we had to do a time
management course. I was dreading it,
but actually some of it was, urn, yeah,
really helpful. I learned how to prioritise
things, you know, really think about what
was important or urgent, er, deadlines for
coursework and stuff like that, which
helps me to keep things in perspective.
And doing two things at once was
another good suggestion. So if I'm
travelling I'll, urn, I'll listen to my taped
notes, or while I'm in the shower I'll try
to remember things from my last lecture.
But some of their suggestions were, urn,
totally unrealistic -like how long you
have to study for each subject. So if a
subject is difficult, they recommended
you study four hours for every hour in
class. That means I should be studying
maths for 20 hours a week outside of
class! No way am I going to do that! But,
er, one thing that really surprised me was
they told us, er, not to be perfectionists.
You can't be perfect, so you only
disappoint yourself. I think that's right. As
the course leader said, there will always
be people weaker and stronger than you just learn to live with it. Yeah, it was a
good course, I, er, I think I learnt a lot.
mJ
JAMES
jenny, you haven't touched your
sandwich. Look, Liam has nearly
finished his. (Don't want it.) OK, go
and play with Harriet then. Oh dear,
she's hardly eaten anything.
Recording
HAZELDon't worry about it. It's best just to
let kids eat when they want.
LILYI don't know about that. I think it's
important for kids to get used to good
eating habits as early as possible. That's
what I did with my kids, and when I look
after Liam that's what I do with him.
Right from the word go, you should
make them stay at the table until they
finish their food.
H I can't really see the point of forcing kids
to eat. I think that just makes kids hate
meal times and food becomes a bigger
problem.
L Oh, do you think so? I think if kids aren't
allowed to play until they've eaten their
food they soon learn to empty their
plates. You have to be strict right from the
beginning or they just get into bad habits.
J I see what you mean.
H Oh, I wouldn't say that. I've never been
strict with Harriet and she eats anything.
All you have to do is make it fun, like,
for example letting them help when
you're getting food ready.
J I see your point. I must admit we always
send Jenny out of the kitchen when we're
cooking.
L Quite right too. It's dangerous in a
kitchen for a five-year-old.
J I suppose that's true,actually.
H But life's dangerous for a five-year-old.
They're always falling down and stuff.
And I don't mean ...I'm not suggesting
you leave the kid alone in the kitchen to
make the meal. You're there supervising
everything.
J I should imagine it slows everything
down if they're helping you.
H OK yes, but on the other hand they're
learning valuable life lessons.
J Mmm. You might be right there. That's a
L
H
J
L
H
L
J
H
L
good point.
Well, I'm still not convinced. What can a
five-year-old do to help in the kitchen?
Little things like letting them get things
for you out of the fridge or the
cupboards. Or let them wash the
vegetables for you. Just simple things.
You mean, sort of make it a game.
But Harriet's a girl.
Well, I can't argue with that.
No, I mean I don't think little boys are
interested in that kind of thing, do you?
Oh, I don't think that's necessarily the
case at all.
Yes,and you'll never find out if he's
interested unless you give it a go.
Anyway it's important that boys learn
how to cook, don't you think?
I suppose you've got a point there. Right,
Liam, time to go. You're doing the
cooking this evening.
1m
LILYI think children~undetJrLeight should
go to bed~at seven.
HAZELDo you think so? Why not let them
go to bed when they're tired?
JAMESI don't know~about that. Kids
never,jrLadmit they're tired.
H That's..j1 good point.
L YesJ think seven~o'cloc~is..j1 good
bedtime for,jrLall young kids.
J You might be right there.
H Welu can't really see the poinLof
forcing kids to go to bed.
J Butjf you don't, parents never havuny
timL-on their,jrLown.
L I see what you mean.
H Well, I'm still not convinced. If my kids
were/r/
thet'i1:-~ all ~in bed ~at seven, I'd never see
L Butjf
they'rrJrLup
late, they get bad-
tempered.
J Yes, you can't~argue with that.
1m
ANSWERS
2d) 3b) 4a) sf) 6h) 7e) 8g) 9k) 10i)
11j) 12n) 130) 14m) 151) 16q) 17s) 18p) 19r)
2Ov) 210 22u)
mI
ARNIEThree more coffees, please, Sam.
SAMComing right up.
JOANNEDid you hear what happened at the
parking lot near here yesterday?
CHUCKNo, what?
J Apparently a woman had been shopping
and when she went back to the parking
lot she saw four men in her car. So
she took a gun out of her purse and
threatened to shoot them.
A Whoa! What did they do?
J Well, they got out of the car and just ran
away. But then -get this -when the
woman got into the car she realised it
wasn't hers. Her car looked identical, but
it was parked nearby.
C So what happened next?
J Well, of course she was horrified at what
she'd done so she went to the police
department to explain.
C Well, that's something, I guess.
J Yes,and when she arrived, the four men
were there, complaining about this crazy
woman who'd threatened to shoot them.
A So, she hasn't been charged with anything?
J No. No one was hurt, and she had a
licence for the gun. But if the woman had
shot the men, she'd have been in serious
trouble.
A That's ridiculous. If the men hadn't run
away, she could have killed them.
C Yes, but no one was hurt.
J That's really not the point. The point is
there are just too many people carrying
guns these days.
S Here you go.
A Thanks, Sam.
Scripts
s You'rewelcome.
A That reminds me -a guy in our street
wasarrestedrecently for shooting the
tyres of a car which was parked outside
his house,just, er, well, just because
the alarm kept going off at night. He was
chargedwith vandalism-lost his gun
licence and had to pay a fine.
c I have to say,I wouldn't have beentoo
happy if the alarm had woken me up.
Those car alarms drive you crazygoing
off night after night.
J Sure,but you wouldn't have shot the lyres!
c Course not, no. If it had been me,
I might have left a note on the car, or
something.
J What would the owner of the car have
done if he'd seenhim? I mean,the guy
with the gun was seriouslyangry.
A Yeah,well, we'll never know. So what
sentencewould you have given him?
J Well, a lot more than just a fine and
losing his gun licence,that's for sure. He's
a dangerto society.I mean,I think we've
got to do something about all this, all
this violence. There were, er, about
450,000violent crimes involving guns
in this country last year.We've ...I mean,
we've got to do something...
1m
1 If I hadn't gone to the party, I wouldn't
have met her.
2 I'd have come round earlier if you'd
askedme to.
3 If Suehad beenmore careful,she might
not have got hurt.
4 He wouldn't have known about it if you
hadn't told him.
5 If Davehad known when your flight was,
he could havepicked you up.
1m
I wo.uldn't have/~v/met her -+ If I hadn't
e
...
gone to the party, I wouldn't have /~v/ met
her. I if rou'd askedme to -+I'd have /~v/
come round earlier if you'd askedme to. I
,.~ ..
.. h
f
'
had beenmore care ul, she mig t not have
f
she
mU!ht
not
have
/~v/
got
hurt
-+
I
.
Sue
e
/~v/ got hUrt. I if you hadn't told him -+He
wrruldn't have /~v/ known about it if you
badn't told him. I he could have /~v/picked
you up -+ If Dave had known when your
kd
fught was,he could have /~v/ pIC e you up.
.....'
1m .
.
,
d f
..,
. d .,
LAWYER
Goo a temoon, MSMea. Come m
and /~n/ take a /~/ seat. Firstly I'd ltke
to /t~/ sayhow sorry I am that /6~t/ this
has /h~z/happened.
BONNIE
well, thank you /j~/ for /f~/ seeing
me so qu~cklv;I've beentrying to /t~/ get
e"
e
some /s~rn/legaladVIcefor /f~/ ages,but
I was /w~z/ gettini nowhere.
l Glad I can /k~n/be of /~v/help.
B No one seemsto understandwhat's
h...,
appemng,except my sIster.
.
I
Recording
.
Scripts
~
.
,.
d
m
my
name.
ThIs
.
ot
er
person
had Ihad/ run up huge bills on the 13al
credit c~rds and Ian! b~th b~nk accounts
were Iwal overdrawn.
l So what did you Ijal d~?
B I went to Ital the 13al police. They to.ok
all the 13al details, but basically they sa.id
that 13atl they couldn't do anyt h.'
mg unu I
...
, .
I, urn, tIll I showed them some Isam!
l
evidence that 13atl I hadn't spent all
the m~ney.
res, well, that's where I can /kan! help.
"e
So, er, wh~ have /havl you been in touch
with s~ far?
B Obviously the 13al credit card c~mpanies,
but it hasn't st~pped this ~ther person
USIng
the
credIt
cards.
.
I
1
.
a
so,
er,
I
to
ld
.
my bank to Ital close the accounts t h at
13atl weren't mIlle, but as lazl soon as laz/
~ne account was Iwaz/ closed, she
o\,ened another.
Yes, once this w~man was Iwaz/ in the
..
l
'
...
.,
13al
system
..
h
as
lazl
you,
s
ld
e
d
..'
cou
0
Just
about anything.
B So it seems. Anrway, I also c~lled my
m~bile ph~ne company to Ital tell them
to Ital close a lal new account t h at 13atl
had lad/ been ~pened in my name, and
Ian I they saId that 13atl they had to Ital
check with the ~ther B~nnie Mead.
l And wh~t happened?
B They believed her and Ian! closed the
13alcase!
l So no one belIeved you?
d
B No. I even asked the 13al cre It card
c~mpanies to Ital send me c~pies of lavl
...
...
documents
' .
that
..
13atl
11
I
hadn't
actlla
'
y
signe
d
Ik~n/
Iw~71
were
IW3:1
Iw~1
IDyl
of
ftu:1
to
from Ifrom/
strong
has
Ihre71
/h~71/~71
as
have /brevi
/h~vll~vl
are
lalf
I~I
do
Idu:1
Id~1
you
at
Iju:1
lretl
Ij~1
I~tl
for
If:>:1
If~
and trend!
that I~retl
some ISAm/
a
leII
the l~i:1
your Ij;,:1
frezl
I weak
I;lV!
It;ll
Ifr;lm/
l;lzJ
I;ln/
16;1tl
Is;lm/
1:1/
16;11
Ij;ll
round?
hadn't, of lavl course. So I, urn, I eCIded
f
to Ital check Into thIngs urt her and Ian!
found that 13atl there were Iwal six new
credIt cards and Ian! two new bank
accounts
weak
/kren/
Iwoz/
BONNIEHello?
HELENHi, Bonnie. I got your message. I called
back, but you were out. You sounded in a
terrible state. Would you like me to come
.. ..
.
... ., , . '
...
h
strong
can
was
1m
..'.
..
If I'd tried to open a lal new account. I
...'.
..
mIl
'
,
1
.",
leave from Ifram! work. It, urn, it takes
11
hours to Ital make phone ca s, write
1
letters and, and Ian! see peop e. No one
1.
h b
rea Ises t at it.
,
l No, they don't. So you, urn, you re not
working at latl the 13al m~ment?
B N~, but I'm due b~ck in a lal couple
of lavl weeks.
l
i ht. So tell me, h~w did it all start?
B
ell, I dIdn't, urn, I didn't know
~nything was Iwazl wr~n[. until I g~t alai
letter from Ifram! a lal credit card
company about f,our mont h s ago, ask.mg
...
. .'
..
h
L RIg t ...,urn,
et's see what we can Ikan/
do to Ital get vour IJal lIfe back. FIrst I'll
need, er, I'd lIke a lal copy of lavl all
your Ijal bills, then if you could...
My friends can't understand why I'm so
anXIOUSand Ian! why I can't Just get on
with my life.
l ~ll,
if people haven't experienced
identity theft, they can't imagine what it's
like, or h~w much trme it takes to Ital
deal with everything.
B "e
res, I know. I've had to Ital take un~aI d
.
And Ian! they did send them, but they
sent them to Ital her! It was Iwazl unrea 1,
I couldn't believe it was Iwazl happening.~
B No, it's OK, but thanks for offering. I feel
much better now I've spoken to a lawyer.
H Oh, yes. How did it go?
B Well. I was there for about an hour and
he was very helpful. However, there was
another threatening letter waiting for me
when I got home.
H Oh no! Who from this time?
B It's another one from, er, Hillard's
department store, would you believe,
saying I still owe them £1,000 for that
sofa I never ordered. I mean, I wouldn't
mind, but I spent two hours on the
phone to them about it last week.
H Let me give them a ring for you.
B No, thanks. I'd better phone them
myself. If you called them, it might get
even more confusing.
H Yes, it probably would. Anyway, what did
the lawyer say?
B Well, he wasn't impressed with my filing
system, with everything in one file. The
first thing he wants me to do is to, er, to
put it all in different files, one for each
company, and order all the bills by date.
I'm not looking forward to doing that.
H Would it help if I sorted it out for you?
B It's a really boring job. Are you sure you
wouldn't mind?
H Of course not. I'm good at things like that.
B Thanks. That'd be a great help. Don't
think I can face going through all those
letters again. Anyway, enough about me.
How are things with you? You're, urn,
you're off to see Meg in Paris soon, you
lucky thing.
H No, I can't go now. Nigel can't look after
the kids because he's got to go to Rome
for work.
B Well, why don't I look after the kids?
H Are you serious?
B Of course I am.
H Well, it'd be wonderful if you could.
B Right, that's settled then.
H Thanks. Do you want to come and stay
here? I'll make a bed up for you, if you
like.
B No, don't worry. It'd be easier if I
brought the kids back here.
H I could get our babysitter to come and
help you in the evenings -you know,
put them to bed and stuff.
B No, that's OK. I can manage. So when
are you off?
H The Eurostar leaves, er, let me see ...
at 6 o'clock on Thursday evening.
B What if I picked the kids up from school
and brought them straight here?
H As long as you don't mind.
B No, not at all.
H That'd be great. Thanks.
B So how long do you want me to look
after them?
H Oh, I thought I could leave them with
you until they're all eighteen!
B Oh yes, right!
1m
. ' ..
Would you like me to come round? I No, it's
b
ff
OK, ut thanks for 0 enng. I Let me give
them a nng f or you. I No
... thanks, I'd better
'
..
phone them mys~lf. I Would it h~lp if I
sorted it out for you? I Are you sure you
would n't mm
' d ? I Whr don't I look after the
.
kids? I well, it'd be wonderful if you could. I
I'll make a bed up for you, rl you like. I
No, don't worry It'd be easier if I brought
the kids back h~re. I What if I picked the
kids up from school? I As long as you don't
mind.
.
~
~
1
NIGELWould you /j;!/ like me to /t;!/ h~lp
you /j;!/ move tomorrow?
BONNIEAre /~/ you /j~/ sure you /j;!/ wouldn't
mmd?
f
N No, 0 /~v/ course not.
B Thanks. That'd be a /~/ great help.
N Why don't I come over this evemng
and /~n/ h~lp you /j~/ pack?
B It'd be wonderful if you /j~/ could.
.. ..
2
N L~t me h~lp you /j~/ pack those tiles.
B No, don't worry I'd better do those
mys~lf.
N W~ll, what if I carried th~se heavy things
downsta~rs for /f~/ you?
B As /~z/ Ion!! as /~z/ you /j;!/ don't mind.
N Not at /~t/ all. Then I'll pack up the /i};!/
computer and /;!n/ printer, if you /j~/ like.
B No, that's OK. It'd be easier if I sorted
those out.
."
..
..
mI
THE DEAD KANGAROO STORY
In 1987 the world's best sailors were competing
in the America's Cup yacht race off the
coast of Fremantle, in Western Australia.
Recording
One day;one of the sailors went for a drive
in the outbackand accidentallyran over a
kangaroo.The sailor got out and leanedthe
deadkangarooagainstthe side of the car.
Then he decidedto put his America'sCup
teamjacket on the animaland take a few
pictures to show his friends. However,it
turned out that the accidenthadn'tkilled the
animal, it had only knocked it out. While the
sailorwas taking some photos,the kangaroo
cameround. Realisingthat somethingwas
wrong, the animal immediatelyran awaytaking the sailor'sjacket, his passport,three
credit cardsand $1,000in cashwith it.
THE FALLING COW STORY
In 1997the crewof aJapanesefishing boat
wererescuedafter their boathad sunk in
very unusualcircumstances.
Accordingto the
fishennen,the boathad beensailing in calm
waterswhen a cow fell from the sky and
crashedthrough the boat. Unfortunatelythe
police thought the crewhad madethe whole
story up and arrestedthem. Theyremainedin
prison while the police tried to work out why
the boathad sunk. Eventuall};the pilot of a
Russiantransportplane told the police what
had happened.Beforethey took off from their
Siberianairbase,the plane'screwhad stolen
somecows from a nearbyfield. While they
were flying at 25,000 feet,one cowbroke free
and startedrunning around inside the plane.
The crewmanagedto push it out of the door
and into the sea-or so they thought.
THE EXPLODING HOUSE STORY
A woman from California had beentrying to
getrid of all the bugs in her home for years,
but without success.Then, in December
2001,she bought nineteen'bug bombs',
which are designedto spreadinsecticideover
a wide area.She put all the bug bombs in her
house,but unfortunatelyshe hadn'tread the
instructions, which warned that no more
than one bomb should be used at anyone
time, and they should neverbe usedindoors.
All nineteenbug bombs went off at the same
time, completelydestroyingthe building and
causingover $150,000worth of damage.
A number of bugswere also hurt.
1m
..."
The boat had lad! been /bIn! sailin2 in calm
waters.I The polIce thought the crew
had lad! made the whole story up. I The pIlot
told the polIce what had lad! happened.I
. .. .. ..
. . ...
h 1
h
T epane's crew ad lad! stolen some cows. I
A woman had lad! been /bIn! trying to g~t
f
h
nd 0 all t e bugs for years.I She hadn't
read the instructions.
1m
KEVEN
Dave,have you everplayed an April
Fool's Dayjoke on anyone?
DAVEUrn, no, not really -but my brother
Alan told me a greatstory about a
practicaljoke from his university days.
K He went to, er, Bristol, didn't he?
D Actually, it was Birmingham.
K That's right. I knew it began with B.
When was he there?
D This was back in the mid-eighties.
K Oh, right.
D Anyway, this story happened during Rag
Week -you know, when students do all
sorts of silly things to raise money for
charity, like, er, race each other down the
main street on beds, or walk around the
streets in strange costumes collecting
money or whatever.
K Yeah, I know what you mean. We have
the same sort of thing in Ireland.
D Well, one day Alan and his two flatmates
were woken up at 7 a.m. by the sound of
workmen drilling the road outside their
house.
K Oh no!
D Yeah, what a nightmare! Apparently
they'd all been to a big party the
previous night and had got to bed at
about four thirty, so they didn't, urn,
they weren't too happy about being
woken up first thing in the morning.
K Yes, I can imagine. So what did they do?
D Well, one of Alan's flatmates went out to
a payphone across the road and called
the police.
K Really? What did he say?
D According to Alan, his friend told the
police that some university students
were digging up the road outside their
house, you know, as a Rag Week stunt.
K You're joking!
D No, really. He said that the students were
dressed as workmen from the local
council, and asked the police to come
round and make them stop. Obviously
he, urn, he gave a false name and house
number.
K Right.
D Meanwhile, Alan's other flatmate went
out to tell the workmen that some
students dressed as policemen were
going round telling people what to do as
part of a Rag Week stunt.
K So what happened?
D Well, about ten minutes later, two
policemen turned up and told the
workmen to stop drilling, obviously
because they, urn, they thought they
were students. And of course the
workmen just ignored them because
they thought the policemen were
students too!
K Ha ha, what a great idea!
D Yeah, I know. In the end they managed
to work out what had happened and
realised they were all victims of a
practical joke. Apparently they thought
it was quite funny.
K And, urn, what about Alan and his friends?
Scripts
0 Er, they were all secretly watching the
whole thing from their window. Alan
said it was absolutely hilarious.
K I bet it was.
0 Luckily, nobody ever found out who'd
called the police, otherwise they'd have,
urn, they'd have been in big trouble.
K That's a brilliant story!
D Yes, it is, isn't it?
K Oh, by the way, have you heard from
Sally recently? She lives in Birmingham
now, doesn't she?
D Yes, she does, although, urn, we haven't
been in touch for a while. I think she's
still working at the same place, but ...
eD
STEVEHi, I'm home. Have you had a good day?
ELLENNo, not really. Actually, it's been a bit
of a nightmare.
sOh, dear. What's happened?
E Well, urn, first I waited in all morning
for the new TV to be delivered, but they
never turned up.
sOh, I don't believe it! Hadn't they
promised to be here today?
E Yeah, but I'm not surprised, to be honest.
They didn't turn up last week either.
I was pretty angry, though.
5 I bet you were.
E Anyway, I called them and they said that
they'd definitely be here next Wednesday.
s Next Wednesday? You must be joking!
E That's, er, that's the earliest they could
do, they said. I told them if they didn't
turn up next time, I'd cancel the order.
s Quite right too. That TV cost a fortune!
E And then, er, well, my laptop crashed
while I was on the Internet. I think it's
got a virus.
s Didn't you install that anti-virus software?
E Urn, well, not exactly, no.
s Well, no wonder you've got a virus. Oh
I'll have a look at it later, if you like.
E Thanks. What else ...er, oh, Jack got
sent home from school.
s Oh no, not again! What did he do this
time?
E He was, urn, he was caught fighting
during the break.
s You're kidding! Oh that boy drives me
crazy sometimes. I keep telling him to
stay out of trouble. Why on earth doesn't
he listen to me?
E He said that the other boy started it.
s Well, he would say that, wouldn't he?
E I don't know what to do with him, Steve,
I really don't.
s Don't worry, we'll work it out. I'll, er, go
and talk to him in a bit.
E Oh, there was one piece of good news.
My brother Derek called. Guess what?
He's finally found a job.
s Wow, that's fantastic news! What sort of
job?
Recording
Scripts
E Anyway, the reason I'm calling is that
we're heading down to your part of the
world next week on holiday.
D Really, you're coming to Cornwall?
E Yeah, we're staying in a small hotel in
Padstow for a week. Paul got a very
cheap deal on the Internet.
D Great! Well, we'll have to meet up
sometime.
E Yes, definitely.
D Have you got any plans?
E Well, we're going to take Katy to the
Eden Project. She's thinking of doing
environmental studies next year.
E It's, urn, it's in a department store, selling
furniture. Poor Derek, he's been
unemployed for so long. I'm really
pleased for him.
S Yes, I can imagine. Did you ask him
round this weekend?
E No, I forgot. I'll call him again later.
S Anyway, I'm dying for a cup of tea. Want
one?
E Mmm. Yes, please.
S And is there anything to eat? I'm
starving.
E Dinner's in the oven. So, how was your
day?
sWell, er, I had quite a good day, actually.
Guess what? ...
eD
DOh, right.
E So 1 thought she'd enjoy it. Paul's not too
keen, though, it's not really his thing.
DOh, I'm sure he'll have a great time. It's
supposed to be really interesting.
E Actually, we were wondering if you'd like
to come with us.
D Yes, I'd love to. Which day are you
---
STEVEGuess what? I've been promote!d
ELLENWow, that's fantastic news!
s Yes, I'm over the moon about it.
E I can imagine. No wonder you look so
--happy. I'm really pleased for you.
s Thanks. And I get a forty per cent pay
rise.
--E You're kidding! Anray, weren't they
going to give the job to Stuart?
,~
--.
S res, they were. But I'm not surprIsed
they didn't, to be honest. He was re-ally
when he found
-- out, tough.
h-angry
going?
E We're not sure yet. What do you think?
D Well, I've heard it's less busy towards the
end of the week.
E How about Thursday, then? That's a
week today. Or will you be working that
day?
D No, don't worry, I'll take a day off. That
shouldn't be a problem. Actually, there's
a programme on TV about the Eden
Project on Saturday evening.
E Really? When?
D Let me have a look. It's on BBC2 and it
starts at ...seven thirty
E Thanks, we'll try to watch it.
D So how will you be getting to the Eden
-I bet he was.
E
s And we're going to Florida this weekend
to celebrate.
E You must be joking! That'll cOst a fortune!
mil
ANSWERS
2 plans 3 knew 4 the two 5 love
6 must 7 yesterday 8 supposed 9 tears
10 Losing 11 that 12 could 13 love 14 half
15 hear 16 confused 17 true 18 plan
19 loved
IBI
Project?
E By car. Actually, we'll be driving through
your village so we can pick you up on
the way.
D Sure you don't mind?
E Course not. It'll be great to see you.
D You too. It's been a long time.
E Yes, it has, hasn't it? Just think, this time
next week we'll be walking around the
Eden Project together!
D Let's hope it doesn't rain!
E Yes, absolutely. Anyway, what else have
you been doing lately?
-
They're
Irl~ as l~zI beautiful
as l~zI
-~
-~butterflies. I The
more
Irl
I
learned
--~~
~ about them, the more Irl interested I became. I Koi
are getting mo;;;-Irl and more/rl expensive. I
--~~
-~~
That's
much as l~zI I paid for
h i"' almost
ITh~ asl~zI
1
my ouse.
e nonna prIce ISnow here
..'T"
near IrLas l~zI hIgh asl~zI that. I The bigger
~
-they are, the more they cost. I They're
t
slIghtly bIgger than 16~nlthe ones~ 've got.
..-
..-
1m
mJ
DIANEHello?
EMMAHi, Diane. It's me.
DOh, hello, Emma. How are you doing?
E I'm fine, thanks.
D And how are Katy and Paul?
E Oh, they're fine. Katy's doing her GCSEs
at the moment.
D How are they going?
E Very well, I think. She's been working
really hard and I think she's going to
pass them all.
DOh, that's good.
We'll be driving through your village. I
We'll be walking around the Eden Project
tog~ther. I How will you be g~tting to the
Eden Project? I Will you be working that
da,? I I'll be seeing them tomOrrow. I He
won't be coming to the party.
1m
ANSWERS
2 are we going
I
I
3 We'll be having
4 I'll record 5 we'll watch 6 I'm going to
buy 7 she'll let 8 I'll give 9 I'll be seeingI
10 I'll ask 11 starts 12 We're going to miss
13 she'll be
1m
Although we still don't really know how
our sense of smell works, our love of
perfume goes back a very long war The
Ancient Egyptians used to put perfumed
oils in their hair, and the oil found in
Tutankhamun's tomb was still fragrant
when it was opened, 2,000 years after
he'd been buried there. And at feasts in
Roman times, white birds with their wings
soaked in perfume flew around the room so
that the air was filled with a sweet scent. In
fact, all through history, kings and queens
have shown a passion for perfumes. In
1573, Queen Elizabeth I of England was
given a pair of perfumed gloves. She wore
them all the time, and loved them so much
that she had a coat and a dress made which
had the same scent.
In Paris there's a perfume museum called
Osmothtque, which has an amazing 1,100
perfumes. Next to the museum is a school
where perfumers are taught how to create
new fragrances. It takes eight years to
become a fully-qualified perfumer, and there
are only about 400 in the world. To make a
single perfume you need between 400 and
500 ingredients, which are often extremely
expensive. One of the ingredients in Chanel
N° 5 for example, costs $40,000 for half
a kilo and smells like burnt candle wax.
Incidentally, Chanel N° 5 got its name
because it was the fifth perfume offered to
Coco Chanel by her perfumer, Ernest Beaux.
And just in case you think perfumes are
only for women, it's worth pointing out that
men have always worn 'perfumes' in one
form or another. The French Emperor
Napoleon Bonaparte loved perfume, and
apparently used one or two bottles a day!
These days many men wear perfumes
designed for both men and women, such as
CK1, or even perfumes just for men like
Michael Jordan Cologne, named after the
famous American basketball player.
How do you decide whether a perfume is
right for you? Well, the first rule is, never
buy a perfume that you haven't tried on
your skin. Different skin types react
differently to each perfume -what smells
wonderful on a friend may well smell
terrible on you. And secondly, keep
perfume in a dark place at a temperature of
no higher than 15°C. Heat and light are the
enemies of perfume.
III
1 White birds with their wings soaked in
perfume flew around the room.
2 All through history, kings and queens
have shown a passion for perfumes.
3 Queen Elizabeth I of England was given
a pair of perfumed gloves.
4 She wore them all the time.
S She had a coat and a dress maae which
had the same scent.
Recording
6 Perfumers are taught how to create
new fragrances.
7 And there are only about 400 in the
world.
S Many men wear perfumes designed for
both men and women.
9 How do you decide whether a perfume
is right for you?
10 Never buy a perfume that you haven't
tried on your skin.
1m
RACHEL
George, have you ever worked
out
your ecological footprint?
GEORGE
No, but it sounds complicated.
R Oh, you can do it online in 5 minutes.
I, er, I did it today
G And?
R Well, it was a bit disturbing, actually. It
told me that if everyone in the world had
a lifestyle like me, we'd need 2.3 planets
to survive!
G Wow!
R Yeah, makes you think, doesn't it? Our
lifestyle simply isn't sustainable.
G Maybe, but I don't see how we can really
change it. I mean, I recycle newspapers,
turn off the TV at night, that kind of
thing. Are you suggesting we all, urn, go
and live in caves or something?
R No, that's not what I'm trying to say.
What I meant was that there are lots of
other things we can do, not just
recycling or saving energy.
G Like what?
R Er, well, take food shopping, for
example. Do you ever wonder how far
the food you buy has travelled to get to
your local supermarket?
G Hmm, that's an interesting point. I've
never really thought about that.
R Well, a lot of it's flown halfway around
the world, which you know causes
greenhouse gases,so it'd be much better
if, er, if everyone bought food that's
produced locally.
G But if we all stopped eating, say, bananas,
then the economies of some Caribbean
countries would collapse overnight. How
moral or ethical would that be?
R Fair enough, but I still think that we
should eat more locally produced food
and avoid stuff that has too much
packaging.
G Yes, but then again, the packaging keeps
the food fresh. We're not going to ...
nobody's going to buy food that's gone
off, are they?
R No, of course not, but I just don't think
it's right that the food industry produces
so much rubbish.
G OK, then, how else could I reduce my
ecological footprint?
R Urn, let me think ...well, you could
become a vegetarian.
G Really? Why do you say that?
R Well, one argumentin favour of
being vegetarianis that farming animals
is so wastefuland usesso much energy.
Did you know that, er, one hectareof
land canproduce enoughsoyabeansto
feed 600 people,but only enoughbeefto
feed 20 people?
G Really?Wow!
R Yeah,and, urn, and you need 100 times
more water to produce a kilo of beef
than a kilo of wheat. It's just ridiculous
and completelyunjustifiable ...
G I don't know aboutthat. I think people
should havethe right to eatwhateverthey
want. I mean,are you saying that human
beings shouldn'tbe allowed to eat meat?
R No, that's not what I meant. All I'm
sayingis that meat production is very
damagingto the environment.
G Well, somepeople would argue that it's
the customers'fault, not the farmers'.
R That's exactly my point. It's up to us to
changethings. Anyway,we'd better
order. What do you fancy?
G Er, well, it's hard to say... I was going to
have a burger, but now I think I'll just
have a salad.
R Good choice!
mJ
RACHEL
I think people should leave their
cars~athome morurLoften.
GEORGE
Maybe,but I don't see how you
can~ask~everyoneto giv~up their cars.
R No, that's not what.J'm trying to say.
What~I meantwas people should use
public transportjf they can.
G FairJrLenough, but I still think~a lot~of
people prefer to drive.
R AIU'm sayingjs that cars~arurLa
bi&--environmentalproblem.
G Yes,but then~again,public transport
is~often morurLexpensive.
R I know, but~it'd be betterJrUf we
thought~about how much transport
coststhe planet, not just~ourselves.
G That's~an~interestingpoint. I've never
really thoughtybout that.
mI
The sectionof KateFox'sbookexplaining the
rules of queuingis fascinatingand the English
obeytheserules without thinking aboutit.
Jumping a queuewill certainlyannoythose
peoplequeuingproperly.However,despite
feeling intenseangertowardsthe queuejumper,the Englishwill often saynothing staring angrilyis more their style.
Then there are the rules for saying
pleaseand thank you. The English thank
bus drivers, taxi drivers, anyonegiving
them a service.In fact the Englishspend a
lot of time saying pleaseand thank you,
and they hate not being thanked if they
think they deserveit. Not saying thank you
will often causea personto sarcastically
shout out, "You'rewelcome!".
Scripts
1m
BRUCEI don't care how long it takes. I want
it right!
MAN OK. Sorry. I'll have it for you by the
end of the day.
LUCYLook. Bruce is having a go at someone
again. By the way, are you going to his
leaving party?
DON I might go for a bit.
L Yes,me too. You know, I'll miss him in
some ways.
D Well, you don't have much contact with
him, but I do. And I won't be sad to see
him go. He's, urn, he's extremely difficult
to work with -he doesn't listen to anyone.
L Yeah, I was in a meeting with him once
and nobody could get a word in. And
he's so bad-tempered. If he's like that in
the Leeds office, he's bound to upset
people.
D Well, he's unlikely to change his
personality overnight. But the Leeds
office isn't doing well, and you know, he
could improve things there.
L Yes, he probably will, although I can't
imagine they'll like him.
D I don't suppose he'll worry about being
popular. He's just ...he's not that kind of
person, is he? I remember him saying,
"I'm not here to make friends, I'm here
to sort out the company's problems."
And to be fair, he has.
L Sure, no question about that. Is he, urn,
taking his family with him, do you know?
D Well, he's likely to be there for at least a
year so I'll be surprised if he doesn't. He's
a real family man.
L But commuting's a possibility, I suppose.
He may not want to give up his house
here. Anyway, er, are you applying for
his job?
D Maybe. Do you know who else is going
for it?
L Well, Patrick certainly won't. He knows
he doesn't stand a chance of getting it.
And I doubt if Lynn will go for it, she's
not that ambitious.
D But Frieda may well apply. And if she
does, they might give it to her.
L But you're sure to get the job, you could
do it with your eyes closed.
D Hmm, no. They don't think I'm very well
organised. And they could be looking for
someone from outside.
L I shouldn't think they'll employ an
outsider, just for a year.
D Yes, but surely Bruce won't come back to
the same job.
L You're right, he probably won't. I dare
say they'll promote him if he's successful
in Leeds. Uh oh, here he comes.
B Don, if you've finished, can I see you in
my office?
D Right. No, I definitely won't mi~s him.
L Good luck.
D Thanks. See you later.
~
Recording
Scripts
MICHAEL
Hello.JwLandwelcome to the
programme.With us today.JjLin the
studio.JwLisJoe.JwLAllen,who's a
professor.JrLofmathematics,and
SallY.JjLEvans,who.JwLactuallyworked
for the British SecretServicefor.JrLover
twenty years.They're both here with me
to discussthe.JjLimportance of secret
codes throughout history.
JOEGood afternoon.
SALLY
Hello.
M Sally,now.JwU understand that a code
invented during the reign of Roman
EmperorJulius Caesarwas used for
hundreds of years after his death.
S Yes,amazinglY.JjLitwas. It was quite
a simple code,really. All the letters of
the.JjLalphabetsimply moved three
places. So, urn, A becameD, B becameE,
etc.
M How.JwLisit possible that the code
remained unbroken for.JrLall that time?
sWell, we.JjLoftenforget that back in those
days not manY.JjLordinarypeople knew
how to read,so that'sprobablyone of the
main reasonswhy.JjLit lastedso long.
M When did people start working out how
to break codes?
s Well, one of the.JjLearliestpeople
to.JwLeverbreak codedmessageswas
an Arab mathematiciancalled al-Kindi,
who lived in the 9thcentury.He was
an extremely.JjLintelligent man and
he wrote 290 books, on medicine,
linguistics, astronomy.JjLand
mathematics.He.JjLevenwrote one
or two.JwLonmusic. At the time he
was known asthe philosopher.JrLof
the.JjLArabs and, urn, in facthis book on
decipheringcodeswas only rediscovered
relativelyrecentlyin Istanbul in 1987.
J Yes,and actually.JjLit was, urn, it
wasbecausehe knew.JwLa lot about
maths and languagesthat he wasable
to.JwLunderstandhow.JwLacode could
be broken. He did it by working out
how frequently eachletter was used in
a language.
M Can you.JwLexplain that in a little more
detail?
s Yes,for.JrLexample,let'stake
the.JjLEnglishlanguage.If you take
any generaltext in English,you'll find
that the letter.JrLE.JjLiSthe most
frequent.And when you'veworked out
how.JwLofteneachletter.JrLappears,then
you have a way.JjLofbreakingthe code.
M Ah, I see.So you look for the most
common letter.JrLandyou.JwLassume
that letter representsthe letter.JrLE.
J That'sright. And letters in the code that
have a very low frequencywill probably
representQJwLand Z because
they.JjLonly.JjLoccur very rarely.JjLin
English.
M Hm, that's veryJjLinteresting. But
doJwLall codes use letters of
theJjLalphabet?
5 No. Some use symbols, which just
means that you, urn, you look for the
most frequent symbol instead of the
most frequent letter. In fact
theJjLauthor SirJrLArthur Conan
Doyle, who wrote the Sherlock Holmes
books, used stick men as a code in his
book TheJjL,Adventure of the Dancing
Men. In that story, Sherlock Holmes
manages to break the code when he
realises that the dancing men represent
letters of theJjLalphabet.
M So, er, it seems that Conan Doyle
knewJwLabout al-Kindi's wayJjLof
deciphering codes.
5 Definitely.
M And is al-Kindi's wayJjLof breaking
codes still being used today?
mID
4
LUCY Yes?
TINA Hello, Lucy. Are you busy?
L I'm afraid I am a bit, Tina.
T Just a quick question. When would be a
good time to install some new software
on your computer?
L Er, tomorrow?
T Fine by me. I'll do it first thing
tomorrow morning.
L Thanks.
5
LUCYYes?
JULIANLucy, can I have a word?
L I'm really rather busy at the moment,
Julian, but what's the problem?
J Er, I don't suppose I could use your
office any time today. It's just that I get
so many interruptions out there I can't
get any work done. (laughter) What
have I said? What's so funny?
1m
Well, one of theJjLearliest people
1
toJwLever break coded messageswas
an Arab mathematician called al-Kindi. I Yes,
2
forJrLexample, let's take theJjLEnglish
3
language. I So you look for the most
, 4
common letterJrLand youJwussume that
letter represents the letterJrLE.
5
6
1m
l'
LUCYCome in. Hello, Angus.
ANGUSSorry to bother you, but have you
got a minute?
L Sorry, this isn't a good time. I'm really up
against it at the moment. Is it urgent?
A No, not really. I just wanted to go over
these figures. Er, don't worry, some other
time.
L Yes, give me an hour or so.
A OK. See you later. Thanks.
2
LUCYHello. Lucy Baker speaking.
MARTINHi, it's me. Is this a good time?
L Oh, not really. I'm afraid I'm a bit tied up
just now. Is it important?
M No, don't worry. I just wanted to ask you
about house insurance, but I'll catch you
later.
L Thanks. Oh, oh, and Martin, can you
pick something up for dinner?
M Sure. See you later. Bye.
L Bye.
3
LUCYCome in. Hello, Clare.
CLARESorry to disturb you, Ms Baker. I was
wondering if I could see you for a
moment.
L Er, I'm rather pushed for time at the
moment. Can it wait?
C Urn, yes, it's not urgent. It's just about
the report you asked me to type up.
When would be convenient?
L Try me again in a couple of hours.
C Right.
SorT)' to bother you, but have you got
a minute? a)
Is thIS a good time? b)
Sorry to disturb you. b)
I was wondering if I could see you for
a moment. a)
Are you busy? a)
Can I have a word? b)
, ..
1m
A SorT)' to bother you, but have you got
a minute?
.,.
..
B Sorry, thiS isn't a good time.
B I'm r.e.allyup ar;:inst ~t at the moment.
A I'll catch you later, then.
, ..
..
A Is thiS a good time?
f dI '
b
B I,m a ral
m a It tied up Just now.
A I Just wanted to ask you about house
' ..
..
msurance.
A Sorry to distUrb you.
A I was wondering if I could see you for
a moment.
B I m rather pushe d for time fight now.
,.
.
.
....,
".
A When would be a good time?
.
A Can I have a word?
,
. 1
B 1m reall)' rather busy n~ht now.
A Don't worry, it's not important.
mJ
Li$~eningTest (see Teacher's Book)
mil
DAN A new survey out today has revealed
that we're spending more time than ever
waiting in airport departure lounges. So
we sent our reporter Nicole WaiSon to
Heathrow to find out how people are
passing the time there.
I NICOLEThanks, Dan. Excuse me, madam,
I.
where are you flying to today?
I WOMAN1 Er, I'm going to Madrid.'
N And can I ask how you normally spend
your time while you're waiting for your
flight?
W1 I usually buy a paperback and just go
and sit somewhere quiet.
N So you just read until your flight is
called?
W1 Yes, that's right. Once I got so involved
in the book I was reading that I missed
my plane.
N Really?
W1 Yes, it was quite embarrassing, actually.
N And what about you, sir? How long
have you been here today?
MAN1 I've been sitting here for nearly five
hours.
N Wow, that's a long time!
M1 Yes, there's a problem with the plane or
something.
N
Oh and how have you been spending
your time?
M1 Well, I really love people-watching and
airports are just brilliant for that. So
that's all I've been doing, really. Oh, I've
also called my parents to say goodbye.
N Right. And the gentleman sitting next to
you. How do you feel about waiting at
airports?
M2 I absolutely detest it, to be honest.
Luckily, I only live ten minutes away, so
I usually check in as late as I can.
N And how are you spending your time
here today?
M2 I'm doing a part-time business
management course at the moment,
so I'm trying to catch up on my
coursework.
N And why are you travelling today?
M2 I'm flying to Hamburg for some
meetings. I'm supposed to be seeing
some clients as soon as I arrive, but I
see the flight's been delayed. Just my
luck, eh?
N And how about you, madam?
WOMAN2 Well I've been looking round all
the shops. I have three kids and I never
get time to shop for myself, so I'm
having a great time today.
N Have you bought anything?
W2 Yes, a handbag and some perfume. I'm
also thinking of buying a camera, but
I think they might be cheaper online.
N And where are your kids now?
W2 They're with my husband in that
restaurant over there having lunch. My
youngest is usually very good, but he's
being very difficult today. So we've
decided to take it in turns to look after
them.
N Thanks very much. So that's how people
are passing the time at Heathrow today,
Dan. Back to you in the studio.
D Thanks, Nicole. Now, these days many
people seem to ...
1m
.
Jcccc
(LIVE Ah, here's Ian.
IAN Hi, everyone. Sorry I'm late.
MOllY No problem. Clive and I have only
just got here ourselves.
OLIVIA.5Q,.!;.r,so how was your first day
back at work?
I ~,
!!ill, it was a bit of a nightmare,
actually.
0 Oh, why's that?
I ~,
I've onl~ ...I'd only been away
from the office for:!ikJ;;.a week, but there
were over 300 emails in my inbox this
morning!
( Yeah, that always happens to me too.
M ~,
I love getting emails. ffi ...it's
about the only thing I use the Internet
for these days.
( Apart from shopping, of course.
M Yeah, that's true, I do do a bit of
shopping online.
( A bit? Molly, please ...
M ~,~,
it's so easy,isn't it -you
just killi;lQf :!ikJ;;.click on a few icons and
that's that. You don't ...it doesn't feel like
you're spending money at all!
( It does when the credit card bill arrives ...
0 Yeah, I generall~ , !!ill, I buy a lot of
things online too, especially, .!;.r,books
and CDs and ~ou know things like that.
( Oh, I don't buy CDs any more, I just
download music straight onto my MP3
player.
0 Do you have to pay for it?
( If it's new stuff, yeah, you:!ikJ;;.have to pay
for each song you download, but ill, .!;.r,
it's very cheap. And I go to ...there are
some other websites where you can :!ikJ;;.
download songs by new bands for free.
0 :!l!:!l, we should start doing that, Ian.
I ~,
ill ...it's just that I've never
~
found the time to work out how
to do it.
0 That's because you're usually too busy,
urn, playing that role-play game of
yours. Honestly, every time I ...I often
come home and find that he's been
sitting in the study for hours, you know,
fighting some evil monster or something.
I That's only when your mother comes
to stay
0 Ha ha, very funny.
( They're, er, they're very addictive
though, those role-play games, aren't
they?
I
Yeah, and incredibly popular too. Any
number of people can play. Some of
them have like about half a million
people playing at the same time.
M Really? Wow!
WAITER
Excuse me, are you ready to order?
M Oh, er, no, sorry, we've been chatting.
Can we have, urn, can you give us a few
more minutes?
W Of course.
Recording
Scripts
0 Well, the thing I love most about the
Internet is our webcam.
M Really? Do you, urn, do you use it
much?
0 Yeah, I do, actually. Most of ...a lot of
my family live in the States, and we kind
of, er, use the webcam to keep in touch you know, for birthdays and, er, that
kind of thing.
M Urn, that sounds fun.
0 Yes, it's wonderful.
c Right, let's order. Is there, er, anything
you'd recommend?
IiIJ
1
TONYHello.
GREGHi, is that Tony?
T Yes...
G Hi, it's Greg. Greg Robertson.
T Greg! Hey, I haven't heard from you for
months! How are you?
G I'm good, thanks. Listen, I'm calling
from Sydney on my mobile, so I can't be
long -it's probably costing me a fortune!
T So what's going on in ...
G Anyway, the reason I'm ...Sorry. There's
a bit of a delay on the line.
T Shall I call you back on your landline?
G No, don't worry. This is just a quick call
to ...I'm flying ...Tuesday... I ...you'd
like to meet... evening.
T Sorry, you're breaking up a bit. I didn't
catch all of that.
G Is that any better?
T Yes, I can hear you now.
G I said I'm flying to London next Tuesday.
T Really? Wow, that's brilliant news!
G Yeah, and I was wondering if you'd, you
know, like to meet up in the evening.
T Yes, course, that'd be great. Actually, why
don't I, urn, come and pick you up from
the airport?
G Well, it'd be great if you could, thanks a
lot. I get into Heathrow at, er, let me see
...3.20 in the afternoon, your time.
T What's your flight number?
G Let me see. Er, I'm just about to run out
of credit. I'll, urn, I'll email you the flight
details.
T Great. See you on Tuesday,then. Bye.
G See you later.
2
TONYHello, Harry.
HARRYHello, Tony. How are things?
T Dh, not bad, thanks. I was, urn, I'm just
about to go and see those new clients,
you know, the software company.
H Good, hope it goes well. Anyway, the
reason I'm calling is that we're having a
planning meeting next ...
T Sorry, it's a bad line. You'll have to speak
up a bit.
H Would you like me to phone you back?
Recording
T
No,
it's
were
H
OK,
you
I can
having
next,
er,
T
Next
Yes.
a big
er,
you
H
you
now.
planning
Tuesday
to
B I keep losing you. Shalll call you Ij;}1
back on your Ij;}1 landline?
A Yes, if you Ij;}1 don't mind. I think my
bartery's about to It;}1 run out.
What
be
meeting
afternoon,
and
I'd
there.
be
sales
ideas.
Why,
it's
plans
conference
is
T
No,
H
Good.
It's
Room
B and
you
discussing
fine.
and
there
I'll
in,
we
this
want
B
your
A
there.
me
we'll
see,
be
er, Meeting
starting
at 2.30.
See
B
then.
T
Right.
H
Oh,
A
and,
er, good
luck
with
the
new
B
Thanks.
~
JENNY
Hello,
J
Oh
T
Fine,
J
Oh
T
I can't
J
I'm
not
Oh,
Yeah,
too
the
train.
you
No,
it's
me
you're,
urn,
free
Greg's
flying
in
I didn't
I said
Greg's
are
isn't
very
good
give
you
a ring
wanted
to
to
I just
through
as usual.
Where
you?
why.
want
went
going?
Busy,
well.
reception
OK.
day
thanks.
very
that's
the
Do
your
you?
bad,
you
OK,
Sorry,
T
How's
about
hear
on
J
J
Tony.
what
T
T
Jenny?
hi,
on
Tuesday
from
Aus
get
any
here.
ask
later?
you
if
afternoon.
...
of that.
We
just
a tunnel.
flying
in
from
Australia
on
Tuesday.
J
Greg
Robertson?
T
Yeah.
The
to
to
J
T
go
Wow,
thing
is,
a meeting
that
you
pick
Greg
up
Yes,
sure,
no
problem.
that
day.
Great.
Maybe
that
round
...you
want.
J
Oh,
T
I said
great!
I have
to,
from
evening
losing
you.
that
maybe
that
I've
got
Can
Heathrow?
I'm
I keep
urn,
afternoon.
not
working
we
...people
Say
that
again?
evening
we
could,
er ...
T
Sorry,
we
J
Yeah,
another
T
you
saying?
I was
saying
some
people
know,
for
Fine,
good
J
I think
T
)
got
OK,
See
off.
tunnel,
maybe
round
din~er
What
were
could
have
evening,
you
something.
Let's
battery's
a good
we
that
or
idea.
have
sorry.
talk
about
about
to
journey.
it later.
run
out.
Speak
soon.
tonight.
.'))
).'.'~
.'))~.'
)}.'.'.'.'.'
... '
..
.
A
Why
B
cmema
Sorry,
don't
d
meet
outside
..
seven?
get any
0 f /~v/
the
let's
at
seven.
meet
outside
the
/~~/
.
that.
line.
I said
/~t/
we
at /~t/
I
1 d n't
a /~/ bad
A
..
GD
EDDYHi, Mum.
MOTHEROh, hello, Eddy.
E Brought the car back. Thanks.
M Did you put any petrol in it?
E Sorry, I couldn't. I'm a bit short of
money. In fact, I'm £50 overdrawn and
the rent's due on Friday. You couldn't, er,
lend me a couple of hundred, could you?
M It's about time you found yourself a
properjob.
E Acting is a proper job.
M So you keep telling me.
E Please,Mum. I'll pay you back, I promise.
M Oh, alright. £200 you say?
E Yeah, that'd be great. Thanks.
MEr, I'll have to see how much I've got in
my savings account first. But this is the
last time, Eddy.
E Yeah, yeah, you always say that, Mum.
M No, I'm serious. It's about time you grew
up. If you had a job, you wouldn't have
to borrow money from me all the time.
E I wish I could spare the time, Mum, but,
you know, it's all these auditions I have
to go to.
that
my
you
cut
.
.
ANSWERS
2 time 3 sentence 4 crime
5 mistakes 6 few 7 face 8 friend 9 fighting
10 end 11 time 12 losers 13 world
14 taken 15 fame 16 thank 17 roses
18 cruise 19 whole
Hello?
TONY
...,...
.
n't catch all 0 /~v/ that. You're
breaking tIp a /~/bit.
I s;id, the /3~/ meeting's at /~t/ three
thIrty in hd
Room F.
OK ...0
ear, I m Just about to /t~/ run
~ut of /~v/ credit.
Would you /j~/ like me to /t~/ phone
you /j~/ back?
b
That'd e great, thanks.
clients.
3
..
.
.,
Sorry, I d' 1
a problem?
be
let
for
I
= The me-eting'sat /;)t/ three thirty in
-RoomF. d
f
Tuesday?
We'll
year's
T
hear
saying?
We're
like
Scripts
/~~/
It's
,
cmema
M Yes, well, I hope you get something
soon. But still, I wish you weren't
chasing these impossible dreams.
E What impossible dreams?
M Oh, you know, dreams about becoming
a film star.
E Yeah, well, actually, I'm hoping to hear
from my agent about an audition I
did for a TV advert. She, er, she hasn't
phoned, has she? I gave her this number.
M No, sorry, she hasn't.
E Oh, I hope she calls.
M What's wrong with your mobile, anyway?
E I, um, I lost it, that's why I gave her this
number.
M Oh, I wish you'd take more care of your
things. How many is that you've lost?
E Only two! And the first one was stolen.
M Yes,so you said. Anywa)\ what's the ad for?
E Norland Bank. I'd be a customer who's
asking for a loan.
M Well, if you get it, you won't have any
problem learning your lines then, will
you? Oh, but I won't keep going on
about it. Anyway, it's time to go. I have
to be at work by six. Oh I wish I knew
where your father was. He needs the car
later tonight so he was going to give me
a lift to work. Can you drive me and
then bring the car back for Dad?
E It's time you got your own car, Mum.
M Yeah, well, when you pay me back all the
money you owe me, I'll be able to afford
one, won't I?
~
~
1
2
3
4
5
6
I wish
I wish
I wish
I wish
I wish
I wish
she lived a bit nearer.
he'd bought chocolate instead.
she'd visit more often.
he worked for us.
I'd had enough time to finish.
I earned a bit more money.
m1
GRAHAMGood meal, Ruth?
RUTHYes, it was excellent, I thought.
Another glass of wine?
G No, thanks. Just some more water, please.
R Do you want coffee?
G No, I'm fine, thanks.
R Could we have the check, please, Jack?
JACKCertainly, ma'am.
G Look, this is on me.
R But Graham, you bought dinner yesterday.
G Don't worry, it's on expenses. By the way,
do waiters here always introduce
themselves?
R Well, Cornell University did a study on
tipping and found that restaurant staff
got much bigger tips if they introduced
themselves.
G Really?
J Here's your check, ma'am.
G I'll take it, thanks. Right, er, oh, how
much tip should I leave?
R Twenty per cent is about right -maybe
more if they introduce themselves.
G Wow! It's half that in the UK.
R Half! No, 15% would be the absolute
minimum here.
G Er, right. While we're on the subject,
I was in the hotel bar last night and the
guy next to me ordered a drink, got $2
change, which he left on the counter. Did
he, um, did he just forget to pick it up?
R No, we tip bartenders here, a couple of
dollars a drink or, er, if you pay at the
end of the evening for everything, then
15 or 20% of the total.
G Mm. We British never tip bar staff. Some
people, you know, offer them a'drink,
but not money.
Recording
R Wow, that's really strange. You'd never do
that here!
G Yeah, 1 know.
J Thank you very much, sir.
G Thanks. Er, yeah, and, urn, tipping New
York taxi drivers -there's another thing
I'm never sure about.
R Er, same rule as restaurants, 15 to 20%.
But they wouldn't ...you'd never give
less than a couple of dollars, even if it's
for a short journey across town. Say it's
a $6 fare, you'd give them a $10 bill and
say "give me back two dollars and we're
good".
G Taxi drivers in London generally expect
to get a tip too.
R So, how much do you give?
G Oh, it varies. Some people just, urn, just
tell them to keep the change. Others give
10%.
R What about hotels in the UK? Do you
tip the bellhops?
G Er, we call them porters. Yes, if they carry
your bags to your room, we usually give
them like a pound or two. And here?
R Yeah, you'd tip the bellhop here too,
a dollar a bag and two dollars for every
journey he makes to your room.
G And what if you want room service?
R Yes,we'd always give a tip for room
service. A couple of dollars.
G We'd probably give them a couple of
pounds or something.
R Yeah, knowing who and how much to
tip is always a problem when you're in
a different country. 1 remember when I
was in Argentina last Year ...
c
~
UjA:II"
.,
2
3
4
S
"
Just a glass of water, please. (UK)
Do you want coffee? (US)
You bought dinner yesterday. (UK)
Twenty per cent is about right. (US)
You'd never give less than a couple of
dollars. (US)
c~
~
1"
c
EDDYHello?
CYNTHIAEddy It's Cynthia. Look, I'm sorry
that I didn't get back to you sooner. I didn't
realise the time. It's been mad here today
E Oh hi, Cynthia. Don't worry about it. I
haven't been waiting that long. Well?
C Er, bad news about the Norland Bank
advert, I'm afraid. You didn't get the part.
However, they do want you to do a
voiceover for a series of cat food ads.
Could be quite good moner
E Oh, I wish I'd got the bank advert. But
OK, what are they offering?
C Sorry, forgot to ask.
E Never mind. I'll take anything at the
moment.
C They'll have a contract for you to sign at
the recording studio. You need to go to
the studio in ...
2
EDDYHi. How was work?
MOTHEROh, er, quite busy for a Monday
evening. Not a great night for tips,
though. What are you doing with those
flowers?
E Oh I'm really sorry I'm afraid I broke
your vase. I'll get you another one.
M It doesn't matter. I never really liked it
anyway. So, did you hear from your
agent?
E Yes, I, urn, I didn't get the Norland Bank
ad, but I did get a voiceover job next
week for some cat food ads.
M Well at least that's something. Look, I'm
sorry about this afternoon. I shouldn't
have said those things to you.
E Like telling me to grow up?
M Sorry, I can't believe I said that. I didn't
mean to upset you.
E Oh, forget about it, Mum. It's OK. And
I'm sorry for borrowing money off you
all the time. But who knows, these cat
food ads might lead onto other work.
M Let's hope so, eh?
3
JESSNew improved Purr. The cat food no
cat can resist. Mmm. New... improved ...
Purr. The cat food no cat can resist ...
EDDYMorning, I'm Eddy Daniels. I'm, urn,
I'm here to do the voiceover for the cat
food ad.
PAULANice to meet you, Eddy. I'm Paula
Evans, the producer. We're, er, running
a bit late, so shall we make a start?
E Sure.
J Hi, I'm Jess, by the way. I'm working on
the ad too.
P Oh, I'm sorry, I didn't introduce you.
I thought you knew each other for some
reason. I always assume everyone knows
everyone in this business.
E Oh, that's alright. Nice to meet you.
J You too.
P OK. Shall we do a run through?
E Er, I haven't seen the script so could I
just have a moment to, urn, to read
through it?
P Oh, sorry, I had no idea you'd need a
script.
E No need to apologise. I only need to go
over the lines a couple of times.
P Ah, well they're, urn, they're not lines
exactly. Didn't your agent tell you?
E Tell me what?
pEr, you're playing the part of the cat.
E The cat?!
1mB
1
A I'm sorry thatJ called you,jwLan idiot.
I can't belie~
said that.
e Forget~aboutJt. You'~rLunder,jrLa
lot~of pressure.
A I didn't mean to,jwLupset you.
Scripts
2
A I'm really sorry,jjLabout last night.
I shouldn'tlJave phoned so late.
B No need to,jwLapologise. I went straight
back to sleepynywar
A I had no Iwl idea Irl it was that late.
I thoughtJtwas ~~~arlier
for some
reason.
3
A Sorry for losing my temper with you
the-ljLother day.
B Don't worry-ljLabout-lt.
A I'd only had~about two-lwLhours' sleep.
B ReallY-ljLit doesn't matter. I could tell
you werLirLabsolutely -ljLexhausted.
~
ANSWERS
2 are watched 3 include 4 last
5 to be produced 6 were being made
7 produce 8 be seen 9 spends 10 is being
forced 11 being transported 12 go
mD
GILLIEHi, Nick! Fancy seeing you here!
NICKHi. Yes,just been out for a meal with
some friends from work. And you?
RICHARD
Oh, we've just been to see Another
Monday. Do you know it?
N I've read about it. What was it like?
R It was rubbish. It really was.
G But it got such great reviews. Critics
such as Amis Jones loved it, but I really
don't know why.
R Well, Jones was wrong, like he usually is.
N Well, you can never tell with reviews
really, can you? And I must admit, I
don't like Amis Jones as a critic. So, not
a good production then.
G Oh, Nick, don't get us started.
N Even though it has actors like Sy Harris
and May Firth? That's surprising. They're
usually very good.
G It wasn't the actors' fault. Sy Harris was
great, like he always is.
R The whole thing was like a bad dream even the set. Well, I say set, but on the
stage there were just some black boxes
which were used as tables and chairs.
That was it! Talk about minimalist!
G You can say that again.
R It had such a good cast, but I thought
it was really difficult to follow.
G Impossible to follow, actually. The plot
was so far-fetched and the ending was
completely unrealistic.
R And honestly, the play was so slow that
I, er, I actually fell asleep at one point.
I've no idea why so many critics liked it
-it's really overrated.
G Yeah, It was. It was dreadful. Probably
the worst thing I've seen this year. I can't
understand why it's getting so much
attention.
N Well, I can tell you didn't like it.
G Whatever makes you think that, Nick?
R Yeah, what gives you that impression?
Recording
Scripts
.-
GARYAnd how's work!
RITAYeah, (it's) fine.
G And your mum? (Is) She any better?
R (She's) Much better, thanks.
G Did you go and see her last week?
R No, I meant to. (I'm) Going (on)
Wednesday though. (I) Just couldn't get
any time off work last week. I tried to,
but we were too bus)'
G Right.
R So what have you been up to this week?
G Oh, er, (I) went to see the Degas
exhibition at Tate Modem. (Have) You
seen it?
R No, (I) haven't had a chance to (see it)
yet. But did you see the Rachel
Whiteread sculpture there, you know, in
the main entrance hall?
G Yes. 14,000 white plastic boxes all piled
on top of one another. (It's) Such a load
of rubbish and they call it art!
R Oh, I think her sculptures, such as the
staircase or the bath, they're just so
exciting. (Have you) Seen those?
G No, and I don't want to. I don't need to
go to a Rachel Whiteread exhibition to
see things I can see at home.
R Well, she says she's, er, caught the 'ghost
of the lost object' ...so you look at it
differently, like you're, urn, you're
looking at something for the first time.
Like Tracey Emin's bed.
G That wasn't even a sculpture, (it was)
just her bed, with a load of dirty clothes
and rubbish around it.
R Did you see it?
G (I) Wouldn't want to. Why (would I)
give up a Saturday to look at her bed?
R She wasn't just showing her bed really,she
was expressing her pain. Apparendy she
was so upset after her boyfriend left her that
she stayed in that bed for weeks. It's the
artist showing her feelings, her depression.
G Well, it depresses me, that's for sure. Just
like those people that burnt a million
pounds.
R The K Foundation.
G Whatever. They filmed themselves
burning all that money and called it art.
(That was) So disgusting. Think of all
the people they could have helped with
that money.
R Yes, (I) agree with you there.
Interestingly, the K Foundation also gave
£40,000 to Rachel Whiteread.
G Say no more! But seriously Rita, what is
art, for you? (Is it) Paintings produced
by computers like the AARON
programme? (They) Got rave reviews
from the public, but some of the critics
said they weren't art.
R (I) Haven't seen them, but no, they're
not art because there was no intention.
G
R
G
R
The computer didn't intend, or try to
produce art. But Tracey Emin and Rachel
Whiteread did.
Yeah, maybe they tried to, but they
didn't succeed.
OK, let me ask you this. Did you like the
Degas paintings -were they art?
Yes, (of) course. (I) Loved the one
called, er, what was it ..., er, Racehorses
in Front of the Grandstand.
Well, in his time, he was laughed at.
Now his paintings are considered
masterpieces.
G What's your point? You can't seriously
compare Degas with Tracey Emin?
R No, I'm not trying to. (I'm) Just trying
to point out that attitudes change ...
1m
GARYHello?
RITAHi, Gary, it's me.
G Oh, hi Rita. How are you doing?
R Fine, thanks. Listen, are you doing
anything this evening?
G Nothing much. Why?
R Well, I thought we could give that new
club a try. Do you want to go? It's
supposed to be good.
G I'm sorry, but I don't feel up to going to
a club. Got to get up early tomorrow.
Some other time, perhaps. But they're
showing The Godfather at the Arts
Cinema. I wouldn't mind going to that.
How about you?
R Er, I'd rather give that a miss, if you
don't mind. Seen it so many times.
G Well, we could just go out for a meal
then.
R Yes, that sounds good.
G Do you feel like having an Indian? Or
we could go for Thai -or maybe
Japanese?
R
G
R
G
I'm easy. Whatever you like.
Shall we give that new Indian a try?
I really don't mind. It's up to you.
Mmm, decisions, decisions. Actually,
come to think of it, I've had Indian twice
already this week. So Thai or Japanese?
R I'm not bothered either way. But if you
don't make your mind up soon, they'll be
closed!
G I'd prefer Thai, I think. That OK with
you?
R It's all the same to me, I don't mind. Just
make a decision.
G Of course. It's, er, it's so hard to find
anywhere to park near the Thai place.
R Gary!
G No, I was just thinking, we'd be better
off walking.
R It's pouring with rain out there.
G Oh, so it is.
R Look, on second thoughts, let's give
tonight a miss and arrange something for
the weekend.
G Oh, alright.
R Have you got anything on this Saturday?
G It's my mum's birthday.
R OK. Well, what are you up to on
Sunday?
G I haven't got anything planned.
R Well, my youngest brother's got a new
band. Do you fancy going to hear them
play at The Junction on Sunday evening?
G Great. We could eat first. What do you
fancy? Thai, Indian, Japanese or ...
R Well, you've got three whole days to
decide!
1m
JENNIFER
Hello?
GARYHi, Jennifer. Have you Ij:!1 got,
anvthing on this Sunday?
i J No, I haven't. Why do Id:!1 you ask?
I G Do you Id:!j:!1 fancy coming to It:!1 see
...
J
G
J
G
J
G
Rita's brother's band?
Er, I'd rather give that a I:!I miss, if you
I I d .,
~
J:! on t mm d.
No, don't worry, that's OK. So, what
are I:!I you Ij:!1 up to today?
Nothing much. Do you Id:!j:!1 want to It:!1
do something?
Well, I wo.uldn't mind going to It:!1 se.e
The la:!1 Godfather. How about you?
G
Wh .~
,..~
reat.
at tImes It on!
It's on at I:!tl five o'clock and ;ight
.
. ...
...
twenty.
J Which do Id:!1 you prefer?
G I don't mind which one we go to. It's up
to. It:!1 ~o.u.
..
J Let's ~ to It:!1 the la:!1 later one.
G OK. Eight twenty's fine. Do you Id:!j:!1
fe.ellike having something to eat first?
J Sure, what kind of I:!vl fo.od do you Id:!j:!1
fancy?
G I'm easy. Whatever you Ij:!1 like.
mil
JAN I do most things round the house
myself and I even service my own
scooter. Well, I, urn, just got fed up with
being ripped off all the time -like when
I had my washing machine serviced.
I'd never had any kitchen appliances
serviced before. The guy charged me
a £50 callout charge just for walking
through the door. The service was on
top of that. Crazy! So, er, I got my dad to
teach me how to do things. I still get my
car serviced at the local garage, but I'm,
er, I'm going to start car maintenance
classes soon, so then I'll be able to do
that myself too.
DONNAAsk me to change a plug and I
wouldn't know where to start. No, if I
can't get my brother to do things for me,
I pay to get them fixed. I've had lots of
things done recently. Er, I had to get the
boiler serviced because it wasn't working
properly. Then the roof was leaking so I
got that fixed. Then the leak left a stain
on the bathroom wall so now I'm having
the bathroom redecorated. I wish I were
more practical. I'd have saved a fortune.
Recording
SHEENA
My husband works away quite a lot
so I've had to learn how to do a lot of
things myself. In fact I'm getting better
at doing DIY. I actually put some shelves
up myself last weekend, but before I put
any books on them I'm going to get my
brother to check they're safe first. But
there are still things I can't do. For
example I've lost my back door key so
I'll get the door lock replaced as soon as
I can. I can't do that myself.
PENNYI can do a few things myself, like
I can change plugs, but I can't do very
much else. So, urn, I get my husband
to do most things round the house. He's
really good at fixing things. He's, you
know, he's very practical like that, but
he does hate painting so, er, we usually
have the decorating done professionally.
But, urn, he does pretty much everything
else himself, and he's really good and
c'410t cheaper than a professional.
~
~
1 M Well, I did. Basically it says that when
N
P
N
P
M
P
M
ANSWERS
2 no 3 none of 4 anything 5 every
6 neither of 7 both of 8 either of 9 everyone
.10no one 11 all of
Gmm
NAOMIDid you read that article in to day's
Independent, saying women should give
up work to become housewives?
POllY Yes, but that's such a middle-class
idea. Most couples these days can't live
on one salary
MATTThey can. They just choose not to.
P No, they don't. We couldn't live on your
salary, Matt.
M Yes,we could.
N Well, that's not the point. If women give
up their careers to stay at home and look
after the family, what do they do if
things go wrong and they end up getting
divorced? They're too old to start
training for a job.
M Well, urn, they usually get half the
husband's money so they don't have to
work.
P They do.
N No, women staying at home isn't the
answer, Matt. Men should help round
the house more.
P Speaking of which, have you read this?
Why Men Lie and Women Cry.
N No. Any good?
M It's not bad.
P You haven't read it, have you?
M I have read it, actually.
P I bet you didn't agree with any of it.
M You're wrong, I did agree with it. Well,
urn, some of it anyway.
N I am surprised. Didn't think men read
things like that.
M Ooh, that's a bit sexist, Naomi.
N It isn't sexist, it's a fact. You know, men
don't usually read that stuff.
P
M
we ...if men and women want to live
together successfully, they need to
understand each other better. Not rocket
science, is it?
Understand what?
Oh, you know, urn, things like how men
drive women crazy.
How?
Well, er, problem-solving for one.
Apparently men like to, urn, sort out
their own problems. They only talk
about problems when they want
solutions. You know what women are
like, we talk about our problems over
and over again. We just want sympathy,
but men think they have to give us
solutions, and when we don't respond
to their solutions they stop listening.
Men do that all the time.
No, we don't.
Of course you do, it's classic.
Yes, it says in the book that women use,
er, use three times more words in a day
than men. When a man gets home he's
used up all his words for the day and
just wants to sit in front of the TV
With the remote ...
Yeah, but his wife still has, oh, er, about
four or five thousand words left to say.
And most of what she says is
exaggerated.
N Meaning?
M Women say things like, "I've told you
a million times." "I'll never speak to you
again." "You never listen to me" ...that
kind of thing, and because men deal in
facts they say, "Well, I'm listening to you
now" ...that kind of thing. Then the
arguments start.
N Ooh, that would certainly start an
argument in our family. But men
exaggerate too.
M No, we don't.
N They do. They, oh, they go on about how
good their car is, how gorgeous their
latest girlfriend is, that sort of thing.
That's exaggerating.
M But that's about facts, not emotions.
Women say, er, you always do this, you
never do that and. ..
P But Matt, I never say... , oh, things like
that.
N So, you two newlyweds, how is married
~
--
Jifeanyway?
if'
.
POllY We couldn't live on your salary, Matt.
MATTYes,we could.
2
M Well, urn, they usually get half the
husband's money so they don't have to
work.
P They do.
Scripts
3
P You haven't read it, have you?
M I have read it, actually.
4
I M Doh, ~hat's a bit sexist, Naomi.
I NAOMIIt isn't sexist, it's a fact.
5
N But men exaggerate too.
M No, we don't.
mD
POllY Matt, where are you?
MATTIn here.
P There you are. Can you tidy up the
living room please, Matt?
M Uh huh.
P Thanks. You know, the thing I don't like
about this flat is the kitchen. I can't
move in there.
M Hmm.
P By the way, that was your Mum on the
phone. She said they got a bit lost, but
they'll be here soon. You're not listening,
are you?
M I am listening, Polly.
P So what did I say?
M Oh no! My memory's gone! I can't
remember a thing. Who are you? What
are you doing in my flat?
P Oh Matt, you are an idiot.
M I'm not an idiot. I married you, didn't I?
P Ah.
M One thing I love about you is you always
laugh at my jokes.
P Don't count on it. Hey, I thought you
were tidying up. Come on, Matt, it's
nearly one o'clock and this room is a
complete mess. Oh, and where did you
put the stuff for the salad?
M You didn't ask me to get any.
P Oh, Matt, I did ask you. I asked you this
morning.
M Oh, sorry: I'll phone Mum's mobile and
ask her to pick some up on her way
P You can't do that.
M Yes, I can. She's my mother, she'll do
anything for her son.
P Yeah, right. Go get the salad.
M Too late.
VAL Hello, darling. Sorry, we're late.
ALL Hello, hello ...
TOMThe thing that amazes me about your
mother is she still can't read a map.
V I can actually, Tom. One thing that
annoys me about you is you never give
me time to look at a map. Which way?
Which way? Right or left? I just get
flustered.
P Well, you're here now. Let me take your
coats. Matt -salad.
M You don't want salad, do you, Mum?
P Matt! You do want salad, don't you, Val?
v Urn...
M OK, back in a moment.
~
Recording
T
p
v
P
v
M
v
p
M
T
p
Scripts
Is this apple pie homemade, Polly?
It certainly is homemade.
Oh, it's delicious, dear.
Thank you.
And your flat is so, urn ...
Small?
Mmm, no, I wasn't going to say that. I
was going to say -what I like about the
flat is it's so light.
Mmm. But the kitchen is a bit small.
Yes, what worries me about the size of
the kitchen is I can't help Polly with the
cooking -there's no room.
Oh, how on earth do you put up with
him, Polly?
Well, it's early days -we've only been
married for a month!
mJ
is the kitchen -+ The thing I don't lIke
about this flat is the kitchen. I you always
laugh at my jokes -+ One thing I love about
yiu is.you ~lways laugh at my jokes. I she
stIll can't read a map -+ The thIng that
amazes me about your mother is she still
can't read a map. I you never gIve me time
to look at a map -+ One thin} that annoys
me about you is you never give me time to
lo.ok at a map. I it's so light -+ What I like
about the flat is it's so light. I I can't help
Polly with the cooking -+ What worries me
about the size of the ki.tchen is I can't help
PQlly with the co.oking.
am
'
VAL What I lIke about Sundays IS I've got
time to read the paper. Where IS It?
TOM I haven't seen it.
v yCs, you have. You were reading it an
hour ago.
T I wasn't. I was reading the TV guIde.
v OK. No need to get angry.
TOne thIng that upsets me about you is
you always contradict me!
d
v No, I on't.
T You do! You're doing it now!
v No, I'm not! And the thing that annoys
me about you is you always have to be
. ...
..
right.
T That's because I am!
mID
ANSWERS
2 all 3 really 4 exactly 5 Although
6 right 7 heard 8 burning 9 quite 10 have
11 just 12 that 13 today 14bright
15 important 16 now 17 only 18 this
19 maybe 20 again 21 probably
22 supposed 23 here 24 Actually 25 long
26 home 27 so 28 just
am
MIKEMike Richards.
ROB Hello, Mike? It's Rob.
M Hi, Rob! Long time no hear. How are
you doing?
R Er, not bad, thanks. How's life in the
world of advertising?
M Oh, er, fine, I guess. I've got a lot of
work on at the moment, but between me
and you, I've been finding it hard to get
down to things recently.
R Maybe it's time for a change.
M Yeah, maybe. So, is this just a social call,
or, er, ...?
R Well, not exactly. I'd like to, um, talk to
you about a new project I'm working on.
M Really? What kind of project?
R I'd prefer to tell you face to face, if that's
OK.
M Sure. When?
R The sooner, the better, if possible. What
about tomorrow? Are you free for lunch?
M Let me check ...Sorry, I'm having lunch
with my boss tomorrow. I can't really get
out of that.
R No, course not. Er, OK, how about some
time in the morning? I could get to your
office by ten thirty.
M Sorry, I'll be interviewing people for our
graduate trainee programme then.
Actually, that'll probably take up the
whole morning.
R OK, what about the afternoon? Say, four
o'clock?
, M No, sorry, I'll be in the middle of a
I
I
meeting at four. Then I've got two more
meetings I have to go to. Maybe I could
meet you in the evening?
R Sorry, I can't do the evening, I've got to
stay at home and look after the kids.
M Oh, OK.
R Well, how about Wednesday morning,
say, eleven?
M No, I'll be on my way to Southampton at
eleven. I'm giving a talk at a conference
there.
R Well, Southampton's not far from me,
maybe I can meet you there.
I M OK, that might work.
I R What time would suit you?
I M Well, I'll have arrived by lunchtime ...
ah, but then I have to have lunch with
some clients.
R You are on the go all the time, aren't
you? So what time's your talk?
M It starts at two, so I'll have finished
giving the talk by three thirty -but then
I'll have to chat to lots of people -you
know what conferences are like.
R Well, er, how about I buy you dinner?
M Yeah, fine. I'm staying in a hotel that
night anyway and going straight to work
the next morning.
R Great! Shall we say 7.30?
M Yes,fine.
R Let me know where you're staying and
I'll pick you up.
M Will do. Er, Rob ...
R Yeah?
M What's this all about?
R Tell you on Wednesday. See you then.
Bye!
1 She'll have /;}v/ moved out by the end of
the week.
2 I bet he'll be watching TV when we get
there.
3 At eight o'clock he'll be driving to work.
4 We won't have /;}v/ seen everything by
then.
.
...
5 They'll have /;}v/ got home by the time
we arrive.
6 ThIs
" tIme next week I'll be lymg on
a beach.
me
MIKEOh, that was a hard day. It's good to be
home.
DAISYSO, how did the conference go? Did
they like your talk?
MEr, yes, I think so. Nobody walked out,
anyway.
D Well, that's good. So, urn, you said that
you had something interesting to tell me.
MEr, yeah. I had dinner with Rob last night.
D Yes, you said. How's he doing?
M Well, he's working freelance now magazine articles, that sort of thing. But
Rob told me that he was planning to set
up his own business.
D Really? What kind of business?
M He wants to open a coffee shop. You
know, with sofas, newspapers, good
music, healthy food, Wi-Fi -somewhere
you can really relax.
D Whereabouts?
M In Brighton.
DOh, right.
M Yeah, he said he'd been looking for a
good location since August, and now,
urn, now he reckons he's found the
perfect place.
D And where's that?
M Between the seafront and the Lanes you know, that nice old shopping area.
D That's a good spot. Lots of tourists and
students.
M Yeah, that's what I thought. And here's
the thing. Rob asked me if I wanted to
go into business with him.
D But you've got a job.
M Yeah, but he'd like, er, do all the work,
run the coffee shop and all that.
D So why does he need you?
M He's looking for someone to invest in the
business. He said he could raise half of the
money and he wanted to know whether
I could come up with the other half.
D How much exactly?
M Twenty-five thousand.
D What?! Where on earth are we going to
get that kind of money?
M Well, we've got ten thousand saved up,
and we could, urn, take out a bank loan
for the rest.
D I'm not sure, darling. It's a huge risk.
Recording
M Well, I asked how long it would take for
the business to make a profit. He
thought about six months, maybe less.
D Does Rob know anything about setting
up a business?
M I think so. Look, he's given me a copy of
his business plan. We can go through it
together this evening, if you like.
D Mmm, OK.
M Anyway, he asked me to meet him in
Brighton on Saturday.
D Mike, I'm really not sure about this.
M I'm just going to talk to him, that's all.
D Have you discussed this with anyone
at work?
M No. Rob told me not to talk to anyone
else about it -except you, of course.
D OK, but promise that you'll discuss this
with me before you do anything.
M Course I will. So, how was your day?
M I told him that he had to name the coffee
shop after you!
DAISYYour email was a bit of a shock G)Rob tr,ying to sell the coffee ~op to
Cafe Pronto. I couldn't believe 0t!
MIKENo, me neither.
D I bet ~ou
were furious.
M You could say 0that, yes. I've, urn,
D
M
D
M
11m
MIKEHello, Daisy. It's me.
DAISYHi, where are you?
M I'm still in Brighton. Rob's just left. He
told me to say hello to you.
D Thanks. So, how did the meeting go?
M Very well, actually. First Rob asked me
what I thought of his business plan.
D You thought it was good, didn't you?
M Yes, I was very impressed, actuall)' He
told me that the plan had already been
approved by the bank -the one he
wants to borrow £25,000 from.
DOh, right.
M And he said that he'd been talking to an
interior designer. You know, to redo the
inside of the shop. It's, urn, it's a
restaurant at the moment.
D Yes, you told me.
M Also, he wanted to know if I'd help with
the advertising, which, er, of course I'd
be happy to do.
D Right. So, what do you think?
M Well, it looks an excellent investment.
But of course I told him I couldn't say
yes or no until I talked to you.
D Sounds like you want to go ahead with it.
M Well, to be honest, I think we'd be crazy
not to. Oh, and I said I'd be talking to
the bank on Tuesday. You know, about
the loan.
D That shouldn't be a problem, though,
should it?
M No, er, I don't think so. I asked Rob
when he needed a decision by, and he
said by, urn, by next weekend.
D Really? That soon?
M Yes, apparently he's not the only person
trying to buy the place. I asked him if he
was talking to any other investors, and
he said no. So it's up to us, really.
D Well, if you're sure, then let's just do it.
It's only money, after all.
M I don't think we'll regret it. I did make
one condition, though.
D What was that?
M And what if Rob doesn't agree?
DOh, he will -@he's o!l!}: in it for the
~
now, you said @So yourself.
M Well, @it could work ...
D Definitely.
M Well, I really do need a change, and, er,
the coffee shop is making money As
they say, you only live once.
mIlA
D
M
D
M
D
M
I've calmed down a bit now, though.
So what do you think we should do?
Well, let's look at the options. Option
one -we go along with Rob's plan and
sell the shop.
We'd, urn, make some money, so it
would have been worth it financially.
Twenty-five thousand profit in a year
isn't bad, is it?
No, not at all. It's)}!st that ...you know,
I just don't want ~our coffee shop to
become another 0branch of Cafe Pronto.
0Ihe~'re all the same. aren't ~~?
@That's true. I'm not keen on the idea
either. You're very fond of 0the place,
aren't you?
Of course. I know we don't go 0there
very often, but think of (Vall that work
we -did getting fut .!:ead~.
How could I forget @it? 0~
cleaning and painting and §luff we did
with Rob. I quite enjoyed 0that, actually.
Yes,me too.
So, what's option two?
We, er, could just @refuse to sell- Rob
wouldn't be able to sell without our
agreement.
D But he said he'd ~hut
down the coffee
~
if we did @that.
M Yes, but I don't think he 0will.
He still
needs the money, doesn't he? What else
is he going to do?
D I don't know, but he did sound pretty fed
up with working 0there.
M OK, so @that's probably not a good idea.
D Well, there is another option ...
M What's that?
D We could buy Rob's share of @the coffee
~
and take over the business.
M But who'll run @the place while we're
at work?
D We will. I could quit my job, and you're
...well, you're always saying how much
you hate ~orking
for that advertising
~.
M I don't hate @it exactly.
I D Yes, you do. You're always going on
about how bored you are there and how
you can't wait to leave.
M Yeah, well, OK ...But where will we get
the money from?
D Well, we can, urn, sell @the house and
move to Brighton. @It's probably worth
twice what we paid for it anyway, and
we'll easily be able to au~
Rob's share
of the business with the profit.
Scripts
D Absolutely!
M OK, let's do @it. And who knows,
maybe in a few years we'll be running
our own chain of coffee shops.
D Yes,and then Daisy's can start buying
branches of Cafe Pronto!
'mI]
JUDYHello everyone, thanks for coming.
Firstly I'd like to welcome Roger Barnes,
the product manager for Go!. Roger, this
is Amanda, who's just taken over from
Mike as the account executive for this
product, and she'll be handling the
launch. You've already spoken to each
other on the phone, I think.
ROGER
Yes,we have. Hello, Amanda. Nice to
meet you finally.
AMANDAYou too.
J And this is Colin, our creative director.
R Nice to meet you too, Colin.
COLINAnd you.
J Right, let's see what ideas we've got for
the Go! campaign. Amanda?
A Well, one thing we could do is use
mobile phone ads. You know, send short
video ads straight to people's mobiles.
J That sounds like a good idea. Colin?
C Well, it's worth a try. And it doesn't cost
very much.
J OK, so that's one idea. Amanda, what
about the press campaign?
A Well, we suggest full-page colour ads
in all magazines with a healthy living
section -women's magazines, Sunday
supplements, sports magazines, that
kind of thing. It's a healthy product, so
this should be our target market.
J Mmm, yes, that makes sense.
R I wonder if it'd be a good idea to have
a celebrity advertising the product.
A Well, it depends. If you like the celebrity,
I
you might buy the product. But if you can't
I
stand the person, you probably won't.
I
R So, what you're saying is that the wrong
celebrity could actually damage the
campaign?
A Urn, yes, I think so.
J Colin, what do you think?
C Personally, I'd rather we didn't use a
celebrity For one thing, you never know
what the media might find out about
their private lives in the future. Then
where would we be?
R OK, maybe we should avoid using
celebrities.
J Am I right in thinking that we're not
planning a TV ad at this point?
..
Recording
A
Er,
probably
with
TV
not,
ads
expensive
R
Are
Scripts
A
Not
J
initially,
I'm
not
We
need
isn't
we
on
problem
incredibly
budget
that
Go!
main
they're
our
saying
advertising
The
that
and
you
no.
is
very
won't
TV
at
big.
be
L
A
all?
no.
sure
that's
to
such
have
a good
some
L Oh, I've looked everywhere. It's not here.
Maybe I lost it last night.
A Or someone could have taken it from
kind
idea.
of
TV
L
ad,
I think.
R
I'll
see
the
C
what
I can
do
about
A
increasing
budget.
I know!
Why
samples
of
don't
Go!
we
to
give
away
commuters
free
in
L
A
the
morning?
J
Yes,
that
could
samples,
work.
and
thirsty,
in
Everyone
the
especially
likes
summer
free
everyone's
if they're
L
travelling.
R Absolutely!
C
We
A
could
offer
you
know,
I've
got
a free
the
an
idea.
glass
with
Go!
work
logo
all
C
Yes,
J
Right,
How
about
the
will
that
can
we
phone
of flavours
too,
pineapple
Go!
be
giving
logo
on
A
...
away
on?
their
L
A
Then
desk
at
day.
I like
Ideas
a choice
strawberry,
idea.
Nice
one.
we
just
go
over
this
again?
have
on
the
table
are
-a
campaign
mobile
...
L
A
m)
AMANDA
I know!
Why
don't
characters?
COLIN
I'm
, not sure..-~that's
I thmk
A
~s,
C
One
we
need
maybe
g we
,
thin
Yes,
Using
C
A
you're
what
.~.
want
C
the
..
wel!Jt's
I wonder
use
so
false.
that
you
people
db who
gojwLover
h'
be
/j/
'£~
Go!.
a
g o.od
.~ ide.a
.-~~ .
fruit
work.
'.
Is~agam?
t
uy
try.
it'd
much
could
..
people.
gojv:Lout.,an
how
that
didn't
lo.ok
kind~of
wortQjl
show
~s,
we
..
The
/r/ if
~.~~.
..
to
A
models?
ordinary-looking
C
show
HowjwLabout
always
mighvctually
is
product.
sense.
slyingjs
Yes,-,--,exactly.
A
/w/
rather
So
ea.
people.
~.~
do
Personally]iLl'd
Theyjj/
.
.d
~1
a I!OO
real
attractive
models.
cartoon
d
could
makes
some
use
right.
dnnkinl!
that
we
such
some
you're
someone
A
is
OK,
in
can
it?
we
just
ANGIE
Morning,
Louise.
Want
some
breakfast?
LOUISE
No,
thanks.
A
What's
up?
L
Yeah,
I can't
A
It
might
where
No,
Did
L
Yeah,
You
you
in
you,
a bit
my
mobile.
the
bathroom.
usually
not
bugs
seem
find
be
it's
really
A
leave
there,
me
um,
I've
it.
I lose
you
out.
That's
looked.
when
have
stressed
tried
Oh,
it
of
It just
voicemail.
A
Right.
course,
puts
but
me
it
must
straight
A Yeah, not bad, I suppose. Anyway, I
think that guy in the club must have
stolen it. Call the phone company now
and get the number stopped.
L Oh, what a hassle. This is really going
t9 mess up my day.
A Here, use my phone. I'll go and see if
there's any post.
L Thanks a lot. Now, what number do I call?
She can't have
calling
the
be
switched
through
to
mD3m!!1
, I th'III k I must
. have /~v/ Ie
. f t ..It at home.
..
2 He CQuld have /~v/ been /bIn! talking to
someone else.
3 We might have /~v/ locked the keys in
the car.
I~vl been
/bml
working
all nIght.
S
I mar
have
I~vl
.....
sent
it to the wrong
address.
6
Your
father
trYing
must
have
I~vl been
/bml
to ca 11 you.
mD
ANSWERS 2 must
delivered
have
be having
4 could
been
8 might
be
lying
have
LOUSIE Dh,
7 must
Dh,
you
Here's
L
have
6 must
found
Give
wow,
be that
is a note.
this
my mobile
must
be
have
there
left
cab last night.
ANGIE Dh,
3 must
s can't
written
yes.
"Louise,
in the
me
of my
a call sometime.
number.
Patrick."
how
interesting!
taxi
driver
Patrick
you
So, are you
going
to call
Maybe
I don't
lose
-if
It says,
back
fancied.
him?
my phone
again
fIrst.
.,
~
...
They
needn't
should
have
to a play.
have
radio
reacted
I~vl w~rried.
I~vl re.alised
I They
to other
could
I~vl done
have
I~vl said
ID
TIP!
their
LAURA HI,
Chns.
hi, Laura.
Good
day
Ijl
at work?
C
Yeah,
not
bad,
thanks.
L
Yes, he's just
...~
.
gettinl!
Chns.
Dh,
Cheers!
couldn't
I I wouldn't
are weak
L
M
I~vl
.
I We
else.
in pink
CHRIS Dh
L
have
that.
....
MARK Hi,
listening
I~vl lIstened
shouldn't
homes.
anythmg
.Words
..~.~.
were
I I would
I They
...'
I~vl fled
have
I They
they
have
stations.
differently.
have
(Hi)
forms.
...
Is Mark
us some
Here
you
.
here
yet?
drinks.
go.
thanks.
LAND C Cheers!
M
L
So, Laura,
h~w,
settlIn.&-.m
to your
Er, not
very
.~
:T ~
urn,
how fl Iwfare
new
welL
you
at?
actually.
I think
it's
haunted.
M Haunted?
pulling
I'm serious.
my leg!
No,
M
But you lIve in a two-bedroomed
fl at m sout hL '5on d on, not a cast 1e .m
c
Iwl
You're
L
-~.
..
'.~ .~.-
Transylvania!
E
h .,
'.
r, tats
vampIres,
.'-8
you
no
IwLidiot.
...
reason
h
.
not
g
osts,
~ ..J'
And
why
..
.
anywav,
her
flat
there's
can't
.
be haunted.
..
M
c
Dh, so yo.u believe
in ghosts too, do you?
Er, we 11, maybe.
You can't say f or certam
M
So, teLus~ab°u.t
.. ~.
your
gh°.st,
La~ra.
.~.
~Irl~a white
sheet
they
don't
Does
things.
number?
off.
something.
L Possibly, yeah. Maybe I should call the
restaurant.
A It won't be open yet.
L Oh, yeah, you're right.
A Hang on a sec. You can't have left it at
the restaurant, because someone texted
you while we were queuing outside
the club.
L That's right, yeah. Hey, do you remember
that guy who, urn, kept staring at us all
the time? He might have been waiting
for a chance to steal my phone.
A Maybe. He was a bit weird, wasn't he?
L Definitely. But did we phone for a taxi
when we left?
A No, we just stopped one in the street.
And you really fancied the driver, if I
remember rightly.
L Well, he was quite good-looking, wasn't
he?
ImJ
L
L
A
your bag.
Oh no, I hope not.
Hey, don't panic, it's, urn, oh, it's bound
to be around here somewhere.
But someone might be using it to phone
Australia!
Oh, chill out, Louise. Let's just try and
work out where you left it. Then you can
call and cancel it if you need to.
Yeah, good idea.
OK, urn, let's see ...I met you after work,
then we popped into that trendy new
cafe for a coffee.
And I definitely had my mobile then
because I called my mate Jackie just after
we left.
OK, so you didn't leave it in the cafe.
Where did we go next?
Govinda's.
Yeah, that's right. Oh, and someone
called you in the middle of the meal,
didn't they?
Yeah, my sister.
Do you remember what you did with
your phone after that?
Not really, no.
So you may have left it on the table or
..
4
1
..
exist.
it, urn,
wear
~and
go wooooh?
L
NO.JwLit's,
er, it's nothing
like
But
I knew something
was
~on.&-.as~soo~-:as
.~
I ~oved~~n.
wonder
the
keen
sell.
..~ to
preVIous
oWIlers
that.
No.
were
so
3 33%
4 70%
12-15 points You're an extremelyhonest
and trustworthy person. You probably sleep
very well at night!
8-11 points You're reasonablyhonest, but
occasionallyyou think of yourself instead of
doing the right thing.
5-7 points Where did you leave your
morals?Perhapsyou should try to be a bit
more honest in the future!
The judges in thesereal-life court cases
handed down thesesentences.
Student A The postmanwas sent to prison
for six and a half years.
Student B The secretarywho stole £4.3
million was sent to prison for 16 years.
Student C The man who illegally copied
and sold DVDs was given a three-yearprison
sentence.
Student D The farmer was sent to prison
for life. However,his sentencewas later
reducedto five years,and he was released
from prison after three years.
THE DEAD KANGAROOSTORY Not true.
Therehavebeennumerousversionsof this
urbanlegendoverthe years,the first appearing
in 1902(in this storythe kangaroowas hit by
a train). There arealsodifferentversionsof
this storytold in othercountries.In the USA,
for example,the animalis usuallya deer.
PhonemicSymbols
Vowelsounds
Consonantsounds
THE FALLING COW STORY Possiblytrue.
This story was reported by the ReutersNews
Agency in April 1997 and appearedin
newspapersallover the world. However,
many urban legendwebsites now say that
this story is false,as a very similar story
had appearedin the MoscowNewsseven
yearsearlier.
THE EXPLODING HOUSE STORY True.
This story happenedin December2003 at the
home of a womannamedAurelia Oliverasin
SanDiego,California. Luckily nobodywas
hurt in the explosionbecauseMrs Oliveras,
her husbandand her two-year-olddaughter
were in the back gardenat the time.
Pose as a live model The usual rate
is £7-£10 an hour.
Invigilate exams Between£8 and £18
an hour.
Join a focus group Between£30 and £100
a session.
Take part in psychological research
Between£10 and £60 a session.
Be a mystery shopper £8-£10 a visit, but
could be as high as£100 a day.
Let companies advertise on your car
Between£70 and £220 a month.
1 Art Convergence,Jackson Pollock (i952)
2 Art Black Bean, from Soup Can Series I,
Andy Warhol (1968) 3 Art Untitled, Mark
Rothko (1960-1961) 4 Art In Advanceof the
Broken Arm, Marc Duchamp (1915) 5 Not art
victim of the volcanic eruption, Pompeii, AD
79 6 Art A Glimpse of Hope, Rebecca
Warren (2003) 7 Not art weathercock from
a church, France 8 Not art model in a shop
window, Goa, India
9 Art Equivalent VIII, Carl Andre (1966)
10 Not art section of the Millau bridge,
France 11 Not art 'Split Apple Rock',
natural rock formation, New Zealand
12 Not art picture painted by an elephant
Practice activities
CD-ROMI
Audio CD Instructions
Start
the
My A~tivities
CD-ROM
.Insert
theface2face CD-ROM into your CD-ROM drive.
.If
Autorun is enabled, the CD-ROM will start automatically.
.If
Autorun is not enabled, open My Computer and then D: (where
D is the letter of your CD-ROM drive). Then double-click on the
face2face icon.
Install the CD-ROM
( recommended)
to your
hard
disk
.Go to My Computer and then D: (where D is the letter of your
CD-ROM drive).
.Right-click
on Explore.
.Double-click
on Install face2face to hard disk.
.Follow
the installation instructions on your screen.
Listen
and practise
on your
CD player
You can listen to and practise language from these conversations in
the Student's Book RealWorld lessons on your CD player at home or
in the car:
Rlo7
R7.3
R2.6
R8.8
R3.7
R9.4
What's
on the CD-ROM?
R4.5
RI0.8
R5.7
Rll.8
R6o6
My Portfolio
.Interactive practice activities
Extra practice of Grammar, Vocabulary, RealWorld situations and
English pronunciation. Click on one of the unit numbers (1-12) at
the top of the screen. Then choose an activity and click on it to start.
.My Activities
Create your own lesson. Click on My Activities at the top of the screen.
Drag activities from the unit menus into the My Activities panel on the
right of the screen. Then click on Start.
.My Portfolio
This is a unique and customisable reference tool. Click on Grammal;
Word List, RealWorld or Phonemesat any time for extra help and
information. You can also add your own notes, check your progress
and create your own English tests!
Support
If you experience difficulties with this CD-ROM, pleasevisit:
www. ca~bridge. org/ elt/cdrom
Acknowledgements
The authors would again like to thank everyoneat Cambridge University
Press for their support, enthusiasm and hard work, in particular: Dilys
Silva (Senior Development Editor); Andrew Reid, Verity Cole and Keith
Sands (Editorial team); Ruth Atkinson (Freelanceeditor); Laurie Harrison
(Electronic Operations Manager); Nicholas Tims, Alison Greenwoodand
Nicholas Murgatroyd (CD-ROM team) and all the team at Pentacor (Book
design). We would especiallylike to thank Sue Ullstein (Senlor
Commissioning Editor) for her enormous contribution to theface2face
project over the last few years. We simply couldn't have done it without
you, Sue.
Chris Redstonwould like to thank the following people for all their
support and encouragement:Mark and Laura Skipper,Will Ord, Dylan
Evans,Kari Matchett, Heidi Sowter,Karen Thomas,NatashaMufioz, Steve
Moore, SusanneBrunsch, Katy Wimhurst, Mat and SarahHunt, Polly Kirby,
Margie Fisher,Joss Whedon, the Hilder family, his sisters,Anne and Carol,
his dear father, Bill Redston,and of course his dear co-author, Gillie
Cunningham. He would also like to offer very specialand heartfelt thanks
to Adela Pickles for all her patience,understandingand love, and for
putting up with bookwriting guy for another year. It'll be funloving guy's
turn soon, I promise!
Gillie Cunningham would like to offer specialthanks to the usual suspects:
Richard Gibb, Amybeth, SueMohamed and her dearcoChris Redston,for
being their wonderful selvesas alwaysand for offering help and support
whenever it was needed.Many thanks also go to Jan Bell for joining the
face2facewriting team -great to be working with you again,Jan.
The authors and publishers would like to thank the following teachers
for the invaluable feedback which they provided:
CesarElizi, Brazil; Iris Grallert, Gennany; Alison Greenwood,Italy;
Madeline Hall, UK; Nancy Hulek, Gennany; Malyina Kazue Ono Leal,
Brazil; Ana Mercado,Spain; Alejandro Naveas,Chile; David Rea,UK;
Gloria Isabel Torres,Spain; Jolanta Urbanik, Poland.
The authors and publishers are grateful to the following contributors:
pentacorbig: cover and text design and page make-up
Hilary Luckcock: picture research,commissioned photography
Trevor Clifford: photography
Anne Rosenfeld:audio recordings
The authors and publishers are grateful to the following for pennistion
to reproduce copyright material. All efforts have been made to contact
the copyright holders of material reproduced in this book which belongs
to third parties, and citations are given for the sources. We welcome
approachesfrom any copyright holders whom we have not been able to
trace but find that their material has been reproduced herein.
For the text in IA: adapted from 'Who owns English?', Newsweek,7th
March 2005 @ NewsweekInc; for the text in 5A: basedon 'The world
according to carp' by Sally Weale, Guardian,24th July 2002 @ Guardian
NewspapersLimited 2002; for the text in 5D: adapted from Ecological
Footprint Quiz www.myfootprint.org @ 2002 Redefining Progress;for the
text in 10C: adapted from 'The last taboo' by Lucy Cavendish,
Independent,7th November 2005 @ Independent News and Media
Limited.
"
(b), /@Michael Prince for p7 (bl), /@Rob Lewine/Zefa for p10,
/@Schultheiss Productions/Zefa for p16 (b), /@Reuters for p32 (cr),
/@Bettmann for p42 (1), /@Bettmann for p42 (tr), /@Bettmann for
p42 (br), /@Louie Psihoyos for p42 (tc), /@Historical Picture
Archive for p43 (t), /@Peter M Fisher for p60 (B), /@LWA-Sharie
Kennedy for p68 (br), /@Mark L Stephenson for p71 (tl), /@Elder
Neville/Sygma for p74 (B), /@Bettmann for p97 (C), /@ARS, NY &:
DACS, London 2006 for pl12 (1), /@Kate Rothko Prizel &:
Christopher Rothko, NY &: DACS, London 2006 for pl12 (3),
/@SuccessionMarcel DuchampiADAGp, Paris and DACS, London
2006 for pl12 (4); Empics/@AP/David Berting/Polfoto for p32 (br),
/@PAlMichael Stephens for p75; Getty Images for pp6-7
(background), 8 (Mia &: Tim), 17 (1) inset, 44 (tl), 60 (c), 67,81;
Cover of The Alchemist by Paulo Coelho, Reprinted by permission
of HarperCollins Publishers Ltd/@Paulo Coelho (1993) for p33
(tl); Cover of Watching the English: The Hidden Rules of English
Behaviour by Kate Fox @Hodder Headline for p46;
Islamonline.com for pSI (C); Cover of One Hundred Yearsof
Solitude by Gabriel Garcia Marquez, Penguin General, 1998
@Reproduced by permission of Penguin Books Ltd for p32 (tl);
Punchstock/@Bananastock for p14(bl), /@Image Source for pIS,
/@Bananastock for p19 (r), /@Blend Images for p55(r), /@Image
Source for p60 (A), /@Designpics.com for p44 (tr), /@Bananastock
for p79; Cover of The House of the Spirits by Isabel Allende
reprinted by permission of the Random House Group Ltd for p32
(cl); Rex Features for pp16 (t), 17 (1), 17 (r), 33 (br), 60 (main),
71 (tr), 74 (C), 97 (B), 106, 109, pl12 (2), pl12 (12); Ronald
Grant Archive/@Eros International for p71 (b), /@Paramount
Pictures for p76 (1); Cover of Why Men Lie and Women Cry by Allan
&: Barbara Peasereprinted by permission of The Orion Publishing
Group for p83; @TateLondon 2006/Courtesy Maureen Paley for
pl12 (6), /@Carl AndreNAGA, New York &: DACS, London 2002
for pl12 (9); @University of Birmingham 2006 for p8.
The publishers regret that they have been unable to trace the
copyright of the photographs on pp51 (A), 97 and would welcome
any information enabling them to do so.
The following photographs were taken on commission by
Trevor Clifford for CUP:
pp14 (br), 19 (1), 20, 27, 28 (both), 36, 48/49, 52/53, 62/63, 68
(t), 68 (c), 68 (bl), 72/73, 78 (all), 84, 86, 87,88,89,90,92,94
(all).
We are grateful to the following for their help with the
commissioned photography:
BBC Radio Cambridgeshire; Clare Butler; Flaunt, Bishops
Stortford; Gluttons, Saffron Walden; Sylvie Gummery;Paul
Hammett; Host, Bishops Stortford; Louie's Sandwich Bar, Nazeing;
Lindy &: Chris Roberts; Tandoori Cottage, Bishops Stortford;
Stanley Tees Solicitors, Bishops Stortford.
The publishers would like to thank the following illustrators:
Lee Broadley, Fred Blunt (do Joking Apart), Kate Charlesworth,
Chris Coady, D~ty Vectors, Mark Duffin, Andy Hammond (do
Illustration), Graham Kennedy;Joanne Kerr (do New Division),
Lee Montgomery, Naf (do Joking Apart).