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Solutions
Upper-Intermediate
Student's Book
Words app
Words on the go!
'lil
Tim Falla, Paul A Davies                                                                                OXFORD

Solutions 2nd edition
Upper-intermediate Words app

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Think
about your progress as you work through Solutions 2nd edition
Upper-Intermediote. After completing Skills Round-up  read each statement and
write the number Of ticks (V) that is true for you. DO the same again after
Skills Round•up I —10.

I need more practice.                         I
sometimes find this difficult.                           NO problem!

In
  English I tan

Skills

Round-up

Skills
Round-up
1-10

Listening

Bl

understand the main points of speech
  about familiar topics and follow the main points Of an extended discussion.
  IA. 2C, IOC

B2

understand extended
  discussions on familiar topics and identify speaker viewpoints. SC. 6C, 8A

B2

understand and react to
  current affairs radio programmes. 4A. 5C.6C

B2

follow complex lines of
  argument on familiar topics. 2C, 'C, SC, 6C

B2

understand detailed and
  linguistically complex descriptive and narrative passages. IC, 5D, 9C

understand a wide range Of
  broadcast material and identify finer points of detail. 3B, 8A.9A

Bl

understand the description
  Of events and feelings. 1C. ID. 3D.90

B2

scan quickly through long
  and complex texts. locating relevant detail. 50.60. ID, 80.90

B2

understand
  magazine articles about current issues in which writers adopt particular
  viewpoints. 2C,

2

understand factual
  articles and reports. 80, IOD

Cl

understand long and
  complex factual and literary texts. 40, 60, 7D, 80

Speaking

Bl

express personal views on
  familiar topics. IA, 2A. 2E, 6F

give detailed accounts Of
  events, real or imagined. 5E, 7E, 8B

B2

present detailed
  descriptions on a variety Of familiar topics. SD, 7A

B2

take an active part in a
  discussion On familiar topics. 1B, 2B.3D

B2

develop
  a clear argument, Supporting my views at some length With relevant examples.
  1 G, 2D.4A, 9E

B2

explain a viewpoint on a
  topical issue giving the advantages and disadvantages. 3C, 7C, 8A, I OG

Cl

formulate ideas and
  Opinions and present them skilfully and coherently to Others. 5E, 6A, 6C, ID

Writing

BI

Write accounts Of
  experiences, describing feelings and reactions in a simple text. 5G, 9G

Bl

write detailed
  descriptions on a range of familiar subjects. IG, 66. IOG

B2

writea review of a film,
  book or play. 7G

B2

write detailed
  descriptions of real or imaginary events in a clear connected text. 2G, 5G,
  9G

B2

write an essay which develops an argument. giving
  reasons in support Of Or against a particular point ofview. 3G, 86

B2

write an essay Which develops an argument, explaining
  the advantages and disadvantages of various options. 3G

Cl

expand and support Views
  With subsidiary points, reasons and examples. 8G

CI

write formally correct
  letters. 4G

Check
your progress                                                                                O
Oxford University Press
THIS UNIT INCLUDES
                   Describe
the photos. What mental qualities do                   adjectives?

the people need for doing
  these activities? Which of those

qualities do you have, in
  your opinion?

5

 Choose
  the three adjectives from exercise 2 which

2  Check
  the meaning of the adjectives below. Which could you use to describe the
  people in the photos?

best describe you, in your
  opinion. Explain your choices to your partner.

Why?

6

              Listen
  to six people discussing personality traits.

Personality traits
  ambitious argumentative assertive

Which
  question             is each person answering? Whose answer

calm considerate
  conventional creative dedicated

surprises you most?

eccentric immature
  organised outgoing responsible

Which personality trait:

selfish sensible serious
  sociable stubborn

a do you find most
  annoying? Wtv,'?

unconventional

b   do
  you most admire? Why?
c    would
  you like but don't have? Give reasons.

D VOCABULARY BUILDER 1.1:
  PAGE 134

d would you prefer not to
  have? Give reasons.

3
  Complete the sentences With adjectives from exercise 2.

e is the most important to
  become rich? Why? f is the most important in a friend? Why?

I My brother is so !
  He screams like a baby if he

7

1.02 Listen again and
  complete the compound

loses at a game.

      2
  My aunt is very                  . If a conversation isn't about

adjectives I —6.

her, she isn't interested.•motivated•tempered
    3 You're so                                        If
I give an opinion, you always•mean•ng-skinned

disagree with it!

    -minded                     •pinching

4
  suppose I'm quite   . don'twantto go Out,

8

 Work in pairs. Ask and
  answer all the questions in

       impossible to persuade
  me!
5 My best friend is very
  If her parents have to

exercise 6. Give your own
  ideas and reasons.

work late, she looks after
  her little brothers.

D VOCABULARY BUILDER 1.2:
  PAGE 134

                                                                                I Out
Of the
Complete each sentence

people need to climb mountains?
2     Read
the text and find the name, age and nationality Of the person it is describing.
Then give your own answers to the two questions at the end Of the text.
AT FIRST GLANCE, Jordan appears to be a
typical American teenager, but for the past three years he has not been leading
an ordinary life. Since he was ten. he's had a single goal: to climb the
highest mountain on every continent in the world.
Now thirteen, Jordan has already climbed
seven ot the eight mountains on his list including Mount Everest he is due to
climb the last, Mount Vinson in Antarctica. next month. He's been using
Facebook and Twitter to publicise his climbs arui raise money. And recently,
Jordan has been giving motivational talks to schoolchildren around the world
via an online link. Tve learned a lot about setting goals. healthy eating and
living and Of Course climbing mountains: He has also tpen appearing on TV chat
shows.
But some experts have been voicing
concerns about the climbs. Have Jordan and his family been consldering the
risks? Or have they been thinking more about the publicity?
3     Read
the Learn this! box. Then underline all the examples Of the present perfect
continuous in the text in exercise 2 and match them With uses 1, 2 and 3.

Present
  perfect simple and present perfect continuous
I
  We use the present perfect continuous form for an action in progress and, the
  simple form for a completed action.
I've
  been learning Russian, but / can't speak it well.
I've learnt a new piece On
  the piano. / can ploy it now.
2
  We use the continuous form for something which has been happening recently
  and repeatedly:
/ haven 't been doing my homework this term. But we use
  the simple form for one occasion or an exact number Of Occasions:
I haven't done my
  proiect/my last three projects.
3 We can use the simple or
  continuous form with for or since to say how long a Current action has been
  in progress. The continuous form is more frequent: I've been waiting/"ve
  waited for hours!

D
GRAMMAR BUILDER 1.1: PAGE 115
Out of the ordinary
simple and continuous. Explain the
difference.
(read) the new Stephenie Meyer novel.
2 We             (not
play) football for a long time. 3 She       (do) well in her exams this year.
(finish) his science homework.
My parents (go) to the new gym. 6 You
(eat) my crisps!
LOOK OUT!
State verbs are verbs
which describe States, whereas dynamic verbs describe actions. We do not use
State verbs in continuous tenses.
X I've always hated
dogs. Some verbs can be State or dynamic verbs, depending on the meaning: e.g.
taste is a dynamic verb when it means try.
We've been tasting different cheeses.
Is.üt.tastinyttrrmy?x
Does it taste funny?

5     Read
the Look out! box. Then find a verb in the text in exercise 2 which is used
once as a state verb and once as a dynamic verb. What is the difference in
meaning?
D GRAMMAR BUILDER 1.2: PAGE 115
6     Complete
the sentences about Jordan using the present perfect continuous, affirmative or
negative. or the present perfect simple form when the continuous is not
correct.  His dad and Step-mum  (help)
him.
2
He               (like)
mountain-climbing since he was
(climb) the highest mountain in Australia.
(not climb) the highest mountain in
(not go) to school very regularly this year.
(appear' on TV a lot recently.
7     Look
at the prompts    and write questions using the present perfect continuous if
possible. If it is a State verb, use the present pertKt simple
I what / you / watch on TV / recently?
2
how
long /                 English?
3
vou
/ work hard / recentty?
4
how
long you            /              teacher?
5
your
best friend seem I happy / recently?
6
how
much / it / rain / this month?
7
What time /                / goto bed / recently?
understand this grammar lesson?

In
  pairs, make a list Of books, films or TV shows                                                                                1.04
  Read an extract from TO Kill A Mockingbird,

8     Ask
and answer the questions in about adolescents. HOW many can you think of in
three minutes?
2    1.03
Listen to a radio programme about two writers. Think Of at least two things
they have in common.

EXAM

TIP

When
  you do a multiple choice listening task, mark the answers you know after the
  first listening. When you listen again, focus mainly on the answers you still
  need.

3    Read
the Exam tip and mark the answers Which you think you know for questions 1—5.
Then listen again and choose the best answers. 1 The novelist l. D. Salinger
went to university but a was asked to leave.
b received poor grades in his first
year. c left before finishing the first year.
d did not regard getting a degree as
•success'.
2   Salinger's
famous novel about adolescence was a popular mainly because it was
controversial. b only popular with younger readers. c extremely popular but
condemned by some people. d not taught in many schools at first.
3   Because
Salinger refused to be in the public eye, a people stopped asking him for
interviews. b nobody was even sure What religion he was. c he was rarely talked
about.
d his fame actually increased.
4    Harper
Lee's education was a not as successful as she had hoped. b more successful
than Salinger's. c not as successful as Salinger's. d very similar to
Salinger's.
5    How
did Harper Lee find time to write herfirst novel? a A friend paid for her to
take a year off work. b A friend got her work as a songwriter in New York. c
She couldn't find a job in New York.
d She wrote slowly for ten years in total.
 Complete
the chart using a dictionary to help you if necessary. Which four religions did
J. D. Salinger follow during his life, according to the radio programme?

Religion
Christianity
Hinduism
Islam
Judaism

Adjective
  Buddhist
            /
  Islamic
Sikh

Follower
Buddhist

narrated by a girt called Scout. find two
separate implications in the text that Aunt Alexandra will be staying for a
long time.
'Put my bag in the front bedrcÄMn,
Calpurnia,' was the first thing Aunt Alexandra said. 'Jean Louise, stop
scratching your head,' was the second thing she said. Calpurnta picked up
Aunty"s heavy suitcase and opened the door. 'I'll take it,' said Jem, and
took it. I heard the suitcase hit the bedroom floor with a thump. The sound had
a dull permanence about it. 'Have you come for a visit, Aunty?' I asked. Aunt
Alexandra's visits from the Landing were rare, and she travelled in state. She
owned a bright green square Buick and a black chauffeur, both kept in an
unhealthy State of tidiness, but today they were nowhere to be seen.
'Didn't your father tell you?' she asked.
Jem and I shook our heads.
' ProbÖ• he forgot. He's not in yet,
is he?' 'Nome, he doesn't usually get back till late afternoon,' said Jem,
'Well, your father and I decided it was
time I came to stay with you for a while. '
'For
a while' in Maycomb meant anything from three days to thirty years, Jem and I
exchanged glances. 'Jem's growing up now and you are too,' she said to me.
"We decided that it would be best for you to have some feminine influence.
It won't be many years, Jean Louise, before you become interested in clothes
and boys. I could have made several answers to
this: Cal's a girl; it would be many years before I would be interested in
boys; [ would never be interested in clothes but I kept quiet.
6
Find
evidence in the text Which implies that:
1
Aunt
Alexandra is bossy.
2
Jem
is considerate.
3
Scout
and Jern•s father is absent-minded. 4 Scout is a tomboy.
7
 Work in pairs. Choose one book, film or
W show

from your list in
exercise I. Give an example Of how it deals With one or more of these topics:
•  friendship
and arguments between friends.  the relationship between teenagers and
adults.  rebellion and breaking the rules.
•  becoming
an adult and taking responsibility for your life. 1 Outofthe

ID READING A
maths prodigy
I can understand and react to a text
about a high achiever.
BAD SCHOOL LIVES

Work
in pairs. Discuss the quotation below. What personality adjectives could you
use to describe this person? Does it sound like you?
I'm desperate to achieve. I'm desperate to
get high margs. I'm too hard on m•fself_
Cameron
Thompson, fourteen•gear-old mathsprodigy
2
1109
Read the text opposite about Cameron Thompson. DO you think the adjectives you
chose in exercise I are accurate? What Others could you add to your
description? Justify your answer with evidence from the text.

EXAM TIP

When you do a multiple
  choice reading task, read the options carefully and choose the one which
  matches the text in terms of information. DO not be distracted by specific
  words or phrases. focus on the meaning.

3
Read
the Exam tip. Then choose the correct answers for the questions (1—5).
I Between the ages Of four and ten, Cameron a
demonstrated outstanding ability in maths. b allowed his passion for numbers to
dominate his life. c excelled at various school subjects.
d
didn't
really fulfil his promise at maths.
3
Cameron's
problems With communication a have been getting worse recently.
b
haven't been affecting his popularity at school. c are irrelevant when he's
doing maths, d have been interfering With his ability to do maths work.
4
Cameron
met a boy at his new school who a has something in common with him.
b has even more severe problems With
communication. c is even better at maths.
d
took
a strong dislike to him from the first day.
4
Professor
Leader thinks Cameron should a continue With his degree.
b
have a temporary break from his degree. c give up maths completely for a few
years. d try to increase the speed Of his progress.
5
Recently.
Cameron has noticed a a deterioration in his relationship with his parents. b a
loss of ambition academically. c an improvement in his social life.
d a sudden improvement in his school life.
Out ofthe ordinary
Teachers first
noticed Cameron Thompson's talent for numbers when he was four years old and at
pre-school. Throughout primary school, Cameron Thompson's best subject was
maths. Then. When he was eleven, he took a maths test prior to entering
secondary school. The test was Out of 140; Cameron scored 141. 'l broke the
system,' he recalls.
Since then. he has
continued to progress quickly. He passed two GCSEs (maths and further maths) at
the age Of eleven and then got the highest grade in his maths A-Ievel before
the end Of that same academic year. He is now fœ•rteen years Old and
studying for a degree in maths, a remarkable achievement bearing in mind his
age.
But his academic
achievements have not always been matched by social Success. 'I have the social
ability Of a talking potato,' he admits. In other words. he feels more at ease
with numbers than among Other teenagers. 'Most people my age do despise me. rve
been like this for years.'
Communication is not one of Cameron's
strong points and, aside from the problems this causes socially. it is now
beginning affect his marks in mathematics. This is because. at undergraduate
level, he is expected to give

4

 Look
  at the prepositions and prepositional phrases (1—10) below. Match them With
  the highlighted prepositions in the text.
I
  considering            5 before                                9 because of
2    together
  with 6 apart from         10 regarding
3    about                7
  past/furtherthan
4    with   8
  right through

5

 Choose the correct
  preposition in these sentences. Then say if you agree or disagree.
 It's
  better to maintain the same extra-curricular activities right through /
  before school.
2
  Doing a hobby usually means spending more time about / among people your own
  age.
 It's
  impossible to devote your energy to hobbies alongside / aside from schoolwork
  and exams.
4 It's essential to
  develop non-academic skills prior to / regarding starting your career.

reasons for his answers
  alongside the answers themselves.

 Many
  teenagers can't pursue their hobbies easily

Cameron's
  difficulty is that he Often doesn't know how he

considering / Owing to a
  lack of facilities.

has arrived at the
  answers, even though the answers are

6 Doing hobbies can help
  develop useful skills among /

usually
  correct.

aside from the ones you
  need for the hobby itself.

Cameron and his family
  have recently moved house and

6

 Work
  in pairs. Agree on three out-of-school

Cameron
  is due to start at a new school. He regards it as

activities which would be
  best for developing a person's

a
  chance to make a fresh start and make some friends.

social skills. Give
  reasons for your choices. Use the activities

gut
  his mother, Alison, has a few worries concerning his lack Of social skills.
  While she describes Cameron as •very

below or your own ideas.

sensitive',
  she also acknowledges that he is socially naive

Extra-curricular
  activities doing drama doing karate

and
  often oblivious to signals from Other people.

doing yoga going dancing
  going shopping

The new school specialises
  in dealing with students

joining
  a choir jogging learning an instrument

who,
  like Cameron, excel academically but find it difficult

playing basketball playing
  computer games

to
  relate to other students. And indeed, on his first day.

watch
  ing sport

Cameron
  did make a new friend — a boy called Tim — mainly

7

 Prepare
  a role-play.

oning
  to a shared dislike Of lustin Bieber's music.

Recently, a maths
  professor from Cambridge University

Student A: You are a
  teenager who, like Cameron, has poor

has
  been looking at Cameron's work. His advice to

social skills. You want
  advice on how to improve them.

Cameron
  is perhaps surprising. professor Imre Leader

Student B: You are giving
  Student A advice on how to

thinks
  Cameron should slow down. Stop taking maths

improve his/her social
  skills. Suggest activities to achieve

exams,
  and wait until he is eighteen before doing a degree.

this.

•There's
  quite an important distinction,' he explains,

8

 Perform
  your role-play to the class. Together. you

•Between
  taking lots of exams as fast as you can, and

should agree on one
  activity for Student A to try. Use the

relaxing and enjoying the
  level that you are at — What we call enrichment.' Professor Leader believes
  Cameron Will

expressions
  below to help you.

do
  better in the long run if he Stops trying to progress so

Su      stin

.uickly_
  And although Cameron does want to finish his

How about taking up ? It's
  realty good for (building

current
degree. he isn't making any academic plans beyond   confidence/meeting people/
getting fit, etc.) that. He goes to a weekly karate class after school. And    Or
what about recently. he went to a computer games convention with                In
that case, why don't you try ? some friends from karate.
  Since turning fourteen,
Cameron's feelings towards girls                        0b ectin

being
  disgusted by them.' He's even been on a first date — without his parents. And
  in general, he feels less isolated and unusual than he did before. 'There are
  other people me — high maths abilities, bad school lives — I am not
Spooky. '

be my thing/would suit me).
Maybe you've got a point./That's not a bad idea./l
  could try it, I suppose./l might give it a go.

Save changed. As he puts it,
'I started to like them instead                       TO be honest, I don't
realty like     not that keen on ...Il don't feel happy about               don't
think (would

1
9
Work in pairs. Discuss how strongly you
agree With this Statement: I prefer to be in the background than in the The
verbs remember, forget, stop and try can be followed

spotlight. Give it a mark between 5 (strongly
agree) and 0 (strongly disagree).
2
Work
in pairs. DO questions 1—3 Of a personality quiz. Are the results So far
similar to your ideas in exercise I?
Fitting
in or STANDING OUT: Which do YOU prefer?
Take the personality
quiz and find out!
More a's than b's?
You like to stand out!
Do you let your friends to-row your clothes?
Sure - ant I hen them choose! b No W3/!
If you
want your               decorated do you invite        friends to come tor a
Dainting ;nrty•? decide to paint it yourself one weekend?
If a stranger seems tabe upset in the
street doyou ,offet to help immediately?
b avoid helping because you teel shy?
3
Read
the Learn this! box. Complete the second example of each pattern With phrases
from the quiz in exercise 2.

Verb pattern S
I verb + infinitive a They
  failed to finish the race.
2    verb
  + •ing form a / gave up doing karate         school.

3    verb
  + Object + infinitive a They forced him to get into the Cor.

4    verb
  + Object * infinitive without to a She made me wait outside her office.

5    verb
  + Object + past participle a Let's get your bike repaired tomorrow.

4
find
three more examples Of verb patterns in questions Of
exercise 2. Which pattern does each one belong to?
5
Can
you remember if the verbs below are followed by (A) an infinitive or (B) an
•ing form? Label them A or B then check your answers in the Grammar Builder 1.3
on page 116.
agree
avoid can't help can't stand consider deny enjoy feel like finish hope imagine
keep (on) miss practise pretend refuse risk spend (time) suggest
Outoftheordinary
by an infinitive or •ing form, but with
different meanings: I remembered to vote. / / don't remember voting (but I
did).
I'll
never forget visiting the Tate. I forgot to visit the Tate. She's stopped
smoking. / She stopped to light a cigarette. / tried to stand up but /
couldn't. / tried standing up but / still couldn't see the stage.
The verbs see, hear,
watch and feel are followed by an Object ± -ing form for ongoing actions, or an
Object infinitive without to for completed
actions:
/
can felt him staring at me. / felt the ball brush mvarrn. / saw two cats
fighting. / Did you see him steal the car?

6
Read
the Look out! box. Then explain the difference in meaning between each pair Of
sentences. 1 a heard my neighbour shout.
b heard my neighbour shouting.
2
a
She tried smiling at the policeman.
b She tried to smile at the policeman.
3
a
The busker stopped chatting With the crowd. b The busker stopped to chat With
the crowd. 4 a You must remember to speak to Sam. b You must remember speaking
to Sam.
D GRAMMAR BUILDER 1.3: PAGE 116
7
Complete
questions                 Of the quiz. Use the infinitive (With or Without to),
past participle or •ing form Of the verb in brackets. Then answer the
questions.
8
In
pairs. write two more questions for the quiz.
Include at least one verb pattern from the Learn this! or
Look out! box. Swap With another pair and answer their questions.

Photo
description
I can describe a photo and answer
questions about it.

1
Look
at the photo.
Choose
three adjectives below to describe the couple's overall appearance. Then
compare your ideas in pairs. Do you agree?
attention-seeking cool fashionable
individual intriguing messy outlandish unattractive
2
Work
in pairs.
Add
the words below to the mind map. Then add as many other words as you can in two
minutes.
bracelet crouching dyed eye-liner mascara
moody piercing spiky tie tights
hair clothes  make-up

       expression/posture                     jewellery
3         .06
Listen to a candidate describing the photo in exercise
1. How many of the words in exercise 2 does
she mention?

EXAM

TIP

When you describe a photo, talk about
  what you can see and also what you can guess Or deduce. For guesses and
  deductions. avoid repeating think and instead use phrases like; should think
  they are Mavbe/Perhaps
They look as if... They
  100k like
They
  look as though They are obviously I'd say they are
They could be/may be/might
  be

Read the first Exam tip. Then listen to the
candidate again. Which of the phrases in the box does she use?

EXAM

TIP

The examiner's first
  question in the picture description task usually asks you to interpret the
  picture, the second usually requires you to give a more general opinion.
  Listen carefully to each question and make sure you really answer them.

5
Read
the second Exam tip. Then read the phrases below and decide if each one would
be more useful in answering question 1 or question 2 in the exam.
a Judging by , I reckon b By and large,
c Looking at . I'd say that d Personally, I think„ e In my experience, f Jr s
clear from the photo that
6
Look
at the examiner's first two questions for the photo in exercise I. Discuss them
in pairs and note down your ideas. Do you think the boy in the photo cares
about his appearance? do you think so?
2 How much can you tell about a teenagers
personality just from looking at their appearance?
7
1.07
NOW listen to the candidate answering the questions. Do you agree with her
answers? Why?'Why not?
8
1.07
Listen again. Which phrases from exercise 5 does the candidate use?
9
In
pairs, describe the photo below. Then take turns to ask and answer the
examiner's first two questions. Include at least two phrases from exercise 5.
1   What
impression do you think these women want to give other people?
2   Why
do some young people want to dress in a way that older people find shocking?

unit
Read
the saying below and its definition. DO you   Match four adjectives from the
words below With Connor

agree or disagree? Give examples to support
  your opinion.
Opposites attract.

and
  four with Bess. Justify your answers using phrases from

People Who are very
  different tend to get on well together.

conformist considerate
  dependable funny

2
  Read the text. Can you explain the title?

outgoing shy
  unconventional unreliable

4

Complete
  these contrasting pairs Of phrases

CÐ/LZ and CHEESE

for describing character and behaviour.
  Use the verbs below. Which phrases are in the text in exercise 2?
count get give keep let
  look play take wear

Describing
  character and behaviour

be
  up for anything/               it safe

(always) on the bright
  side expect the worst speak your mind your Opinions to yourself things in
  your stride / get stressed your heart on your sleeve / not much away
  never be lost for words / tongue-tied me down / I can't on you

Complete the second sentence So that
  it means the same as the first. Write 2—5 words, including the word in
  brackets.

Connor
  and Bess are completely different from each other.

She takes everything in
  her stride.

They're
  both seventeen years old, but that's about all

          She                                       about
  anything. (stressed)

they've
  got in common!

You can always count on
  me.

For a teenager, Connor
  comes across as very confident.

down.
  (never)

He finds it easy to talk
  to people and is never lost for words.

a Suddenly, I got
  tongue-tied.

He's got a good sense of
  humour and really enjoys making

            was                                     words.
  (lost)

people laugh.

He doesn't give much away.

As far as clothes go,
  Connor dresses in quite an unusual

          He
  doesn't                                     his sleeve. (heart)

way
  and buys a lot Of his outfits in second-hand markets

a I usually expect the
  worst.

and charity shops. He
  Often changes his hairstyle too.
Connor is really good fun
  to be With. He's up for anything,

          I
  rarely                                     side. (bright)

and when you go out with
  him, you end up doing some

6

Read the Look out! box below. Find an example Of this
  use Of

crazy things. Having said
  that, he isn't that reliable. We
Often make plans to go out
  at the weekend, but he's always

the present continuous in
  the text in exercise 2.

phoning me at the last
  minute to change the arrangement.

LOOK OUT!

Unlike Connor, Bess hates
  being the centre Of attention

We normally use the present simple for describing
  regular

and isn't particularly
  interested in fashion. When it comes

actions. However, we can use the present continuous
  with

to clothes, Bess usually
  plays it safe. And Whilst Connor

always or forever to
  express disapproval.

regularly changes his
  hairstyle, Bess's hair has looked the

Tom always goes home by
  bus. (fact)

same since I first met
  her.

Lucy is always asking me
  for money. (disapproval)

When
Bess is with close friends. she tends to be very talkative, but she often gets
tongue-tied in social               7             In pairs, discuss which
person in the text, Connor

situations.
  However, she's a very good friend. She always thinks Of Others and she never
  lets you down.
Connor
  and Bess are complete opposites. Nevertheless, I get on well With both of
  them — and surprisingly, perhaps, they get On well together.

or Bess, is more like you,
  in your opinion. Who would you rather be friends with? Give reasons.

Outofthe ordinary
You are going to do the
following exam writing task. Look at

the list Of topics you might include in the description.
  Which ones are mentioned in the text on page 12?
Write a description of two people you know Who are very
  different. Write 200—250 words.

exercise 2. To make
  your writing more sophisticated, include four different ways to make
  contrasts from the Learn this!

EXAM

TIP

Make
  your descriptions ot people's personalities more subtle by using the phrases
  below:
She tends to        verb
He has a tendency to       verb
She has a habit         4 •ing form
He comes across as ± adjective
People regard her os        adjective
People consider her + adjective Some people find her        adjective
  She can be (adjective) at times.

annoying habits clothes hair hobbies likes and
dislikes personal traits talents
2 Choose the two people you are going
to write about. Make notes about them in the chart. Use four topics from
exercise I or your own ideas.
          6 Read the Exam tip. Find two Of the phrases in the model text

3

Read the Learn this! box below.
  Underline examples Of these words and phrases in the text on page 12.

on page 12. Then suggest two other
  places in the text where you could use phrases from the tip.

7

Rewrite these sentences in a more
  subtle way. Include the

Contrast
You can use a variety Of phrases for
  making contrasts, not just but and however.
Unlike Sara, Jade is tall.
In contrast to Sara, Jade is tall.
Sara is short, but/whereas her sister Jade is tall.
While/Whilst Sara is short, lade is toll.
Sara is short. lode, on the other
  hand, is tall. lade is tall, and yet her sister Sara is short. Jade is tall.
  However, Sara is short.

word in brackets.

 My dad is immature. (across)
2 My neighbour talks too much. (tendency)
 My friend George is an ambitious student. (regard)
4 Lucy's brother offends people. (tends)
 My best friend is argumentative.
(find)
6
My mum is
unconventional. (can)
7   1'm trustworthy. (consider)
8
He says the wrong
thing. (habit)
8 Do the writing task in exercise 1.
4 Choose the correct
words in these sentences.

CHECK YOUR WORK Have you:
followed the writing plan? written
  200-250 words?
used
  different phrases for making contrasts? included phrases from the tip box?
  checked your spelling and grammar?

I Luke is eccentric. unlike / whereas
his sister is conventional.
2
Whilst / In
contrast to my brother is hard-working, I'm quite lazy.
3
Ryan is very
popular, and yet / while he's quite shy.
4
Sam is
easy-going, but / however his brothers aren't.
5
Charlie is quite
generous. His cousin, whereas / on the Other hand, is very penny-pinching.

         1      Get Ready for your Exam

SUMMER
    If you're looking for a really
summer camp, then Pali i?CAMP Adventures in
    Califiynia offers a
chance
    to learn the of a Hollywood stunt             in a sate and closely-3
    environment, You can learn sworfflay, • combat. falls arud safe landing               under
    the s              eye Ot professional Stuntmen.
and
          With the 6, offering the Chance to a 7               fall from a
    ten•metre The camp  including dance circus skills. watersports           fashim_
       Friday night. the B pali Shcywcase eiues                different  the
    oppœtunity to dernmstrate            skills to each other.

Listening
1
and
decide which you would most like to attend. Then explain your choice to your
partner.
a an
intensive English course in the USA b a survival course in the Arctic c a
meditation and martial arts course d a performing arts course (music, dance,
drama, etc.)
2
DO
the exam task.
91.08 You will hear information about
various summer courses. Match each extract to the correct summary sentence
(A—F). There is one extra sentence.
Speaking
4 Which Of a summer activity
course are most important? put ideas below in order from Exercising your mind
could be the answer to Vour I (most important) to 4 (least important). everyday
problems.
a
having
the chance to mix and make new friends Join the fast track to personal safety.
b
improving
fitness and/or strength
C Go back to the beginning
to discover the true             c learning a new skill or improving an
existing one meaning.
d having fun and avoiding boredom
D This year, exciting fun in the water is
available to all.
               If
you know the basics, refine your skills and train                     5 Do the
exam task.

               financial
income repay save waste (v)                                             Say if
you agree or disagree, and why.

Mone                                                 Management
for teens

I
  Work out your total money decisions.
2 Don't
  get into*

Tips for parents

4
  Don't
  worry if your child
What might seem a
  poor decision to you can sometimes be a valuable lesson for the child.
5
  Involve
  teenagers in family finances. Discuss big decisions (e.g. Can we to take a
  holiday this year?) and weekly or monthly like food and power bills.
6
  Teach
  teenagers how to Wisely but allow them the freedom to make mistakes.

1    You
get what you pay for. If something is probably
isn't worth having.
2    Friendship
is
3    The
more          you are, the easier your life is. 4 Being          will help you
to get rich.
6Listen
and match each speaker with a statement (A—E). There is one statement you don't
need.
This person:
A    won't
spend money just to have nice things.
B
has
been raised to be careful with his/her money.
C    should
probably be more careful with his/her money.
D   thinks
that having a bank account isn't necessary.
E    is
good with his/her finances but likes spending, too.
7  Discuss in pairs. Give reasons and
examples.
1    Does
money burn a hole in your pocket?
2    DO
you keep some money back for a rainy day?
3    When
you buy something, do you shop around?
D VOCABULARY BUILDER 2.1: PAGE 135
3
Which
two tips do you think are most useful? Give reasons.
                                                                                •         andpoor

 DO
  you know anyone Who has won money on the lottery? Do•

Some Of these sentences
  are incorrect. Correct them.

you think buying a lottery
  ticket is a good idea? Give reasons.

1
  Dan use to work in a bank. X

2
  Read the text and answer the questions.

Dan used to work in a bank
2
  1'm not used to wear glasses, butl do now.

I Has Molly always been
  well Off?

3
  Did you use to have long hair?

2 What was her life like
  in Bristol?

4
  MV dad would have a beautiful old sports car.

3 Why didn't Molly check
  whether she'd won the lottery?

5
  Sally used to be a teacher for ten years. 6 Joe used to smoke. He'd smoke 30
  a day.

5 Complete the sentences with would, used to
or the past LI.J@K'V         simple. Sometimes more than one answer is
possible.
                                                                                1 My
dad (have) a credit card. He              (use)
it
NUMBERS! for buying expensive things. But two
years ago he
                                                                                (get)
rid of it. The credit card company          (charge) a
Molly
Higgins is a very rich woman and the proud owner   very high rate of interest
and he              (end) up deep in of a ten-bedroom mansion near London. But
she didn't debt.
      use to be rich. She used to live in a
small flat in a run•                 2 My grandad  (be) a factory worker. He

            down
area of Bristol and get by on state benefits. Every                         (work)
in a car factory for 30 years. He (have
to)

Thursday evening
Molly would buy a EuroMillions lottery            work long hours and he    (not
earn) very much ticket. She'd always choose the same numbers but she        money.
But he     (do) the lottery every week and didn't usually look at the winning       eventually
he       (win) enough money to buy a car.
                                          numbers the following evening.               D
GRAMMAR BUILDER 2.1: PAGE 117
'l never used to win anything, and I'd
sometimes forget to             LOOK OUT!
look at
the results,' says             If we stress would, it suggests irritation and
criticism. Molly. But one Friday, when    In this case, we don't use the
contracted form 'd.
she
checked the results              He would wear those old jeans to school every
day. she couldn't believe her
1

eyes.
She'd won the jackpot 6 01.10 PRONUNCIATION Read the Lookout! box. Then - €10
million! listen, repeat. and say if the speaker is irritated.

7

 Complete
  the second Sentence So that it has the same meaning as the first. Use no more
  than five words

3

Read the Learn this! box.
  Then underline all the examples Of

including the word in
  brackets.

used
  to and would in the text.

I It was typical Of Sue to
  interrupt all the time!

used to and would
1
  We use usedto and would to talk about habits and
  situations that are now finished.
We used to live in London. But now we live in Brighton.
  When I was at primary school I'd always play football after school.
2
  We don't use wouldwith state verbs.
I.wauldheve•c-cat X / used
  to have a cat.
3
  We
  don't use used to or wouldto say how long a situation or habit continued. We
  use the past simple.
Sh
She worked in a bank for
  six years.
4
  Never used to and would never are common negative
  forms.
never
  used to save any money.
He would never admit he
  was wrong.

all the time! (would)
I was in the habit Of spending all my pocket money. all
my pocket money. (used)
In the '90s my dad always drove to work.
In the '90s my dad work.
(would) 4 In the past was your hair much longer?  much longer hair?
(use)
 There wasn't a bank at the end of the
street.
                                                                                There               a
bank at the end of the street. (never)
8 Work in pairs. Think about
when you were younger. Using would or used to, tell your partner about: 1
something ridiculous you often wore when you were little.
2
something
boring you did at weekends.
3
something
you did that annoyed other people.
16             2
•          and poor

HOUSE!

In July property developer lim Lock bought a
large, detached.

be
  a nursing home, through a downstairs window that had been left open. The
  group,  includes three small

children, is sleeping on
  the floor in sleeping bags. There's

4

Decide Which opinion is
  not expressed by the

no heating or furniture.
  Mr Lock went to the police but

squatter in the interview. Then listen again and check
  exactly

they said they could do
  nothing. Squatting in commercial

What she says.

   properties isn't a
  criminal offence in England       squatters

I Rented accommodation is
  too expensive.

don't actually break into
  an empty property or cause criminal

2 Property developers are
  wrong to leave houses empty

   damage. 'I was
  astonished that the police       evict them,'

and wait for prices to
  rise before selling them.

said an exasperated Mr
  Lock. 'They're just a bunch Of lazy

3 Private property is
  wrong.

hippies. I'll have to go
  to court to get them evicted. It'll cost

4 Everybody has the right
  to shelter.

me thousands in legal
  fees.'

5 Squatters are using
  something that would Otherwise go to waste.

 Work
  in pairs. Describe the photo and answer the

6 Squatters contribute to
  society.

questions.

5

 Complete these buying and
  renting collocations

1 Are there a lot Of
  homeless people in your country? What

With the verbs in the box.

about in your town Or
  city?
2 Why do people become
  homeless, do you think?

become do get make make
  pay rent take

ten-bedroom
building in Bath With plans to convert it into three luxury flats. He's
planning to sell the flats for £400,000 and expects to t _ a profit Of
about £250,000. However, before building work started. a group Of twenty
squatters moved into the house and claimed they were 'looking the empty
property. They climbed into the building, which
possession
(of) 3 Think of five problems homeless people face.
maintenance
2
Choose
the correct words (a, b, cimprovements or d) to complete the text. Then listen
and check.evicted
2
a
for b after C c bringat d d makeinto 6 Discuss this question in pairs: Who do
feel 1 a do b take
3
a was to b would c used to d had to more sympathy with,
Jim Lock or the squatters? Give reasons. Then take a class vote.
4
a that      b Whichd whose
5
a
as long as b although c as much as d apart from 7Work in pairs. prepare this
role-play. Make notes. 6 a can't b shouldn't c didn't use to d wouldn't
Student A: You have been homeless for two years and have
3
Listen to a radio reporter interviewing one Of the
recently joined a squat With some friends. Explain to the squatters. Are the
sentences true (T) or false (F)? owner Of the property Why you should be
allowed to stay there.
Listeners can hear the interview on the radio
as it takes
Student 3: You are the property owner.
Explain to place.
The
squatters can't afford both rent and living expenses.             the squatter
Why you think he/she should move Out immediately.
3
According the squatter, there aren't enough properties in
the UK to house everybody.       8Work in pairs. Have a conversation using your
4
The squatters were certain that the house was notes from
exercise 7. Include as many phrases as you can unoccupied When they first saw
it. from exercise 5. Student starts the conversation. The squatters have
improved the house since moving in.
6
The
squatters won't move out under anv circumstances.

D VOCABULARY BUILDER
2.2: PAGE 135

2 •
READING
How the other half live
I can understand and react to a story
about millionaire philanthropists.

Look at the text title and
  the photos only. What is happening

In the programme,
  millionaires go undercwer to deprived areas

in the photos? What do you
  think the text Will be about? Then

Of
  Britain, where they volunteer in the local community. For

look quickly through the
  text to check your ideas.

a fortnight they give up
  their affluent lifestyle and live with little money in substandard
  accommodation. Their experiences

2
  Read the introduction to the text and mark the sentences true

Often prompt them to hand
  over life-changing sums Of money to deserving individuals and institutions.
  At the end, they

I The people who meet the
  millionaires know that they are

reveal who they actually
  are.

rich straight away.

There have been eight
  series Of the programme in the UK so

2 The millionaires have to
  live differently for a While.

far,
  with millions Of pounds being given away to good causes.

3 The millionaires have to
  donate lots of money.

While watching the
  programmes, it's sometimes hard to tell

4 The socially
  disadvantaged people benefit more than the

who
  is benefiting most from the relationship. All of the people

rich people in the
  programme.

involved
  have talked about how it has changed their lives. But

5
  The millionaires don't Stay in touch with the people they meet.

interestingly. it seemed
  that it was the millionaires Who found their experiences the most rewarding.
  Some discovered that

EXAM
  TIP

there are more important
  things in life than making money,

For multiple matching
  tasks, look quickly through the

and forged lasting
  relationships with the people they met.

texts to geta general idea
  of their meaning. Then read

HILARY DEVEY, who, as a
  single mother. risked everything

the questions that you
  have to match With them. It may

to
  start up a now hugely successful transport company, lives

be easier to work through
  texts A—D in order, matching

on her Own in her enormous
  mansion.

the questions to them as
  vou go, and underlining the

She returned incognito to
  the place she

A'

relevant parts Of the
  text, rather than working through

grew up in, and one of the
  projects she

the questions in Order and
  searching through all four

got involved in was a
  local community

texts each time.

support centre which was
  in danger Of

closing.
SECRET MILLIONAIRE
Secret Millionaire is a
reality TV show with a difference. The participants come on the programme to
possibly give away thousands of pounds.
               •         and
poor
The centre provides marriage counseling,
support for single             parents
and homeless people and so on. She funded the centre

below. They are all
in the text.

and
provided more facilities for it. Hilary is still a regular   visitor
to the centre, and feels she now has friends who value her for the person she
is, not her money.
NICK
LESLAU is one of Britain's wealthiest property    tycoons
and lives in luxury With his family in London. He went to Glasgow and worked in
a poor area with severely disabled people. He was astonished at how friendly
and kind everyone was, even though they didn't know
anything about him.
Although
he has always donated money to various charities, he found it immensely
rewarding to get involved directly for        once.
He said he felt privileged to have met some Of society's genuine heroes —
people Who work tirelessly to help others.
KAVITA
OBEROI is a 38-year-old IT millionaire whose  sole
interest in life, apart from her family, was making money. views
completely changed when she went to a centre for               disadvantaged
girls in Manchester. She used to believe that             people
were poor because they didn't try to improve their lives. When she got involved
with the girls' centre, she realised that people Often need help and support to
do their best. She realised that her Own mother had sacrificed a lot so that Kavita
could have a good education. Kavita became a director of the group and is
helping it to go national to support more young
JAMES
BENAMORE, a tough financial dealer now worth             £77
million. used to have a drug problem himself. He waved            goodbye
to his wife and children and went to a crime-ridden area of Manchester. He
worked in a centre for teenagers who excluded
from mainstream education and found that

they
had no confidence in themselves, nor any belief that any effort they made would
make any difference. James donated

money
to the centre so that children who worked hard earned rewards in the form of
trips and outings. He also offered some                for
from in in in Of to to With

         I
benefit                           5 value
sb/sth
2
forge
a relationship      6 donate money
3
get
involved    7 wave goodbye
4
be  danger       8
have confidence
5
Work in pairs. Each choose one of the
millionaires. Read the relevant text again for one minute, then cover it and
tell your partner as much about the millionaire as you can remember.
6
 What do you think about the programme?
Is it a good idea? Are there any bad aspects to it? Decide on at least
two positive and two negative things with
your partner.
7
Read
the Learn this! box and complete the rule.

Second
  conditional
I We use the second
  conditional to talk about unreal situations and events.
If / was o secret millionaire, I'd
  visit a homeless charity. Perhaps he wouldn't be so stingy if he had more
  money.
2
  We use the        in the if clause and              the base form Ofthe verb
  in the main clause.

D GRAMMAR BUILDER 2.2: PAGE 117
8
 Discuss this question in pairs: If you
had €50,000 to give away, who would you give it to, and why? Use the second
conditional. Agree on three good causes and make
9
Report
your ideas to the class. The class votes on

tænagers a month's work experience
at his company. He was
&lighted to see how their attitudes
changed, and has set up scheme permanently.

•
þRAMMAR Past perfect simple and continuous
I can talk about actions and events and their
consequences in the past.

1
Read the text. Underline the examples Of the past perfect and past perfect
continuous.
   RAGS TO RICHES    in
1994, J.K. Rowling, creator Of the Harry
Potter books, was living in Scotland,
and feeling a complete failure. She had just returned from Portugal, where she
had been living for two years. She had been teaching English in Porto, and had
married a Portuguese man there. But the marriage had only lasted for a few
years, and she had moved back to Britain with her baby daughter. She hadn't
been feeling well for months and was eventually diagnosed with depression. SO,
there she was: a jobless, penniless, depressed single mother. She decided that
the only thing she wanted to do was write a story that had been going around in
her head for a long time. And the rest, as they say, is history.
2
Read
the Learn this! box. Choose the correct alternatives to complete the rules.
Then match an example from the text to each rule.
Past perfect simple and continuous
1
We
use the past perfect simple / continuous fora completed action that happened
before a specific time in the past.
2
We
use the past perfect simple I continuous for an action in progress before a
specific time in the past.
Th's Often shows the cause of something in the past.
3
With
state verbs (know, be, like. etc.), we use the past perfect simple / continuous
with for or since to say how long an action had been in progress.
4
With
action verbs, we use the past perfect simple / continuous with for or since to
say how long an action had been in progress.
D GRAMMAR BUILDER 2.3: PAGE 118
3
Choose
the correct tense.
1
How
long had you had / been having a credit card when you got rid Of it?
 The
road was flooded because it had rained / been raining for hours and showed no
sign of stopping.  She had learnt / been learning English
for three years before she visited Britain.
4
Had
you ever eaten / been eating Japanese food before you visited Japan?
5
1
was thirsty because I'd run / been running all morning.  Martin
told me that he hadn't seen / been seeing the Champions League final On IV. 20
2 • andpoor
Complete the sentences
With the verbs below. Use the past perfect simple Or past perfect continuous.
Say which use Of the tenses in the Learn this! box each sentence follows.
go out know learn not have wait work I
The grass was slippery because
2
Ed                to
drive for two years when he took his test.
3
When
JO finally arrived, we  for Over an hour.
4
They
each other for many years when they got engaged, but they only for a year.
5
1
was thirsty because I           a drink for hours.
6
Sue's
hands were muddy. She              in the garden.
5
Complete
the text with the verbs in brackets. Use the past perfect simple or past
perfect continuous.
Now in his 70s, American designer Ralph
Lauren is a multi-millionaire, but he wasn't born into fame and fortune. In
1967 Lauren was looking for a job in fashion, but he didn't have any
qualifications at all. Earlier that year, he (drop Out) Of night school. He 2
(study) for a business degree in the evenings, but he (not finish) it. By day
he (sell) glcwes, but he knew he had to make a change. As a child growing up in
New York, fashion-conscious Ralph s_ (not have) much money for nice
clothes, so he 6 always (work) after school in department stores. It was this
experience that eventually led to his own huge clothing empire. In 1967 he
started working for a tie maker, and by the end of 1968 he (start) his own tie
design company. By the 1970s Lauren (design) his own ties for several years,
and they were very popular. so he started designing suits to match.
6
Work
in pairs. Think about the last time you were: delighted embarrassed exhausted
irritated relieved soaking wet starving
Find out Why your partner felt that way. Use
appropriate past

Because
  I'd been listening to some fantastic music.

Photo description
I can describe a photo and
  answer the examiner's questions.

Work in pairs. Describe the photo. Use the
words below to help you.
decoration dressing gown lid surprise
2    Workin
pairs. What is the boy thinking and feeling, and Why? Make notes about your
ideas.
3    Now
listen to a candidate answering the question in exercise 2. Compare your ideas
from exercise 2 With the candidate's ideas. How are they similar and different?
4    Which
two extreme adjectives meaning surprised and happy did the student use?
D
VOCABULARY
BUILDER 2.3: PAGE 135

EXAM

TIP

In the picture description
  task, the examiner can ask you to talk about a personal experience. You will
  need to use narrative tenses, e.g. past simple, past continuous, past perfect
  and past perfect continuous, used to and would.

5    Read
the Exam tip. Then listen to the candidate answering the examiners question.
Which of the tenses mentioned in the tip does the candidate use?
6    Answer
the questions.
I Why did the girl choose to buy her sister a
hoodie?
 How does she think she came to select
the wrong size?  Why didn't she see the hoodie herself
before giving it to her sister?
 How did her sister react when she saw
the hoodie?
5 How did the girl feel then? Have her feelings changed?

Comment
  adverbs and adverbial phrases
Comment adverbs give the speaker's opinion.
  Unfortunately, we can't afford a holiday this year. ro my surprise, he sold
  his motorbike.
Some adverbs can be used as both comment adverbs and as
  adverbs Of manner. Frankly, / don't believe you.
He spoke frank/v about his
  financial problems. We usually put comment adverbs at the Start Of the
  sentence, although they can go with the verb.
Foolishly, left my wallet
  at home.
/ fochlishly left my
  wallet at home.

7    Read
the Learn this! box. Then complete the sentences with five Of the comment
adverbs below. Listen again and check.
fortunately hopefully ideally luckily
Obviously stupidly to be honest
1 1 found a great one on a website, but
I ordered the wrong size.
didn't realise my mistake until she Opened
the present on her birthday.
she saw the funny side.
, I didn't think it was very funny at
the time. , Iwas able to return it.
D
VOCABULARY
BUILDER 2.4: PAGE 135
pairs. Take turns to ask and answer the
examineds questions. Try to use some comment adverbs.
1    What
is the girl thinking and feeling, and why?
2    00
you like spending money on Other people? Why?/Why not?
3    Tell
me about a really good present that you once received.
2 •

the
  examples in the Look Out! box. Use the correct

or found any money? When? Where? What
happened?
2
Read
the story. Where do you think the money came from?

It was a day like any Other and Graham Hill
was doing his normal round as a waste collector. He was putting bags Of rubbish
onto his handcart, when he noticed something unusual in one of the dustbins.
Leaning over the bin, he took a closer 100k and saw a filthy plastic bag with
what looked like money inside. As he pulled it Out, he gasped. It was money.
Inside the carrier bag were lots of banknotes! But they were all Cut into
pieces! As soon as he realised What he'd found, Hill called the police, Who
quickly arrived on the Scene. Having looked in the bag, they calculated that
there must be about £10,000 in torn notes. The police thanked Hill and
said that the money must have come from a robbery that had gone wrong. As they
were leaving, the police told him they would find Out what had happened.
Six months later, Hill had forgotten all
about the incident. Out Of the blue the police phoned with some unexpected and
wonderful news. Surprisingly, after investigating for a long time, they had
been unable to discover anything about the bag Of notes. There was no crime or
robbery that they could link the money to. Apparently, under British law, the
bag Of money now belonged to Hill. What's more, the Bank Of England said that
for every note that he could put back together, Hill would receive a new one. He
had been given the ultimate jigsaw puzzle!
3
Identify
the following Stages in the story in exercise 2.
•
background
information that sets the Scene
•
a
first event, often a problem, that triggers the action
•
later
events that follow from the first event
•
the
final resolution or Outcome
22             2
•          and poor
tenses. Then find examples Of each use in the
Story in exercise 2.

        LOOK
OUT!      Past simple and past continuous
 We can use the past continuous to set
the scene.
(rain) and the Wind (blow).  We
use the past simple for actions that happened one after another.
She              (stand
up),            (open) the door and (leave).
3 We use the past simple for an action or
event that interrupted a background event; we use the past continuous for the
background event. While (read) my book, my phone (ring).
D GRAMMAR BUILDER 2.4: PAGE 118
5
Read
the Learn this! box. Find an example Of each type of sequencing clause in the
story.

Sequencing
  clauses
For
  an action which happens before another action, we can use:
I
  ager + •ing
After losing his wallet,
  he called the police.
2 having + past participle
Having found the money, he took it to
  the police station.
For
  an action Which happens at the same time as another action, We can use: 3 as
  + past simple
As he put his hand in his pocket he realised his wallet
  was missing.
the moment/os soon as +
  past simple
The moment I Saw his face,
  / knew he'd been crying.
5 a present participle
Looking up, she Saw a police Officer
  approaching. The subject of the participle clause and the main clause must be
  the same.
Crossing the rood, she was
  hit byo car.
Crossing-the.raadv-a-eerhit-trer:
  X

6
Combine
the pairs Of sentences into single sentences. Use the sequencing clauses in the
Learn this! box. More than one answer is possible.
I •I've lost my wallet,' said Mary. At the
same time, she closed her handbag.
        I
stepped outside. At the same time, it started to snow.
 He sat down. Then he opened the
newspaper.
4 I
walked to the shops. At the same time, thought about what my mum had just said.
 She had lunch. Then she went out.

EXAM
  TIP

In
  a Story. use a mix of long and short sentences. The short ones can make
  events more dramatic.
The
  moment he arrived home, be made o cup Of tea and, sitting down on the sofa,
  turned on the television to watch the news. Suddenly, he jumped up. Somebody
  wCs in the room.

 You
are going to do the following exam writing task. first think Of some ideas for
your Story. Use the questions below to help you.
Wrlte a story with a happy ending about a
character Who loses or finds something valuable. Write 200—250 words. 1 Does
the character lose or find something?

2 Where does he/she lose
  Or find it?

6

Find the following
  features which make the writing style

3
  If the character loses something, does he/she find it again? If the character
  finds something. does he/she get

interesting in the Story
  on page 22.

to keep it?

1 two extreme adjectives

4
  How does the story end?

2   two
  examples of comment adverbs
3   two
  examples Of reported speech

2

Look again at the stages
  Of a Story in exercise 3 on page 22.

Think
  how your ideas will fit into paragraphs. Use your ideas

7

Write the middle
  paragraphs Of the story. Tell the later events

from exercise I to make
  notes under paragraph headings.

in a logical order.
  Remember to make the language dramatic

may
  need more or fewer than four paragraphs.)

and
  varied. Link events together to show time and sequence.

Paragraph
  I

Paragraph 2

Paragraph 3

Paragraph 4

CHECK YOUR WORK
Have you:
written 200—250 words?
used a variety of
  narrative tenses?
used
  sequencing clauses and Other time expressions? used a mix of short dramatic
  sentences and longer Ones?
included some
  extreme adjectives, comment adverbs, and/or reported speech?
-included
  a last sentence that links to the title?

8
Look
at the title and the last sentence of the Story on page 22. Think of a good
sentence to finish your story. Then write a title for your story which links
everything together.
9    Write
the final paragraph of the story. Give the resolution or final outcome Of the
Story. End With a good sentence.
3
Write the first paragraph Of the Story. Set the scene briefly With background
information, then tell the first event Of the story. Remember to use
appropriate narrative tenses.
•

1-2
Language Review
unit 1
Complete the sentences With a suitable
adjective. (More than one answer may be possible.)
       I Lucy is very              :
she only thinks about herself.
2
MV
dad is so             : nothing gets him angry or excited.
3
1'm
very    : I want to be CEO Of a big company.
4
My
dad is 42 but acts like he's 12: he's so
5
Ian
is very  : he writes songs and paints too.
Mark: _ 15
2
Complete
the sentences With the present perfect simple or continuous Of five of the
verbs below.
belong do go read remember stay want
where you put the tickets?
The Hobbit; I'm about half way through
it. 3 My English teacher to England three times.  4
My parents at that hotel every year since it -opened.
       5 Karen              a
horse since she was a little girl.
Mark: _ 15
3
Complete
the email. Use the infinitive, the infinitive without to, the -ing form or the
past participle of the verbs given.
I
went into town this afternoon because 1 needed to get my phone             (repair).
The man at the shop said it would take an hour didn't feel like               (stand)
around, 50 decided
(go)
toa coffee shop instead. saw some friends of
(play)
cards, so I sat down with them, They let me
(join)
the game and We played for ages. When I got back to the phone Shop, it was
closed!
Mark:
Complete the dialogue With the words below.
could like say should though

                Boy

Have
  you seen this photo of dad when he was young?

      Girl

NO, I haven't. Let me see!
  He looks               he's feeling sick!

      Boy NO, he doesn't. I'd 2          he's
just trying to look cool.
        Girl
He looks as               he's getting ready to go out.

Boy

How old do you think he
  is?

Girl

think he's about fifteen.

Unit
2
5
Choose
the best word (a, b or c) to complete each sentence.
A broken mirror is a priceless b
worthless c mean My grandfather owns three shops, and the rentfrom those gives
him a good a ncome b budget c allowance
3
The
hotel isn't expensive; in fact, it's very a extortionate b pricey c reasonable
4
I
wouldn't say I'm rich, but I'm certainly not _ a comfortably Off b affluent c
hard up
I love that jacket. but I can't buy it —
it's too a dear b valuable c precious
                                                                                Mark:          15
6
Complete
the sentences With the verbs below.
           'd
didn't use to used to would wouldn't
I My grandmotherwork.
but now she's got a job in  a bookshop.
2 1 be a football fan, but I prefer
basketball now. 3 We had somegreat parties in those days, but the neighbours
at-ways complain about the noise!
4
Every
time my uncle went abroad, hebuy a painting.
5
She
bought a chocolate bar every day after school, but eat
it until she got home.
Mark: _ 15
7
Choose
the best verb forms.
Elena 'had looked / had been looking forward
to the day Of the garden pany for weeks. Now. finally. it 'had arrived / had
been arriving. She Yhad got up / had been getting up early to give her more
time for the preparations. Anxiously, she looked Out Of the Window to check the
weather, Which 'had got / had been getting worse and worse each day, even
though it was June. To her dismay. she saw that the apple tree by the back wall
Shad fallen / had been falling down during the night.
                                                                                Mark:         15
8
Write
an extreme adjective Which means:

1
very angry:  4 very ugly: 2 very dirty:  5
very funny: 3 very clean:

 Boy
Yes, I agree. He             be getting ready to go on a date
with Mum!

Language Review 1—2

Hi Anna,
How
  are you? hope you're enjoying your job in Warsaw. HOW long have you been
  doing it now? It must be six months or so, reckon, because you'd been working
  there for a few days when I got back from                backpacking holiday
  in Australia. Let me know hcwit's going and what the people there are like,
DO
  you ever hear from Mike these days? Maybe YOU just want to forget about him
  and your time in Liverpool, He really wasn't right for       I mean, it'5 OK
  to be ambitious, but he was just selfish. And there Was something Strange
  about him               For example, why did he decide to Change his name
  from Jack to Mike? kncp,v we British people are supposed to be eccentric, but
  that'S just ridiculous!
Stefan
  has been looking for a place to live,     1 think found one or two
  possibilities. We've loved having him here, and he's welcome to stay as long
  as he wants, but he's determined to find his own place, He'S Very
  single-minded, your brother, isn't he? I suppose pu are too, now 1 think
  about it, so maybe it n.'ns in the family! AnyAqay, I guess he can afford to
  rent somewhere nice, working in the financial sector — he must be on a good
  salary. (I've asked him what he earns, but he won't tell me!) I hope he won't
  get lonely, living on his Win, He isn't as outgoing as you are, so I don't
  think he'll meet people as easily. gut Still, everybody needs Company. He
  doesn't talk about people from work much, so 'guess he hasn't made many
  friends I've tried to persuade him to play basketball a few times, but he's
  refused. He Says he'S rubbish at ball games, but he might start going
  swimming when he's got more free time. That's better than nothing, I suppose
  — OK for keeping fit, but not a great way to meet
Anyway,
  I shouldn't worry about him, I'm Sure he can look after himself. Please send
  me an email with your news— and some pictures of your new flat. You haven't        in
  touch for

a is
very similar to Anna. b needs to be more Outgoing. c is
too single-minded.
d is similar to Anna in some ways but different in
Others.
4 In
Libby's opinion, swimming isn't the ideal hobby for Stefan because a it's
something he'll do on his own. b it requires tCH) much free time. c it won't
make him as fit as basketball. d he'll probably give up Soon.
Listening
4
1.17
Listen. Does Spikey sound more friendly or less friendly towards Stefan by the
end Of their conversation? What is the reason for this, in your opinion?
5
I
.17 Listen again. Are these sentences true (T) or false (F)?
1
Stefan
is planning to buy or rent a flat.
2

The
events take place on a Thursday.
3
Stefan
started learning English ten years ago.
4
Spikey
tells Stefan that he's sharing with seven or eight friends.
5
Spikey
describes squatting as a criminal activity. 6 Spikey is not his real name.
Speaking
6 Tell your partner about an occasion when
you met somebody for the first time.
Writing
7
Imagine you are Stefan. Write an announcement to be put in a newsagent's Window
to help you find a flat to rent. Include this information:
What you are looking for and when you
want to move in. some personal details about you: job, nationality, etc. Why
you would be a good tenant. the best way to contact you.
                                                                                Skills
Round-up 1-2
      2       Get Ready for your Exam

Reading
I     Talk in pairs about the following
questions. Then report your ideas to the class.
1    Do
you think you are influenced by advertising?
Give reasons for your answer.
2    What
different marketing techniques do companies use to make us buy their products?
3    What
do you think the term 'neuromarketing' might mean?
2 Do the exam task.

Complete the text with the missing sentences
(A—EL There is one extra sentence that is not needed.
Big business has always wanted to see
inside our heads. The marketing and advertising departments of the major
corporations spend millions every year trying to work out what we want and then
find ways to try and sell it to us. The more accurately businesses can predict
What we, the consumers, are likely to buy and when and how much for, the more
money they can get us to spend.
Understanding consumers has not been
particularly easy. Marketing teams have watched what we buy in supermarkets,
they have measured how we have responded to their various promotional
campaigns. and they have carried Out endless Surveys asking us why we buy what
we do. However, it is not by any means an exact science. 1 And even if they do,
they do not always tell the truth.
This is where •neuro' or brain science
steps in. For the first time researchers have begun to wire consumers up to MRI
(magnetic resonance imaging) machines to watch what actually happens inside
people's brains when they are faced With consumer choices. The researchers
followed the areas of activity lighting up inside the shoppers' brains.
Something Which is definitely Of interest to the marketing specialists.
This new area of science is called
•neuromarketing•. Marketing departments Of companies say they won't need to
watch us shopping or ask us what we'd buy, they'll just •read our minds'. This
is good news for companies, as their massive marketing budgets can be used more
effectively, but where's the benefit for us?
If businesses can know more about how we
think than we do ourselves, they'll have the power not just to influence us,
but also to manipulate us. so far, advertising regulations have merely
restricted companies from making unsupported claims for their products. In
future. they may have to go one step further and assess whether the marketers
are having our behaviour as consumers altered in ways we cannot ourselves
detect.
Get Ready for your Exam 2
Advertising will be cleverly
deployedtOÞer4 us more accurately to buy the products on show.
They also need to keep
in mind that increased activity in the brain doesn't necessarily mean increased
preference for a product.
This Cannot be a good thing for the general
public and something will have to be done about it.
It seems that people do not always know What
they are thinking.
Eventually they found that they could predict

Speaking
3
could
buy in a jewellery shop. Which pair can write the most in two minutes?
4
Do
the exam task.

SPEAKING
exam task

Describe the picture. Then answer the
questions.
Why do you think this couple is buying
something in this shop?
What are the advantages and disadvantages Of
having expensive possessions?
Tell me about the most expensive thing you
have ever bought.

THIS UNIT INCLUDES

Vocabulary
  • relatins                •           interaction • phrasal verbs
Grammar • question foms • comparison •
  question tags • Speaking • role-play

Generations

Writing
•        pros andtons

VOCABULARY AND LISTENING Relating to people
I can discuss relationships and behaviour.

Workin
pairs. Find out as much information about each other's families as you tan in
three minutes. Use the ideas below and add your own.
how many in immediate family? extended
family? brothers / sisters / twins? (how many? ages? names?) Oldest / youngest
family members? cousins / aunts / uncles / in-laws, etc.?
relatives living in your home / nearby /
faraway / abroad?
2
In
pairs, put the expressions below into two groups: negative and positive. (In
some cases, it is a matter of opinion.)
Relating to people
admire adore be on the same wavelength (as) be (very) close (to) be wary of
despise envy feel sorry for have a lot in common (with) have nothing in common
(With) 100k down on
100k up to not see eye to eye (with) respect
trust
3
01.18
Listen to six people discussing members Of their family. Complete each summary
with an expression from exercise 2 and a reason.
 arianna admires / trusts her mother,
because
2
Ryan
despises / doesn't see eye to eye with his father, because
3
Sophia
is very close to / has a lot in common with her grandfather, because
4
Isaac
envies / respects his cousin, because  Ella
looks down on has nothing in common with her twin brother, because
6 David feels sorry for / is wary of his
uncle, because
 Find
out more about your partner's relationships with family and friends. Ask three
questions using expressions from exercise 2. Ask for reasons. v•lho do you
admire and *hi?
5      In
pairs, Check the meaning of the verbs below           using
a dictionary. Then test each other. Can you remember the translations?
Verbal interaction
bicker (with sb) boast (to sb about sth) confide (in sb about sth) flatter (sb)
flirt (with 5b) insult (5b) lecture (sb about sth) nag (sb about sth)
praise 6b for sth) tease (sb about sth)
tell (sb) Off (for 5th) warn (sb about sth)
•a'hat mean? It means
6     Complete
the questions With the correct prepositions.
1
Who
does Brianna bicker
2
Who
can Ryan always confide 3 What does Sophia's mum nag her
4
What
does Isaac's cousin boast
5
What
does Ella's dad tease her
6
What
does David's aunt praise him
7Listen to the extracts again. Answer the
questions in exercise 6.
   1.19 Listen to six monologues. What
is each speaker doing? Choose the best verb from exercise 5.
ipeaker l: praising: Speager
9 01.19 Listen again. Write a one-sentence
summary to describe What each speaker is doing.
ipeaker I is praising somebody for winning a
tennis match.
prepare a monologue like the ones in exercise
8. Choose a verb from exercise 5 and invent your own situation.
 Perform your monologue to the class.
Can they describe what you are doing?
You're boasting to somebodi about esarn
results Yet. that" right. NO,
tn again
D VOCABULARY BUILDER 3.1: PAGE 136

Tom 0K. fine.
Ava Thank you. First, I
  need a few details about you. old you are?
Tom I'm twenty.
Ava                    you
  do?
Tom I'm a web designer.
you work for?
Tom I'm self-employed. I
  work at home.
Ava
  Great. so. question one. What do you argue about most in your family?
Tom Er whose turn it is to
  use the car.
Ava OK. Question two. Who cooks most of the meals in
Tom We don't have family
  meals. We help ourselves.
Ava
  And finally, question three. Who do you get With hest in your family?
Tom
  My sister, definitely. We've got a lot in common. Ava That's all. Thanks very
  much for your help. Tom NO problem.    I can ask you a question.
Ava Sure. Go ahead.
Tom                  you're
  free this evening.

Can
  you tell me whether you share a bedroom?

Subject and Object
  questions
Questions with Who,
  What or Which can be subject Or object questions.
Object questions include the normal
  interrogative form Of the verb. The answers are the object of the verb.
What did you buy? (l
  bought a scarf.)
Who did vou sit with? sat
  with Jack.)
Subject questions include the normal affirmative form
  of the verb. The answers are the subject of the verb. Who bought this DVD?
  (Darren bought it.)

3
Rewrite
the six indirect questions from the dialogue in exercise as direct questions. 1
Could Nou spare moment?
D
GRAMMAR
BUILDER 3.1: PAGE 119
4
Rewrite
the questions below as indirect questions. Use a different phrase from the
Learn this! box for each one.  Do you share a bedroom?
2
Who
do you bicker with most at home?
3
Are
you the only teenager in your home?
4
How
often do you all have a meal together at home?
5
Who
goes to bed first in    family?
6
Are
pu Often alone in your home? 7 Do you help with the housework?
5
 In pairs, ask and answer the indirect
questions in exercise 4. Add three indirect questions ofyour own.
6

Read
the Learn this! box. Are the underlined questions in the dialogue in exercise
subject or Object questions?
D
GRAMMAR
BUILDER 3.2: PAGE 119  01.20 Read, listen and complete the
dialogue. Does Tom like Ava? How do you know? 7 Write questions in the present
simple using the prompts below. Is each question a subject or Object question?
2 Read the Learn this! box. Then look
again at answers in exercise 1. Which of these indirect
questions include a 1 Who / live / next door to you? question word and Which
include if or Whether? Who lives ne.xt door to •iou?
2 What / you / have / for breakfast?

Indirect
  questions
Indirect questions
  are more polite and more formal than direct questions. They use the same word
  order and verb form as a statement. They begin with a phrase like: Can / ask
  (you) ? Can/Could you tell me
I'd like to know.„ I wonder
Would you mind telling me
  ?
These phrases are followed by a question word (what,
  how, etc.) or, in yes/no questions, by if or Whether. Can / ask where Emma
  lives? Do know if she's in?

 Which letter / your surname / start
with?
4 Which month / have the fewest days?
 Which subject / you / have / first on
Mondays?  Who / buy / your clothes?
7
What/
make / you laugh?
 Who / you / admire most / in the world?
 Who / have the most in common with you?
8
 In pairs, ask and answer the questions
in exercise 7.
3
CULTURE Ageing population
I
can talk about the elderly.

1
Work
in pairs. Describe the photo opposite. Then agree on a definition Of elderly.
Compare with the class.
2
In
pairs, read the facts box and guess the missing numbers.
• AGEING POPULATION: THE FACTS
For the first time in history, there are more
people in the UK aged over 65 than undert
Average life expectancy for people born
today in the UK is about 78 for men and 2 for women.
Forty years ago, life expectancy was for men
and 75 for women.
The retirement age for all UK workers
will rise to probably by 2027.
3
Listen
to the first part Of a radio interview and check your answers to exercise 2.
What is the most interesting piece of information, in your opinion?
4
Listen
to the whole interview. Choose the correct answer: a, b, c or d.
I Professor Clark believes people a
don't like thinking about getting Old.
b
don't
mind the idea of getting old. c are frightened of the elderly. d cannot explain
their own view Of Old age.
3
In
Classical times, most people a died during infancy or childhood.
b
died
around the age of 28.
c
died
between 60 and 70.
d
were
ill for more than half their life.
4
Life
expectancy has increased mainly because people a still go jogging when they're
in their eighties.
b
spend
their State pension on food and exercise. c worry less about having poor
health.
d have better healthcare and a healthier
lifestyle.
5
Professor
Clark's personal opinion is that a soon, most people Will reach the age Of 100.
b the human lifespan has a natural limit.
c   in
the future  will be fitter than 80•year• olds
today.
d  people
Will have to take up keep-fit in their fifties.
5
In
Britain and North America, elderly people a have to work after the retirement
age.
b
are
not treated as well as in most other places.
c
are
Often abandoned by their families. d prefer to live in nursing homes.
6
In
modern cities in China and India, families are a taking better care of the
elderly than they used to. b allowing elderly people to lead independent lives.
C asking grandparents to 100k after children. d taking worse care of the
elderly than they used to.
5
the
two halves              nouns and write them correctly as one word Or two. (All
the nouns are in exercise 4.)
        I
life                                           care
2
health         homes
3
old              c
expectancy 4 elderly       span nursing        age retirement pension state           age
       8 life                                           relatives
6
Complete
the sentences using the compound nouns from exercise 5.
 continues
to rise, we won't be able to feed everyone.
2
Elderly
people should only live in  if they have no families to look after
them.
 The average human could
be 200 years if
scientists continue to make advances in
4 We won't have enough money to pay
retired people the  if the number of elderly people
increases.
 You can learn a lot by spending more
time With your
should be 75 or older.
7
In
pairs, ask and answer about the Opinions in exercise 6. DO you agree or
disagree? Give reasons.

of elderly people. Then share your ideas With
the class. Try to include nouns from exercise 5.

3D
  READING Closing the generation gap
I can talk about relationships between parents and
  teenagers.

1
Read
the quotation below and say ifyou agree or disagree. At what age do people
become adults, in your opinion? Give reasons.
A boy becomes an adult three      before his
parents think he does, and about two pars after he thin" he
2
Read
the title and the last sentence Of the text opposite.
Predict which sentence (a—d) best summarises
the opinions
Of the text's writer.
a
Parents
should let their teenage children spend more time alone.
b
parents
should treat their teenage children more like adults.
c
Teenagers
should remember that their parents are trying their best.
d
If
teenagers want to be treated like adults, they should behave like adults.
3
Read
the text, ignoring the gaps, and check your answer to exercise 2. Do you agree
with Ellie's view? Why?'Why not?

EXAM

TIP

When you do a gapped
    sentences task, look for connections between the missing sentence and the
    sentences around the gap. Focus on words that Often refer logically to
    ideas in other sentences:
pronouns
    (we, it. this, etc.) — What do they refer back
•
    for example — does it exemplify what comes before? comparatives — What is
    being compared?
more / the same — What idea is being
    repeated? but / however — what ideas are being contrasted?

 Does
the text contain mainly facts or mainly opinions? Find evidence in the text to
support your answer.
5 Read the Exam tip. Match
the gaps (1—6) in the text with the sentences below (A-H). There are two extra
sentences.
A
Why
was it such a big deal?
B
Even
more worrying was the fact that my parents weren't talking to each Other.
 A few more rows later and written more
than 10,000 words Of advice for parents.
D
But part Of being a teenager is feeling free to take Steps down new paths and
learning from our own mistakes.  After
that. the arguments with my dad just got worse.  lust
last week, for example, I persuaded Mum to buy me a pair of shoes that she had
said I couldn't have.
G   It
makes me not want to confide in you.
H   Surprisingly,
we all share similar views on What our parents
are doing wrong.
3
HOW TO
BE A
GOOD PARENT:
a teenager's guide
Sixteen year old Ellie, who lives with her
parents, Louise, 38, and Peter, 43, has written a book to tell us what parents
of teenagers are doing wrong
All adults think
teenagers are a nightmare. According to them. we're moody, argumentative, rude
and disruptive. But have any adults ever stopped to think that perhaps they are
resmsible for the unpredictable and confusing way we behave?
Take
me, for instance. I may be a teenage nightmare. but this
is all to do with my parents, not me. With my mother, I stamp my feet. storm
out ot shops in the middle of arguments and moan until I get my own way.
C]But my father, On the other hand, turns me nto a shining example of teenage
perfection. I do as he asks, I dont answer and I happily accept
that means no.
My parents have very
different parenting styles. While my dad brino out the best in me, by being
calm and reasonable and treating me like an adult. my mum, like so many other
parents of teenagers, inadvertently makes me want to rebel by being combative
and speaking to me as though I'm still a child. Last summer. after yet another
row in a shop with my mother, I decided to start writing down the way I felt
about things. 2 C]
In
December, having contacted uarious publishers, I signed a book deal. My
parenting book, HOW Teenagers Think. is going to be published next year, the
firstot its type actually written by a teenager. Much of my book is based on my
own experiences, but I've also interviewed my
friends about their patents. s C] And it usually comes down
to the fact that our parents care too much about us and don't want to let us grow
For example, mum drove
me crazy a few weeks ago when she kept worrying I'd broken my neck after I fell
off my bike, Yes, my neck hurt. but I'd been to the doctor and he'd told me I
was fine, so why did she want to take me to hospital?
                                                   HOW                     n
TEENAGERS
THINK
jellyellie
Instead
of fussing around teenagers like we're small children,
—entS
could be using Our desire to feel grown-up to their Eantage, If were behaving
badly, why not tell us straight an that we don't deserve to be treated like an
adult? Then try to earn your                And why not reward us when behave
maturely? Recently, I wanted to take a train
•Portsmouth
to see a friend - a journey rd done with Mum W.e. Dad was fine with the idea of
me going alone, but it Æeks Of arguments before Mum agreed.
need
to learn to trust teenagers, And when parents
—
wried about us, there is no point becoming angry - that things worse. A few
months ago, Mum lost her when I told my parents I'd been receiving emails from
rd met in a chatroom. She instantly banned me trom S-€tne Internet and we ended
having a huge row. But rm
Most
teenagers know talking to strangers online is a pod idea. so I'd told them What
was happening - I don't get abducted, just as much as they don't want me to.
S:                be
angry with me. Mum?    Surely its better for won't be angry, so I can talk to
you?
of my
friends feel the same way. They end up not parents What they're up to because
theVII be cross.
I interviewed for my book bved the idea
Of being to their parents, Despite the way we behave, we relationships with our
parents. We also all know that our parents usually do know best. s Our ha•e to
unwrap the cotton wool they place around us what is just a natural phase ot
lite.
6     Work
in pairs. Listen and check your answers to exercise 5 and say Which words
helped you to work out the
7     Match
the phrasal verbs highlighted in the text with the definitions below.
change;
transform
2 gradually become an adult 3 do
something Without interruption
4
can
be explained by
5
arrive
at a situation (often unintentionally)
6
cause
a certain type of behaviour in somebody
7
leave
quickly and angrily
8
reply
impolitely to somebody in authority
8     Explain
the meaning Of the underlined phrases in these Sentences from the text. Rewrite
the sentences using different words.
1    All
adults think teenagers are a nightmare.
2    1
moan until I germeown_way.
3    Mum          a
few weeks ago.
4    Why
was it
5    Part
of being a teenager is feeling free to take steps down
9     Match
the two parts of the words to make adjectives from the text. Which adjective
best describes (a) most teenagers? (b) most adults? (c) you? Compare your ideas
in pairs.

I
  mood

able

2
  argument

able

3    respons
4    unpredict
5    confus
6    reason

ative

7
  combat

ing

Work in pairs. HOW
could relationships between teenagers and their parents be improved? Think of
three things that (a) parents and (b) teenagers should do. Use the ideas below
to help you.
communication courtesy friends holidays
housework independence money privacy respect schoolwork stress trust
understanding
Present your ideas to
the class. Include as many words and phrases from exercises 7—10 as possible.
Use the phrases below to structure your presentation.

e first thini i teenageþþþogld do is

.
  in my opinion parents/ teenagers should

nallý, it would
  help if parents teen    tense)

D VOCABULARY BUILDER 3.2: PAGE 136 HOW
do you and your friends speak compared with   Read the Look out! box. Then
complete the sentences with a

people Of your parents' generation? Discuss
the ideas below in pairs and decide on the biggest difference.
grammar pronunciation slang speed vocabulary
2    Read
the text. HOW many comparative and superlative forms can you find? Are they
adjectives or adverbs, regular or irregular?
Although
teenagers in the UK generally understand about 40,000 different words, the
number Of words they actually use is far smaller than you might think —
sometimes only 800 words. An inability to distinguish between formal and
informal language is almost as worrying. Ever since the 1950s, speaking correct
English has been nowhere near as important for teenagers as sounding cool. But
experts are worried that today's teenagers are even worse at talking in formal
situations than previous generations were.
The language that teenagers use is nothing
like as varied as,vou would imagine, With the twenty commonest words  representing
about a third Of all words spoken. And if you 100k at younger age groups, the
situation is just as worrying: children are developing speech problems more and
more frequently. Children watch a lot of IV. as do adults. This creates
background noise; and the noisier their surroundings. the harder it is for
babies to hear conversations around them.

3    Read
the Learn this! box. Find at least one example in the text in exercise 2 for
each point (1—5) in the box.

Comparative structures
I We can qualify
  comparatives using far, much, even. a little or no:
She's no better at
  swimming than her sister.
2
  We
  can qualify comparatives with as  as
  usingjust, almost/ nearly or nowhere near/ nothing like; I'm almost as tall
  os my dad.
3
  Comparatives often have a clause after than. She's less
  argumentative than she used to be. It's much hotter today than realised.
4
  We can use double comparatives for changes:
He's getting taller and
  taller/more and more handsome.
5
  We can use the following Structure to say that two
  things change together because they are connected: The faster he works, the
  more mistakes he makes.

LOOK
OUTI
We can use a clause beginning with os an
auxiliary or modal verb or the correct form Of be to show similarity.
Pay
attention to the word order:

She's a great singer, as is her
father.
clause to show similarity. Use the words
in brackets. I I love Lady Gaga, do friends. (my friends)
2
We've
sold our house,       . (our neighbours)
3
She
can speak Russian,       . (her dad)
4
The
school will be closed, . (the pre-school) 5 She loved the film,          . (her
boyfriend)
5
Match
the two halves of the comparative sentences.
 I
speak far more clearly
2 1'm much more intelligent 3 The harder
you work, 4 I love sport.
 I'm nowhere near as moody
6
This
dessert is even more delicious
7
She's
getting more and more confident, 8 This exercise isn't nearly as difficult
 than everyone thinks I am.
 as do most of my friends. c as some
people I know.
 than used to.
e than I thought it would be.
 as
the next one.
g the more successful you'll
be. as are most teenagers.
D GRAMMAR BUILDER 3.3: PAGE 120
6
Write
new beginnings for           in exercise 5.
       a           far more
stubborn than everyone thin" I am.
7
Rewrite
sentences below using a different comparative or superlative form. Include the
word in brackets and do not change the meaning. There is more than one possible
answer. I Nobody in my class is as Outgoing as I am. (most) I'm the mott
outgoing person in class.
2
lack
is far more talkative than Sam. (nowhere)
3
Getting
online is becoming easier and easier. (less)
4
My
sister drives badly. My dad drives badly too. (as)
5
Everybody
in the class sings better than I do. (singer)
6
He
plays football much better than he thinks. (badly)
7
The
town centre is much emptier than it used to be. (busy)
8
 In pairs, think of an appropriate way
to finish each sentence. Then compare your ideas with the class.
 The longer people live,
 It's getting more and more difficult to
 The hardest thing about being a
teenager is

The
world is getting more and more
 The quickest way to improve your
English is
busy / quiet cheap / expensive exciting
/ relaxing formal / informal noisy / peaceful trendy / Old-fashioned

2
  01:26 Read the role-play task and listen to a student doing the task with an
  examiner. What conclusion do they reach for each Of the four issues? Complete
  the chart below.
A teenage foreign friend
  is coming to visit your town with

4
5

his/her grandfather. Talk to your friend
about the visit, remembering to make plans and arrangements Which are suitable
for both visitors. Cover these issues:

where
they should Stay

a
recommended place to eat out

a
daÝtrip or excursion that both would enjoy

the
best wayto getaround

place
  to stay

day-trip

getting
  around

eating
  out

Complete the phrases using the words below.
Check you
     •derstand the
expressions.                                                                  6
I Suggesting a course of action could
got idea know Other think
                              Why
don't we ?                                                             7
Here's
an :     . Let's it. How about ? we should always       8 thing we should do is

I
see  you're saying that, but not a bad idea but I think , we
could
Listen to the role•play again. Which of
the phrases in exercise 3 do they use?
Read the Learn this! box and complete
the examples. Then listen and check.

Question
  tags turn statements into questions. We use affirmative tags after negative
  verbs and negative tags after affirmative verbs. Tags include a modal verb or
  auxiliary pan of a verb form (have, do, did. etc.). Your grandfather is
  coming too,
You haven't got a big
  flat,
Thai food is spicy,
Everybody
  likes Italian food,
/
  should 100k online,
Let's
  decide later,
Don
  't forget,

D GRAMMAR BUILDER
3.4: PAGE 120
 Listen
and repeat the sentences in exercise 5. Does the intonation go up or down at
the end Of each one? HOW does that affect the meaning?
In
pairs, prepare to do the role-play task from exercise 2. Decide which part you
will each play and what conclusions you will reach. Make a chart like the one
in exercise 2 and write your ideas in it.
 Do the role-play task in pairs. Make
sure you include some question tags.

Ask and answer these
questions in pairs.

I DO you think you have enough freedom and
independence from your family?
2
What
are the positive effects of giving teenagers more freedom and independence?
3
What
are the negative effects?
2
 Work in pairs. Read the task below and
agree on one advantage and one disadvantage.
Many teenagers spend time looking after
themselves at home while the adults are away. Write an essay which presents the
advantages and disadvantages Of being 'home alone' When you're a teenager.
3
Read
the essay. Does the candidate mention your ideas from exercise 2?
Scme parents happy to their teenage
chilWen in the tE:ause they trust ttHn to ttunseh,es. There can drawbacks. Exit
situation can also out the best r.
Firstly. itk a     to             hcw to
favcx_rite      c:nüne ftÿ, say.
c.cuk:in't it means ncbody is there to nag
tell What to do. Which — even thCROh you may two little things. Thirdly, not
acuts arcond is a chance to prcyve that you can inc8Jendent and even deal with
difficult situaticns occasionally.
other
hand, there we definitely cisadvantages to          at             WNe your
parents are away. Although sceparing yCMr own fcod may fun,      Will end up
eatrg k)ts ot        snacks and no         meals.
Secondly,
it your parents arent there to renind you, forget something impœtant. a
doctor S apçnntn-ult. Thny, wthout your parents at home, you need to
Cc*ye With any domestic emergenciœ yourself. For example, f the bathrocyn
roods, ytl' næd to it Out!
Ov•erall,
I    the advantages fix teenagers Ot sÇmding a  tine home ame    the
Despite
    risk 0t     its an part of grcywing up.

EXAM

TIP

Make
  sure your essay is divided into paragraphs and has a clear and logical
  Structure. For example:
Paragraph 1: (introduction) Rephrase
  the question and / or give an example of the situation it describes to show
  that you have understood it.
Paragraph 2: (pros) List
  two or three advantages.
Include examples.
Paragraph 3: (cons) List
  two or three disadvantages.
Include examples.
Paragraph 4: (conclusion) Sum up the
  most important points and / or give your own opinion.

4 Read the Exam tip. Answer the questions in
relation to the essay in exercise 3.
I Does the essay follow the structure in the
tip?
2
How
many different (a) advantages and (b) disadvantages does the candidate mention?
3
Underline
all the places where the candidate gives examples. How are the examples
introduced?
4
What
phrase does the candidate use to introduce a personal opinion in the
conclusion?

Concessions
We can use although Or even though to introduce a
  concession clause.
He won the race even
  though he'd hurt his foot.
Although
  he'd hurt his foot, he won the race.
Despite
  and in spite Of also express concession but are followed by a noun or •ing
  form. not a clause. Despite/ln spite Of his injury, he won the race.

Read the Learn this! box. Underline all the
examples Of concession in the essay in exercise 3.
6
Rewrite
the sentences without changing the meaning. Include the word in brackets.
I Even though they get on well, they're
splitting up.
(despite)
Despite getting on well, theft-e splitting
up.
2 Even though they're friends, they often
argue. (despite) Although we tease each other, we're actually very close.
(in spite on
4
In
spite of the rain, they walked home together.
(although)
5
Many
parents watch too much TV, despite lecturing their children about the same
thing. (even though)
6
She
doesn't respect her dad, even though he's got a well• paid job. (in spite on
7
In
pairs, discuss the conclusion Of the essay in

exercise 3. Do you agree or disagree? Give
reasons.

Essay: pros and cons
I can analyse and express the pros and cons of a
situation.

Write
  an essay which presents the advantages and

disadvantages of going on holiday With friends your own
  age rather than with your family.

5

2

Plan your essay in pairs.
Student
  A: Think Of as many advantages as you can.

Student B: Think Of as many
  disadvantages as you can. Make notes using the ideas below to help you.
be on the same wavelength eat unhealthy food get ill
  get lost get mugged make mistakes make new friends

6

miss your family run out ot money stay up all night
  stay in hostels

7

3

 Compare
  ideas with your partner. Agree on the best two or three advantages and
  disadvantages. then think Of examples where possible. Complete the plan for
  paragraphs 2 and 3.
Paragraph
  I: introduction
Paragraph
  2: advantages

You
are going to do the following exam writing task. Read the task and discuss Some
ideas for advantages and disadvantages with your partner.
8

Point
    1:
Point
    2:
Point
    3:

Paragraph 3: disadvantages

Point
  I: Point 2: point 3:

Paragraph 4.• conclusion
In pairs, translate
the underlined phrases in the sentences below. Think about how you could use
the phrases in your essay. Which section of the essay might they belong to?
You might live on junk food for the
entire holiday.
Ifyou comedown with food poisoning,
find a doctor.
It's important to stick together.
Your
family are only a phone call away.
Holidays
can be a bonding experience.
Teenagers can be anvasytarget for criminals.
If things go wrong. you may need to grow
LID overnight. It could be the holidav Of a lifetime.
In pairs, write the introduction to your
essay by completing the outline below.
Some teenagers have the opportunity to go on
hol"day with friends their own age. Although this can be it can also
Agree on a conclusion
with your partner. Do the advantages outweigh the disadvantages, or vice versa?
Make a note of your opinion and the reasons for it.
Look back at the essay in exercise 3 on page
34 and complete these three different ways Of expressing the idea Of being
is a
chance to prove you can be independent there
are definitely disadvantages to being at home
, you need to cope With any domestic
emergencies yourself.
Do the writing task in exercise I. Follow the
essay plan you made With your partner in exercises 3—6.

CHECK YOUR WORK
Have
  you:
given your essay a clear and logical
  structure? used at least one concession clause?
included
  some expressions from exercises 2 and 4? rephrased the wording Of the task in
  different ways? written 200-250 words?
your spelling and grammar?

•

Get
  Ready for your Exam

Listening
spend your weekends:
alone or with company? With friends or
family? indoors or outdoors? being active or relaxed?

LISTENING
  exam task

2 DO the exam task.
You Will hear five people talking about
how they spend the weekend. Match each sentence in the table to the correct
speaker(s). Which speaker
loves to expand his/her wardrobe?
spends his/her weekend glued to the
screen?
loves to chill Out?
has an expensive hobby?
has a hobby which annoys his/her family?
doesn't mind getting dirty?
9 has a role model? appreciates nature?

spends
  weekends with a

Use of English
3 Do the exam task.
USE OF ENGLISH exam task
Read
the text. Choose the correct answer (A, B, C or D) for each gap to create a
logical and grammatically Correct text.
LIK life expectancy has risen quite
dramatically, despite concerns over Obesity and its attendant health problems.
reports published this month, average life expectancy has risen 80 years Old,
eight years higher than in the 1970s. What has made the most difference to the
population's health? Has it been increasing the government budget for
hospitals, staff and medical equipment? Has it been the in medicine with
exciting breakthroughs in new treatments for tackling disease? Has it been the
fact that we're more conscious Of staying healthy these days? These factors
have obviously contributed to the health Of the nation. But one thing in particular
has been an enormous contributing
Get Ready for your Exam 3
factor — it was a simple public health
campaign about the dangers of smoking.
In 1971, many thousands of men in their early
60s died 3 smoking-related heart disease. 2000 the figure for this age group
had halved, while for cancer the number had gone down by a third, and
strokerelated deaths had fallen by two-thirds. The dramatic fall in these
numbers can be attributed to the first generation Of non-smokers arriving at
Old age.
But what is the likelihood of life expectancy
increasing? Health professionals are concerned that this trend by the time
today's youth reach old age. Smoking has been replaced by the equally unhealthy
habit Of over-eating, and unless a similar public health campaign takes soon,
who knows what the future may bring?
Due to B According to C Based on
D Apart from growth B acceleration C
improvement
D advances on B from C at D for
4 A Since B In C By D After is reversing
B has been reversed
C Will be reversed D reverses
6 A effect B result C action D control
Speaking
4
better at as they get older? What do
they get worse at? In pairs, make two lists.
5 DO
the exam task.

SPEAKING
exam task

DO you agree or disagree With this Statement?
Give reasons.
In Our society, we do not attach enough value
to the wisdom and experience Of the Old.

PO L I T 1 Co HOW MUCH DO
Look
at the four politicians in the photos. a What nationality are/were they? b Name
one thing they are famous for.
Name three members of the government
in your country.
3     How old do you have to be to vote in
your country?
4     How many countries are there in the
EU? Who is the current a President of the US? b British Prime Minister? c
President of the EU Commission?

Work in pairs. DO the political awareness
quiz. HOW well-informed are you?
2
Complete
the text with the correct form Of the verbs below. Then listen and check.
call for change gauge influence join
launch sign tackle take part write e-petitions

Most
aritish teenagers aren't very interested in politics. Very few have in a
demonstration Or a letter of protest, let alone a political party. But with the
advent of the Internet, a new wav of • a campaign Or government policy has
emerged: e•petitions. Any British citizen can start a petition on the British
government website. If more than 100,000 people the petition, it could be
debated in the House Of Commons. Recent popular petitions have a referendum on
British membership Of the EU, Or demanded action to 8 problems
like drug addiction and homelessness. But could a petition ever lead the
Government to actually 9 law? Or is it just a cynical way for the
government to public opinion or. worse, to fool voters
into thinking that the Government is actually listening to them? Time will
tell.
3
In
pairs, check the meaning Of the collocations in red. Then test each other.
launch?      a campaign
DVOCABULARY BUILDER 4.1: PAGE
137
4
Listen
to five teenagers being interviewed about their attitude to politics. Match the
statements (A—F) with the speakers. There is one statement that you don't need.
A
I
don't think that politicians ever listen.
B
I
believe people have a duty to get involved in politics.
C
I
want to have a say in who governs the country.
D
I
don't believe that young people care enough to vote.
E
I
don't think our voting system produces fair results. F I'll never change my
attitude to politics.
5
Listen
again. Identify one reason that each teenager gives to explain their attitude.
6
What's
the meaning Of these political terms?
How many can you explain?
general
public / general election mainstream politics / single-issue politics electoral
system I political system left-wing / right-wing public opinion / public Office
7
Work
in pairs. Say whether you agree or disagree with the opinions in exercise 4.
Give reasons.
don't agree that politicians never
lislen. They have to listen in order to get elected.
DVOCABULARY BUILDER 4.2: PAGE
137
1
01.31
Read and listen to the dialogue. Answer the questions.
I Who are Sandy and Ryan?
2
What's
happening and why?

Ryan
  Hey Sandy, move it! Hurry up! Grab a placard and some water. Chances are
  we'll be Out all day.
Sandy OK. Where are we off
  to?
Ryan The university
  library. Thousands of students will be heading there right now. Hurry!
Sandy OK, OK. Blimey, there
  are loads Of us! People must be wondering what's going on.
Ryan
  That's the idea! Come on!
Sandy
  What's the plan then?
Ryan     Well,
  at least a hundred students are likely to occupy the library. The rest of us
  could march to the Town Hall, or it might be better to Stay in the centre of
  town to protest there. Either way. people are bound to sit up and take
  notice.
Crowd No to student fees!
  No to student fees!
Ryan
  And the TV cameras should be here today as well! The Government can't ignore
  us any longer. Come on! No to student fees! No to student fees!

2

Read
the Learn this! box. Underline in the dialogue all the modal verbs and phrases
that express probability.

Talking
  about possibility
I We use will to make
  predictions about the future.
/ don't think the
  President Will be re-elected.
2    We
  use the future continuous and the future perfect to make assumptions about
  the present.
It's 8.00. Carolyn Will be
  driving to work.
think Emily Will have left
  the Office by now.
3    We
  use must to conclude that something is certain. Dad isn't at home. He must be
  at work.
4    We
  use can't to express impossibility.
He can't be at work. His
  car's outside.
5    We
  use may, might and could to talk about the possibility Of something
  happening.
Where's Max?' 'He
  could be doing his homework. • It may rain later, so we might not play tennis.
6    We
  use should to say that something will probably happen, in our opinion.
Spain should beat England.
7    We
  can use Other phrases to express probability.
It's so cold. It's bound to snow
  tonight. certain) Chances are it'll rain tomorrow. very probable) Are you
  likely to go to Jeff's party?

D GRAMMAR BUILDER 4.1: PAGE 121
3
Choose
the correct answers. Where more than one answer is possible, explain the
difference in meaning.
I This exercise shouldn't / mustn't / won't take you too
long to complete if you've read the learn this! box.
2 'It's freezing in here. The window must /
could / should be open.'
 'Where's Aidan?' 'I'm not sure. He
might / should / will be playing football.'
 The plane left London for Paris six
hours ago. It Will arrive / have arrived / be arriving by now.
5 You shouldn't / mustn't / can't be
listening to the teacher if you are whispering to the student next to you.  Emma
has revised very hard for her exams so she should / may / won't do well.
7 Bring warm clothes to the barbecue
next Saturday. The weather mustn't / can't I might not be as warm as it's been
recently.
4
 Rewrite the sentences using the words
in brackets. Keep the meaning the same.
 The phone's ringing. think it's Tom.
(Will)
The phone.@ ringiny It'll be Torn
 I'm
certain that the Government will be defeated. (bound)  I
rang Liam at home but there was no answer. There's no way that he's at home.
(can't)
4
DO
vou think that lash will arrive soon? (likely)
5
1
really don't expect Sam Will fail his driving test.
(shouldn't)
6
Fran
is probably lying. (chances)
7
It's
one o'clock. I assume she's having lunch. (will)
5
 Work in pairs. Describe the photo.
Discuss What is happening now and what might happen. Use language from the
Learn this! box.

adjectives (un)armed violent
                                                                                unrest             5
armed
nouns
barricade riot rioter shield weapon verbs riot protest demonstrate    3
paramilitary
3
I
.32 Read the text. What is the significance Of these         6             I
.33 Listen to two teenagers talking about Northern Ireland. Choose the correct
answer. dates?
a 1922 c 1969 e 1998 a Neither of them
wants a united Ireland. b the 1960s d 1985 b One Of them wants a united
Ireland.
c Both Of them want a united
Ireland. Read the text again. Answer the questions.
                                                                                7               Listen
again. Are the sentences true (T) or false (n?
1   What
proportion of the population of Northern Ireland is
1
          Protestant?                                                                                William
has some happy childhood memories.
2   Why
did the Catholic community feel aggrieved following            2 TWO Of
William's relatives were killed by terrorists.
         the
partition of Ireland?                                                                             3
William can't help thinking Of Catholics as enemies. C]
4
Niamh thinks the IRA made a mistake when it gave up its
armed struggle.
5
Approximately
90% Of children in Northern Ireland go to faith schools.
6

Niamh
will probably send her children to a Catholic
independence in 1922.
the North,                united again and started killing British soldiers.
The British government of the population were Protestants. remained part Of the
UK. For             acknowledged the Catholics' grievances, but insisted that
Northern after, the minority Catholic population in the North felt badly               Ireland
would remain part of the UK as long as that was what the

f•ated. They ware less
  well off and were often excluded from public
Most of them wanted an end to British rule in Northern
  Ireland.
         b
  the       some Protestants reacted violently to Catholic demands
L                   and
  civil rights, and police used force to break up Catholic
—onstrations. Rioting and civil unrest
  followed and in 1S9the Brmsh ETV was sent into restore law and order.
  Catholic and Protestant groups started planting bombs and murdering people.
•mag
  that they were •protecting their communities'. One of these the Provisional
  IRA (Irish Republican Army), wanted Ireland to be

majority
  Of its people wanted.
The British government was unable to Stop
  the violence, Which lasted for nearly 30 years. This period saw a number at
  failed peace initiatives, an attempt by the IRA in 1985 to murder Prime
  Minister Margaret Thatcher, and the deaths Of aver 351 people, including
  1,100 British soldiers.
But
  people in both communities were tiring of the spiral of violence and IRA
  agreedto give up its armed struggle and seek to achieve its goal by peaceful
  means. Northern Ireland is still part Of the UK, butnow has its own
  government, made up of Catholics and Protestants.

READING Freedom of speech
I can
understand a text about freedom of speech.

Freedom of speech and information
how much should we have?
SIMON
WILSON - libertarian
We libertarians believe that the Gwetnment should
interfere in peoplek lives as little as gnssible That means that peoples right
to free       should not law unless what they are saying is certain to incite
violence, I tvlie•e that extreme right-wing or left•aing views and extreme
religious views should all be allowed even though most people find them
abhorrent This is the es§ence of a free society. Extreme views should be
expressed That the only wav to defeat them
JASON
ROMFORD - comedian
Its difficult to be polite in comedy
because you are usually making tun Of people. so you're   to offend somebody at
some point. But just somebody is OffeMed doesrft mean they are right. I believe
that have right to Offend you. and if you are offended. thats rot a problem.
That doesn't mean that I try to offensive. don't I tri/ to be funny. try to be
honest try to make people think. If sœneone feels Offerded at something I
say. that's too bad That's their ;yoblem. JANE SIMMONS - politician
Governments have the right to cansot
information and restrict free speech in the interests Of national secu:ity, for
yeservinç public safety. or for the prevention of disorder or crime. For
example. its a crime to incite people to carry Out acts of terrorism Most
geople agree that this is sensibla However. there is a danger that governments
will use •the defence Of national security' as an excuse to silence legitimate
protests and stifle      to their polities Ifs imgœtant therefore that
l*ople are able to challenge the limits ot free speech in a court 0t law
PETER
GREENWOOD - civil rights activist
There's a danger that people can use tree speech to
undermine the human rights of others. Liberalism is a good thing. butwe should
limit people's to express racist. sexist. ageist or homophobic views There are
lessons we must learn from history If      had been no free speech for the Nazi
pan,' in Germany during the early 20s. it is possible that fascism may not have
grown in power and influenca The lesson is: be intolerantot intoleraxe.
SARAH
MATTHEWS - online activist
Contribute to a website called
Wikileaks, where anonymous volunteers leak confidential government information
hack into government cunøuler files worldwide and put them on the
Internal. GD•ærnments say Our actions are dangero•as. I think they just
want to conceal their  tram us. I want expose the truth. people have tt-æ
right to know everything that their Weernment is doing I'm absolutely opposed
to censorship Of the
I
Have you or someone you know ever signed a petition or demonstrated against
something? If So, why? If not, would you? Give reasons.
2 2.01 Read through the texts quickly. Decide who believes
that there should be limits to freedom of speech. Which keywords/phrases helped
you decide?
Simon Wilson —             M: unless incite violence
interfere as little as possible ntrme views be allowed
EXAM TIP
Skim
read the text before you read the multiple choice questions in Order to get the
general meaning. Then read each question and identify the part of the text that
contains the information you need.
Reject any options that are clearly wrong and identify the correct answer
by looking carefully at the relevant part of the text.
If you
are unsure which of two answers is correct, make an intelligent guess.
ANNIE
THATCHER - journalist The press must not invade peoples privacy. nor can say
things which hurt a personS reputation without clear evidence ttk2t they are
true. But is it fair to investigate the private lives of figures? Journalists
tend to justify their intrusion into the lives Of famous mple claiming that
certain information is 'in the public interest' las opposed ta something the
public is interested ink For example. thew argue. if the captain Of the England
football team is having an affair. the public should know atX)ut it as he is in
a position of authority and respect and a role model tor young boys.
Ultimately. though. some of the press will print anything that sells
newspa¥.rs — if they can get away with it
3   Read
the Exam tip on page Then read the texts again and choose the best answer.
I Simon Wilson says that a libertarians
don't believe in government.
b
everybody
has extreme views.
c
governments
cannot ever restrict free speech. d we should fight against extreme views.
3   Jason
Romford a always tries to be polite.
b
thinks
that comedians are always offensive.
c
is
upset When he thinks he has offended someone. d wants to entertain people.
4   Jane
Simmons thinks that a we need to be able to restrict free speech to guard people's
safety.
b
governments
are always right to restrict free speech.
c
people
are free to carry out terrorist acts.
d
people
shouldn't question any government's actions.
4   Peter
Greenwood a wants restrictions On what people say about others. b thinks that
we have learned something from history. c says that the Nazi party restricted
free speech.
d thinks that people have become more
intolerant.
5   Sarah
Matthews wants a governments to conceal confidential information. b to reveal
what governments are doing.
c   everyone
to hack into government computer documents.
d  everyone
to read the Wikileaks website.
6   Annie
Thatcher believes that a the press isn't allowed the right to freedom of
speech. b the press always reports information responsibly.
c  journalists
have the right to Say What they like about celebrities.
d the press generally
argue that they print What the public needs to know.

The
  suffixes -ism and -ist
1
  We often use the suffix -ism for beliefs, ideologies
  and behaviour (Buddhism, Marxism).
2
  We
  often use -ist for people who have those beliefs and ideologies (a Buddhist,
  a Marxist) and for adjectives GMarxist ideology, a Buddhist temple). 3 There
  are exceptions.
liberalism
  (n. belief), a liberal (n, person), liberal (adj) criticism (n, behaviour), a
  critic (n, person), critical (adj)
4
  We also use •ism and •ist for some occupations.
(Journalism, a journalist)

the texts and find the suffixes for these
words. Which category does each one belong to?
      1 activ                                    5
age_
7    journal_
8
terror
D VOCABULARY BUILDER 4.3: PAGE 137
5
Read
statements A—F. On your own, score them from I (z disagree strongly) to 5 agree
strongly). Think of reasons for each opinion.
A
We
should know everything the Government is doing or plans to do.
B
It
is right for hackers to try to access government files.
C
We
have the right to know everything about celebrities' lives.
D
Comedians
should be careful What they make jokes about.
 People should be allowed to express any
opinion, however extreme.
 Racist. sexist. ageist. anti-religious
and homophobic views should not be tolerated.
6
 Work in small groups. Compare your
scores for exercise 5. Justify your opinions and give examples to back them up.
Work in pairs. Discuss these questions.
Is John
Lennon's vision (a) worth striving for? (b)
realistic and achievable? Give reasons for your opinions.

Future continuous
We
  can use the future continuous to make enquiries. Will you be voting in the
  election?

1
Read
the flyer. What sort Of things do you think the School
Council does? Do you have a group like this
at your school?
D GRAMMAR BUILDER 4.2: PAGE 122
            *out
NEEDS*OU!School Council                                                      4
Read the Learn this! box and rephrase the questions using
the future continuous to make polite
questions.
I What time are you leaving school?
2
What
do you plan to do this evening?
                                 Helping
to improve your school                                     3 Who are you going
to see at the weekend?
4 Where will you go for your next holiday?
By the end Of this week we'll have been
running 5 What are you intending to wear to school tomorrow? your new School
Council for a whole term.
We've already had an impact on the way
the 5Ask and answer the questions in pairs. Use the future continuous in the
questions. school is run. We asked to have a say in the new school uniform and
the teachers agreed. 6 2.04 Listen to the conversation. What Will have Next
term, we'll all be wearing a uniform happened by tomorrow afternoon?

                     designed
by you.                                                                        7      2.04
Complete the Sentences with a verb in the correct
And by the end Of the year we'll have
made tense. Then listen again and check. our school even better. We'll be
meeting more
 We'll in
Birmingham soon.
                   regularly
next term. Come along With ideas on                               2 By the time
I arrive home I'llfor eight hours.

                    how
to improve our school.                                                         3
Will you  something to eat when you arrive?
SEE YOU THERE!        5 By five O'clock, be hungry. we'll
I'll             down to a lovely meal. 4 NO, I won't

8 Complete the predictions.
Use the future continuous or the future perfect of the verbs below.
find
go live melt speak spread
2
Find
four examples Of the future continuous, future perfect and future perfect
continuous in the text. Then match each example With a use in the Learn this!
box.

Future
  continuous, future perfect and future perfect continuous
1     We
  use the future continuous to:
a
  talk about something we expectwill happen.
b
  talk about an action in progress in the future.
2     We
  use the future perfect to talk about a completed action in the future.
3     We
  use the future perfect continuous. usuallywith for  ,
  to say how long an action will have been in progress in the future.

3
Explain
the meaning Of these sentences. Translate them into your language.
I At 4 p.m. we'll watch the film.
2
At
4 p.m. we'll be watching the film.
3
By
4 p.m. we'll have watched the film.
4
By
4 p.m. we'll have been watching the film for an hour.

2.06
Complete the phrases with the words below. Check

help you.                                                                                you
understand the expressions. Then listen again. Which phrases don't they use?
advantage don't it maybe persuadin
The bigof (my idea) is
Wouldn'tbe better to ? you think that ?
, but I still think
agree
decided persuaded right
OK, you've
0K. Let's
That's s
PRONUNCIATION
How is the noun protest (in exercise 6) pronounced? How would it be pronounced
if it were a verb?
D VOCABULARY BUILDER 4.4: PAGE 137
Work in small groups. You are planning to
launch a campaign. Follow the instructions.
•
Decide which issue you are going to protest about. Choose from the ideas in the
box below or think of your own.
Discuss What form Vour protest Will take and
agree On three types of action. (See exercise 6.)

the
  building of a new road through a rural area popular With tourists a plan to
  build a nuclear power station near your town
•
  the closure Of a youth club Which you attend a global issue such as poverty,
  disease, endangered species or the arms trade

Discuss
and decide Who Will be responsible for each.
Takingastand

banner
chant (v) demonstration demonstrator march (v) megaphone placard protest (v)
slogan
2    Work
in pairs. Imagine there are plans to build a massive car park in the centre Of
a small town near you. Brainstorm reasons Why you might object to this.
3    2.05
Listen to two teenagers, Ollie and Emma, discussing their Objections to the car
park. Compare your ideas With theirs.
2.05
Complete the lines from the conversation With the verbs in brackets. Use the
present continuous, the present simple, going to and Will. Then listen and
check.
They (build) a massive car park in the
town centre.

The council           (meet)
  in a month's time so we need to mcwe quickly.

   (go) out this evening.
  What about tomorrow evening?

  (ring) Jane and get her
  involved.

8

2
9
5 Match the sentences
(1—4) in exercise 4 With the descriptions

D
  GRAMMAR BUILDER 4.3: PAGE 122
2.06 Listen to Ollie, Emma
  and Jane discussing What form their protest Will take. Which Of these do they
  decide to do? Which do they reject, and why?

a an arrangement b a
timetabled event c an intention d an instant decision

I draw up a petition
2 hand out leaflets 3 organise a march make placards
6    write
a letter Of protest
7    put
up posters
8    contact
the media

set up a website

9    hold
a rally
 HOW
would the beginning and the end Of the letter be         3 different if June
didn't know the name of the person she was writi ng to?
Mary
Jones
JK4 7GH
4
April 2013
r Mrs
Jones,
I am
writing to protest against the planned      Of the public library in the centre
Of Greenford. I understand that it is to Close at the end of the year.
am
particularly   about the primary and secondary students
who currently use the library to research
homework
assignments and              It is          to tha t the library is Of crucial
importance to     people in
In
addition, many elderly and less well-off people might not able
to affcmå to buy many              The fact is               the Closure
is bound to adversely affext   such people Who rely on the library as their
only source of reading matter.
Furthermore,
the library Serves as a social centre Where people dmp in to read the papers
and meet their friends. The consequences of the              Will be Very
damaging to people who use the library tn this way.     4
It
is for these reasons that think the should reconsider its decision and keep the
library open for the benefit of all the citizens o f Greenford.
1100k
forward to          response.
Yours
sincerely,
Tune Knight                                                                                5
June

Find and underline in
the letter nine phrases from the list below.

Useful
phrases for a tetter of protest opening the letter
I am writing to protest against wish
to register my opposition to I am writing to express my concern about
introducin            ur reasons for
rotestin  am very worried about/that
I am particularly concerned about
' fear that (it) Will lead to „ It is clearly
unfair to/that In addition ...'Furthermore
making a point forcefulÿ
It 's important to recognise that
The
fact is that        What you don't seem to realise is that
describinz ill effects  will
do serious damage to
„ will lead to the
collapse:'destruction/death etc. of
„ is bound to adversely affect The
consequences Of will be very damaging

requesting_aqggon
It is for these reasons that I think...
Please
put        immediate) Stop to
Please do everything in your power to
Add one of these phrases to each group in
exercise 3.
a It is/l find it
unacceptable that b I would like to point out that c I
wish to object in the strongest possible terms to d I
urge you therefore to reconsider your decision/proposal
(to e             will
have a devastating effect on
Complete the Exam tip. Find the features in
the letter. Check you understand the key features of formal letters.

EXAM TIP at the top
  on the right, address just below on the left and below that.
•
  Start and end the letter correctly: Dear
Madam
  / name Yours faithfully / Avoid s           language and        , direct
  questions and    marks.
At
  the end, sign yours   , then print it underneath.

2 Read the letter.
Answer the questions.
I What is the council planning to do, and
when?
2 How many objections does June raise in
her letter? 3 How do many students currently use the library?
4
HOW
Will the closure affect elderly and less affluent people?
5
How
else do people use the library, apart from to borrow books?
6
What
action does June request?
Describe the photo. Do you or your town
retail parks? Why?/Why not?

5

Work in pairs. Choose two
  reasons for Objecting to the

2
  Read the newspaper article. Answer the questions.

proposed retail park from the list below, or think of
  your own

1 What does the council
  have to decide?

ideas. Expand the two
  ideas and make notes.

2 Who is paying for the
  new retail park?

Possible objections

3 HOW big Will it be and
  how much will it cost?

effect on shops/toss Of
  jobs in the town centre

4 What two possible
  advantages of the plans are

increased traffic

mentioned in the text?

destruction of a beautiful
  rural area

5 What two possible
  disadvantages are mentioned?

effect on wildlife

6

Write the second and third
  paragraphs ofyour letter, using

£20M RETAIL PARK

the notes you made in
  exercise 5. Use phrases from exercise 3 on page 44.

FOR AYLESMARSH

7

Work in pairs. Decide What
  action you would like the council to take. Choose ideas from the list or
  thinkofyour own. Expand the ideas and write notes.

AYLESMARSH
  COUNCIL are                 the centre Of town to the park.
—Eing
  next June to decide                The plans are likely to be

Possible actions

*ether
  or not to approve plans            Controversial. Councillor Mike

find an alternative
  location

        a
  200-hectare retail park on         Nesbit. Who is in favour of the

abandon the proposal

        outskirts
  of the town. The           development. said it would

hold an enquiry and
  consult local traders

          will
  include department            a massive boost to the local
•es.
  clothing Outlets, media                economy. creating hundreds Of

build new shops and a car
  park in the town centre

             computer
  and electrical         jobs and attracting major retailers

8

Write the fourth paragraph
  Of your letter, using the notes you

to the new park. However.
  local
      Hærington       the                      traders
  are reported to be upset
.ith
  plans to develop the                      at the effect the retail park Bill

made
  in exercise 7. Use phrases from exercise 3 on page 44.

CHECK YOUR WORK
structured
  your letter following the task in exercise 3? included some phrases in each
  section from page 44? used a polite, formal style?
used
  the correct layout and language to start and finish                 letter?
Written 200—250 words?
  your spelling

site,
 that the   have on town centre shops, will cast £20 million A      and
environmentalists say it spokesperson said. 'The        will destroy fields and
ancient

Will
create Over 300 jobs noodland We want to consult the construction phase local
people,' said Cllr Nesbit. permanent jobs •and in the coming months we it is
open: The retail park Will be holding a number of grking for cars. A public
meetings at which people service Will run from can air their views.'

Unit 4 Taking a stand

unit 3
I Read the sentences. Describe what is
happening using the verbs below and correct prepositions.
boasting confiding praising telling warning
1
•Rover,
sit! Good boy, Rover!' said Joe.
           Joe
was his dog              obeying him.
2
•I
can play football better than any of you.' Brandon said. Brandon was his
friends.
 'You can't swim here, there are rocks,'
said the lifeguard.
           The
lifeguard was                                    the rocks.
4
'Actually,
I'm scared Of cats,' Kurt said to his son.
           Kurt
was                           his son                his fear Of cats.
5
'Tom!
Put those crisps away!' said the teacher.
           The
teacher was             Tom off             eating in class.
Mark: _ 15
2
Write
the missing questions.
 Keira went to Spain with her sister.
            Q:                     ?
A: Her sister.
They stayed in a hotel for
two weeks. ? A: Two weeks.
They were unhappy about their room.
            Q:                     ?
A: Their room.
4
They
complained to the hotel manager.
? A: The hotel manager.
5
He
told the maid Off for not cleaning the room.
? A: For not cleaning the room.
Mark: _
3
Complete
the text. Write one or two words in each gap.
Thanks to technology, it's getting harder        for
teenagers to experience independence. In the past,
travelling abroad without your parents was
one Of effective ways Of learning survival
skills. But today, going
abroad is nowhere liberating as it used to be
because teenagers can stay in touch via texts, as their
parents. The more connected the world becomes, easy
it is for teenagers to find space to grow.
4
Add
question tags to the dialogue.
Boy Let's go out for dinner this weekend.
Girl
Good idea. We should book somewhere,
Boy Yes. I'll do that. How
Girl You haven't been there before, 3
Boy NO. Nobody said anything bad about it,

Girt OK! Don't forget to ask about vegan food,
Language Review
Unit 4
5
Complete
the sentences With the verbs below.
gauge influence launch tackle take part in
1    Did
youthe demonstration last night?
2    Online
surveys are a good way to      public opinion.  Local
politicians have done nothing to           vandalism
in this city.
4 Can you       government policy by donating
money to political parties?
 The Government plans to a
new antismoking campaign focusing on teenagers.

Marv — /5

6
Complete
the dialogue with the words below.
bound chances might must won't
Boy Where's our taxi? It 1          be at
least half an hour since I called.
       Girl                 are
it's stuck in traffic. It is rush hour.
Boy The gig starts at 7.30. We ' miss the
beginning
Girl Don't worry. There's            to be a
support act on first. We s    miss the main band.
Mark: _ 15
7
Choose
the correct verb forms, a or b.
gone
to bed yet. it's only 9 p.m. a won't have gone b won't have been going     I
can't text you tomorrow afternoon, I  an exam. a 'Il have done b 'Il be doing
3    Sue's
on holiday. She a great time, I expect. a 'Il have had
b 'Il be having
4    Theytogether
for a year this December.
a 'Il have gone out b 'Il have been going out
5    You
need to say it again. He a won't have heard b won't have been
hearing
Mark; —
8
Complete
the dialogue With suitable words.
Boy Here's an t            . Why don't write
a letter to the newspaper?
Girl I'm not about that. They probably won't
print it. I ' we should launch a campaign on Facebook. It's easy and effective.
We always get our friends to join
Boy I sees     you're saying that, but
Will anyone notice a campaign on Facebook?
Find Out if your
partner prefers shopping in small, local shops or giant superstores. Agree on
two pros and two cons for each type Of shop.
Listening
2
2.08
Listen. Where does the conversation take place? Choose one, two or three Of the
places below.
in a superstore in the squat outside a shop
3
2.08
Listen again. Choose the correct answers. I Why does Stefan assume Daisy is not
English? a Her English is worse than his. b Her appearance is not typically
English.
c She doesn't seem to know anyone.
2
Daisy
lives a in the same squat as Spikey. b in a flat on Western Avenue. c with her
Spanish mother.
3
When
Spikey tells Stefan he shouldn't buy bananas, Stefan a suggests Spikey has got
his facts wrong. b agrees not to buy any bananas.
c does not understand how not buying bananas
Will make a difference.
4
Daisy
left home because a she didn't like living with a capitalist.
b she had a big argument with her
father. c she wanted to live with Spikey.
Reading
 Read
the text. What is it from? Choose from a—d.

b a leaflet

d a magazine article

D CHECK YOUR PROGRESS:
  PAGE'

S-O-S- SAVE

OUR
  SHOPS!

      a a newspaper report            c
a formal letter
in exercise 4?
Wesley's are planning to build a car
park next to an existing row of shops.
 An Official decision to allow the
development has already been made.
3
Letters
Of complaint should focus on the fact that local people were not asked to
discuss the plans.
4
The
supermarket chain has already bought a playing field from the local council.
 There are already traffic problems in
the area.
Speaking
6
Imagine
you are planning a protest for the campaign against
Wesley's. Which Of the options below Will you
choose and

Why?
Why are you rejecting the other options? Take turns to

7
Stún.
Write a letter, in an appropriate Style, to    in
•
thank
her for letting               stay.
•
describe
'Our new flat.
 invite her to visit your new flat.
•
describe
Spikey and Daisy.

chain  are planning
demolish a row Of shops in Williams and build a new, massi Ve superstore
underground car park in the same
They
have already received planning permission for the development the local
council, Who own the land, we believe it is not too late to stop it, campaign —
write and complain! asking people to write to their ICRaI of        to
development , and in particular, the lack with local residalts
We feel the decision to appmve
the plan was taken
without considering its negative impact on the environment and the               community.
Fiv e good reasons to        the developmen t:
The site for the new superstore includes
a 10,mOm: playing field which the local government plans to sell off Our Children
need spaœs for Sports and exercise!
2
Unlike
    Shops, the profit from a big superstore goes to its shareholders, who do
not live locally. The money is not reinvested in area _
3
from
all
around world. which
causes polluticm and is  Our small,
              Shops                produce Whenever
4
Parking
and traffic are already a big -prc&m in this part Of London. A new
superstore will make it worse, especially as park is small for the expected
number of customers.
5
Large
keep their p I ow by exploiting workers in developing countries Many
banana-growers, for example. earn less than El a day.
Skills Round-up

4        Get Ready for your Exam

Reading
pairs:
1    What
are androids?
2    Will
they be part Of our lives in the future?
Why?
/ Why not?
3    Do
you think the future looks bright or bleak for the human race?
2 DO the exam task.

READING exam task

Read the extract from Do Androids Dream
Of Electric Sheep? by Philip K Dick. Complete the text With the missing
sentences (A—E). There is one extra sentence that is not needed.
In a great empty apartment building far from
the centre Of San Francisco a single television played. There were few people
left to miss them.
Nobody reallv remembered why the war had
started or who, if anyone, had won. The radioactive dust that covered the Earth
had come from no country and nobody had planned it. Under United Nations law
each person Who left was given an android to work for them. It became very easy
to go and difficult to Stay. The few thousands who remained moved into areas
where they could live together and see each other. There were only a few Odd
individuals who stayed alone in the suburbs. John Isidore, listening to the
television as he shaved, was one of these.
'Let's hear from Mrs Maggie klugman,' the
television presenter was saying. •She emigrated to Mars a short time ago.
MrsKIugman, how does your exciting life in New New York compare with the
difficulties of your previous life on Earth?'
There was a pause, and then a tired
middle-aged voice said, •3 And before we left, my husband and I were always
worried that we might become specials. NOW Our worries have gone for ever.'
For
me too, John Isidore thought, and I didn't have to emigrate. He had been a
special now for over a year. Snce he had failed even a basic intelligence test,
the popular name for him and Others like him was 'chickenhead' — but he
survived. He had a job driving a truck for a false-animal repair company, and
Mr Sloat, his boss, accepted him as a human being. There were chickenheads who
were much more stupid than Isidore.
Isidore had finished shaving, and turned the
television off. Silence. • He experienced the silence with his eyes as well as
his ears. It almost felt alive.
Get Ready for your Exam 4
A     After
the war the animals had died, the sun had stopped shining and most people were
encouraged to emigrate.
B     Before
World War Terminus the building had been well looked after, but now the owner
Of this and Other apartments had died or emigrated to other planets.
C     It
came from the walls. the floor. the ceiling and from all the machines in the
apartment that had stopped working years before.
D     Life
used to be so easy and carefree and leaving Earth behind was such an ordeal.
Oh, it's wonderful have an android that you
can depend On.
Use of English
3 Do the exam task.

Complete each gap in the text with a word
formed from the word in brackets.
The number Of people
Without jobs in the UK has risen by 28,000 to 2.67 million during the three
months to January, according to the            (LATE) figures, Which the
government says show signs Of stabilising. It is the lowest rise in over a
year, but 8.4% Of the population is still affected.           (EMPLOY) amongst
the female population accounted for most of the rise in the number (JOB)
people. They have been most s (SEVERE) hit, making up nearly 80% Ofthe
increase. The figures also underlined the extent to Which the increase in the
number Of part-time jobs is masking the problem. They are Often          (ADEQUATE)
paid and therefore cannot replace the full-time (EARN) that people generally
require. Meanwhile, the government continued to emphasise that despite the
latest Cuts in public sector jobs, more jobs were being created in the private
sector. However, there is some   (COURAGE) data for the UK economy.           (SURPRISE),
retail sales rose by an unexpected 0.9% in January, as fears of a recession
disappeared.

THIS UNIT
INCLUDES
Vc-zabulary
• comm.tins: phrases and useful verbs •                 components • crime
Grammar
• active and pa"ive             • passive; all forms • participle clauses                                                                                Technology
• future in the past
Speaking • stimulus description
Writing • story
                Look
at the photos. Which of these websites do                                                         verbs
below. Then use some

you visit regularly? What do you do there?
2
Complete
the chart using the verbs below. Then in pairs.
translate all the phrases. Which words are
the same in your Own language?

download join log on post stream update upload

Computing:
edit
  or

phrases your profile/ status/ personal
  details/ contact details/ preferences

(on Facebook/ MMSpace/Amazon, etcJ

sign in or

to Faceb00k/H0tmail/your
  account,

a comment/an entry

(on YouTube/a blog/ an
  Internet forum)

a chat/a Wi-fi network,
  etc.

an
  app/a film/a file,

(from iTunes/the
Internet, etc.)

a video/a photo, etc.

(to YouTube/
Facebook/Flickr, etc.)

music/video

(to your phone/TV/ computer. etc.)

3
Listen
to five conversations. Describe what the people are doing using phrases from
exercise 2.
to complete the sentences from the
conversations. Computing: useful verbs browse cancel click/double-clitk
delete enter highlight key press (a key) scan scroll up/down search swipe tap
zoom in/out
I Let'sand
see what they've written underneath,the video.
2
What
were we going to          for?
3
1
don't need to        in my card details.
on that button.
so we can see him more clearly.
6
Justfrom
left to right, thenthe red button with your finger.
7
Use
the cursor tothe name of the film and then the
return key.
8
We
can't wait that long. HOW do wethe download?

5
Listen
again. Check your answers to exercise 4.
6
Work
in pairs. Using the language in exercises 2 and 4 to help you, explain to your
partner how to:
I add a new contact to your phone.
2
domload
a song from the Internet. 3 find and watch a video clip Online.
First, you need to open the address book app by tapping
the icon. Then you tap the plus sign.
you key in the name and address
D VOCABULARY BUILDER 5.1: PAGE 138
5

Choose one or two
words from below or your own

Magic
  mirrors have been a common feature in children's stories ever since the
  fairytale Snow White ma" (make / famously) into a film by Disney. aut
  recently, real •magic mirrors' (install) in several stores in the UK. Thanks
  to these neat devices. whole outfits
(can
  / try on) without having to undress or even find the items in the store.
The mirror is in fact a computer
  screen. Stand in front of it and your body (scan / instantly). An image Of
  yourself (display) on the screen and your measurements (calculate /
  automatically). Once this (do), items of clothing (can / choose) from the
  on-screen menus. These 9 (superimpose) onto your Own image. Shoes and
  accessories (may / add) to complete the outfit. And because a second opinion
  (often / need), your new look (can share / instantly) With your friends:
  ifyou click on an icon, it (post) on Facebook a few seconds later.
At
  the moment, magic mirrors              (not find I often) in independent
  clothes shops, but they  (introduce / quickly) in larger stores across the
  country.

in pairs and give reasons.

put them immediately
  before the past participle:

Trying
  things on when you go shopping for clothes is

The results Will be
  thoroughly checked.

a chore embarrassing
  essential exciting fun

In compound tenses,
  adverbs of frequency usually go

inconvenient oft-putting
  uncomfortable

between the auxiliary and
  be or been:
They'll never be told.
  She's often been warned.

2

Complete
  the sentences With the words below.

Prepositions which belong
  with the verb go immediately after the past participle:

bought closed done introduced returned tried
1
  About           Of clothes which have beenonline
  are

Will she be listened to?
  MV laptop is being looked at.

 ,
  far more than Other goods.

5

Read the Look out! box.
  Then complete the text with the

2 The advantage of high
  street clothes stores is that the clothes can be

passive
  forms Of the verbs in brackets. Use the correct tense.

ideas
to complete this sentence. Then compare your opinions     When we use adverbs
With passive verb forms, we Often

3
New
technology is being to stores to make shopping easier.
4
By 2025, most shopping Will beonline and many high street
stores will have been
3
Study
the sentences in exercise 2 and say:

Passive: all forms
1
  We
  can form the passive of any tense by using that tense of the verb be plus the
  past participle.
Wi•Fi
  has been/is being/will be installed at school.
2    We
  use the past continuous and present continuous forms of the passive, but we
  don't use Other continuous forms because they are very clumsy. I'm being
  watched.
Someone has been watching
  me.
3    We
  can use the passive with present and past forms Of modal verbs.
Shoes must be worn. This puzzle can 't be solved. may
  have been burgled. You would have been told.

1
which different tenses the passive forms are in. 2 which passive form includes
a modal verb.
D GRAMMAR BUILDER 5.1: PAGE 123
4
Read the Learn this! box. Then rewrite the sentences in
the passive, unless they contain a tense not used in the passive.
A giant asteroid might destroy the earth.
They're
testing our theories about the universe at CERN.
The
Chinese mav have invented gunpowder.

 They'll
  have completed the new Metro lines by the time

they hold the Olympics.

6

 In pairs, think Of an
  appropriate way to finish each

6
  Someone had been reading all my emails, I realised.

sentence. Then compare
  your ideas With the class.

7
  If they'd received your complaint, they would have

1 Shopping could be made
  easier by (t -ingform)

notified you.

2   If
  all shopping was done Online,
3   Apart
  from clothes shopping, a magic mirror could be

You
can join the Wi•Fi network free of charge.
used for
5
In pairs, complete
the definition using the words below.

embryo engineering fertilisation genes
implanted
baby born after IVF (in vitro
Some people see
designer babies as a step forward in technological development. However, many
people see it as a negative step for technology.
2
Listen
to five people talking about designer babies. Is each speaker generally for or
against them? Write F (for) or A (against).
3
below. Translate the other four words.
Science
advance (n, v) diagnosis DNA experiment (n, v) injection laboratory laser
patent (n, v) procedure side effects technicians test tube
I I don't think a technological     is the
same as progress.
2
The
rich will pay       to genetically improve their babies.
3
I think all babies
will be created in a            one day.
4
We
shouldn'tWith human embryos.
 We could accidentally change human   forever.
6 I think it's just a medical , like any Other.
Listen
again. Check your answers to exercise 3.
Workin pairs. Find out whether your partner
agrees Or disagrees With the sentences in exercise 3.

Do you agree thatwe
  shouldn't

?

or
d) to complete the text then listen and check. Does the text contain mostly
fact or opinion?

 a
  make

b ensure

c certify

d convince

2 a keep

b allow

c
  go on

d continue

a warn

b
  risk

c
  threaten

d endanger

4 a regard

b
  think

c imagine

d
  100k

b by

c
  for

d
  up

6
  a already

b just

c
  yet

d
  ever

 a
  just

b
  so

d
  exactly

8
  a Better

b
  Rather

c
  Sooner

d
  Instead

We
now have the ability to        that children are born free Of any one Of
hundreds of serious genetic disorders. from cystic fibrosis to early-onset
cancers, aut children          to be born with these diseases. All would-be
parents should be offered screening to alert them to any genetic disorders they
passing on to their children. Those at
risk should then be offered IVF with tests to ensure embryos are healthy before
they are implanted. Why isn't it happening? Because most people still      attempts
to influence Which genes our children inherit as taboo. But fears of •designer
babies' are misplaced. You cannot select for traits the parents don't have. and
the scope for choosing specific traits is very limited. aut you can make sure
children do not end 5              With disastrous genetic disorders.
Nearly 150 years after Darwin unveiled
his theory* of evolution, we have to grasp one of its most unsettling
implications: having diseased children is  natural
as having healthy ones. Thanks to technology. we are no longer entirely at the mercy
Of this callous process. 8  than regarding this ability With
suspicion. we should be celebrating it and encouraging its use. But instead. we
continue to allow children to be born with terrible diseases because of our
collective ignorance and superstition.
•an opinion or idea that somebody believes is
true but that is not proved

7 Which sentence best sums up the text
in exercise 6? a We shouldn't select traits for babies even though we have the
technology to do so.
b
We
should use all the technology we have in Order to prevent diseases in babies.
c
We
shouldn't use technology unless we know that a child has a serious genetic
disorder.
 In pairs, discuss the opinions in
exercise 7. Do you agree or disagree? Give reasons.

5

Computer hackers rarely show their faces in
public, allowing the

d
three
hi-tech companies.

EXAM

TIP

When you do a gapped sentences task, check your
    answers by reading each relevant part ofthe text with the missing sentence
    in place. Does it flow? Does it make sense logically and grammatically?
    Double-check by trying the extra Sentences in each gap. They should not fit
    any of the gaps well.

3  Read
the Exam tip. Then match the gaps (1—6) in the text With the sentences below
(A—H). There are two extra sentences.
A That
is easily enough to cover his computer science education so far at the
University of Georgia.  He mowed people's lawns near his home in
Peachtree City, Georgia, to earn money to buy the parts for a computer he was
building.
C
Apple was apparently so impressed with his jailbreaking skills that it
persuaded him to join the company instead. D Without those, it was impossible
to develop software for any of these devices.
 His introduction into the world Of
jailbreaking was          accidental.

 However, many Other former hackers have
taken up

positions with software companies.
G That's something you can't do if you are an
official

developer.

     was
unusual enough that he wrote about it on his blog.

5
stereotype Of the socially awkward loner
sitting in the dark in front of a computer screen to flourish. But the reality
is rather different - at least when it comes to jailbreaking. Jailbreakers do
not commit criminal acts like hacking into government computer
systems or writing malicious viruses.
Instead, they write code which removes the manufacturers' restrictions On
everyday devices like smartphones and games consoles. A 'jailbroken' device can
run unofficial software and be used in ways which the manufacturer did not
intend. Some of the big technology companies have taken legal action against
jailbreakers but with little success.
James Whelton, a smooth-talking
twenty-year-old from Cork, started messing around With computers at the age Of
nine, and began programming soon afterwards. It happened when he won a pink
iPod Nano. 'Basically I was on a plane and I was bored. so I just started
tinkering with it and found something interesting,' he explained.
He discovered a
vulnerability in the iPod's software that could possibly be exploited to
jailbreak the device. Within a few days he was contacted by another hacker
known as DarkHalIoc - in reality a sixteen year old from Wales called Joshua
Tucker. He introduced Whelton to Other hackers — big names in the hacking scene
like chronic and ih8snOw. Chronic - a teenager from the United States called
Will Strafach — is the founder of a jailbreaking team called Chronic Dev, while
ih8snOw, a sixteenyear-old called Steven from Canada, is the developer of
several well-known jailbreak-ing tools.
Instead Of taking up a
place at university earlier this month, Whelton decided to use the exposure
that his jailbreaking activities have earned him to help get investors for a
software company called Disruptive Developments that he founded in June. 'I did
my final exams on a Friday, and became a chief executive on the Monday.'
Aaron Ash is another
hacker-turned-entrepreneur. When Mr Ash was fourteen he got his hands on a
calculator which he

4

Answer the questions.
Why are jailbreakers less likely to end
  up in prison than some Other types of hackers?
2
  How did jailbreaking help James Whelton to Start a business?
Why did Aaron Ash start
  writing apps for jailbroken

programmed
  to do his homework.         After teaching himself to

phones?

program it. he worked on
  video games before getting an Apple

4
  Why hasn't Aaron Ash earned millions Of dollars from his

iPhone and turning his
  attention to that.

highly successful apps?

The young Mr Ash wanted to
  write apps for his phone, but

5
  Why is Aaron Ash thinking Of leaving full•time education?

it turned out that at
  seventeen he was too young to sign up

6 In What way has the
  jailbreaking scene •lost' many Of its

to Apple's Official iPhone development
  program. That left him with no alternative but to become a hacker and write
  apps for jailbroken phones. 'This was actually even cooler to my mind, it let
  me

senior figures?

noun
  — the activity

noun
  — someone who does it

hacking

to
  jailbreak

to
  pirate

a pirate

actually paid for it is
  now about one in a hundred,' he said.

Despite the rampant piracy Ash has
  earned over 5100.000 from his applications. The problem he faces now is that
  he

VOCABULARY BUILDER 5.2:
  PAGE 138

knows more than most Of
  the teachers. Tm actually considering

6

Work
  in pairs. Read the descriptions of cybercrime and put

leaving uni and starting a
  software contracting company with a

them
  in order from the most to the least serious, in your

friend met in the
  jailbreaking scene.'

opinion.
  Give reasons.

Going straight' at an
  early age certainly seems to be the

a
  stealing somebody's identity and using it to buy goods

pattern in the
  jailbreaking world, and the scene has lost several

on eBay

Of its senior figures to
  the lure Of business. George Hotz, the

b selling pirated copies
  Of films and computer games from

22•year-Old hacker known
  as Geohot who was responsible for

a market stall

programs that jailbreak
  Apple's devices as well as Sony's PS3,

c
  leaving racist comments On a Facebook page

left the jailbreaking
  scene earlier this year to take up a full-time

writing •malware' —
  software designed to damage

job
  wlth Facebook. And Nicholas Allegra - the nineteen-year-old

people's computers

jailbreaking
  guru better known in the hacking world as Comex

e sharing all your music,
  films and IV shows online via an

- also found an
  alternative career.       It seems that the Old notion Of poacher turned
  gamekeeper still exists, even in our

illegal site

technology-oriented world.

7

Compare
  your ideas from exercise 6 with the class. Can you agree on one order between
  you?

8

In pairs, choose one Of the topics
  below for a short presentation. Make notes.
a
  Cybercrime is just as serious as other forms of crime
  and should be punished.
b
  Cybercrime Often has no victim and should not be
  compared with other forms of crime.

9

Present your ideas to the
  class.

because write programs that change the
way the iPhone works,' he said,
Mr Ash started selling his programs,
called Barrel and Multiflow. but at this point he Came face to face with the
darker side of the jailbreaking Scene. 'My Barrel app is being used by three
and half million people, but the proportion of people who
5
4
Today, more than 450.000 servers around the world store 2 focuses mainly
on Steve lobs?
Google'sin formation.
3
contains
mainly passive verbs?          People have criticised
Google for storing too much
4
contains
mainly active verbs?            information about the public without their
consent.

Apple
  Computers was

Steve Jobs helped design

adults named Google as the company thev
  would most like to work for.

founded
  by Steve lobs and

the first Macintosh

Steve Wozniak.

computer.

LOOK OUT!

n the 1980s, the company

Jobs
  left Apple in 1985 after

Verbs like give, Offer,
  send, award, show, etc. Often have

was
  run by John Sculley.

a dispute with Sculley.

two Objects: a person and
  a thing. The person is usually

Sculley was sacked by

Jobs bought a small

the indirect object.

Apple's
  directors in 1993

computer graphics company

They Offered Harry a job.
  (They offered a job to Harry.)

because market share was

and transformed it into

We usually make the
  indirect Object (i.e. the person) into

being lost.

Pixar,
  the company behind rov Story.

the subject of the
  passive.

The
  iMac was launched in

Jobs
  earned Only $1 a

5

Read
  the Look out/ box. Underline the indirect Object in these

1998, after lobs had been

year
  as CEO of Apple,

reappointed CEO, and it
  was

although he was already a

sentences. Then rewrite
  them in the passive.

an
  instant success.

multi-billionaire.

I
  My uncle gave         a phone for Christmas.

Will
  the company's

Millions first learned Of

I was given a phone for
  Christmas bi my uncle

reputation for creativity
  and

Jobs's
  death in 2011 on

2 Her grandfather left her
  some money in his will.

innovation
  be maintained

a device Which had been

3 My cousins taught us to
  ski.

now
  that Jobs's personal

invented by lobs himself.

4 Somebody has sent me a
  really funny video clip.

input
  has been lost?

5    The
  computer shop has lent my dad a laptop.
6    Somebody
  had told my neighbours about the party.

6 In a survey for Business Excellence magazine, British

Active
  and passive voices
I We use the passive
  when we want to describe an action but do not know who or what performed it.
  Our car window had been smashed.
2 We sometimes
  choose to use the passive even when we do know who or what performed the
  action. because it allows us to change the focus Of the
Sentence.
Jonathan
  Ives designed the iMac when he was 30 years
Old. (focus On Jonathan
  Ives)
The
  iMac was designed by Jonathan Ives and was available in six colours. (focus
  on the iMac)

6
Make notes about:
•
the
funniest email you've ever been sent.
•
the
coolest app you've ever been shown.  the
first phone you were given.
•
a
gadget you were once lent.
7
 Talk to your partner and find out the
information in exercise 6. Use the questions below and your Own ideas.
3 Read the Learn this! box. use the
information to explain your answer to the questions in exercise 2.
D GRAMMAR BUILDER 5.2: PAGE 124
5
Listen to a different student doing the
task in

nouns components face masks
factory instruments production line protection tools
2    In
pairs, discuss which of the factories in exercise I you would rather work in
for a holiday job. Try to think of three different reasons.
3    Listen
to a student doing the task below in relation to the photos in exercise I. Does
he choose the same factory as you? Are his reasons the same Or different?
You're going to apply for a holiday job
working in a factory. Which factory will you choose and why? Why are you
rejecting the Other option?
EXAM TIP
Make sure you say clearly which picture
you are choosing and why you are rejecting the other option(s). Use the phrases
below to help you: so, I'd opt for the , mainly because
I think the would be the better/best option
because so my choice would be the That's because
'wouldn't
choose the because
The
reason / wouldn't go for the is that wouldn't pick the simply because
Read the Exam tip. Find three verbs which are synonyms
for exercise 3. Which factory does she choose and what is her main reason for
rejecting the other one?
7
Complete
the phrases With the words below. Then listen again and tick the phrases the
student uses.
chances
imagine likely possible say seems though about a photo
      There               to
be

It
  looks (to me) as
It's
  quite                that
I
  should

/ as if

Judging by , I'd are (that)
More              than
  not

that

8
Write
five sentences speculating about the photos in exercise 1. Use five different
phrases from exercise 7.
9
Work
in pairs. Look at the photos and read the task. Choose a language school, then
agree on two reasons for your choice and two reasons for rejecting the Other
one.
You're going to apply for a short course
at a language school. Which course Will you choose and Why? Why areyou
rejecting the Other Option?

5

In pairs, take turns to do the task in
exercise 9. Include your reasons. Make sure you include phrases from the Exam
tip and exercise 7.

A
  WEEKEND
IN
  THE COUNTRY

•I
  hate these narrow country roads,' said Zena. trying u:' make out the
  landscape in the darkness as her husband Alex drove.
Having worked hard
  all week, Zena and Alex were looking forward to their weekend away, It was a
  long drive for a Friday evening, but they would soon arrive at the holiday
  cottage. Mr Martin, the farmer who owned the cottage, was to meet them there
  With the key.
'After 50 metres. turn
  left.' ordered the satnav.
Zena
  frowned. looking out of the window. 'I'm sure we should go right,' she
  muttered.
But Alex didn't hear
  her. Turning the the wheel sharply to the left, he put his foot down. The car
  bumped loudly on a rock. There was a splash, and the car swerved before
  coming toa halt.
•l knew the satnav was
  wrong! • exclaimed Zena.
Alex tried to Start
  the car but the engine was dead. What were they going to do? They couldn't
  even open the car door because the water would rush in. Zena took her phone
  out Of her pocket and tried to call Mr Martin. There was no signal.
At
  that moment, there was a loud tap on the window. Zena screamed and dropped
  her phone. A smiling face appeared at the window.
•Mr
  and Mrs Henderson? I'm Mr Martin. I've been expecting you. Most visitors from
  London follow their satnav into the river!'

3 In pairs, divide the story in exercise 2
into four sections.
1    setting
the scene (characters, background, etc.)
2    the
first event; a problem arises
3    efforts
to solve the problem
4    how
the problem is finally resolved
5
Read the Learn this! box. How many examples
of future in the past can you find in the Story in exercise 2?

Future in the past
When we talk about
  the future from a point ofview in the past we can use these verb forms;
It was Monday. Dod Iwas coming home the next day. We
  were Sure he 'would be happy With the changes we were making to the house.
  But 'were we going to finish them on time?
These three verb forms are the past
  equivalents Of (I) present continuous for future arrangements OR present
  simple for future scheduled events (2) Will future (3) going to future.
In written English.
  we can also use the expression was/ were  to refer to future
  plans in the past:
My
  aunt arrived early on Saturday morning. She was to spend the weekend with us.

D GRAMMAR BUILDER 5.3: PAGE 124

EXAM TIP
There
  are several good ways to begin a story:
1    Set
  the scene: was a warm evening in August and / was on holiday in Thailand With
  my parents. The sun was going down and the insects were coming out.
2    Start
  with dialogue: Wow! look at this place!' said my dad as the taxi stopped
  Outside the Grand Palace Hotel in phuket, Thailand.
3    Start
  by looking back: / Often think back to the first foreign holiday I went on
  with my parents and how it changed my relationship With them.

Read the Exam tip.
Which type of beginning (1—3) does the Story in exercise 2 contain? Write
alternative beginnings for the same story using the other two types.
6 Rewrite the story opening below. Change it
from dialogue to a paragraph setting the scene. Include Some future in the
past.
•The
summer holidays start soon!' exclaimed Anna. 'And
Jacqui is coming to Stay with us for two
whole weeks!' •l know. I'm really excited about that,' said Harry, who always
enjoyed having their cousin Jacqui to Stay. 'We'll go to the beach every day.
We'll teach Jacqui to surf.' 'We'll have a great time,' agreed Anna.
       For Anna and              the
summer holiåav
In pairs, compare your
answers to exercise 6 and check each Other's work for mistakes. Can you take
ideas from your partners version to improve your own?
headings below.
1
Background:
when/where the events happen:
Main character(s):
2
Item
of technology involved:
What problem it causes and how:
3
What
happens as a result: 4 How the Story ends:
 In pairs, 100k at each Other's plans
and ask three questions about them. Think Of answers and add them to your
plans.

EXAM

TIP

Include
  a mix ot direct speech and ordinary narrative in your stories. TO make your
  writing more vivid. you can use a variety of speech verbs after direct
  speech: mutter, shout. joke, sob, moan, insist, urge, etc.
Direct
  speech needs inverted commas around the words spoken and a comma, question
  mark or exclamation mark before the closing inverted commas. Study the
  examples:
'By that time, ' she
  joked. q.ve'll all be dead!'
'Leave now!' she insisted,
  getting to her feet.

7

Rewrite
these sentences with correct punctuation and an appropriate speech verb in the
past simple.
1    You
must tell her he               before it's too late.
2    What
is he doing here she     , spinning around.
3    Look
out Gloria he   . It's heading straight for us.
4    The
worst thing she is not knowing.
5    1
hate this film he   . It's worse than you said it was.
8
Decide
how to begin your story. Look back at the three types Of beginning in the tip
on page 56. Write the opening lines.
9
Write
the rest of your story. Follow the plan you made in exercises 3 and 4. Write
200—250 words in total.

5                   |

5      Get Ready for your Exam

Listening
the compound nouns.

scientific

creatures
  b sledge

marine

station

research

d change

ice

e
  research

6 dog

cap

7
  climate

g biology

2
DO
the exam task.

LISTENING
  exam task

Listen to an interview with a scientist. For
each sentence, select the correct ending: A, B, C or D.
I At the beginning of the programme, the
radio presenter says that
A  Elaine
comes from a family of scientists.
B  Antarctica
is appealing to scientists because it's untouched by civilisation.
C  it's
difficult to explore Antarctica because it's so vast.
D  many
scientific discoveries have taken place in
Antarctica in the last 70 years.
2 Ata young age, Dr Glover
A
dreamed
Of studying insects at university.
B
was
never interested in social sciences.
C
collected
sea creatures because she lived by the
D
paid
little attention to making friends with other kids.
3
Dr
Glover says that scientists working in Antarctica have to learn
A
how
to use appropriate forms of transport.
B
how
to relax when not at work.
C
not
to get distracted.
D
to
think Of the research station as their home. 4 When asked about the future. Dr
Glover says that
A  her
group needs new maps of the area they're interested in.
B  the
ice in Antarctica may sometimes prove too thick to drill for data.
C  more
pictures of the whole area are needed for further studies.
D  the
studies will involve cooperation with specialists
Use of English
3 DO the exam task.

USE
OF ENGLISH exam task

Complete the text with an appropriate word in
each gap. In ten years' time, robots will be used in every home, according
technology experts and manufacturers. At the Consumer Electronics Show in Las
Vegas, all Of domestic robots were unveiled. them were robots which are linked
into the home's broadband service and Which act home organisers. These are
capable responding to the family's voice commands in the house and at the time
can be operated by mobile phones outside the house. In the future, robots these
Will be responsible for operating the household's domestic appliances, as
washing machines, alarm clocks, heating, lighting, music players and TV sets.
effect, they Will act as household managers and Will even be able to activate
smaller cleaning and vacuuming robots. ••0 of these types - the managing robot
and the cleaning robot — will be able to provide security surveillance. As they
travel round the house, an on-board camera will send pictures to your office
laptop.
Speaking
could be done by a robot and three that could
not. Discuss your ideas with the class.
5 DO the exam task.

Discuss how new kinds of robots might affect
everyday life in the future. Talk about:
robots in the workplace robots at home
robots in leisure and entertainment possible dangers Of super-intelligent
robots

from Other fields.
Get Ready for your
Exam 5 Work in pairs. Discuss this question: Ifyou could      Listen to
customers complaining in a restaurant.

choose any meal in a restaurant, What would
it be?Think Of starters, main courses and desserts.
2
 Divide the words below into two groups:
those that describe taste and those that describe texture.
Describing
food
bitter bland chewy creamy crispy crunchy crumbly disgusting dry fresh fruity
greasy juicy mild mouth-watering peppery raw rich ripe runny salty smoky smooth
sour spicy stale sticky stodgy Strong Sugary sweet tasteless tasty tender tough
unpleasant unripe
3
Which
adjectives have a negative connotation for you? HOW many opposites or near
opposites can you find?
4
Complete
the adjectives in these sentences. Then translate them.
I Ripe pears are very j
2 1 don't like much milk on my breakfast
cereal. I prefer
 Strong coffee without sugar tastes
quite b_ .
4 These crisps are really s_. They make me
thirsty.
 Lean over the plate when you're eating
your biscuits.
          They're
rather                .
6
This
steak is fantastic. It's really t_.
7
This
peach is             It's hard and s_.
5
Describe
the foods in the photos. Use the adjectives in exercise 2 to help you.
Write the name of the food or dish they are
talking about and the adjectives used to describe it.
7    Listen
to three teenagers talking about food they like and don't like. Write the
correct initial: J Genny), E (Ed) or R (Rosie).
I Who
completely changed his/her mind about a certain food later in life?

 Who changed his/her mind about a
certain food when he/she tried in another place?
3 Whose parents made him/her eat something
he/she didn't like?
 Who helped Someone else deal with
something he/she didn't like eating?
5 Whose parents stopped buying the food
he/she really loved?
 Whose parents used to love the food
that he/she couldn't stand?
8    Complete
the sentences With the verbs below. Then listen and check.
adored bear detested found got had loathed
mind stand
I I
really couldn'tthe texture.
the smell Of it unpleasant, never taste.
3 1'veto
like a few types of cheese now.
cauliflower - yuck! - and my brother
absolutely Brussels sprouts.
           He
couldn't even              the smell ofthem.
6 Asa kid I a passion for
baked beans. the smooth texture of the beans.
9    Work
in pairs. Tell your partner about two or three foods that you (a) hate or used
to hate, (b) love or used to love. Try to give reasons for your answers. Use
the sentences in exercise 8 to help you.
D VOCABULARY BUILDER 6.1: PAGE 139
                                                                           6 •                  Of
           |

6B                     Passive:
advanced structures
I can use advanced passive
structures.

DO the food quiz. Then listen and check your
FOOÞQ01Zß
It is
believed that ice cream was invented in a China in about 650 b Italy in about
1500 c the USA in about 1850.
Wheat is first thought to have been
cultivated in Turkey in about a 1000 BC b 4000 BC c 9000 BC. The potato is
known to have originated in a North America b South America c Africa. a Saffron
b Vanilla c Cardamom is considered to be the most expensive spice in the world.
Until the 19th century, a oranges b apples c tomatoes were thought by many
people to be poisonous.
O In
the 17th century it was thought that bathing in a milk b sea water c Wine would
cure most ills. There are known to be over 7,500 types Of a apple b banana c
strawberry.
2
Read
the Learn this! box. Find examples Of each passive structure in the quiz.

Passive
  with know, believe etc.
WIth verbs like know,
  believe, think, etc., we Often use:
1
  passive (present or past) ± that
It is known that too much
  junk food is bad for you.
It used to be thought that
  eating honey cured hay fever.
2
  there ± passive (present or past) + to be/to have been
There are thought to be
  about 5, 200 varieties of potato.
3
  subject
  passive (present or past) to do/to have done something
Until about 1850, bleeding was believed
  to cure fevers. If we are expressing a present belief about a past event, we
  use the present simple passive followed by a perfect infinitive (to have done
  something):
rhe
  Mayans in Central America are thought to have used tobacco.

3
Change
the examples in the quiz using alternative passive structures from the Learn
this! box.
I Ice cream is believed io have been
6 •

4
5
6
7
Complete the second sentence so that it means
the same as the first. Start With the words in brackets.
For centuries it was thought that mercury
wasn't poisonous. (For centuries mercury wasn't )
2
It
is known that the universe is about 13.7 billion years
Old. (The universe is )
3
It
is thought that there are fewer than 500 Siberian tigers living in the wild.
(There are )
4
In
16th century England taking a bath was considered to be unhealthy. ('n 16th
century England it was )
The Chinese are thought to have invented tea.
(It is )
Passive modals, gerunds and infinitives
1    We
can use passive structures with modal verbs. The sauce should be stirred
continuously.
2    Verbs
that are followed by an infinitive or gerund can also be followed by a passive
infinitive or gerund: My dad hopes to be promoted. (hope ± infinitive) hate
being photographed. (hate •ing)
Read the Learn this! box. Complete the
sentences with the correct passive form. Use the verb in brackets.
If you continue to behave badly at school
you'll end up (expel).
     Everybody wants             (love)!
The grammar reference for this lesson can
(find) on pages 124—5.
4
Put on this cream to avoid               (bite) by mosquitos.
     Tables must              (book)
in advance.
6 I
hope (choose) for the school football team. These books should      (handle)
with care. 8 Can you imagine           (tell) you'd won the lottery?
Work in pairs. Decide if the verbs below
take a gerund, an infinitive or both. Then add them to the correct group.
agree expect imagine remember can't stand
vertvgerund avoid. be used to, can't face, don't mind, end
arrange, hope, refuse, want,
yerþ_gerundor infinitive continue,
prefer,
 Work in pairs. Make as many different
sentences as you can using verbs from exercise 6 followed by passive gerund or
passive infinitive forms Of verbs below.
arrest call criticise film give ignore
invite involve keep waiting laugh at photograph rob tease tell treat watch Most
people can't stand being ignored,
D GRAMMAR BUILDER 6.1: PAGE 124

formed from the words in brackets.               play in
people's health. smoking.
3
Explain What information is linked to these numbers from the                                                                            tell
people what to do.

text. Were any pieces Of information in your
list above?
a
30 c 34 e 147 billion b 75 d 28
Answer the questions.
I HOW do people put on weight?
2
How
has the American diet changed?
3
What
things can prevent people in the US from getting enough exercise?
4
Why
is the Government trying to improve the situation?
5
What
has caused the obesity epidemic to stabilise in the last decade?
5   Listen
to three young people talking about whether the Government should be doing more
to promote a healthy lifestyle. Which person do you most agree with?
common      (know) that
obesity figures in the USA have (drama) over the last 30 years. 75% of American
are now overweight, with 34% classed as obese, rmnlng are dangerously
overweight. But why is this epidemic czcurñrm Weight gain occurs through
a straightforward energy imbalance. t don't use up in energy all the calories
that you have then your body stores the rest in your fat cells. There are
factors in the USA that have contributed to this imbalance.
F'Stty, people eat differently now. Too much sugar in the
diet
—es it harder for the t»dy to burn fat Snack
foods high in sugar, salt are widely 3 (advert) and heavily marketed in the
Valding machines selling these snacks
are found in schools the country, and calorific fast fwd' is cheap and
available. Furthermore, portion sizes are famed tor being
It is
therefore easy to eat too much of the wrong food
4
The
Government should take a harder line with food manufacturers.
5
An
early education in healthy living is the answer. 6 Healthy food is an important
issue.
D VOCABULARY BUILDER 6.2: PAGE 139
7
 Work in pairs or small groups. Discuss
these points in detail and make notes.
1    Do
you think your town/country has a problem With an increasingly unhealthy
lifestyle?
2    Do
you agree or disagree with the opinions in exercise 6?
Give reasons.
3    Decide
on three initiatives that your government could implement to tackle the
problem.
8
Present
the results Of your discussion to the class. Speak for a maximum of two
minutes.
Changes in the way of ffe have also
contributed greatly.
(commune) are built ways that make it
difficult to be physically active. Americans can drive evermfiere, tilt fiM it
harder to anything else, sate rwtes for be rmexistent. A sedentary lifestyle
has develoçz' at hcgne with the average young American child (watch) b
28 Furs cd TV a week
In the USA, obesity is therefcwe to be a
(nation) epidemic, with serious cmsetWEes for individual health and medical
expenditure. The meócal care costs of obesiÿ are staggering —
around $147 billion — US wvernment has been trying to combat the problem.
The
obesity trend             to sbwing cbwn owing to government initiatives md          public      (aware).
Over the last ten years (bæity eveis æern to tave levelled             But
Donna Ryan, president of Ot—      to level off at 34% obesity is no great   (ahieve).
tt's stNl very, very                (alarm)

6
READING Drinking stories
I can understand a text about the origin ofdrinks.

Work in pairs. Look at the photos ofthe
  three drinks: tea, coffee and Coca-Cola. Discuss these questions and make
  notes.
1
  Where did each drink originate?
2    What
  facts do you know about the three drinks?
2    Quickly
  read the three texts. Were you right about where the drinks came from? Were
  any Of your ideas from exercise I in the texts? If so, tell the class.
3    Read
  the texts and choose the correct statement.
I   All
  three drinks became popular partly as an alternative to alcohol.
2   All
  three drinks became popular through clever advertising.
3   All
  three drinks became popular because of royal connections.
EXAM TIP
With a multiple-matching task, read
  the Whole text once and then read the questions. Match any questions that are
  immediately obvious, and underline the relevant parts Of the text. Then
  carefully read each section Of the text again and 100k for the answers to the
  remaining questions.
4    Read
  the Exam tip. For questions 1—9, choose the correct drink.
coffee Coca-Cola tea
Which drink:
I   doesn't
  have a legend attached to it? wasn't immediately popular in Britain?
led to the establishment Of special places Where it was
  dru nk?
was
  used by a government as a means Of raising money? wasn't endorsed by someone
  high up in society? is the second most popular drink in the world?
was at first unpopular with religious
  authorities?
8    is
  the world's second most important commodity?
9
  became popular following a big advertising campaign?
5    Write
  nouns formed from these verbs. The nouns are all in the texts.
1    discover     5
  prohibit              operate
2
  know           6 consume 10 argue
3
  approve      7 succeed              11 endorse
4
  converse 8 advertise 12 invent

6    Work
  in pairs. Answer the questions, giving reasons where appropriate.
Which Of the three drinks do you like most/least? Put
  them in order, and explain your reasons to your partner. NOW put them in
  order Of unhealthiest first and compare them again.
What do you like to drink,
  and when?
What is the healthiest
  drink you have?
Is there any drink you
  think you have too much Of?
HOW
  much water should we drink and why? Do you drink enough water?
4
  If there were one drink you could ban in the world, what would it be? Why?
Drink
Coffee
Coffee
  was first discovered in Ethiopia several centuries ago. There is a legend
  surrounding its discovery, and there is probably some truth to the tale. It
  is said that a goatherd called Kaldi noticed that his goats became very
  excitable after eating the berries from one particular bush. Kaldi reported
  this discovery to the Abbat of the local monastery, who made a drink from the
  berries and found it kept him awake through the long hours of evening prayer.
  This knowledge of the energising effects of these berries began to spread
  east towards the Arab world.
The
  Arabs were the first people to cultivate coffee and also to trade it. Coffee
  quickly became popular with Muslims who were forbidden by their religion to
  drink alcohol. By the 16th century, coffee had spread to Persia, Egypt and
  Turkey. All over

D VOCABULARY BUILDER 6.3: PAGE 139
|   •

the
Middle East, new public coffee houses sprang up as places of social activity.
By the 17th century, coffee had finally
found its way into Europe, where religious leaders initially condemned it as
the devil's drink. However, the Pope at that time decided to taste the new
beverage himself, and liked it so much that he gave it papal approval. By the
mid.
17th century there were coffee houses in all
the major cities of Europe. In London alone there were 300. People gathered in
them to engage stimulating conversation over a cup of the hot, dark,
revitalising drink. Coffee has established itself as one of the most valuable
crops in the world, and is the world's second biggest tanmodity, after oil.
Coca-Cola
The worlds most popular fizzy drink was
awented in Georgia,
ISA 1886 as a health drink. Dr John
Pemberton, a pharmacist,
-axed the secret formula a big kettle in his
backyard. He
...s
prompted by a new prohibition law, which forbade the ard consumption of alcohol
Pemberton's previous health had contained Wine, so he carne up With a new
recipe.
bookkeeper, Frank Robinson, gave the
refreshing new drink ts rm-e because, until 1905, it contained extracts of
cocaine
•e' as the caffeine-rich cola nut. Mr
Robinson also wrote
E."ulty, and is his original lettering
that we can still see on today.
1 businessman Asa Candler bought the formula
from and very twickly turned it into one of America's most soft drinks. At that
time people went to ice cream parlours a drink. Tt-Be were often attached to
pharmacies and ap»ular meeting place. Coke was sold as a health &ink,
*Scess was due mot only to its new taste but
also to advertising. bought full-page advertisements With girls' inviting you
to 'pause and refresh' _ In 1931, Ft-er Christmas was used to sell the product,
and the of a round, jolly, white-bearded man dressed in the iconic mage of
Father Christmas.

Coca-Cola
is one of the most recognised products with more than one bilion drinks sold
every day.
"My
hat* off
Tea
The story of tea begins in China in
2737bc. According to legend, the emperor Shen Nung was sifting under some trees
wtlile his servant boiled water to drink. Some leaves from the Camellia
sinensis tree blew into the water, and the emperor tried the resulting
beverage, True or not, tea certainty originated in China many, many centuries ago.
It wasn't until the 16th century that
tea arrived in Europe, brought by the Portuguese and Dutch. The British were
slow to take to the new drink, but that changed in 1662 when King Charles Il
married a Portuguese princess, Catherine of Braganca, who was a lover of tea.
She made the drink fashionable among the wealthy. Tea was quickly introduced
into the cities' coffee houses and British drinking habits were altered
forever. The country began to nwort tea for tself and later started growing it
In the
1 7th and 18th centuries, the British Government used the poplÅarity of
tea to generate revenue and taxed it so higmy that a huge smuggling operabon
sprang up. Soon, more tea was being smuggled Into Britain than inported legauy,
so in 1784 the Government finally abolished high tea taxes.
At the Same time there was a great
debate about wt'ether tea was good for your health. This argument was finally
brought to an end Wtlen religious groups decided that tea was much better for
people than alcohol. With lower prices and a health endorsement, there was now
nothing to stop everybody from drinking tea.
Meanwhile, Britain had Û1troduced
tea to America and the 19th century America introduced the rest of the world to
its invention — the teabag. This invention has helped tea to become an
important commodity in world trade, and the world's second most widely consumed
drink, after water.

We use few/ little instead
  Of a

the text. Then listen and check.
FOOD
FIGHT!
tThe / - Food is central to most festivals in
Ithe / - Spain. But it isn't always for eating! Once la the year in •a / the
small town of La Pobla del Duc, about 100 kilometres from Valencia, up to 90
tonnes of grapes are brought in by lorry from 'the I — surrounding countryside
and dumped in Othe / — corner of the market square. What happens next is la /
the massive food-fight as the inhabitants Of the town hurt grapes at each
other. 'A The fight, which marks the end of e grape harvest and Of Summer, can last
all day!
3
Complete
these rules with Clan, the or no article                and match each answer
in exercise 2 with a rule. Check all the rules in the Grammar Builder on page
125.
 We often use       when we mention
something for the first time, but   when we mention it again.
 We usewhen
there is only one of something.
c We usefor
continents and most countries.  We useWhen
we talk about something in general.
 We sometimes use to mean per; ror each.
 We use with some general expressions
that refer to the physical environment.
g We sometimes usewhen
we refer to one of several similar things or people and we don't need to be
more definite.
D
GRAMMAR
BUILDER 6.2: PAGE 125
4
Look
at the use of articles with other nouns in the text in exercise 2. HOW many
Other rules can you identify?
'bN              — •We don't use an article
with 'bf      we are talking about means Of transport.

Quantifiers
Examples
of quantifiers are: all. both, many, each, every, several, some, few, no, a
lot, a little, etc.
Most
quantifiers can be followed by of:

Most
Of the peaches are ripe. A few of them are unripe. However, no and every cannot
be followed by Of; instead, we say none of and every one of:
I've
rung all my friends but none of them are at home.

6 •
smallness Of the number or quantity.
Compare: There are a few good restaurants in town. Let's eat out.
There ore few good restaurants in town. Let's
eat at home.
5
Read
the Learn this! and Look out! boxes. Then choose the correct words to complete
the sentences.
1 She
was so hungry that she ate each / whole / most of the cake Within a few/ a
little / some minutes.  •There's no / any / none use-by date on
this yoghurt.'
'Put it back and choose other l' another /
any one, then.' 3 1 take my tea With a little / much a few milk.  'Are
you both / each / either going to town?' 'NO, both / either / neither Of us
is.'
5 He finished off all I each whole of the
chips himself! There were any / no / none left for me!
D
GRAMMAR
BUILDER 6.3: PAGE 125
6
Number
the expressions Of quantity from 1—9: I the least, 9 the most.
a
a few of/ a little of t:] f none
b
all
of    g nearly all c hardly any (Lh some of
    i
e
mostof
7
 Work in pairs. Find out this
information about your partner. Use expressions from exercise 6 in your
answers.
 how many of his/her friends are on
Facebook  how many Of his/her friends live within
about one kilometre of him/her
3
how
many of his/her classmates he/she sees at weekends
4
how
much of his/her money he/she spends on snacks and drinks
5
how
many of his/her friends he/she would trust With an important secret
6
how
much Of his/her time in the evening is spent using a computer
7
how
many Of his/her friends share the same taste in music

1    HOW
often do you eat out?
2    HOW
Often do you get a takeaway or a home delivery?
2   Read
the exam task belch". Then listen to two students doing the exam task.
Which options do they choose and why?
Your cousin, Who is the same age as you, is
coming to spend the weekend at your house. What kind Of meal Will you have With
him/her on Saturday evening? Choose one Of the options in the photos. Justify
your choice and Say why you rejected the other suggestions.

below to help you.
So, I'd opt for the , mainly because
I think the would be the better/best
option because

So my choice would be the . That's
because

I wouldn't choose the because

The reason I wouldn't go for the is that „
I wouldn't pick the simply because
4
Complete
the useful phrases with the words below.
argued
arguing clear feel hand having mind Of opinions sure then time view Expressigg
a firm opinion
To my 1 In
my the opinion that  fairly
strongly that
       It seems               to
me that

Expressing
a tentative opinion
I
don't
have any Strong s          about
I'm not
It
could be
      There might be a case
for               that
Introducing
a Counter-argument
On the other

5
Read
the Exam tip below. Listen to a candidate answering the examiner's questions.
Tick the phrases in exercise 4 that she uses.

EXAM

TIP

It's important that you do not give single-sentence
  answers to the examiner's questions. You should develop your ideas With
  examples. supporting statements and, if you like. counter•arguments.

6
DO
you agree With the candidate? use phrases from exercise

4 in your answer.
7
 Work in pairs. Ask and answer the
questions below. Use phrases from exercise 4.
I
DO
you think a vegetarian diet is healthier than a diet that includes meat?
2 DO you think that men should do more cooking at home?
8
 Work in pairs. Turn to page 144. Do the
exam task.

Read the model text
below. Put these things in the order that 2 Read the Exam tip. Then 100k at the
task below and underline  they are described. Which thing is not described?

EXAM TIP

It's very important to
  read the exam question very carefully two or three times so that you fully
  understand the task. It's a good idea to underline the verbs that tell you
  What you have to do, e.g. describe a teacher, recommend a film, present
  advantages and disadvantages, justify your opinion. etc.

Describe a restaurant which, because Of its
location, atmosphere and value for money, you would recommend as an ideal place
for teenagers to meet and eat.
3 What
are the key elements that must be included in the description in exercise 2?
Hint: look at the nouns in the instructions.
Description
of a restaurant — by Becky
There's a new Pace in town trying a slightly
different approach to sewing and thatS the latest restaurant in Fore Street
conveniently Situated fm both the town centre and the unjverStty. The great
thjng is that it's very reasonable compared Other r&5Caurants in that serve
similar food You can get courses and a drink for under £20 When I Rent in
was immediately st.•uck by the decor its modern with lots glass and steel and
it feels bright and trendy The atmosphere is very lively - Chere am lots and
lots ofyoung and always plenty Of funky background music The staff struck me as
young friendly and nelcoming. and styW5h in their              T-shirts,
          6 •                  Of

5
Which Of these plans has the writer followed? Discuss the merits Of all four
plans. (They are all acceptable.)
 She
described things as you would encounter them if you visited the restaurant for
a meal (location, first impressions, decor. etc.).
 She
described what she particularly liked about the restaurant followed by any
minor complaints or reservations.
 She described different aspects of the
restaurant, one after the Other, with the most important first.  She
described different aspects Of the restaurant, one after the other, with the
most important last.
But
    I found most apæ/ing is the way they %rve the   It ordered from the                you
get It yaurseIÐ Ys styíed like an upmar*ct cafeteria The cdd section
a wide variety Ofde!Þci0L'5 5aiad5 freshly made and quickb' mp/enj5hed
The rniååle Section offers a varied selecnbn Of hot dishes several
meat dishes, one or two spicy fish dishes, and vegetarian Options Final'ÿ
they have a mouthwateriwg
Of cakes aru desserts. art co die The
5t.ic.ky toffee pudding was out Of and pear Cart had a wondsrfu/
çturnbb' pastry made Mth almonds which vas amazing:'
/ recommend you check
th,J5 rvstaurant Out next time you In town, evenjust for coffee and cake'

 Use the words below to complete the
chart.

attentive
central conveniently located lively mouth•watering old-fashioned pricey
reasonable relaxing trendy varied welcoming
10 Of the words in the chart in exercise
1 in the model page 66.
3
the
atmosphere and decor Of the restaurants in the on
page 66 using words from the chart in exercise 1.

TIP

zescribing nouns, try to avoid uninteresting
  adjectives. Think about the particular you are trying to describe and think
  Of
—8ting Synonyms, e.g•:
— seeable. extensive,
  large, broad.
—
  *asant, enjoyable. friendly, sympathetic. pretty, delicious.

4
Read
the Exam tip. Then replace the underlined adjectives in the text below With
more interesting alternatives. There are many possible answers. Use a
dictionary to help you.
The
restaurant is in a lovely square near the river. It has two  dining
areas, one downstairs and One on the first floor, from where there are great
views of the city. It has a good atmosphere and the staff are nice. Most
importantly, the food is good. I always have a great time When I
go there.
5
Find
three Of the phrases below in the model text on page 66. Check that you
understand all Of the phrases.
Recommendin

The
impressed me. as did the The struck me as (being) _ was
immediately struck by the

CHECK YOUR WORK
  Have you:
read
  the instructions carefully and asked for?
included some interesting or more to
  make your writing more precise? included some words and phrases and 5?
written 200-250 words?
your
  grammar and spelling

included
  unusual from

exercises

adjectives

everything
1

1
  Complete the sentences with suitable verbs in the past
  tense.               5 Write adjectives for describing food which mean the
  opposite

no new messages.

3 More than a thousand
    people p  video.

comments
    on our

Mark: _ 15

                         I
  I didn't buy the CD — I d—the tracks I wanted from                       of:
                           iTunes.                                                                                1
  mouthwatering                 4 tasteless
2
  11
  on to my account this morning, but there were  2 tender 5 sweet             3 juicy
4
  We s_ the film from a website to the TV so everyone     6
  Complete the second sentence to mean the same as the first. could watch it.                    Use
  the passive forms.
                          5
  They u=all their holiday photos to a website.                                  I
  It is known that some animals sense magnetism.
                                                                                Mark:
  _ 15             Some animals
  magnetism.
2 It
  is believed that birds evolved from dinosaurs.

2
Complete
the sentences with the correct passive form of the verbs below.
build
damage repair steal tell off

1
Yesterday. the children               for being late.
2
The
new stadium             over the next three years.
3
Oh
no! I think my password
4
I
haven't got my phone; it             at the moment.
5
We
saw houses that _ by the earthquake.
Mark:
3
Rewrite
the sentences in the passive.
1    They
will send us invitations to the wedding soon.
2    They
didn't teach us Latin at school.
3    They
may have stolen my credit card.
4    They
had warned me about the dangers.
5    They
can't offer him the job because he's too young.
Mark:

Complete the dialogue With the words below.

imagine
likely say seem though
Boy DO you fancy going to this holiday camp? Girl
There t  to be a lot of young children. What's  the
age range?
Boy It's 10—18. But looking at them, I'd          most
Of these kids are under 14.
                 This
other camp looks as                it's aimed at older
therve got a
Mark:
| Language Review

Birdsfrom dinosaurs.
3 It was thought that tomatoes were
poisonous.
Tomatoes poisonous.
4
It
is known that there are many Other solar systems in our galaxy.
There many Other solar
systems in our galaxy.
5
It
was believed that snake oil cured various diseases.
Snake Oilvarious diseases.
Mark: — 15
7
Choose the best options (a—c) to complete the text.
Although 'Arriba!' calls itself a
Mexican restaurant, 1 its dishes are authentic; are American variations
 on Mexican food. Having said that,
nearly the food we tried was tasty and fresh. The service was fast, but that
was • surprise: we arrived early and had  restaurant
to ourselves!
a many       c very
few of  a much       b most    C many Of  a
much of       b most Of              c all a
none     b no        c a little
   5 a the Whole     b
all Of         c all
Mark.
8
Write
the missing words to complete the comments. 'To rnv ' , French food is more
interesting than Italian food. At the same , Italian food is verytasty.' •There
might be a for arguing that the British prefer ethnic food. But again, they
love their fish and

chips!'

'I'm
  Ofthe s

that Scandinavian food is
  rather bland.'

1-6
Skills Round-up
Lead-in
Work in pairs. Discuss the best place to go on a first
date. Choose from the venues below or suggest your own idea.
an art gallery a café a cinema a
museum a shopping centre a restaurant the beach
Speaking
2 Work in pairs. Describe the photo. Then ask
and answer the questions below.
1    Do
you think the couple are enjoying their food? Why do you say so?
2    What
are the advantages and disadvantages of eating outside, in your Opinion?
3    Tell
me about a recent occasion When you had food Outside.
Reading
3 Read the texts. Which restaurant would you
(a) most like to, and (b) least like to eat in? Give reasons.
Match the restaurants in the text (1—5) with
five Of the sentences below (A—B. There is one extra sentence.
A    The
service here is particularly fast.
B    The
food at this restaurant is European.
C    You
can get large portions Off00d here without spending too much money.
D   Most
of the dishes are very tasty. but rather expensive.
E    None
ofthe dishes here contain meat or fish.
F    Some
of the food on offer here is extremely spicy.
Listening
5
2.27
Listen. Which restaurant from the text in exercise 3 are Daisy and Stefan at?
How do you know?
6
2.27
Listen again. Are these sentences true or false (B?
1    Daisy
and Stefan are eating out because there wasn't much to eat at the squat.
2    Daisy
feels the other people at the squat need to respect her opinions more.
3    Spikey
is not particularly easy-going. according to Daisy.
4    Stefan
has visited Daisy at the squat only once before.
5    Daisy
thinks that seeing Stefan is making Spikey jealous.
6    Spikey
and the group are planning to put their propaganda on a supermarket website.
Writing
7 Imagine you have had the worst meal of your
life at a
restaurant. Write a formal letter Of
complaint to the mana". Include the following information:
When you visited the restaurant.
•
what
you ordered and what was wrong with it.
What the service was like.
•
What
you expect the manager to do about the situation.

  q"ide    eatinq
  out
I
  CHEZ DIDIER; As the name Suggests. tnis restaurant serves Frenc:-. tc»od in
  cos'. informal surroundings. It specialises in fish and seafood dishes. and
  claims to use only the freshest ingredients bought each morning from the
  nearby London food markets. The dishes can be a little he-a". With
  plenty Of rich. creamy sauces, so it you were looking for a light lunch. this
  might not be the best placa But  you
  want a quiet venue for an Intimate evening meal, you can't beat it
2
  THE
  RICE BOX: This canteen•styte restaurant otters simple. affordable fr:uxt in
  bright clean surroundings Meals are ordered at the counter. then brought to
  the table — usually within five minutes' More a place for quick retuelling
  than a leisurely feast. making it an ideal choice if time is limited — for
  example. The number of regular Chinese customer's            the facd is very
  authentic It' certainly very tasty!
3
  THE
  STEAKHOUSE: Although the menu includes one or two vegetarian dishes, this is
  a place for serious meat-eaters, with eight different twes of steak on Offer
  as well as             ribs and burgers The American-style dishes are large.
  tasty ard not wet-priced. The            has an American feel too.

stars
    on the walls. and the meal with one of the mouth-
food as much as we do.
    this the oldest Thai restaurant in can te bewildering. if waiters are happy
    to advise. and then shared therm All the small side. have a treated with
    caution as
which specialises in the delicious,
    but its also colourful a real work of art! Don't worry nearly all of the
    dishes are chips. are also available. but in

Witn sports memorab•lla and pnotCS Of Hollywood service
  is friendly and efficient. finish Off your watering desserts
4
  KO
  SAMUI: If you love the exotic taste Of Thai definitely the plate to come, It
  is believed ta the country. The range Of dishes on the you are notan eXWt on
  oriental cuisine.
When       ate here. we
  ordered about                 dishes the dishes were very tastV. although a [file
  on problem with chilli. some of                 dishes should are extremely
  hot!
5
  CAFÉ
  SPICE: This is a vegetarian restaurant ct southern India. Not only is the and
  attractive —the set meal for four people •s you areni a fan of suzer•spi7/
  Indian food — quite mid Some English disfTes. like egg and Our humble
  opinion. you'd be mad to Order them!

Skills Round-up 1—6 69
6       Get Ready for your Exam

Reading
1
Then compare your ideas with the class.
2 Do the exam task.

READING
  exam task

Read the text and answer the questions.
Eating disorders are
so common in many developed countries that two out Of every hundred teenagers
Will be struggling with one of them in any given year. Anorexia and bulimia are
the most recognised disorders. However, there is a newer disorder which is
becoming more common — orthorexia. Orthorexia nervosa is an unhealthy Obsession
with healthy eating. Unlike its relation, anorexia. sufferers are primarily
concerned with quality, rather than quantity. It's not about feeling thin, but
about feeling 'pure' and healthy. Healthy eating is, Of course, seen as a good
thing, but when taken to extremes, malnutrition, severe weight loss and even
death can occur as a result.
Dr Steven 3ratman MD coined the phrase from
the Greek 'ortho' meaning •accurate' and orexis, which means •appetite'. He
feels that the medical profession remains largely unaware Of this very modern
condition. He himself realised that he was a sufferer after a year Of his own
extreme dieting. He began to view other people as greedy and animalistic,
eating sugar-laden, fatty foods With no restraint or regard for their health.
He says, 'Because it requires considerable willpowerto adopt a diet that
differs radically from the food habits Of childhood and the surrounding
culture, few accomplish the change gracefully. Most must resort to an iron
selfdiscipline bolstered by a hefty dose Of superiority Over those who eat junk
food.' TWO Of the questions asked on his website are: 'Does your diet socially
isolate you?' and •DO you care more about the virtue Ofwhat you eat than the
pleasure you receive from eating it?' If the answer to both Of these is yes,
then Dr Bratman feels you may have a problem.
Simon Wheeler. a
self-confessed mild orthorexic, talks about what it is like to have this
particular form of illness. He says, 'I started out small, and then got more
and more carried away. First I gave up caffeine, when I read that the plant
world uses it as an insecticide. Then I gave up dairy products. After that I
stopped eating sugar. And so On. Exaggeration turning into obsession, this is
What you need to 100k out for.' And how has it affected his life? Well, none Of
my friends plan all their meals in advance, and keep a food diary With the
calorific breakdovffl of each meal in it. None of them look at the ingredients
Of every single packet in the supermarket,
Get Ready for your Exam 6
checking
for additives, sugar, saturated fats, colourings, and sodium. Only I go to the
local markets to buy fresh, local produce in paper bags, and organic wherever
possible. And Only I suffer from extreme guilt if So much as consume a single
gram Of chocolate. It's no wonder that they don't invite me out so much any
more. They find it really stressful, but I can't help it.'
What is the difference between anorexia and
orthorexia?
According to Dr Bratman, hcrw does radically
changing your diet alter your Opinion Of Other people? How can you tell the
difference between orthorexia and a normal desire to have a healthy diet?
4
What
was Simon Wheeler's first Step on the road to orthorexia?
5
In
what way has Simon Wheeler's social life suffered as a result Of his
Orthorexia?
Speaking
3 food which include a lot Of:
a fat d vitamins b salt   e fibre c
sugar f protein
DO the exam task.

SPEAKING
exam task

Describe the photo and answer the questions.
How healthy do you
think your diet is? Give examples. HOW could teenagers be encouraged to eat
healthier foods?
Why do you think teenage girls are
particularly at risk from eating disorders?
THIS
UNIT INCLUDES
            •           •
headline language •             verbs
      Grammar •               speech
•                        • indefinite
Speaking • describinga photo
Writing •
VOCABULARY AND LISTENING
Describe the photos. What is happening?
2 Can you explain the
difference between:
I a news programme, a news story, a news
flash and rolling news?
2 a tabloid newspaper and a broadsheet
newspaper?
dictionary to help you.
breaking news correspondents live broadcasts
Communication
News
I
can talk about the news.
6

news flashes news programmes rolling news
channels satellite phone
TV news Most people
in the UK follow the news on television. IV stations broadcast regular t as
well as quick to cover important broadcast news 24 hours a day. With the advent
Of the 'digital age', news can make 6 from anywhere in the world using just a
laptop and a 7 articles broadsheet columns editorials front-page headlines
human-interest tabloids

on topics like economics
  and politics; and popular

4

2.28
  Listen to four teenagers talking about the news.

, that have some news but
  are more interested in

Which
  person is (a) most interested (b) least interested in the

gossip
  and entertainment and are full Of 11        stories.

news?

All newspapers have          ,
  Which give opinions and reflect the paper's political point of view, and
  regular

5

          Listen
  again. Mark the sentences true m or false

                                                  (written by the
  same person). They all try to attract

 The
  programme reports that the majority Of American

readers
  with exciting or important              stories and

teenagers pay no attention
  at all to the news.

snappy

 The
  programme states that pung people in America are least likely to get their
  news from a newspaper.

censorship
  citizen journalism eyewitness accounts

 Toby
  doesn't really pay much attention to the news.

news
  blogs online editions the press

4 Becky needs to keep up
  With the news daily.

Online
  news With the spread of fast broadband, many

 Mark likes to follow the
  news when he can.
6                reads
  the headlines in the daily

Newspapers
There are basically two types Of masscirculation newspaper in Britain: 8
newspapers, that carry •hard' — meaning serious — news and analysis, with

people
now prefer to subscribe to              of newspapers                        Sophie
                                                       paper.
orto
download the whole newspaper onto an ebook reader.                        6Work
in small groups. Answer the questions.

Another
recent development iswhen ordinary 1 How much attention do you pay to the news?
Why? people report and spread news. They do this by means Of
2 How do you find out about the news?
(web pages updated
regularly With news), Twitter.  3 Put these news media in the order Of most
importance for and         Of important events posted online, Often With               you
personally and explain your reasons.
photos
and videos. Citizen journalists can play an important a newspapers b radio c TV
d the Internet e Twitter in countries where there is strict4 Do you prefer
•hard' news or •soft' news? Why?
VOCABULARY BUILDER 7.1: PAGE 140D
VOCABULARY BUILDER 7.2: PAGE 140
7

7B                     Reported speech
I can report what people have said and asked.

1
Complete
the reported speech. Identify the tense change in each example (if there is
one).
1     'My
brother's a news correspondent.'
She told me that her brother wat' a news
correspondent. present simple past simple
2     'He
works for a newspaper in our home town.' She says that he for a newspaper in
their home town.
3     "He's
going to Afghanistan tomorrow to report on the war.' She said he         to
Afghanistan the next day to report on the war.
4     'He'd
better call me next week.'
                   She
said that he              call her next week.
5     'He'll
be there for three months.'
                   She's
told me that he             there for three months.
2
Read
the Learn this! box below and find examples in exercise 1 of the two rules.
Tense changes in reported speech We
don't change the tense when:
1     the
reporting verb is present or present perfect.
2     we
are reporting a past perfectverb, would, could, should or had better.
D GRAMMAR BUILDER 7.1: PAGE 126
3
Study
the examples in exercise I. What happens to
(a) personal and possessive pronouns? (b)
time expressions?
LOOK OUT!
Reported speech With say and tell
1     Ifwe
mention who is spoken to. we usually use tell. We don't use to before the
person spoken to.
2     We
use tell With the infinitive to report instructions.
3     After
Say, we don't have to mention who is spoken to.
4     After
say, if we do mention who is spoken to, we put to before the person.
4
Read
the Look Out! box. Make up a Simple example to illustrate each point.
5
Change
the direct speech to reported speech. Use the reporting verb in brackets. (The
people are/were speaking to you.)
I Linda: 'I haven't seen the news.' (says)
 Kate: •I'll buy a tabloid tomorrow.'
(told)
3
'I
had never visited a news website before.' (said)
4
Ed:
•you'd better 100k smart for your interview.' (told)
 Naomi: •I'm going to buy a broadsheet.'
(says)
6
Marcus: 'I'll be flying to Paris this time tomorrow.'
(told)
72            •
6 Read a report Of a conversation. Match each
question With a sentence in the report.
Jake asked me Whether
I had bought a newspaper that day. I said I had. Then he asked me which one I'd
bought. I told him I'd bought The Daily Mail. He asked me if he could borrow
it. I told him he could. He asked me when I wanted it back. I said I didn't.
'When do you want it back?' 'l don't.' 2
"Which one did you buy?' 'The Daily Mail.'
3
'Can
I borrow it?' Yes. you can.'
4
'Have
you bought a newspaper today?' 'Yes, I have.'
Answer the questions about reported
questions. I Are the tense changes the same as in reported statements?
2
Is
the word order in reported questions different from the word order in direct
questions?
3
Which
word do we add when we report yes/no question?
(two answers)
4
What
are the rules for reporting short answers?
8 Report the conversation using past
simple reporting verbs. Ben asked pat if she had seen his MP3 pat said she
hadn't.
Ben Have you seen my MP3 player?
No, I haven't. Why are you asking me?
Ben Did you use it yesterday?
Yes, I did, but I put it back in your room.
Ben Well, it isn't there anymore.
Pat Have you looked properly?
Ben Yes! Will you help me look for it?
Pat I can't right now. I've got to go out.
Ben Where are you going?
Pat Why do you want to know? Ben I'm
just curious. Is it a secret?
pat NO, it isn't a secret. But I'd rather not
tell you.
9    Complete the second sentence so that it
has a similar meaning to the first sentence. Use the words given.
'Can I borrow your scarf?' Rob asked me.
(in
               Rob
asked me if he could borrow           zarf
'I'll phone you tonight,' Ann said to
Fred. (that night) b Ann told  a 'Has Sue ever been skiing?' 10 asked
me. (whether)  10 asked me
skiing. 4 a 'Have you had lunch yet?' Dan asked Will. (had) b Dan asked Will yet.
 a 'I want to know What you're doing,'
Ditold Ed. (asked) was doing.
D GRAMMAR BUILDER 7.2: PAGE 127

Instant news
I
can understand and react to a text about Twitter.
TwitterTwitter
can be                                                                                as
part social networking site, part 'micro-blogging' site.
It allows users to say what they are
doing, or what they are seeing or hearing, by posting messages on the Twitter
website that their friends or 'followers' can see. The messages, called
•tweets', cannot exceed 140 characters 2 which is the defining characteristic
Of the service. Tweets are displayed on the user's profile page and on the home
page Of each Of his or her followers. At first most people used Twitter to Stay
touch With their friends and family; like other social networking sites, it was
just broadcasting

where
you are, what you are doing, what you are feeling and thinking. But it has s          developed
into a place where people share information, opinions and advice, and it
resembles a blog. 7  purpose it serves, it is incredibly popular and used by a
huge number Of influential people such as politicians, journalists and
celebrities.
Work in pairs. What do you know about
Twitter?

4 In order to gauge the truth Of a Story on
Twitter, Maggie a tweets the same message to lots Of Other people. Read the text.
Choose the correct options b checks the writer's background.
c asks the writer if he Or she is a journalist.
1 a
expressed b reported c described d explained 5 One disadvantage of Twitter is
that a long b in length c longer d in long a it can't be used by serious
journalists.
           a on                 b
to                    c at                 d in                                      b
important events can't be described in few words.
4 a
a way to b a means Of c in order to d a process of c anybody can use it so
there are too many different a since b formerly c still d soon opinions.
6 a
in respect b as regards          C in that d for that of          respect  matter    6Complete
the collocations from the interview. 7 a However b What c Whatever d Which           Context
events impact misinformation news picture 3             Listen and check your
ideas from exercise I.
1 build up a4 democratise the
4
02.30 Listen to an interview with a journalist who 2 have
an (on) 5 spread uses Twitter. Does she think that the advantages Of Twitter 3
give the6 analyse outweigh the disadvantages?
7Work in pairs.
5
Listen
again and choose the correct answers. Student A: summarise two advantages of
Twitter. 1 first thing in the morning, Maggie Student B: summarise two
disadvantages. a adds breaking news stories to Twitter.
b looks
for new stories on Twitter.        8Work in pairs. Ask and answer the
questions.
c
contacts
about 1,000 Other journalists via Twitter.       DO you have a Twitter account?
If so, What do you use it

a to spread news and to
  ask about news.

2
  If not, would you like one? Why, and What would you use

b just to find interesting
  news stories.

it for?/Why not?

c just to request
  information from Other journalists.

3 DO you or does anyone
  you know have (a) a blog? (b) a

3
  Twitter has helped Maggie

Facebook
  (or other social networking) account? What do

a  to
  use lots Of very short words.
b to include lots of
  important information in every tweet.

you/they use if for?

c to write more
  economically and accurately.

9

Visit
  an English-language news website (e.g. BBC

2 Maggie uses Twitter

News, CNN, Yahoo News). Choose an
interesting news Story and write a summary of it in no more than 150 words.
                                                                                7                                     73
READING The
postal service
I can
understand a text about the postal service.
I     Lookat the pictures. Ask and
answer the questions.
I What is happening in the painting? HOW
do you think the girls are feeling?
2 What are the people doing in the photo?
2                   Read
the text. Which sentence (a—d) best
Summarises the main idea?
a
A
postman's job has changed greatly over the past 200
b
The
postal service was revolutionised in the mid• nineteenth century and has
brought many benefits to the average British citizen. c Roland Hill persuaded
the Government to allow him to change the Royal Mail.
d The average working person
in Britain could no longer afford to pay to receive a letter so stamps were
invented.
YOU'VE GOT MAIL!
With
instant messaging and social networking, sending a message by post may not be
something that you would automatically think Of. However, until very recently
the post was the main means of communication and many people today still look
forward to the postman's arrival every morning.
By
contrast, in the 1800s the knock of the postman was something to dread. At that
time. the person receiving a letter had to pay for it. The cost was dependent
upon the distance the letter had travelled and the number of pages it consisted
Of. Most ordinary people couldn't afford to receive a letter. So how had this
situation come about?
In 1516 King Henry VIII the Royal Mail
for royal communications and reasons of national security. From there a demand
arose for a public postal service due to an increase in literacy amongst the
general population and for business requirements. By the mid-nineteenth century
the British had to a very complex, expensive postal service.
Roland
Hill, a young enthusiastic Victorian man, wanted to reform it. His intention
was to make postage accessible to all citizens by introducing much cheaper
7 •

charges. Hill's new

3

Mark the sentences true
  (T) or false

idea
  was to charge

In the nineteenth century,
  the postal service was

a universal single

essentially for the use Of
  royalty and government.

rate Of postage. This would reduce at
  one

2 At the beginning of the
  1800s, the post office had a simple method Of calculating the cost of a
  letter.

stroke the complicated

3
  Roland Hill didn't find it easy to convince the government

calculations necessary

and post office of the
  value of his ideas.

to organise payment of a letter, and
  make the

4 The British public had
  no problem at all in adapting to

post office efficient. He

Roland
  Hill's new ideas.

argued that his reforms

Hill's argument that
  cheaper postage would improve

would result in more

people's lives was proved
  to be true.

With the new postal
  service the British public quickly

people sending more letters, which in
  turn

tr• aæoncour

found more reasons for
  writing letters.

would lead to wider social

4

Match
  the highlighted phrasal verbs in the text

benefits and increased

with the definitions.

profits.
Hill bombarded the

I continue for a very long time 2 establish

Government with his ideas.
  At first they were not well

3 think Of an idea for

received by anyone in a
  position Of power, but eventually

4 make a decision On
  something

the
  Government agreed to set up an enquiry. During this enquiry ministers from
  all over the country reported what their constituents had told them. They
  said that ordinary people felt terribly burdened by high postage costs and
  told stories of poor people having to sell furniture to receive a letter from
  their loved ones. Ministers reported that post office fees had placed an
  intolerable burden on the working classes. People had to go away to find
  Work, but could not afford to stay in touch with their families.
The debate for
  months but finally Hill was given two years to reform the British Post
  Office. First, he needed to — a way Of showing that the letter was pre-paid.
  He experimented with various kinds of envelopes, a type of •stamp'. But what
  could he put on it that was instantly recognisable and difficult to forge?
  The answer was staring out at him from the coins in his hand - the head of
  the Queen, Victoria.
On 1 May 1840, the world's first
  postage stamp was put on sale. At first no one wanted to lick a stamp - and
  the idea of licking the Queen seemed quite impolite! — but the idea
  eventually To this day British stamps are the only ones that do not bear the
  name of the country. Shortly after, another invention became necessary, as
  people now needed a letterbox at home. At first, many people objected to
  having a hole cut in their front door, but again this new idea soon became
  commonplace.
Overnight the post office
  was revolutionised. People started writing more and more letters to each
  other, and the postman was no longer feared, but became a local hero. For the
  first time, Britain had a fair, cheap and efficient postal service and this
  had a profound impact on Ordinary people's lives. Businesses flourished.
  Children wrote to parents. families to relatives across the world. lovers to
  each Other. Valentine, Christmas and birthday cards were invented. Nowadays,
  we write far fewer letters than we used to, but the post office is still very
  busy —

5 become popular

6 endure or tolerate
D VOCABULARY BUILDER 7.3: PAGE 140
5
Explain
the meaning Of the underlined phrases in these sentences from the text.
in the 1800s the
knock Otthe postman was something
2
Hill
3
post
office fees had placed an intolerable burden on the working classes.
4
The
debate draggeWon for months.
. again
this new idea soon becameçommonplaçe.
6
Britain
had a fair, cheap and efficient postal service and this had a profound
imaact on ordinary people's lives.
6
Find
three indefinite pronouns in the text, one beginning With any", one With
no- and one With Some•.
D GRAMMAR BUILDER 7.3: PAGE 127
7
Work
in pairs. Ask and answer the questions.
1      DO
you like writing or receiving letters? If so. how often? And who to/from?
2      What
was the last thing that you sent or received in the post?
What is the most common way that you and your
friends communicate? HOW Often?
In what circumstances would you write a
letter rather than use some other form Of communication?

delivering goods
ordered online!
7
                             Listen
to the interview. Who does the politician             Read the sentences. Then
complete the Learn this! box With

blame for the state of the economy? What
specific measures does she promise to carry out?
2    Complete what the minister said in her interview.
Use the reporting verbs below. Listen again and check.
agreed announced denied reminded warned
1    The
ministerthat the economy had not been performing
well.
2    She        that
it was the Government's fault.
3    She        the
interviewer that the previous government left the nation's finances in a mess.
4    Shethat
increasing public spending would be very dangerous.
5    She
that the Government was going to Cut taxes and create jobs.

Reporting verbs
We can use Other verbs instead
  Of say and tell when we report statements, e.g. explain, deny, insist, agree,
  persuade, convince. repeat, beg, assure, etc.
stole
  a TV,' he said. also stole a DVD player.'
He admitted that he had stolen a TV. He
  added that he had also stolen a DVD player.
He convinced me that he
  was telling the truth.

3      Read
the Learn this! box. Then report the sentences using One of the verbs in
brackets. More than one answer is possible.
 Matt said to Sue, 'The film starts in
ten minutes.'
(remind / admit warn)  Jessica
said, 'I've already done my homework.' (point out / announce / warn)
 Ross
said, 'I was tired because hadn't slept well.' (promise I explain I assure)  lim
said, 'I wouldn't have crashed ifthere hadn't been ice On the road.' (argue I
explain I persuade)  Mandy said, 'Sally lost my gloves!'
(deny / complain / announce)
 Beth said to Emma, 'You're wearing my
scarf!' (claim I insist I assure)
 Listen and match the speakers (1—6)
with the reported speech (a—n.
a
She
admitted that she'd stayed out late.
b
She
begged her parents to allow her to Stay out late.
c
She assured her parents that she wouldn't stay out late.  She
insisted that she was staving out late. e She repeated that she would be
staying out late. f She denied that she'd got home late.

76                •
the base form of the reporting verbs in blue.
I Freddie denied hitting the police officer.
2
Martha
insisted on going out without a coat.
3
The
minister refused to give an interview.
4
teacher
suggested that I should study law at university.
5
Jonty
reminded me to post the letter.
6
Dad
congratulated me on passing my driving test. 7 She insisted that he wear a tie.

Other
  reporting structures
We can use Other structures When we
  report Offers, promises, requests, commands, suggestions, etc. verb +
  infinitive With to agree, offer, promise, , threaten verb + Object +
  infinitive With to advise, ask, beg, encourage, forbid, instruct, invite,
  order, , tell, warn verb gerund admit, , recommend, suggest
4 verb * preposition gerund
  apologise for, boast Of, confess to, verb * object preposition + gerund
  accuse shot, s , warn sb against
6 verb  that
  should clause / verb + that + subjunctive clause demand, propose, recommend,
  request,

D GRAMMAR BUILDER 7.4: PAGE 127
6
Complete
the sentences with a preposition if necessary and the correct form Of the verbs
below.
buy copy go ground lose show sit Stay
Out  My parents threatened me for the
weekend if I didn't keep my bedroom tidy.
        Our
teacher warned us              essays from the Internet.
        My
dad forbade me              after midnight.
       4 Tim insisted            me
lunch, even though I tried to pay.
       The
police Officer requested that I             her my ID.
6 Sally ordered her dog recommend
to see the new Johnny Depp film. 8 Jo apologised her temper.
7
 Work in pairs. Using reported speech,
tell each other about something:
1    that
your parents ask you do.
2    that
your parents forbid you to do.
3    that
you were accused of doing.
4    that
you promised to do.

must/might/can 't (hav")
You can use must/might/can't
    (have) to speculate about events in the present and the past.
He's smiling so he must be
    happy.
It's
    wet Outside. It must have been raining.
His hands
    are all muddy. He might have been working in the garden.
She can't have left yet. Her CONS
    still in the drive.

Work in pairs. Which of these things do most Often argue
  about with their parents? Choose the top five or add your own ideas. Compare
  your opinions With the class.
alcohol and drugs being untidy clothes computers and
  TV homework and schoolwork parents treating siblings differently 4 Read the
  Learn this! box and make sentences using must/ parents treating teenagers
  like young children might/can 't (have) and the Sentences in exercise 3. Add
  a staying Out late        reason for your Opinion. wasting money
The boy mutt have Just arrived home
  because the front door is open and he's still unring his
5 Complete the useful phrases with
  the words below.
explain kind know mean moment question say see something
  thought what words
Asking for clarification
I'm not sure what you
                                                                                Could
  you               what you mean, please?
Paraphrasing
                                                                                I'm
  not sure how to '             it in English.
what it's called in English.
                                                                                Let
  me think about that for a •
                                                                                I
  haven't given that a great deal Of                     before.
pairs. Decide if these sentences
  about the photo are certainly true (CD, possibly true (PT) or certainly
  untrue (CU).

I The bov has just arrived home.
2
It's late at
night.
3
He stayed out too
late.
 He's been to a party.
5 He told his mum he'd be home earlier.
 He's feeling Sorry for his
behaviour.
7
His mum is
telling him off.
8
She's been
staying up to wait for him to get home.
9
She's happy with
his behaviour.
10
She expected him
to arrive home late.
6
Read the Exam tip. Listen to a
candidate the examiner's second question. Tick the phrases in exercise 5 that
he uses.
7
 Work in pairs. What's your opinion? DO you think young people should be
allowed to Stay out late? Why?{Why not?
8
 Work in pairs. Do the picture description exam task on page 144.
                                                                            7
                                    77

Review
I
can write a film review.

Work in pairs. Ask and answer.
1
Do
you enjoy going to the cinema? Why?/Why not?      O I recently Saw the comedy
Bruce Almighty. Made
2
When
was the last time you went to the cinema? What                in 2003, it was
directed by Tom Shadyac and Stars did you see?            Jim Carrey, one of my
favourite actors. However,
3
Think
of your favourite film.  it received mixed reviews from the critics, and my
• What
kind Of film is it?        friends weren't impressed by it, so I wasn't sure if
• Who
stars in it?     enjoy it. Despite my initial doubts, however, I have to
• Why
do you like it?              sav I was pleasantly surprised.
2
What
kinds of information would you expect to find in a film     O The protagonist
is Bruce Nolan, a TV reporter who review?    covers local interest stories. My
friends maintain that

Carrey
gives an unconvincing performance in the 3 Read the Exam tip and questions
below. Identify the leading role, but I couldn't disagree more. He comes
particular angle or point Of view that you need to adopt in across to me as
very well-rounded and extremely

each
  question.

funny.
  The Other main character is God. played by Morgan Freeman. Freeman is a fine
  actor and the

EXAM

TIP

In the exam you will
  not be asked simply to write a straightforward review Of a film, book,
  magazine, etc. that you liked or disliked. You will have to approach the task
  from the particular angle or point Of view specified in the task.
1
  Write
  a review of a film that got rave reviews but which you were disappointed by.
2
  Write
  a review of a film that you didn't think you would like, but Which you really
  enjoyed.
3
  Write a review of a film that you really liked but
  which your friends didn't enjoy.

comedy; it's also thought•provoking. And in spite Of

Read the introduction to
  the film review. Which of the

the
  views Of my friends and the critics, I thoroughly

questions in exercise 3 is
  it answering?

enjoyed the film and would
  recommend anyone to See it.

5

Read the whole review.
I
  Underline phrases and sentences in the review where the writer reports Other
  people's opinions of the film.
2 Find where the writer
  contrasts these opinions With his/ her own views.

6

In Which paragraph does
  the writer mainly talk about (a) the characters? (b) the plot?

7

Which
  tense does the writer use in the review to describe the characters and What
  happens in the story?

8

Find eight Of the following adjectives in the review.
Adjectives to describe
  a plot or Story entertaining exhilaG3ting far-fetched fast-moving
  hilarious gripping intricate light-hearted moving predictable

scary serious
  thought-provoking upsetting

9

Think
  Of films and film characters you know that could be

Adiectives
  to describe characters clichéd complex convincing
  familiar fascinating two-dimensional

described
  using adjectives from exercise 8.

uninteresting
  unconvincing              rounded

10

 Work
  in pairs. Talk about the characters and What happens in one Of the films that
  you mentioned in exercise 1. Use the present simple.

perfect complement to Carrey.
The
story is set in a TV station and begins when Bruce complains to God that He is
making his life miserable. In response. God gives Bruce all His powers for a
week and tells him to do a better job! There are some hilarious moments and
very witty lines. Some critics were ofthe opinion that the story was
far-fetched and silly, but I think they are missing the point. By becoming God.
Nolan learns the importance Of helping Other people. That's the serious message
of this entertaining comedy. O To sum up, Bruce Almighty isn't just a
light-hearted
7
•

wasn't as good as I had anticipated.
3
Although
I didn't expect to enjoy it, Iwas surprised
by both the story and the quality Of the acting.
4
In
spite Of the glowing           , I was very disappointed with many aspects of
the film.
 Despite what others said, the film
wasn't as bad as had been
6
Notwithstanding
my low        was thoroughly entertained.
7
Although
I had          to enjoy it, I was bored from start to finish.
8
Even
though my friends about the film, I found it dull and predictable.
7     Make
notes for a concluding paragraph. Summarise whatyou think Of the film,
contrasting Other people's opinions with your own. Use some Of the phrases in
exercise 6 and those below to help you.
Summing
up a review
All alt,
_
In conclusion,
TO sum up. „
8     Now
write your review using the notes you made.

CHECK
  YOUR WORK
ve you:
approached the Of view specified explained other them
  with your own? used the present characters?
written 200-250 used
  some of the and plot?

task in
words?

from the particular
  the task?
people's Opinions
simple to describe useful phrases to
  and grammar?

and
the

angle
contrasted plot
describe

or
and
character

you went to see it.
2

find
Out some background information about the film. Make notes On Some of these
things:

I
  Title? Type of film? Main theme? Part Of a series? Made when? Based on a book
  or a true story? Famous around the world?

2
  Director: Nationality? Has he/she won any prizes?
Any other interesting
  information about him/her?

3 Main actors:
  Nationality? Have they won any prizes? Any other interesting information
  about them ?

3
Make
notes about What happens in the film. Use some of the phrases below and the
adjectives in exercise 8 on page 78 to help you.
Talking about the plot
The film is set in (where/when?) At the start
Of the film,
The Story begins when                In the
course of the film It's the story of     By the end of the
film
      The plot revolves
around             There's a twist at the end.
4
Make
notes about the characters in the film. Use the nouns below and the adjectives
in exercise 8 on page 78 to help
Types Of charatter]rOJe action hero
anti-hero comic actor extra hero/ heroine leading role protagonist romantic
lead side-kick Star supporting actor supporting cast villain

                                                                                •                                79
7       Get Ready for your Exam

Listening
In pairs, discuss which Of these types of
show you would like to see most, and why.
a musical a classic drama stand-up
comedy a mime show a piano recital
2 Do the exam task.

LISTENING exam task

93.04 Listen to descriptions Of five
performances. Match each event (I —5) with the appropriate summary sentence
(A—F). There is one extra sentence that is not needed.
A
Get
in line to be dazzled by a legend.
B
Sing
along and be part Of this amazing show.
C
You
won't get a second chance for such a laugh!
D
Act
quickly to see a great dance show free Of charge. Stand up for this unusual
performance where actors don't speak.
F It's literature on Stage but, unlike the
book, it's never the same thing twice.
Use of English
3 Do the exam task.

USE OF ENGLISH exam task

Read the text. Choose the correct answer
(A, B, Cor D) for each gap to create a logical and grammatically Correct text.
For a generation
brought up on reality TV shows, 1 their accompanying public humiliation of
fame-hungry volunteers. the film The Hunger Games Will not appear too
far-fetched. This futuristic fantasy thriller explores the theme which has
violent and fatal results. Directed by Gary Ross, it is based on the 2008
bestselling teen novel by Suzanne Collins.
The action is in a future North America
with a population suffering chronic food shortages under a totalitarian
government. The outlying districts of the evil Capitol once attempted to rebel
against this government, but were cruelly suppressed. punishment, all twelve
rebellious provinces have to provide young people every year, one girl and one
boy each. to take part in a televised gameshow in which they must fight to the
death. As in the times of Roman gladiator fights. only one survivor is allowed.
Get ReadVforyour Exam 7
The main protagonists are tough, practical
Katniss
(actress Jennifer
Lawrence) and softer peeta (Josh Hutcherson). When Peeta             his
feelings for Katniss, the TV ratings shoot up. Now the bloodthirsty audience
tunes in eagerly to watch the two lovers    fight each Other to the death.
The Hunger Games is at a clever satire on
today's reality TV shows and an exciting thriller. It is
the big screen.

1
  A for

B
  having

C
  with

D including

2 A placed

B set

C
  located

D
  put

3 A ln

B Like

4
  A confesses

B
  tells

C
  confides

D
  owns up

5 A having to

B had to

C
  must

D to have to

6
  A time

B
  once

C
  first

D
  utmost

Speaking
4
you
had to audition for a talent show.
5
Do
the exam task.

Describe the picture. Answer the questions
below.
What kind of show do you think this
woman is auditioning for? Would you like to audition fora TV talent show?
Why /
Why not?
Do you enjoy watching TV talent shows?
Why / Why not?
do you know about them?
I global warming 2 renewable energy 3 fossil
fuels
2  Complete
the word sets with the words below.
Use a dictionary to help you.
biofuel coal Oil solar tidal wave
Sources

of
  power power

power

power

natural
  gas

shale
  gas

renewable energy

hydroelectric
  power

nuclear power

Wind power

mine
panel power pylon rig turbine
Listen again and check.
nuclear waste your carbon footprint
renewable energy energy wind turbines or solar panels the atmosphere and oceans
natural resources carbon emissions fossil fuels

        I
invest in          4 conserve 7
cut
2
dispose
of 5 pollute 8
rely on
3
reduce         6 install    9 use up
5  Describe
the photos. Discuss these questions.
I How is electricity generated in your
country? 2 What are the advantages and disadvantages of a fossil fuel energy? c
renewable energy? b nuclear energy?

warming.
 It's
impossible to persuade people to live •greener' lives. g We should rely more on
nuclear power.  If we are serious about stopping
climate change, we should Stop eating meat.
 We should adapt to climate change, not
try to prevent it. statements in exercise 3? Give reasons for your opinions.

tha — That's because

D VOCABULARY BUILDER
8.1: PAGE 141
-8V

to
  ability.

a
  similar meaning to the first. Use the word in brackets.

I If developing countries
  don't cut carbon emissions, we

I
  JO was able to find a job when she left school. (managed)

won't be able to prevent
  climate change.

10when
  she left school.

2
  New York's first power station, built in 1882, could

2    Perhaps
  I can ring you after work. (might)  after
  work.
3
  It annoys me that I can't drive. (able) I don't likedrive.

supply electricity to only
  59 customers. The biggest wind turbines can generate enough electricity to
  power more than 2,000 households.

4

We
  managed to Cut our fuel bill by insulating the loft.
 can't
  help you take the bottles to the bottle bank this evening as I'm going out.
  But I'll be able to help you tomorrow.

4    Susan
  was able to get a place at Oxford. (succeeded) Susan                at
  Oxford.
5    Iwas
  ill so I wasn't able to goto school. (couldn't)   because
  was ill.

6

George
  W. Bush bought an Oil company in Texas, but they couldn't find any Oil and
  went bust.
As we approached the factory, we could smell the fumes
  from the chimneys.

6 The house was visible
  through the trees. (see)  through the trees.
D
  GRAMMAR BUILDER8.1: PAGE 128

The
  Government isn't able to cut carbon emissions.

5

Describe
  the photo. What is the person doing, and Why? Then

2

Match each sentence in
  exercise 1 With a rule in the Learn this! box.

read the text in exercise
  6 and check your ideas.

I
  Present ability
•   We
  normally use can to talk about ability in the present.
•   However,
  it's also correctto use the present tense of be able to, but it's less
  natural.
2   Ability in the past
•   We
  only use couldfor general ability in the past.
•   When
  we're talking about one occasion, we use a different expression, such as
  managed to do or succeeded in doing.
•   However,
  we use the negative couldn't whether we are talking about general ability or
  one occasion.
•   We
  use could With verbs Of perception, like see, smell, hear, taste, feel, even
  if it's one occasion.
3   Ability in the future
•   We
  normally use Will be to talk about ability in the future.
•   We
  Can use can talk about future arrangements.

6 Complete
the text with the correct tense and form Of can, could, be able to, manage or
succeed. Sometimes there is more than one possible answer.

Jason Edwards has been involved in eco-protests for as
long remember. 'One of the most memorable was in 2010,' says Jason. were trying
to prevent them from building a bypass through some ancient woodland. We dig
tunnels under the route of the road and we hid in them. For two months the
police find us. But despite our best efforts we . In the end, the police

3

Choose the best answers.
  Sometimes both answers are

   to evict us and
  the bypass went ahead as planned.

acceptable.

Some friends of mine are
  going to take direct action to Stop them building a new airport near London.
  I hope I'll s

I I couldn't hear / didn't
  hear the radio so I turned it up.

get
  involved in that too. This time we might 7         prevent

2    Can
  you / Are you able to play the piano?
3    1
  don't manage to / can't type very fast.

the project from going
  ahead.'

4 1 was short Of money so
  I couldn't / wasn't able to goto

7

 Work
  in pairs. Tell each Other about:

the cinema with my
  friends.

 two
  things you could do when you were three years Old.

5 1'm having a party on
  Saturday. Can you / Will you be

 two difficult things that
  you managed to do (or succeeded

able to come?

in doing) last year.

6 After three attempts I
  managed to / could pass my

3 two things that you have
  tried to do in the past but

driving test.

couldn't.
4 something that you don't
  like not being able to do.

821
Unit8
more
productive crops. and crops with ncreased vitamins. Anti-GM ¾0testers
worry about health risks and damage to other plants that grow near the GM
crops,
Vertical farming
Another answer could be to grow food in
buildings.

Solthng the
CRISIS
Every night, almost
one billion   go to bed hungry. How can we feed all these undernourished
people? Farmers all Over the wœld have to contend with weather. insects,
and natural disasters, which are capable Of destroying crops and
nine billion by 2050. Here are four possible
solutions.
GM crops
Proponents of
genetically modified crops (GM crops) claim that they Will hugely increase food
production. Scientists have developed drought-resistant and disease-resistant
crops,
Work in pairs. Discuss these questions. Read
the text and check your ideas.
I What causes food shortages?
2 What are some Of the arguments against
GM crops? 3 Are people generally eating more or less meat?
2
What
do these refer to, according to the text?
         one
billion                         4 Seven kilos/one kilo
2
the
year 2050          5 6.7 million tannes
3
5 hectares/l
hectare
3
 Read the Learn this! box. Find examples
of the three prefixes in the text.

Some prefixes give adjectives, nouns and verbs a
  particular meaning.
anti against anticapito/ism under not
  enough underpaid multi many multimillionaire

D VOCABULARY BUILDER 8.2: PAGE 141
4

 Listen to Dr Samuel Friedman talking
about the advantages Of vertical farming. Which countries does he mention and
why?
Advocates of vertical farming are
Suggesting we construct multi-storey, farm buildings in the heart of Our
cities. One indoor hectare Of land would be equivalent to about five hectares
Outdoors, so we could grow year-round crops that would easily feed whole
cities. Opponents point to the cost, the increased energy use and the effect on
farmers.
Eat less meat
Others say the solution lies not in new
technologies. but eating less meat. It takes about seven kilos of corn to
pro-du* kilo Of That quantity of corn Will keep more people alive than that
quantity Of But this is a rrwssage the world doesnt want to hear Meat
Consumption is rising
Increase
aid
Rich countries have far more food than
they need and waste vast amounts Of — 6.7 million tonnes a year in the UK
alone. We can afford to send surplus food to people who desperately need it, We
could also simply give more to developing countries, So they can buy food.
Critics say that this makes people dependent on rich countries and s only a
short-term solution.
5
Listen
again. Are the sentences true or false I The idea of vertical farming is
definitely more than 50 years old
2
At
the moment there's a shortage of farmland.
3
Food
would not have to be transported long distances.
4
Vertical
farming would encourage other industries to develop and increase employment.
5
The
climate in the vertical farm buildings would match the climate outside.
6
 Work in pairs. Develop these possible
arguments against vertical farming:
cost energy use variety Of food effect
on farmers effect on shops and supermarkets effect on world trade vulnerability
in a war
7
 Work
in pairs.
Student A: Argue for vertical farming.
Student B: Argue against it. Use the phrases
below.
I See your point, but I still think

I
agree With you up to a point, but in my opinion
You have to admit that
There may be some truth in that, but

•READING The final
  dumping ground
I can understand a text
  about space junk.

Work in groups. Look
at the photos and the title. What do you understand by the term space junk and
Why might it be a problem?
2
Read
the text quickly, ignoring the gaps. Check your ideas from exercise 1.
3
Read
the text again and match the sentences (A—G) with the gaps (1—6). There is one
sentence that you do not need.
A    The
other 90% is a jungle Of junk — leftovers from half a century Of human activity
in space.
B    Fortunately,
most of them landed in the sea.
C    Because
Of the extra CO, in our atmosphere now, Space junk is staying up longer.
D   They
were forced to get to their escape capsules and prepare for an emergency
journey back to the Earth.
E    These
satellites then attach a device to the debris Which pushes it into the Earth's
atmosphere, where it burns up.
AF And in the next ten years,
the number Of satellites will grow by around 50%.
G On average. one object a day survives
re-entry.
Ill
IV
84 unit8
SPACE JUNK
A dangerous
mission
A piece of rubbish in
outer space has threatened the lives Of six astronauts. prompting calls for
something to be done about the mess we have created around our planet, The six
astronauts - three Russians, two Americans and one Japanese - torm the crew of the
International Space Station (ISS).       The piece of debris came very near to
station     fortunately passed by Without causing any damage.
What a load
of rubbish
A
Russian official said that only a tenth of all objects in space are working
pieces of equipment. MD There are not only 22.000 large pieces Of rocket
shuttle, satellite and sputnik, but also over 500,000 smaller bits, Which are
only a few centimetres in size, Surrounding all of these are also millions of
tiny particles, for example, flakes of paint that have come off space vehicles
The problem is that all of this stuff travelling at several kil•netres per
second. Even the tiniest almost nvislble speck could create a centimetre•deep
hole in the side Of a rocket Or space station, potentially causing a leak. And
a larger chunk could          destroy it - and any human life on board.
A growing
problem
Unfortunately, the
situation can only get worse. The number Of satellites being sent into space is
increasing rapidly. In the past ten years, an average of 76 satellites per year
have been launched. C] The latest analysis of the situation suggests that 1,14S
new satellites could be launched during that time, mostly for broactland and
satellite phone systems. When satellites become defunct they stay Iow•Earth
Orbit eventually falling and burning up when they re-enter the Earth's
atmosphere, as meteorites do. New satellites will have to be built to new
standards, so that when they reach the end of their useful life, they will have
enough          left to travel back immediately into our atmosphere to burn up.
At the moment.   of all space junk is around 1,200 miles above the Earth which
is called low-earth orbit. Spacecraft have to orbit lower than this to avoid
all the debris, and satellite companies have to navigate a way through the junk
to place their equipment.
And we're not
safe down here. either
Unfortunately, not all
space junk burns up while re•entering the Earths atmosphere. 4 C] An American
woman in Oklahoma was knocked down in January 1997 When she was struck by a
lump Of metal. Fortunately, she wasn't injured, The weight was comparable to an
empty soda can.' the woman said. It was identified as debris from a rocket
Other parts of the rocket including a steel tank and a titanium       fortunately
landed Without causing any harm.

4
Are
the sentences true or false (F)?
The crew Of the ISS had to leave the space
station and return to the Earth.
Flakes of rocket paint hitting working space
equipment could damage it.
Space junk eventually
burns up in the sun's atmosphere. Space junk caused a serious injury in
Oklahoma in 1997. The Mir space station caused large pieces Of Space junk to
fall to the Earth.
We can't use low-Earth orbit because Of a
chain reaction Of fragmenting debris.
5
Complete
these words that have a similar meaning to piece. They are all in the text. Can
you explain any differences in meaning?
                          (paragraph
2)             5 c_ (paragraph 2)
           2 p_
(paragraph 2)                  6 L. (paragraph 4)
(paragraph 2) 7 f_ (paragraph 5) S—
(paragraph 2)
        D
VOCABULARY BUILDER          PAGE 141
The biggest
bit of rubbish to date
However, in the world
of space litter, the biggest piece Ot junk would have to be Mir. the Russian
space station, Which is the heaviest object ever to orbit the Earth. apart from
the Moon. The fifteenyear•old station began headine downwards on 23rd March
2001, and a month later. re-entered the Earth's atmosphere over the Pacific
Ocean near Fiji. Though most Of the station, weighing 130,000 kilogrammes.
burned up in the atmosphere, about 1.500 fragments reached the Earth's surface
Holidaymakers on beaches in Fiji took photos Of little bits Of burning debris
as they whizzed noisily through the sky above them.
Time to clean
up the sky
Occasionally
debris collides With Other debris, creating thousands more tiny pieces Of space
junk. so tar. it is thought that there have been few such collisions, but what
is feared is a kind of chain reaction, with debris fragmenting and going on to
collide With Other debris. creating a cloud Ot rubbish that would make it
impossible for us to use the IowEarth orbit around our planet at all.
6    Put
these things in order of size, from the smallest to the largest (as you'd
reasonably expect them to be). Find three Of them in the text (in paragraphs 1,
3 and 5).
asteroid constellation galaxy meteorite moon
planet solar System Star universe
SMALLEST
» LARGEST
7    Work
in small groups. What extra-terrestrial events are we in potential danger from?
Look at the list below and put it in order from least dangerous to most
dangerous. Think about the probability of the event occurring and the likely
consequences.
•
space
junk falling from the sky
•
aliens
visiting from outer space
•
a
meteorite hitting the Earth the sun dying
•
the
Earth colliding With the Moon or another planet
8    Present
your ideas to the class, giving reasons for your decisions.
Some scientists think
they might have  up with a solution to the problem Of space junk. They want to         big
'cleaning robots' into       sky, in effect satellites which are able to
"xate and manoeuvte alongside large pieces of space junk.       The          say
that each robot could safely remove up to ten Objects a year. This would go
some way to improving the situation, as long as collisions between debris do
not increase in the meantime Whatever the solution to the problem, experts all
agree that someth" needs to dcne to tidy up space sooner rather than
later.
8

Defining
  relative clauses
I A defining relative
  clause adds essential information.
The sentence often
  doesn't make sense without it. This is the coal mine where my grandad worked.
2 We do not puta comma
  before the clause.
Non-defining relative
  clauses
1   A
  non-defining relative clause adds extra information.
The sentence still makes
  sense without it.
Global
  worming is caused by greenhouse gases, which include carbon dioxide and
  methane.
2   We
  put a comma before the clause, and also after it if the sentence continues.
Fossil fuels, which include
  coal and oil, are running out.
Relative
  pronouns
I In informal contexts. we
  can replace Who or which With that in defining relative clauses, but not in
  nondefining relative clauses.
2    In
  defining relative clauses which or Who can be omitted if it is the object of
  the clause.
/ welcome the measures the Government is taking to
  combat climate change.
3    We
  can replace who with whom ifit is the object ofthe clause, but it is formal.

1
Read the quotes. Which Of these causes would you support?
Which other charities do you know about?
2
Read
the Learn this! box. Then 100k again at the quotes in exercise 1 and:
I
decide
Which are defining relative clauses and which are non-defining relative
clauses.
2
identify
the relative clause in which the relative pronoun can be replaced with that.
3

identify
the relative clause in Which the relative pronoun can be omitted.
 Unit 8
3
All
these sentences contain mistakes in grammar, punctuation or style. Correct
them.
1
The
man. who's wearing a tie, is my uncle.
2
Space
junk is a problem, Which is getting worse.
3
1've
got a friend What lives in Japan.
4
Solar
energy is an idea Which time has come. 5 Whom did you dance with at the night
club?
D GRAMMAR BUILDER 8.2: PAGE 129
4
Rewrite
each pair Of sentences as one sentence. Use defining or non-defining relative
clauses and appropriate punctuation.
I
Here's
the money. I owe itt0 you.
2
1
run three times a week. It keeps me healthy.
3
1
made loe a sandwich. He ate it at once.
4
1
live in a village called South Milton. It has a population of 600.
5
We
100k after Stray dogs. Their owners can't be traced.
5
Read
the Learn this! box below. Find one participle clause in the quotes in exercise
I.

Shortened
  relative clauses
1
  Shortened relative clauses contain either a present
  participle, which replaces an active verb: The charity protects animals
  facing extinction.
or they contain a past participle,
  which replaces a passive verb:
Global warming is mostly caused by C02 emitted by power
  stations.
2
  The verb they replace can be in any tense.
The dodo was a bird hunted to extinction
  within a century of its discovery

6
Rewrite
the sentences using shortened relative clauses.
I
People
Who work for private companies usually get paid more than those in the public
Sector.
2
Is
that your dog that's making a mess on the lawn?
3
This
self-portrait, Which was painted by Van Gogh in 1889, is one of his finest.
4
1
saw a young girl who was stealing a CD.
5
We
visited a castle that was built in the sixteenth century. 6 1 only eat food
which is made with fresh ingredients.
D GRAMMAR BUILDER 8.3: PAGE 129
7
 Work in pairs. HOW many sentences can
you make in one minute by adding different relative clauses and Other words and
phrases?

1
  Last week I met someone
2
  is the place
3
  What did you think of the

4
  1'vegota friend
5    I
  was born in 19
6    A
  good student is one

Read
  the task and the Exam tip below.
listen to a student saying which poster
  she'd choose and why.
         TO
  what extent did the student follow the advice in the tip?                                  Read
  the Learn this! box below. Then listen again

Your school wants to encourage the students
to recycle more. Which one of these posters would work best? Justify your
choice and say why you rejected the Other posters.
EXAM TIP
When you are justifying your choice, try
to give at least two reasons. When you are saying why you rejected the Other
options, try again to give at least two reasons, and don't simply give the
opposite reasons. Vary your arguments.
3
Use
the words below to complete the phrases.
another believe main reason thing top
Justifying Vour opinion
      The reason I           _
that is because

      The                reason
is that
Why
do I think that? Well. for one  thing
is that Another of that,
4
Workin
pairs. Do you agree with the student's opinions in exercise 2? Give reasons.
Think about the design (colour and images), the message, the amount Of
information and how appealing it is to teenagers. Use phrases from exercise 3
in your answer.
5
Listen
to a student answering this question: What can be done to improve the
environment where you live? Answer the questions below.
1    Which
phrases from exercise 3 did the student use?
2    What
specific examples did the student give to Support her arguments?
and
identify two examples of do/did for emphasis.

do and did for emphasis
We
  can use do and did to make statements stronger and to show a contrast. We
  stress do and did when they're used in this way.
/ do think we need to do something
  aboutglobal warming.
/
  did enjoy the concert.
The
  first poster is attractive but / do find it a bit depressing.

7
Do
you agree with the student's opinions? Give reasons. use phrases from exercise
3 in your answer.
8
 Make these statements more
emphatic using do or did. Then listen and
repeat.
I
Weve
got bins for recycling paper but we need to recycle glass tCH).
2
1'm
all for cutting our carbon footprint butl think the
Government should come up With some better
ideas.
3
We
didn't install double glazing, but we insulate the loft. 4 It isn't easy to
save energy, but we have to try.
5 The Government didn't cut carbon emissions,
but it promised to invest in renewable energy.
D GRAMMAR BUILDER 8.4: PAGE 130
9
 Work in pairs. Choose one question each
and take two minutes to prepare your answer. Then speak for one minute.
I
Does
your local council encourage you to recycle, and make it easy for you to do so?
2 DO you think that plastic bags should be
banned?
 Work in pairs. Turn to page 144. DO the
exam task.
8

 Read exam questions a—d. Then look
quickly at the essay below and say which question it is answering.
a
Global
warming is the most significant environmental problem facing us today. DO you
agree?
b
Who
bears the greatest responsibility for pollution:
businesses, individual people Or the government?
c
It
is impossible to improve people's standard of living
and at the same time avoid damaging the
environment. Do you agree?
d

It's
not worth combatting global warming. We should learn to live With it. DO you
agree?

It's
worth acknowledging from the start that while we have
made ourselves richer, we have done enormous damage
to the environment. The question we need to ask
is whether one is an inevitable consequence of the

other. My view is that it is
possible to care for our world and at the same time improve our standard of
living. Firstly, it's important to recognise that in the past we relied
exclusively on fossil fuels to generate energy, and  we couldn't avoid pouring millions of
tonnes of C02 into the atmosphere. We should also remember that we had little alternative but to dispose of
factory waste in rivers and
the sea. Nowadays, we have sources of renewable energy, such as solar and wind
power, and the technology to dispose safely of most hazardous waste. Secondly,
we must bear in mind that we used to be simply unaware of the damage we were causing. We now
understand the consequences
of our actions and can therefore act more wisely. Some people argue that you
cannot make cars and
televisions without using up natural resources. That said, scientists are continually
developing new materials which reduce our reliance on natural resources.
Moreover, nowadays we are able to recycle many non-renewable materials. All
things considered, I really do think that we can make our lives better and more
comfortable without seriously
harming the environment. While a little damage may be inevitable, we now have the
knowledge and
technology to avoid the mistakes of
the past.
3

4
5
6
Look at these expressions. Which Ofthese
expressions are in the essay in exercise I?
additional points
Furthermore,       Moreover.
       What is mare,
Similarly,
        We should also remember that
Introducing contrasting points
On the other hand. Having said that, And
yet, That said. . Even though _
Link these sentences together using an
appropriate phrase from exercise 3 to start the second sentence.
 In the past, hunting elephants and
tigers was considered acceptable. Most people had no regard whatsoever for
the welfare of wild animals.
 Today
we are much more aware Of environmental problems. Governments Often ignore
warnings given by environmental scientists.
 There are lots Of ways individuals can
reduce their carbon footprint. TO make a really big difference we need
government action.
 You
can't deny that global warming is taking place. Not everyone believes it is
caused by human activity.  We should use renewable sources Of
energy. We can use nuclear power, Which does not produce greenhouse
gases.
Read the Exam tip below. Then read the final
paragraph Ofthe essay and identify all the elements listed in the tip.

EXAM TIP

A
  good way to finish an Opinion essay is to:
I
  Start With a concluding phrase and State your opinion 2 concede an opposing
  opinion, then repeat your Strongest argument in favour.

Rewrite the last
paragraph Ofthe essay to express the opposite opinion. Use the same structure.
Choose a different concluding phrase from the list below.
Concluding phrases
In
conclusion,        All things considered,           To sum up, .
On balance.     All in all,      In
the final analysis, .

(conttuding phrase}. (state opinion), While
2 Look at the plan for the essay in exercise
I. Then mark where (concede art apposing point). (repeat sttangest point in the
paragraph divisions should be. Which words helped you favour).

decide?

• Paragraph I

Introduction:
  explaining the title and giving your initial opinion.

 paragraph
  2

1st argument in support of
  your opinion.

•
  paragraph 3

2nd argument in Support of
  your opinion.

 Paragraph
  4

Argument(s) in support of
  the opposite opinion, and counter-argument(s)

•
  paragraph 5

Summary,
  re-stating opinion.

88 Unit 8
   Work in pairs. Choose
one Of the other tasks from exercise             Use some Of the phrases in
exercise 3 on page 88 to

1
  on page 88. Decide on the key question that needs to be answered. Then agree
  on your opinion.

introduce the points you
  listed in exercise 2.

6

Write
  paragraph I (the introduction) of your essay using your

The        question
      need to answer is: .
Our opinion is: answer to
exercise 1. Begin by explaining the key question in your own words, then State
your initial opinion.
    EXAM TIP                                                                                It's
worth acknowledging from the start that
Make sure that you provide good points
on both sides         The question we need to answer is Of
the argument, even if you strongly agree with one       My Own Opinion is
   side only.                                                                                7
Use your notes from exercise 3 to write paragraphs       of

your
  essay. use the phrases in exercise 4 to help you and the

2

Read the Exam tip. Then
  make notes for and against the opinion you expressed in exercise 2. Write
  down as many

ones in exercise 3 on page
  88.

ideas as you can in the
  chart below.

8

NOW
  write the final paragraph, summing up your own opinion.
Use
  the plan in the Exam tip and the phrases in exercise 6 on

Points supporting your
  opinion

Points
  supporting the opposite opinion, and counter-argument

page 88 to help you.
9 Count the total number Of words in all five
paragraphs. If there are fewer than 200, do one or more Of these things:
I Add more arguments to paragraphs 2 and/or
3.
2
Give
more examples to support the arguments in paragraphs 2 and 3.
3
Expand the introduction or conclusion.
If you have written more than 250 words, do
one or more Of

these things:

3

Choose
  ideas from your chart in exercise 2 to complete the

1 Look for unnecessary
  repetition.

plan
  for paragraphs 2—4. Use the chart in exercise 2 on page

2
  Look for words or sentences that you can cut Without

88.

spoiling the 'flow' of the
  arguments.
3 Cut one or more examples
  that support arguments.

4

Complete
  these useful phrases With an infinitive with to or

10

Check your work using the
  following checklist.

With an -ing form. Use the verbs in brackets. Which two
  are in the essay in exercise I on page 88?

CHECK YOUR WORK
Have you:
followed the paragraph
  plan?
used
  some Of the useful phrases from exercise 3 on page 88 and exercise 4 on page
  88?
included strong points on both sides
  of the argument? ecked your spelling and grammar?

 It's
no use/good                  that (argue)
2
It's fair                 that (say)
 It's
important                that (recognise)
4
It's worth                   (acknowledge)
 It's
hard                 that (deny)
6 It's impossible   whether (say)  It's
easy
8
It's worth                that (point out)                                              11
NOW write the final version of your essay.
8

7-8 Language
Review
unit 7
I Match the two halves Of the compound nouns.

breaking

broadcasts

2
  live

b

journalism

3
  human•interest

news

4
  citizen

d

accounts

eye.witness

stories

Mark: _ 15
2
Read
the quotations, then complete the reported speech.

"I'm
  not going on holiday this year.'

'I'd better go home.'

did
  you get so angry?'

•put your clothes away!'

•Why

•When
  will my car be ready?'

My mum my clothes away. 2 Mary go home.

Dad asked the mechanic

ready.

4

My aunt has told me

holiday
  this year.

The
  policeman asked me

so
  angry.

Mark: _ 15
3
Complete
the sentences with the verbs below. Use the past simple.
claim convince insist Offer warn
1
They           that
I tell the whole story again.
2
He               me
against talking to the police.
           The
check-out assistant             to help me pack.
4
My
sisterme to apply for the job.
5
My brothernot
to know why my laptop was broken.
                                                                                Mark:
4 Complete the sentences with must,
might or can't. She like ILS. She's got all their
albums.
2 They             have been swimming. The
pool is closed. 3 I'm not sure where Brandon is. He be
in town.
4

You               have seen this film last month. 'twas
only    released today.
5
Elsie
knew about my accident. Somebody          have told her.

Mark: _ 15
Unit 8
5
Complete
the missing words.
We should all try to reduce our C..footprints.
The Government is planning to build twenty
new Wind off the coast of Devon.
3
In
the past, we all relied on f fuels for Our energy.
4
They
have s— panels on the roof to generate electricity.
They built a dam across the river in order to
generate h_ power.
Mark: _ 15
6
Complete
the text With the words below.
be able could couldn't managed to succeeded
in
Jason noticed the
crowd in the street, but he t What they were all looking at. He tried to push
his way through, but only 7          annoying a large man in a leather jacket.
Then he had an idea: if he returned to the café and went upstairs, he
would s          to look down onto the street. He raced through the door, up
the stairs and find a table by the window. Finally, he 5          see what the
crowd were looking at. He turned away.
Mark:
7
Complete
these sentences with a relative clause. Your sentences must be true as well as
correct.
I A vandal is a person
2
Barack
Obama,         , was born in 1961.
3
A
device    is called a satnav.
4
Mount
Everest is in the Himalayas,
5
A
stadium is a place
                                                                                Mark:          15
8
Write
the missing words to complete the monologue.
'The Government should ban plastic bags
completely. Why?
 Well,
for One t , they cause litter because people drop
them. On of that, they harm the environment because they aren't biodegradable.
Cloth bags are much better. The main is, you can re-use them
lots Of times. thing is that theVre very Strong. Paper bags aren't
as strong, but they s biodegrade, at least.'
Mark: _ 15

Language Review 7—8
3.12 Listen. List all the different locations.
Reading

2 Read the text. Use it to improve your
definition of 'hacktivise. Anonymous is the name of a group of computer hackers
who take part in cyber attacks on companies, organisations and even
governments. They are often referred to as 'hacktivists• (a mixture of the
words 'hackers' and •activists') because, unlike many hackers, they use
cyber•attacks as a form of protest. t C]GeneralIy speaking, they oppose any
form of Internet censorship and support total freedom of expression online.
They are considered by some to be courageous activists, and by others to be
irresponsible cyber-criminals. As an Organisation. Anonymous does not have a
clear Structure or leadership. It is thought that most of the people involved
are aged between 18 and 24. A small. inner circle Of members is believed to
make the final decisions about When and where the specific cyberattacks take
place.
The group rose to prominence in 2008. when it
launched a campaign against the Church Of Scientology. The campaign targeted
the organisation•s website, bombarding it with web traffic from thousands Of
different PCs. a In 2010, Anonymous launched a campaign to support the
anti-secrecy site WikiLeaks. Any organisation which was believed to be hostile
to WikiLeaks was likely to be targeted for cyber-attacks. These included the
United States Department of Justice, who had begun an investigation into
possible criminal charges against the founder of WikiLeaks.
Anonymous
has also supported websites Which Offer free file-sharing services. When the
Megaupload file-sharing site was shut down by authorities in the USA in 2012,
Anonymous responded with What was described as 'the single largest Internet
attack in its historV. The targets were the Justice
Department,
the FBI, Universal Music Group and the Motion Picture Association of America.
But while Anonymous continues to campaign for a completely tree and open
Internet, other groups insist that laws are needed to prevent online piracy.
Defending the right to swap files online, th claim. risks fatally damaging the
music and film industries. That is a debate which will be held not Only in
cyberspace but in courts Of law around the world.
 Stefan doesn't chat with Daisy because
a she isn't at home. c he doesn't know what to say. b Spikey won't allow it. d
Daisy is angry With him.  Spikey blames Stefan for the failed
cyber-attack because a he's the only Other person who knew about b he
knows about Internet security.
c
he
admits that he mentioned it to somebody. d he told a friend he was going to
Stop the attack.  On the phone. What reason does Daisy
give Stefan for being at the charity event? a She wants to support the charity.
b She wants to discuss somethingwith him. c
She doesn't give a reason.
d
Spikey
convinced herto go.
4 Why is Daisy meeting her
father? a Spikey asked her to talk to him.
b She wants to find
Out more about Wesley's. c She wants to see him, but not at his house. d She
wants to discuss moving back to his house.  When
Daisy talks about her group's next big protest. she a tells Stefan Which day it
will take place. b explains what kind Of protest it Will be. c says where the
protest will take place. d gives away none Of the information above.
Speaking
6 Discuss the following statement. saying
ifyou agree or disagree and giving reasons.
It should be possible and legal to exchange
whatever files you want to online.
Writing
7
Write an opinion essay discussing the statement in exercise 6. Remember to
include some points supporting the opposite opinion from your own.

5 03.12 Listen again.
Choose the correct answers.

Skills Round-up 1-8
8       Get Ready for your Exam

Reading
1
memory.
Why has it stuck in your mind?
2
Do
the exam task.

READING
exam task

Read the text. For each question, select the
correct option: A, B, C or D.
I am on the boat,
looking out blindly. counting on my frozen fingers the people I love. Sandeep,
my daughters, my mother, my brother. It is a pitifully short list. and does not
cheer me up at all. My mother is dying — perhaps she is already dead. How much of
my husband's fondness for me is simply daily habit? In how many ways will my
daughters and I disappoint each other as they grow up? And my brother? Is he as
anxious for me to go as I am to leave?
Don't Cry, I Order myself. Make yourself
smile. You did your best. You're going home tomorrow.
'Look!'
Tarun is pointing to something white on a nearby piece of floating ice. I hope
my eyes haven't turned red. and try to show some interest. Will this miserable
boat trip never end? •Look!' It's some sort Of large bird, With thin red legs.
As the boat gets closer, it spreads its White wings and looks calmly at us.
I've seen a bird like this somewhere before.
•Didi. doesn't it 100k like a sharash?'
Yes, indeed it does.
aut am more surprised by the Bengali name for the bird, so unexpected in my
brother's mouth. And the childhood name for me. Which he hasn't used for years.
Didi. A small word Of love, like a magic jewel from one Of my mother's stories.
I
remember when we last saw sharash. It is soon after my father's death. I am
eight, my brother three. My mother has Sent us to stay at Third Uncle's house,
Out in the country. We are homesick and miserable, and do not get on With Our
cousins, who know how to milk cows and swim across the river. We hurt Ourselves
trying to climb trees With them, and they laugh at us when we cry.
But One day, after a morning filled with
rain, the sun Comes out, and Tarun and run across the fields. We get muddy from
head to toe. but we don't care. Perhaps we can reach the railway, jump on a
passing train. and make our wav back to our mother in Calcutta? Then suddenly
We see them. fifteen or twenty sharash feeding in the flooded rice fields. My
brother lifts his delighted hands, Look, Didi! as the birds fly up, a speeding
cloud of silver light. For a moment the sky is full of wings. Whiteness and
possibility. We stand with Our arms around each Other until they disappear.
Get Ready for your Exam 8
The ferry is closer now, and everyone is
looking at the bird. Even the noisy young men are quiet. The bird's eyes sh'ne.
It looks back at us. at me. I am Sure of this. It has flown all the way from
Bengal, to bring me a message that Will Save us — if only I can hear rhe of
wild things by Diva karuni
The
narrator of this Story
A  has
her whole familv come and see her off.
B  is
unsure of her spouse's affection.
C  is
disappointed With her family.
D  has
a brother who wants to go With her.
When
they see the bird
A
it
looks scared by the boat.
B
she
learns that it has a name in Bengali.
C
she
recognises it as a bird from her mothers stories.
D
her
brother surprises her With his tenderness. 3 When the children were at Third
Uncle's house A some Of their relatives were unkind to them.
B they
ran away back to their mother.
C they
found Out their father had died.
Dthey had to learn how to
milk cows.
4 HOW do the children react to the flock Of
sharash?
A  They
wave their arms in the air.
B  They
follow them across a flooded field.
C  They
lose them in the sun and clouds.
D They keep still and
watch them fly away.
Seeing the sharash makes the narrator feel
              A
bitter. B hopeful.           C irrititated. D nervous.
Use Of English
3 DO the exam task.

USE
  OF ENGLISH exam task

Complete the text With a suitable word in each gap. A
narrow rock that stands than the Empire State Building does not 100k like the
welcoming place to set up home. But that did not Stop an insect which was 3 to
be extinct for 80 years from building its last known colony on the 562-metre
Ball's Pyramid in the South Pacific Ocean. Scientists have discovered 24 Of the
creatures living around a plant on the rock. The 'tree lobster' insect, is as
large as a human hand, had somehow made its camp the lack of food.
In 2001 Australian scientists decided to
investigate claims by climbers who tackled Ball's that they had seen fresh
droppings there. They too saw the droppings and upon returning dark with
flashlights were stunned 8 discover the insect colony around the only plant on
the rock. Mr Carlile said: 'It felt like stepping back into the Jurassic age,
insects ruled the world.'

We
  usually form regular adverbs by adding -Ivto the adjective (loud -4 loudly).
  But remember:
 if
  the adjective ends •ic, we usually add •ally.
erratic -s erratically
  (exception: public publicly). if the adjective ends •y, we replace it with
  •ily: happy happily, angry  angrily.
if the adjective
  ends we either use the same form for the adverb (early, daily, yearly) or we
  use an adverbial phrase instead of an adverb: friendly • in a friendly
Some adverbs are the same as the adjective (fast,
  better, etc.) Some others (high. deep. late. etc.) have two forms with
  different meanings, One with •Iy and one without.

We
  often use these structures to describe somebodrs behaviour:
I
  It + be + adjective + of somebody to do something It was kind of vou to help.
It
  would be short-sighted Of Eva to leave school. 2 It/That+ be + adjective  of
  somebody It/That was thoughtless of him.

adjectives
below. Then choose one or two adjectives to describe the behaviour in each
photo.
Describing behaviour
altruistic careless clumsy considerate courageous cowardly cunning cynical
deceitful disloyal eager foolish forgetful heroic hospitable hysterical
over-sensitive pushy pretentious reckless romantic ruthless short-sighted
spiteful thoughtless
3    Listen
to six monologues. How would you describe the speakers' actions? Choose the
best adjective from exercise 2 for each person.

Speaker
I: altruistic,
6 Read the Learn this! box. Then form adverbs
or adverbial phrases from the adjectives in exercise 2.
7
4    Read
the Learn this! box. Then listen again and make notes about the speakers'
actions. Describe the actions using the structure in the Learn this! box.
        I Ii            altruistic
Of him to give hit coatin his ticket,
Listen and complete the dialogue With the
words

below. Is Archie right to be annoyed?
Why?/Why not?

could
might needn't should shouldn't

have
  invited Ava to your party. I only split up with her two weeks ago. I didn't
  want to See her again So soon.
Libby
  But you know she's a close friend Of mine. I didn't want to take sides. I had
  to invite both Of you.
Archie But you                 have
  told me she was coming!
Libby
  She asked me not to. Maybe it was a mistake, but I promised her that I
  wouldn't tell you.
Archie Well, you have given
  me a hint. If you'd warned me, I'd have stayed at home.
Libby
  But it was nice to see her, wasn't it? I mean, you got on fine. You     have
  been so worried about seeing her!
Archie True. aut still
  have warned me.

should/could/might/needn't
  have + past participle
I
  We can use shouldn't have to express disapproval of past actions.
She
  shouldn't have laughed at her brother.
2
  We
  use should have, might have or could have to say what the right way to behave
  was, in our opinion. She should/could/might have been kinder!
3
  We use needn't have to say an action was unnecessary.
You needn't have shouted,
  / was right beside

2
Read
the Learn this! box. Then join the sentences using should have, shouldn't have
or needn 't have, and because.
I She told me Sam's address. I already knew
it.
She needn't have told me Sam"
addrebs because it.
2
You
didn't go to the doctor's. You were feeling very ill.
3
She
didn't give her dad a card. It was his birthday.
4
Mark
took his camera to the match. He took no photos.
5
We
took sun cream on holiday. It rained every day.
6
You
spent all your money. You needed some for the bus.
D GRAMMAR BUILDER 9.1: PAGE 130

Third
  conditional
We use the third conditional to talk
  about how a situation in the past could have been avoided. Ifwe hadn 't
  stayed outso late, I wouldn 't have overslept. (But we did Stay out late so
  did oversleep.) The if clause can come before or after the main clause. We
  use the past perfect in the ifclause and would/ wouldn't have in the main
  clause. Be careful: had and would both have the same short form 'd.
I'd have come ifvou'd invited me. (But you didn't
  invite me, so I didn't come.)

3
Read
the Learn this! box. Find an example Of the third conditional in the dialogue
in exercise 1 and write an explanation like the ones in brackets in the box.
D GRAMMAR BUILDER 9.2: PAGE 130
 Complete the second sentence so it
means the Same as the first. Include the word in brackets.  We
only arrived on time because we ran. (wouldn't) If we arrived on time.
2
1
Wish you'd taken some photos! (might) photos!
3
was
a bad idea to eat at the hotel. (shouldn't)
at the hotel.
4
He
panicked - that's the only reason he got lost. (if) He wouldn't havepanicked.
 We'd never have won Without Vour help.
(helped) we wouldn't have won.
6 You didn't have to buy me
a present. (needn't) Youa present.
5 Make notes about What you would have done
if you had found yourself in these situations:
I a pet was sick on your school bag 2
you overslept by an hour
3
all
your school clothes were dirty
4
you
saw a house On fire
5
you
couldn't find your keys/phone
6

in pairs. Explain the
meaning Of the

I Have you got an account on Facebook or any
Other social networking site? If so, how often do you use it and What do you
use it for?
2 Which family members, if
any, are Facebook friends of yours? DO you like the idea of a parent being your
Facebook friend? Why?/Why not?
2  Read
the text. In your Own words, say Why Dr Wright thinks parents should be
Facebook friends with their teenage children. DO you agree? Why? IWhy not?
Parents Of boys at a Sydney private
school have been urged to monitor their sons' use of Facebook, With a warning
that any mistakes made in teenage years could be permanently recorded on the
Internet and catch up With them later in life.
The headmaster, Timothy Wright, wrote to
parents on Thursday. explaining that younger boys were too to fully gauge the
possible consequences of disclosing private information on social networking
sites. •We now know that those parts Of the brain that deal With decisionmaking
are still developing in a man in his 20s,' he said. •But mistakes made at
fifteen may be still by an employer ten years later.
'Modern
technology means that a          word, a slanderous comment or an inappropriate
photograph, are on permanent record and freely available to anyone Who has
access. Stupidities that were once forgotten now last, spread and damage in
ways unknown before this decade.'
Dr Wright said that harsh words spoken
in the playground could be more easily forgotten, but those captured on the Internet
or on mobile phone text messages could have far more lasting and more hurtful
consequences. He said there was widespread use of Facebook by students,
including those of primary school age. which was against the site's guidelines
for use.
He urged parents to set ground rules for
use Of mobile phones and the Internet and in particular to Set boundaries on
taking and sending images that may be used to bully Others. •parents who are
paying for the Internet service have an unquestionable right to insist
they are a friend on Facebook. I would certainly insist on this until at least
the end of year if not later,' he wrote. • Students are usually sixteen at the
end ofyear 10.
3 Answer the
questions about the text.
I Why does it matter if a fifteen-year-old
makes a mistake On Facebook?
2
Why
might it be difficult for fifteen-year-olds to think about the consequences of
their online activity?
3
Why
can online arguments Often be more damaging than playground arguments?
4
What
kinds of rules does Dr Wright want parents to make?
5
6
7
8
highlighted adjectives
in the text. Then list the words with a prefix and those with a suffix in the
chart below. Which adjective has a suffix and a prefix?
suffixes

prefixes

D VOCABULARY BUILDER
9.2: PAGE 142
Listen
to a radio journalist talking about
Rebecca Black. Does he
think it was a mistake for Rebecca to post the song on YouTube?
Why? / Why not? DO
you agree?
Listen again. Are
these sentences true m or false
 Ark Music Factory charge $4,000 for
recording a song and video, and extra for writing it.
2
Rebecca Black's mother paid for Rebecca to record a Song with Ark Music
Factory.
 Only 167 people watched Rebecca's video
the first month it was On YouTube.
4 Most of the people who watched the video on
YouTube clicked 'dislike'.
 Rebecca was not particularly surprised
by the reaction.
6 The song, Friday, was removed from YouTube
but posted again later.
 Rebecca travelled to Australia to
publicise her new music video.
Look at the online
activities below. Do you think they might turn out to be mistakes? Why?/Why
not?
You're fifteen years
Old and you:
•
post
a love poem to a girl/boy you like on his/her Facebook page.
•
post
a funny clip of your friend falling over on YouTube.
•
put
an invitation to Vour birthday party on your public Facebook page.
•
leave
a negative comment about a photo on your friend's Facebook page, for a joke.
 In pairs, discuss your ideas from
exercise 7. DO you agree or disagree? Give reasons.

1 95
READING Mistaken identity
I can understand a text about ethical problems.

If
you had been brought up by a different family, What things about you might be
the same or different? Discuss the ideas below in pairs.
appearance education food friends
language money religion sport
2   Read the text below about two girls
brought up by the wrong families. Which sentence (a—d) is true?
a The
parents and children all get on well With each Other. b The children get on
better than the parents. c The parents get on better than the children. d None
of the people involved get on well.
EXAM TIP
When
you read a complex text, it's Often helpful to make simple notes to remind you
Of key details. These might even be in the form of a diagram — do whatever is
most useful. For example, your notes could show: relationships between
characters
•
a
basic sequence Of events
•
the
layout Of a place being described.
HOSPITAL
MIN-UP
TWO RUSSIAN FAMILIES
are united a terrible event that took   mote than a decade ago Their newborn
daughters were accidentally mixed up in the matM1ity hospital and grew up with
the •wrong' parents.
Ina tiny rat in the Ural Mcwntains. Yulia
Betyaeva and her twelve-year-old daughter Irina are through family photos.
One Of the pictures shows Irina as a newborn
baby wrapped in a blanket. It was taken the day mother and daughter lett
hospital But twelve )œars on. Yulia Belyaeva has discwered that the baby
she'd taken home — the daughter she'd tMught she'd given birth to — is child
•I found this Out When ex-husband refused to
pay maintenance: says Yulia. 'I took him to court to prove that he was IrinaS
father We did all the DNA tests. the results were a total surprise Not only
dœs ex-husband have no biological link to Irina — neithe I' police believe
that 17 December tYEe was a terrible mix-up at the maternity FK)spitaI. Two were
given wrong rwne tags — and the wrong gwents,
'At
first I thought iiwasa joke,' recalls Yulia. Then I coudn't stop crying.
Whole world turned upside down I kept
worrying what Irina would say. And kept thinking about real daughter. Maybe
she'd been abancbned put in an orptmage. Or IHhaps she was begging on the
streets.
Desperate to fnd her. Yulia                to
the police and they launched a search for her biological daughter Within weeks
they ha' found her.
In a village half
hour' five from Yulia BelyaevaS rat lives twelve-year-old Anya Iskandgrova. In
a meadow opposite her house. she shows me her favourile cow. April. Anya is the
girl Yulia had given birth ta She is  spit'ing image Of biologicalyoth
3 Read the Exam tip. Then complete the
diagram below With the correct names from the text.
                    up                                                                     up
In the rouse is Naimat [Skanderov — the man
Anya thought was her father. Nair-nat is frœn Tajikistan He married a
Russian woman. but they had divorced. It was Nainat Who brcxght up Anya and his
other children as devout Muslims When told him atmt mistake at the maternity
hospital and that Arrya was not ms datÀ1ter. to with he refused to
believe it.
'Then showed me a Of the other girl. Irina.
one they said was my daughw.• Naimat tdE me, •When I saw face. it was like
myself arms and legs gnking_ It was awful to think that my child had up with
a-.other family and that I had brought up someone else •s daughter.'
The two families meet regularly now. parents
admit is tension between them.
"It is difficult.' concedes Naimat 'One
family is Christian. the other is Mushm. We have diffuent traditions What I
fear mst is daughter I've raised will Start drinking in bars. tMt will praying
and working. I'm worried will lose her religiom•
'There is tension tztween adults,' says Yulil
'Naimat doesn't on in Our family. don't like some things in their tune. Both
Ofus are to lite as it has t8em Not as it Now it isa nightmare.'
More than anything
Yulia tears that both children will desert her, She can see that the daughter
she brought up is keen to smd time         with her father. And the child she
actually gave birth to is like a stranger.
•I try to show Anya mtherly Love.' Yulia
says. •But she doesn't it She's bæn brought up differently. She's not
used to terderness. We really understand each other. When ytM own daughter
looks at like a stranger, thafs so painful.
Both families are suing the Maternity
+kyspital mue than in damages. Its chief went on Russian TV to apologise for
the mistake. bul argued the hospital could not afford to settle such a claim.
prosecutors are considering criminal charges against the hospital staff
respons& for the mix-up — alth01Oh that seems WIIikely, so many years have
passed
For now the two girls say they do mt want
parents They are just glad to have tmjnd each other.
To begin with we were a bit shy, • Irina
tells  'but now we've       the best Of friends.'
What I'd like.' says Anya. 'is all
Irina Anya born fifteen minutes apart. the
truth atmt What happened rospital has brcnnht them togetwr_

Choose the best answers. How did your diagram
from exercise 3 help you do this task?
1
Yulia
only found out that Irina was not her biological daughter a when they looked at
some family photos. b when they got home from hospital. c after twelve years. d
after ten years.
2
Yulia's
family had DNA tests in order to confirm a who Irina's father was. b Whether
Yulia was Irina's mother.
c    whether
there had been a mix-up at the hospital. d whether a familv member had
committed a crime.
3
When
Yulia found out about the mistake, she a felt very upset and worried. b thought
it was funny at first. c tried not to think about it too much. d was not very
surprised.
4
Anya,
Yulia's biological daughter. lives with a her biological mother's ex-husband. b
her biological father. c Irina's biological father. d her biological parents.
5
Naimat
is worried that a Anya Will reject her Muslim traditions. b Anya will want to
live With her biological mother. c Irina Will want to come and live with him. d
Irina won't want to become a Muslim.
6
Yulia
is particularly worried that a Irina will convert to Islam. b Irina Will have
terrible nightmares. c Naimat won't approve Of her family.
d neither Anya nor Irina Will want to live
with her.
7
What
Anya would like best is a to go and live With Irina and Naimat. b to get money
from the hospital.
c    to
prove that the hospital is guilty of a crime. d to live with Yulia, Anya and
Naimat.

meaning Of the underlined phrases below
to your partner. TWO Russian families are united by a terrible event My
ex•husband refusewtpvay maintenance.
I tank him tn rourt to prove that he
was Irina's father.
She is rhe spitting image Of her
biological mother.
But the parents admit there is tension
between them.
Now it
She's not used to_tenderness.
30th families are suing the KopeyskMatemitYHospital
formoretharvS300.ooo in damages. 10 The hospital could not afford to
settle such a claim.

Then underline the noun formed from it.
dropout
getaway hold up mixup sell out turn out
7    Form
nouns from the other five phrasal verbs in exercise 6. Then write an example
sentence for each one.
8    3.18
Read and listen to the song. Choose the       best adjectives to describe the
singer's feelings. Find evidence in the lyrics for your choices.
conceited Courageous determined heroic
optimistic pessimistic regretful ruthless
Miétake
Saw the world turninq in my sheets and       again
I cannot sleep.
Walk out the door and up the street; look at
the stars beneath my feet.
Remember rights that I did wrong, so here I
go.
I'm not calling for a second chance,
I'm screaming at the top of my voice.
Give me reason but don't give me choice.
'Cause I' I just make the same mistake again.
And maybe someday we will meet, and
mavbe talk and not just speak
Don't buy the promises •cause, there are no
promises I
keep.
And my reflection troubles me, so here I go.
I'm not calling for a second chance,
'm screaming at the top of my voice.
Give me reason but don't give me choice.
'Cause I'll just make the same mistake.
I'm not calling for a second chance,
I'm screaming at the top of my voice.
Give me reason but don't give me choice.
'Cause Ill just make the same mistake again.
Saw the world turning in my sheets and
once again I cannot sleep.
Walk out the door and up the street; look at
the stars.
Look at the stars fall down,
And wonder, where did I go wrong?
9 In pairs, discuss What the four underlined
phrases in the song might mean. Then share your ideas with the class.
9

Mixed conditionals

I
can use mixed conditionals.

Look at a product that

3

Read the Learn this! box. Underline all the examples Of
  mixed

was invented by mistake.
  What

conditionals in the text
  in exercise 2. Is each one type A Or

do you think the inventor
  was

type B?

trying to make?

4

Match               halves the

Choose from the

             the
  two            Of      mixed conditional sentences.

ideas below.

Then say if each one is
  type A or type B.

a
  cleaning product

I If you'd accepted that
  job at the bank,

food for animals

If she weren't so
  romantic,

glue

If we were Australian,

a weapon

If you hadn't forgotten
  the map,
If it hadn't rained So
  much,

           ,     Complete
  the text with the words below. Then

If your grandparents were
  alive,

listen and check.

she wouldn't have got
  married after three months.

could didn't hadn't were
  would wouldn't

we wouldn't be lost.

'Mistakes are the portals
  for discovery,' wrote the Irish

c they would have been
  proud Of your results.

novelist lames Joyce, and
  it's true that certain mistakes

d we'd have grown up
  speaking English.

in history have turned Out
  to be lucky for the people

e you'd be on a high
  salary by now.

Who made them. Many
  familiar  not
  exist if

 the
  garden wouldn't 100k so beautiful.

-their inventors made
  lucky mistakes. In 1886, a pharmacist's assistant used fizzy water by mistake
  to mix a

D GRAMMAR BUILDER 9.3:
  PAGE 131

new medicine. The result?
  Coca-Cola.

LOOK OUTI

Around 1940, a scientist
  called Dr Percy Spencer

We often use were instead
  of was in the if clause of a

was doing military
  research with microwaves when he

second or mixed
  conditional sentence.

discovered that a
  chocolate bar in his pocket had melted.

If she were older, they
  would have let her into the

As a result, he realised
  that microwave radiation

nightclub.
We use could to mean would
  be able to (would can).

be used for cooking.
If he hadn't had that candy bar, microwave ovens probably •          exist
today!           If vou hadn't used all the milk, we could have coffee now.

Perhaps the most important
  accidental discovery was

penicillin.
  If today's doctors s have penicillin and

5

Read the Look out! box.
  Then write mixed conditional

other antibiotics. many of
  the students in your class

sentences
  Which express the same information as each pair

wouldn't
  have survived childhood. We have Alexander

Of sentences below.

Fleming to thank for its
  discovery. Back in 1928, he noticed

 It's
  summer. That's why I went out without my coat.

the
  drug When it grew by accident in his messy laboratory.

      If it                summer,
  I wouldn't have gone out *ithout

This
  proves another interesting fact; If scientists s

coat

always
  tidy and well organised, they wouldn't have made

2
  1 can't speak Portuguese. That's why I didn't visit Brazil.

some
  of the most important discoveries in history!

 I
  left my phone at home. That's why I can't call for a taxi.
4 We got on the wrong
  train. That's why we aren't at

Mixed
  conditionals
A
  mixed conditional is a mixture of the 2nd and 3rd conditionals. It tells us
  about an imaginary situation which mixes past and present. There are two
  types.
A
  When
  the ifclause is about the past, we use the past perfect. We use would + base
  form for the main clause.
(past)
  If I hod worked harder at school, (present) I would be rich now.
B
  When
  the ifclause is about the present, we use the past simple. We use would have
  ± past participle for the main clause.
(present) If I were
  reallytall, (past) I would have joined the basketball team.

Heathrow Airport now.
 I don't eat meat. That'S Why I didn't
go to the barbecue last weekend.
6 It didn't snow again after the burglary.
That's why the burglar's footprints are still visible.
6  Work
in pairs. Complete the sentences with your own ideas. Then discuss them With
another pair.
I If mobile phones hadn't been invented,
people today would/wouldn't
2
If
my family were billionaires, I would/wouldn't have
3
If
I had studied harder since the age of six, I would/ wouldn't
Role-play
I can role-play a conversation about a mistake.
3    3.20 Read the Exam tip. Then
listen again, and in pairs try to write the key words for each candidate.

candidate:

what the item is

the reason for the mistake

how you feel about it

what you'll do next

Expressing
  regret
We can use these phrases for
  expressing regret about the past:
/ (really) Wish / had/hadn't (seen it).
If only I had/hadn't (spoken to her).
I'd rather / had/hûdn't (been there).
When
  the verb is can, we normally use could have or had been able to.'
/ wish could have helped/had been
  able to help.

Describe the photo in pairs. What do
you think might happen next? Use the words below to help you.
accuse alarm item Of clothing security guard shoplift
shoplifter thief
2
Work in pairs. Listen to three candidates doing the task below. Which candidate
performs best, in your opinion? Discuss your reasons.
After you and a friend have been shopping in London,
you realise that you have an item of clothing in your bag which you didn't pay
for. You're discussing the situation. Address the following issues:
•
what the item is.
•
the reason for
the mistake.
•
how you feel
about the situation.  what you'll do next.

EXAM TIP

Make sure you clearly say something
  about all tour issues in the task. You Will lose marks if don't. Look
  carefully at the four issues before the conversation Starts and think Of One
  or two key words for each issue. Then tick them Off in your mind as you mention
  them during the conversation.

4
Read the Learn
this! box. Then imagine you are one of the candidates from exercises 2 and 3.
Use two different structures to express two regrets about the situation.
5
Rewrite sentences
1—5 using the words in brackets. Don't change the meaning.
I If only I'd put the T-shirt on the
floor. (wish) 2 1 wish I hadn't answered the phone.
3
1 Wish the alarm
had gone Off. (rather)
4
If only I'd
looked in my bag earlier. (Wish)
5
1 Wish hadn't
gone into that shop. (in
6
If Only I'd done
my shopping online. (rather) D GRAMMAR BUILDER 9.4: PAGE 131
6
Look at the
speaking task below. Then write down one key word for each Of the four issues.
During a day in town, you picked up somebody else's
phone by mistake. You're discussing the situation with a friend.
Address the following issues;
•
the reason for
your mistake.
•
the best      to
find the phone's Owner.
•
how you feel
about the situation.
•
What you'll do
next.
7
Think oftwo
regrets you can include in your answer to the

task in exercise 6. Make a note of them using two
different structures from the Learn this! box.
 DO the task in pairs, taking turns
to be the candidate and the examiner.
Candidate: Use your notes from exercises 6 and 7. Examiner: Check that
the candidate addresses all four issues in the task.
9
9G                          story
I
can write a story on a given topic.

It
Was a Saturday night in January and I was On my way to a sleepover at Nathan's
house. I'd never been to his house before, but I'd been sent the address by
text: 39 Western Avenue.
As I
turned the corner into Western Avenue, a cloud went in front of the moon. Was
this next house Nathan's? It was so dark now that I couldn't see the numbers
clearly, but I walked up the driveway anyway, rang the bell and waited. Nobody
came to open the door so I rang again. Then I saw I had gone to number 37 by
mistake.
Read the task below and the Story above
in pairs. Explain in your own words What mistake the main character makes and
Why it turns out to be a good thing.
Write a Story in which the main character
makes a mistake which turns out to be a good thing.
2
Put
the events Of the story in the order they happened.
•a
The narrator arrived in Western Avenue.
 The narrator called the police.
 The front door opened and two men ran
out.
 The narrator was Sent Nathan's address.
 Two detectives arrived at the scene of
the crime.
 The narrator rang the bell of 37
Western Avenue. g The narrator picked up a brooch.

Talking
  about mistakes
1 We can use these
  phrases for talking about mistakes: to make a mistake (doing something) to do
  something by mistake/bv accident to get something wrong (e.g. / got her name
  wrong.) the wrong + noun (e.g. phoned the wrong person.) mistakenly (e.g. /
  mistakenly paid twice for the tickets.) 2 We add the prefix mis- to some
  verbs to show error:
I misread/misheard/misspe/t/mistvped
  his address. They misjudged/misunderstood/misquoted me.

3
 Read the Learn this! box. Then complete
the second sentence so it means the same as the first. Include a word or phrase
from the Learn this! box.
1    1
didn't put the correct address on the envelope.  the
envelope.
2    She
didn't mean to mention her party on Facebook.
She on Facebook.
3    They
didn't spell my name correctly on the poster.
            They                    on
the poster.
4    We
didn't mean to get on that train.
5    He
didn't understand the instructions properly. the instructions.
Then
the door opened abruptly. There were no lights on in the house so I couldn't
see much. There was a shout and a man pushed past me and ran towards the
street. Another man followed. They were in such a hurry to leave that they
dropped most of the things they were carrying. I picked one of them up so I
could look at it more closely. It was a brooch. Suddenly, I understood what had
been happening and phoned the police.
After waiting for five Or ten minutes
on the doorstep, an unmarked police car arrived and two detectives got out. One
Of them went into the house so that he could 100k for clues while the other
asked me for a description Of the men. 'You did well,' he said. 'It really was
heroic Of you to those burglars and chase them away.'

EXAM
  TIP

It's
  important to find a good ending for your Story. You could finish with:
a surprise Or a revelation
It turned out Our cleaner
  was really o spy!
•
  something
  Which links back to the beginning Of the Story so finally, found the book I'd
  been searching for.
•   something
  Which links the Story to the present
And
  now, years later, I still think about her every day.  something
  mysterious, chilling or open-ended As he was leaving, he turned and gave me
  an evil 100k: 'This isn't over.' he snarled.

4
Read
the Exam tip. Then choose the best ending for the Story in exercise I from      below.
Think about why you prefer it. There is no correct answer.
 •Oh, I don't need a reward,' I replied,
putting my hand in my pocket to feel the diamond brooch.
b   The
detectives put everything the burglars had dropped in a bag, got into their car
and drove away. As they left, a police officer arrived on a motorbike. 'Did you
call the police?' he asked me.
c    I
still think about that night Often and wonder if it was heroic Of me or just
foolish!
d   There
was the noise of an engine starting, and I turned round just in time to see the
burglars drive Off in the police car, laughing and waving out Of the Window.
5  Discuss
the ending in pairs. Do you agree which ending is best? Can you think Of a
better one?

Expressing purpose and result
We
  can express purpose With a simple infinitive or the phrase in order (not) to
  or so as (not) to.
went into town to buy/in
  order to buy a coat.
The phrases with a view to and With the intention Of
  express purpose and are followed by an •ing form. went to the police station
  with the intention of complaining about my noisy neighbours.
We can also express
  purpose With in orderthat, so that or so followed by a clause.
He stood on a chair in order that / so
  / so that we could 011 see him.
We
  can express a result with so (but not so that) The café was closed so
  I went home.
 We
  Can also express a result using so adjective or such (+ adjective) + noun
  followed by that and a clause.
She was so tired that she
  fell asleep immediately. It was such a small bed that j fell out.

You are going to do
the writing task on page 100.

Read the Exam tip below, then work in
pairs and think Of some more ideas for types Of mistakes. Make notes.
EXAM
TIP
Brainstorming is the first Stage Of
writing a Story. You need to think of several different ideas and write them
down. You can then choose the best and use them in your story. Mistakes wrong
bus / train / plane late for school / exam send text/email to wrong person fall
over spelling mistake mistake With recipe when cooking
2     Discuss
your ideas from exercise I and try to think how each Of the mistakes could end
up being a good thing. Reject the idea if you can't think Of anything.
3     Match
the two halves Of these Story ideas. Which do you

think
  is the best? Are any Of your ideas from exercise 2 better,

in
  your opinion?

5

Read
  the Learn this! box. How many purpose and result clauses can you find in the
  story in exercise I on page 100?

 You
miss your train because you're late.
 You
mean to send a message to your friend about X, D GRAMMAR BUILDER 9.5; PAGE 132 a
girl/ bov you fancy, but you send it to Y by mistake.
6 Combine
3 At the theatre. you can't find your friends
becauseeach pair of sentences into a single sentence that you're sitting in the
wrong seat.brackets. or purpose clause. Include the word in
includes a result
 You
fall over While demonstrating your snowboarding skills to a friend. I It was a
cold night. I didn't want to go out. (such) It
gas such a
5 While making a birthday cake for a friend, you getTia
wanted to cold see night us. We that went I didn't into want London. to go
(order)out.
2 the ingredients completely wrong.   We
left the cinema. We weren't enjoying the film. (so)

 The
    funny video clip makes you a YouTube Star.

 They
    wanted to make me angry. They put an unkind

b
    You get a reply which makes it clear he or she feels the

comment about me On
    Faceb00k. (view)

same way.

5 He's very
    self-centred. That's why he hasn't got any

c
    You accidentally invent a new and delicious kind Of

friends. (so)

cookie.
d
    You see a brilliant flashmob dance at the station.

6 She was
    talkingvery quickly. I couldn't understand her.

e You get on really well
    With the people next to you and you become good friends.
Choose
    one idea from exercise 2 or 3 foryour Story. Make

7

Write your story.
    Follow the plan you made in exercise 4. Write 200—250 words in total.

CHECK YOUR WORK
Have
  you:
followed your writing plan? written
  200-250 words?
included an effective
  ending?
included at least one of the expressions for talking
  about mistakes in the Learn this! box On page 100?
included
  at least one purpose or result clause? ecked ygur spelling and grammar?

notes
using the headings below or a similar writing plan. Remember the advice in the
Exam tip on page 100 about endings.

Setting
the scene (where? when?):

The
mistake (What? Why?):

The
result (why was it good?):  The ending:
9

9      Get Ready for your Exam

Listening
could go wrong when going on holiday by
plane.
2
DO
the exam task.

LISTENING
  exam task

Listen to an account Of a holiday full
of problems. For each Sentence select the appropriate Option: A, B, C or D.
I The first problem with their trip was
that A the tickets were very expensive.
B the
family went to the wrong airport.
C they
had to change airlines.
Dthe time Of their flight was
changed.
2 In St Maarten
A  the
family had to phone all the airlines one by one.
B  the
airport officials were not very eager to help.
C  they
realised they had left some luggage on the plane.
D they were relieved to
have the basic necessities.
3
Which
sentence is true about the cruise?
A
was
delayed So the family had to wait a few days.
B
Although
everyone was a little upset, it was wonderful.
C
They
had to buy new equipment before joining it.
D
They
had to wear dirty clothes.
4
When
the cruise was over.
A  they
felt the airlines should give them some money.
B  the
airport staff said some new baggage had arrived.
C  all
their luggage was waiting for them in the Storage
D  the
family had to sit in the airport for a long time again.
Use of English
3 Do the exam task.

USE
  OF ENGLISH exam task

Complete each gap in the text with a word
formed from the word in brackets.
Technically,
an outtake is any part Of a film or a programme that is removed in the final
cut. However, outtakes have now come to represent the humorous mistakes made in
the process Of filming. The (INCLUDE) Of outtakes in a film started with the
actioncomedy film Hooper in 1978. The director wanted to show various angles Of
the film's  (IMPRESS) Stunts in the end credits. He also included funny
Get Ready for your Exam 9
mistakes by the actors, which proved so
popular With audiences that subsequent films copied this. Now there are TV
shows dedicated to these outtakes. Why are we so enamoured with these
•bloopers'?
Actors are often not keen to be seen
making mistakes. Obviously, it's embarrassing for them to seem silly and
(PROFESSION), Which is probably why we, the audience, love seeing famous people
getting it wrong. It makes them seem more human and a lot less • (GLAMOUR)!
Everyone can identify With saying the wrong thing at the wrong time, or having
to do something (REPEAT) because it just won't go right. And someone knocking
into things Or falling over (INTENTION)? That has always made us laugh.
Professional circus clowns have taken this one step further. Their Whole
performance is comprised Of these classic 'bloopers'.
Speaking
4    two
groups: (1) making a complaint and (2) responding to a complaint.
a I'm
afraid I'm not at all happy about b Leave it with me and I'll see what I can
do. c I'm afraid there's nothing I can do about that. d I'll do what I can, but
I can't make any promises. e I'm sorry, but this really isn't acceptable. f I'm
afraid that just isn't good enough.
5    DO
the exam task.

SPEAKING exam task

You and two relatives are staying at a
hotel that has made several mistakes with your reservation. Speak to the
manager about these problems:
Your two hotel rooms are too far apart.
You have been given two double rcn)ms instead Of one double and One single.
•  You
asked for quiet rooms but they overlook the street.
•  You
booked for five nights but have been told the rooms are only available for
three nights.

Listen
  to five descriptions Of an event. For each to help you.
description,
  identify the venue and two pieces Of sports

Sports equipment
ball bat board cap club cue flag goal gloves goggles helmet hoop net pads puck
racket shuttlecock skates strip stick wetsuit
2     In
pairs, underline the words in exercise I that you didn't use. In What sports
might you use these things? bat — baseball. table tennis.
3     Complete
the list Of sports venues using the words below. Can you also add the person
Who does each sport?
circuit course court pitch pool ring rink
slope table track

equipment mentioned.

EXAM TIP

When you answer a true /
  false question, don't mark the sentence as true just because you recognise
  some Of the details. Remember that the answer is only true if the Whole Of
  the sentence is true. Ifit contains any false details, the answer is false.

6
Read
the Exam tip. Then listen again and mark the sentences true (T) or false (F).
Which sentences contain One or two true details but are still false?
1    A
dog ran on during the match and one of the linesmen caught it.
2    A
golfer sneezed at the same time as playing a shot and ended up playing a bad
one.
 The winner of the race was angry with
another competitor.
4
A
young boy played a few points because the professional was angry with himself.
5
When
the fight started, the Other players didn't try to stop it.
7
 Work in pairs. Imagine you are setting
up a sports summer camp for teenagers. You can buy six different items Of
sports equipment. Which Will you choose?
8
 Compare your ideas With Other pairs.
Give reasons

for your choices. Explain Why you are
rejecting Other items.
D VOCABULARY BUILDER 10.1: PAGE 143
10 Gameon!
3 Rewrite the sentences you underlined
in the message board without emphasis.
1    1'm
looKing forward to watching Torah Bright.
LOOK
OUT!

After
All or What (I) did was we use an infinitive with or

without to.
What she did was (to)
  finish the course on one ski.
However, after All that / What
  happened was we need a subject and a verb. We can put that before the
  subject: All that happened was (that) they deducted five points.

message
  board

4

Read the Look out! box.
  Then rewrite the sentences With

The person I'm looking
  forward to watching is Torah Bright.

or All (that) at the
  beginning.

Its her technique that I
  really admire. Australians are lust

1
  They had to postpone the snowboarding final because of

natural
                           She'll Win gold. I'm sure. SHREDDER

     the weather. (What

Not
  Sure I agree atl)ut Torah, Shredder.     Aimee Fuller Who

2
  They just held the final the next morning. (All

has shown the best form in
  the first half of the season. Al

3 There was a snow storm.
  (What . J

she needs is a bit Of
  luck. ROXY

4 Nobody could see the
  snowboarders in action. (What m)

I            big Aimee fan
  too. Whats amazing is that she's from Northern Ireland, a country with no
  mountains! HOW she

5
  So they just turned the floodlights on. (All

learned to snowboard in
  the first place I really don't knowl

D GRAMMAR BUILDER 10.1:
  PAGE 132

Its no mystery, Dreamer.
  What happened was that she went

5

Rewrite the sentences
  below starting with the words in

to live in the USA for a
  few years as a teenager. ThatS where

brackets. use Structures
  from the Learn this! box in exercise

She learnt to snowboard.
  ROW

2 and the Look out! box.

Aimee Full¾? No way
  will she win. The person with the best

The spectators were most excited about seeing the young

chance. in my opinion.
  Cilka Sadar. SheS from Slovenia.

     Czech snowboarder.
  (The person

What gives her a big
  advantage is that she used to be a

2 The Czech girl had the
  best chance Of winning the event.

gymnast, She has bts of
  strength and stamina. GOO"

    (It was
3 She just needed to
  finish the course without falling.
      (All

1
  Read the snowboarding message board. What are the names

4 She lost her board
  within ten seconds of starting the

and nationalities of the
  different snowboarders it mentions?

      course.
  (What

Have you heard Of any Of
  them?

5
  A crowd has rarely looked so disappointed. (Rarely

2
  Read the Learn this! box. Underline all the examples of these

6

 Ask
  and answer the questions in pairs. Begin your

Structures in the message
  board.

answers with the words in
  brackets and use structures from

the Learn this! and Look out! boxes.

Emphasis
  and inversion
I
  We can make a Sentence more emphatic by adding an extra clause to highlight
  kev information.
It John
  who broke your bat. Cohn broke your bat.)
The person feel sorry for
  is Eva. (I feel sorry for Eva.)
All
  we need to do is (to) ask. (We just need to ask.) What happened was (that) it
  began to rain. (It began to rain.)
2 We can also make a
  sentence more emphatic by putting important words at the start. After a
  negative adverb or phrase, the subject•verb word order changes.
Never
  had I seen such on exciting game.
Under no circumstances was
  / going to leave early.

I Which sports Star do you
most admire and why? (The sports star
2    How
can sports stars be good role models for young people?
(What they need m)
 What should sports Stars never do, in
your opinion? (Under no circumstances ...J
 Can you describe the last time you
watched or played sport?
(What I did / What happened
 Which sport is the easiest to start
playing/doing? Why? (I think is the easiest because all you need
104                      Gameon!

List the following
people in order Of income, from

the highest earning (1) to the lowest (4).
Then list them in the order you think they should be. Are your lists different?
a P.E. teacher C] atop footballer:
a TV
sports commentator:] a top triathletet::::]
2
3 appropriate words.
The top ten sports stars 1 the
world, from disciplines as diverse tennis. golf, racing and football, all earn
more than $30 million a year. Much this is from endorsements rather than prize
money or salary, with the result that the biggest names can continue earning
huge sums even after their retirement the Sport.
A
previous England football manager, Fabio Capello, believed that the players'
high earnings 5a negative effect on discipline. 'They
are young players, young boys, rich boys and this is the problem,' he said.
Basically, it was impossible for young players to have the right work ethic and
attitude when they were already rich beyond their childhood dreams. And one Of
the most famous footballers Of recent years, David Beckham, agrees 6 him.
In his view, young sportspeople need to be hungry for achievement — and too
money kills that hunger. 'You want that hunger there, you want the hunger to be
rewarded. Unfortunately, that's not the case these days. They can all afford to
buy Own cars.' Mind you, if it's taken you five minutes 9 read this article,
Beckham himself has earned more than $1,000 you began it!
It isn't only the players Who are
affected by commercialism; the top few clubs in all the most popular sports are
now big businesses, With multi-million dollar sponsorship and n,' deals. Since
this allows them to buy and keep the best players, their position top
becomes unassailable. But long can a sport survive when there is no real
competition?
Look back at the Exam tip in Lesson A. Then
decide if these sentences are true or false, according to the text.
1    Most
top sportspeople earn over $30 million a year from endorsements.
2    Fabio
Capello believes his players were too young to be well-disciplined.
3    David
Beckham believes rich players have less desire to
4    David
Beckham earns more than $200 a minute.  There
is less competition in Sport these days because there are fewer clubs.
6
7
8
9
correct suffixes.
I achieve_ 3 earn— 5 commercial.
2 retire_ 4 child_ 6 sponsor
D VOCABULARY BUILDER
10.2: PAGE 143
03.24 Listen to five
people giving their opinions ofthe role of money in sport. Which speakers think
in general that some sportspeople are paid too much?
3.24
Listen again. Match the sentences speakers (1—5). There are two extra
sentences.
A
It's
OK for sports stars to earn a lot of money provided they give to charity and
help less fortunate people.
B
Sports
stars' massive earnings may not be deserved, but they're inevitable since Sport
generates so much money.  People who complain that sports stars
are overpaid are basically just jealous of their wealth.
D Other people earn even more than
sportspeople, who Often cannot work for more than a few years.  There
are other jobs which deserve far greater financial rewards than playing
professional sport.
F
Today's
sports stars have lost touch with the general public and are more interested in
money than sport.
G
It's
unfair for some people to earn so much money when others in Our societies have
nothing.

Complete the phrases used by the speakers to
introduce statements and opinions.
ask doubt face fact line 100k see thinking
Introducing
statements and opinions TheTO
my way Of' _ so, basicallyThere's no Personally, I think The
way
If youLet's
The wayl
 In pairs, discuss all the ideas in
exercise 7. DO you agree or disagree? Give reasons. Use at least three phrases

from exercise 8 in your answers.
10
IOD READING
Getting ahead
I
can understand a text about ways to boost performance.

1
Ask
and answer the questions in pairs. 1 Do you ever drink energy drinks or eat
energy bars?
DO you think they work?
2
Do
you wear anything (bracelets. crystals, etc.) which has been designed to
improve your health?
3
Ifyou
hurt your leg running or playing sport, which of the following would you be
most likely to do? a rest it c take painkillers b put ice on it d nothing
2    Look
quickly through the text opposite. Is each section (I —5) about something you
(a) wear? (b) eat? or (c) lie in?
3    For
each paragraph (1—5) choose the best summary (A—B. There is one extra Summary.
A
This
can definitely increase the speed Of recovery from minor injuries by increasing
blood circulation.
B
Tests
have shown that this can increase an athlete's ability to use oxygen more
efficiently. This product can improve performance partly by making you look
more intimidating.
D Used immediately before exercise. this
has been shown to increase stamina and performance.  Not
only will this aid the recovery of your muscles after exercise, but it will
also replace lost nutrients.  While this product is intended to boost
the amount Of oxygen taken in during exercise, there's little evidence that it
works.
context to work out the meaning and match
them with the correct definitions.
Anatomy
circulation fibres ligament long-sightedness lungs passages short-sightedness
sweat swelling

they to boost her powers of reccwery so she was fully
  primed for her race. A 50 g serving of cashews provides one-fifth of a womang
  daily iron requirements and arcn.Jnd one-tenth Of a mans
nuts are a rich
  source of dietary protein — needed to enhance the recwery process of muscles
  after mtense activity,' says Jeanette Crosland. consultant dietician to the
  British Olympic Association. Nuts also provide carbohydrate and essential
  minerals. including Il)tassium               in sneat, which makes them a
  Very     Snack.
2 Ice baths
Taking a dip a bath
  tub filled with icecold water is among the most fashionable therapies in
  sport at the moment. Believed to alleviate muscle soreness and tissue
  swelling that occur after hard exercise, it speeds up recovery. Some England
  players have taken the obsession to extremes by visiting a cryotherapy
  chamber (essentially a human deep freeze) at an Olympic training centre in
  Poland. They spend four minutes shivering at minus 120—160 degrees Celsius,
Expert
  verdict: 'Ice obviously cools the area it is applied to. Once the body senses
  the drop in tempMature, it sends more blood to the area which boosts
  circulation and  up healing.' says sports physiotherapist Jill Hendry.
  'Sometimes tiny tears              to muscle fibres and ligaments after a
  hard workout. and ice can help to heal them.'

: an increase in size of part ofthe body,
often caused by injury
: tiny. thin pieces of tissue in Vour body
: moisture which your skin produces when you
are hot and/or exercise intensively
: a short piece of tissue in your body that
connects two bones
: a condition in Which you cannot clearly see
Objects which are close to you
: the organs which transfer oxygen from the
air to your blood
: the
movement of blood around the body any tubes in your body for air, food etc. to
move through
: a condition in which you cannot clearly see
Objects Which are far away
106
Professional will go to extraordinary
lengths to gain an edge over their rivals. Increasingly, this means using a
bizarre
Of          tools
to boost their speed, strength and stamina. But, for those who want to emulate
the pros and boost their performance, what really
works? GETTING
1 Cashew nuts
Kelly
Holmes. Britain's double-Olympic gold medalliSt, said cashew nuts were her     weapon
in warding off fatigue at the Athens Olympics. Cashew nuts are my little
secret.' sne said. adding that

3 Fancy contact lenses
Developed wer eight years,
the MaxSight contact Þns is designed specifically to imprcve the
Sharpness of an athlete's visbn. lenses are currently being tested AC Milan
players and use what the developers call 'Light Architecture' optics to filter
specific wavelengths of light in order to •enhance key visual elements' - such
as a ball — at the same time as reducing sun glare. A vision cmsultant
developed amber lenses for tennis. football and rugtw, or grey for running.
cricket and golf. which. according to tt"2 marketing literature. •makes
the eye look competitive' (i.e. freaks out your opponents).
Expert veract: They
have been approved by Americas       and Drug Administration for daily wear to
correct short- and long-sightedness.
•They
could offer an advantage Over normal lenses for sport the glare Ot light and
sun.' says Inuise Sutton. principal lecturer in

Health
and Exercise Science at Leeds Metropolitan University.
AHEAD

5

Add the words from exercise 4 to the correct

They look like sticking plasters and were developed

part of the chart below.

to help people with health

A parts of the body

problems like excessive
  snoring, but in recent years Breathe Right nasal strips

muscles. bones.

have
  gained in popularity among     who

normal functions of the
  body

believe that they improve air-low through the nose and
  into the lungs. They can

digestion. breathing.

Often
  been seen worn by

iniuries and problems with
  the body

professional
  footballers and other athletes.
Exe.t  •Although we breathe mainly through our nose
  when resting.

bruise, sprain

during exercise when we
  begin breathing harder, the air coming in is predominantly supplied via the
  mouth.' says Sutton. 'It

add
  to the chart in exercise 5 in three minutes?

may improve airflow
  through the nasal passages, but there is no

7

Choose one technique from
  the text that you would like to

evidence that it reaches
  the lungs and boosts performance:

try
  and one that you wouldn't. What are your reasons for

Low oxygen tent

choosing
  and rejecting those two methods?

Exposure to thin, mountain
  air has long been known to benefit

8

Discuss your ideas from
  exercise 7 With your

competitors
  in endurance events like cycling, running and triathlons because it helps the
  body to adapt to using Oxygen

partner.
  Use the phrases below to help you.

more
  efficiently. A five-year study by the US Olympic Committee confirmed that
  people who live at high altitude and train for sport at low altitude perform
  better. Manufacturers have now

would/wouldn't be keen On
  tryingX because

developed hypoxic (IcwoxygenJ tents to
  simulate this effect. Expert veract: Stephen Day, an exercise physiologist at

would/woutdn't
  interest me because

Staffordshire University, carried out
  tests on elite runners to See how effective sleeping in a Iowoxygen tent can
  be. •We assessed numerous parameters and found that one elite

I'd rather not try X
  because

athletes aerobic capacity
  improved by a massive                during several months Of sleeping in a
  low-oxygen tent; he says.

sounds as ifitwould be

4
Nasal strips
I don't think I could be bothered
10
           IOE                   Unreal
past and had better
I
can use the unreal past and 'had better'.

Read the dialogue. Who is less keen to go to
the gym, Ava or Bella? DO you agree or disagree With her reasons? Why?
Bella There's a new leisure centre in Western
Road. I'm thinking Of joining so can go to the gym and get fit. Ava Really?
It's time I got fit. But I don't like gyms. Everyone's so image-conscious.
Bella What do you mean?
Ava They're all posing in front of the mirrors. They act
as if they were contestants in a beauty contest.
Bella Well. I'd rather they didn't have
all those mirrors. But it doesn't really bother me.
Ava I
just don't feel relaxed. Bella Suppose we went together. You'd enjoy it more if
you were With someone.
Ava Yes, maybe. But running on a treadmill is
so boring!
Bella Stop making excuses. Imagine if we went to the gym
every day after school. We'd both be so fit!
Ava Oh, OK. I'll give it a go. Is it
expensive to join?
Bella No, it's really cheap if you're under
eighteen. Shall we start tomorrow, then?
Ava I'd soonerwe left it until after our
exams.
Bella But they're weeks away! I'd better join
on my own. You can decide later.
2 Read the Learn this! box. Find and
underline all the examples of the unreal past in the dialogue.
The unreal past
We use the past simple after certain
expressions even though the meaning is present or future.
It's (high) time we went home.
I'd rather my brother weren't here.
I'd Sooner you paid for your own ticket.
Imagine
(in you lived here!
Suppose vou gave me your phone number.
He acts as Was though / were his servant!
Note that we normally use were instead Of was
in this kind Of sentence.
3
Rewrite
the sentences below using the unreal past and the phrases in brackets.
I
I'd
prefer him to meet me at the arena. (I'd rather)
2
think
we should go swimming again. (It's high time)
3
She'd
prefer me to Stay at home this afternoon. (She'd sooner)
Please don't tell anyone about this
conversation. (I'd rather)
5
1
don't want you to pay for my ticket. (I'd sooner)
6
Why
don'tyou try sending her a text message? (Suppose)
D GRAMMAR BUILDER 10.2: PAGE 133
had
better/ might as well
I We use had better (not) or might as well to
give advice Or warnings and sav What the best course Of action is.
2
Had
better implies that not following that course Of action will have bad
consequences. We often use or + will to talk about those consequences.
She'd better apologise for missing the class
or she'll have to see the head teacher.
You 'd better not forget my birthday!
3
Might
as implies that the course of action is unappealing but there is no better
option.
We'll
never find it. We might as well give up.
4
Study
the Learn this! box. Then give advice or warnings to these people using had
better (not) Or mightas well.
•Some Of my brother's friends are
planning a surprise birthday party for him.' better not tell him about
2
•I've
had this cough for three months now, and I think it's getting worse.'
3
'I've
had these jeans foryears. They're too small for me
4
'This
prawn salad smells a bit funny.'
5
•I
didn't realise we had an exam today until I got to school.'
6
•I
borrowed a friend's white T-shirt and got tomato ketchup on it.'
•We're so late, we've missed three quarters
ofthe film!'
D GRAMMAR BUILDER 10.3: PAGE 133
5
Complete
the second sentence in each pair so that it means the same as the first.
Include the word or words in brackets.
I
I
think we should travel by boat. by boat. (sooner)
Saying sorry for insulting her is the
best thing to do. for insulting her. (better) He seems to think he Owns the
school!
He
acts       the school! (as though) I'd prefer you to come with me to the gym.
to the gym. (rather)
We should buy a new car — ours keeps
breaking down. — Ours keeps breaking down. (time)
6
The
party's over, so there's no point in staying.
          The
party's over, So we                  home. (might)
6 Work in pairs, taking turns to be A and B.
Student A: Invent another problem or situation like the ones in exercise 4.
Tell student B.
Student B: Listen to student A and give
advice or a warning

using had better
(not) or might as well.

3.28 Listen again.
Which phrases do the two candidates

EXAM TIP

It's
  easier to give a full description of a photo if you create a logical
  structure in your mind, rather than mentioning random details as they occur
  to you. For example:
1
  overall scene and location
2
  main
  focus of the photo 3 clothes and Other props
4
  expressions and actions.

2
3.26
Read the Exam tip. Then listen to candidates describing the photo in exercise
I. Which description (I or 2) follows the advice better, in your opinion? Is
the structure the same as in the Exam tip?
3
3.26
Listen again. Complete the useful expressions for referring to things in the
photo you can't see clearly.
Describing
unclear details
      Their faces are               of
focus
The instructor is out Of 2
I
can
just out a few more faces although it isn't although
her face is partly because his _ is blurred.
4
Read
the examiner's three questions for the photo in exercise I. In pairs, discuss
the first question and make notes of your ideas.
I
Why
do you think the people in the photo are using we'ghts in an exercise class?
2
Do
you think it's important to be physically fit? Why do you think so?
3
Tell
me about some physical exercise that you did recently.
5
3.27
Listen to the first candidate answering the first question. Does she mention
your ideas from exercise 4?
LOOK OUT!
If an examiner's question has two parts.
make sure you answer both. If you have to give an opinion, you Will get better
marks if you justify your opinion.
6
Read
the Look out! box. Then listen to both candidates answering question 2 from
exercise 4. Which answer is better, in your opinion? Why? (There is no correct
answer.)
use
to Structure their answers? Write 1 or 2 next to the phrases.
Phrases for
structuring an answer
First and foremost,
For a
start,
Secondly,
And thirdly,
Also.
let's not forget
And
most importantly'
8
3.29
Listen to candidate 2 answering the third question from exercise 4. In What
order does he give the following
information? What would a better order be, in
your opinion?
a
where
it happe ned  d an interesting incident
b
when
it happened    e your overall opinion Of it now
c
how
you felt then     f who was there
9
Do
the exam task below in pairs. First, describe the photo. Then answer the
questions I —3.

I Why do you think they are wearing helmets?
2 What positive effects, mental and physical,
could rafting have, in your opinion?
 Tell me about something you found
difficult but managed to do successfully in the end.
10
1409

of an event
I
  can write a description of an event.
The Only time I've been to a professional basketball game was
  last winter in New
York. I was on a bæak with
  my parents and my cousin Connor, who lives in
Boston. Connor, who's a real sports
  fæl, was desperate to see the Knick-g play at Madison Square Garden, I
  wasn't so keen but I agreed to go along — and I'm glad I did because it was
  the best evening of the holiday! We arrived at Madison Square Carien about an
  hour before the start of the game and went straight to our seats, In the
  front rcw sat dozens of Knick-g fans all dressed in the team calourg_ My
  cousin explained that it was a crucial game, one that the Knick-s really
  needed to win. He was feeling nervous and go were thousands of other fans the
  match started, the crcwd went Wild. They were cheering e'æry point. Far
  most of the match the Knicks were neck and neck with their opponents, the New
  Jersey Nets Ten secondg from the end, the Knicks had a free throu to win the
  game. Vffien the ball went through the hoop, the arena erupted, The Knick-g
  had vnn! And then it was time to leave. Into the cold night air went,
  surrounded by ecstatic fans, The excitement and adrenaline rush meant

Describe the photo. DO you think this is an
amateur or a professional game? Why do you think so?
2      Read
the task and the description below. HOW well does the description address the
underlined parts of the task? Give examples to support your opinion.
Write a description Of a sporting event,
amateur or professional, that you remember for its great atmosohere and
excitement.
3      In
pairs, decide where the paragraph breaks should come in the text. In this text,
there should be four paragraphs.

EXAM
  TIP

A
  description Of an event needs a clear, chronological structure — for example:
A
  Set the scene — where? when? who with?
B
  The build-up to the event — atmosphere, feelings, etc.
  C The event itself— focus on key moments D After the event — how did it
  affect you?
Make sure your description
  matches the task and includes any specific information requested.

4      Read
the Exam tip. Then 100k again at your answer to exercise 3 and Check that the
paragraphs match the plan.
5       Match
the two halves Of these compound nouns from the text. Then choose three Of them
and write your own example Sentences.

I basketball

 row

2 sports

 colours

3 front

c
  throw

4
  team

game

5 free

e
  rush

6
  adrenaline

 fan

we hardly noticed the freezing All in all, it
was an unforgettable experience and one love to æpeat some day
6      Read
the information below. HOW many of these expressions can you find in the text
in exercise 2? You can make descriptions more colourful by using extreme
equivalents Of simple verbs and verb phrases.
Extreme
equivalents want to do it       be dying/desperate to do it shout
get excited go wildictatv/berserk feel
sad feel heartbroken
be neck and neck beat somebody thrash
somebody give it everything
7      Rewrite
these Sentences using more extreme equivalents Of the verbs.
1
When
the substitute ran onto the pitch the crowd got excited.
2
1
wanted to play her at tennis because she'd beaten me the last time.
3
The
two teams were level. and both managers were shouting at their players to try
harder.
4
She
felt sad When She lost the match because she had really tried.
8       In
pairs, discuss the advantages and disadvantages
Of watching a sports event live rather than
on TV.

110

Adverbial
  phrases
I
  When we Start a sentence with an adverbial phrase Of direction. position,
  etc.. the subject-verb word order which follows is usually inverted:
In the middle Of the room
  stood a policeman.
However. when the subject
  is a pronoun, we do not invert.
Away dzoæ-theï.
  X Away they drove.
3
  When the verb form is there is/are, we miss out there instead Of inverting.
On the table were three
  envelopes.

2
Plan
your description using the structure below. Write notes.
a Set
the scene — Where? when? who With? b The build-up to the event — atmosphere,
feelings, etc. c The event    — focus on key moments. d After the event - how
did it affect you?
3
Read
the phrases below. Use one of them to write an alternative beginning for the
Story on page 110.
Phrases for starting@ description
of an event
It all happened (last summer. a few months
ago, etc.)
When
I „
It
was (last winter. six months ago, etc.) when I first

memories
  that day (last spring, two months ago. etc.) when

5

Read the Learn this! box.
  In the text in exercise 2 On page

(Last autumn. about a year
  ago, etc,) I watched a thrilling

110, find two examples of
  sentences which start with an

(football)
  match between

adverbial
  phrase. Which one includes a pronoun as subject?

One
  of the best (hockey) games I've ever seen took place

6

Rewrite
  these sentences starting With the adverbial phrase.

4

Read the Exam tip below.
  Answer all the questions for the

I There was a tennis
  racket on the chair.

sport
  vou have chosen to write about.

2   The
  striker sprinted towards the corner flag.
3   The
  umpire stood in the centre of the court.

         I
have very clear                   Of

EXAM TIP

Make
  sure you use the right vocabulary for the sport you are describing. For the
  sport youWe chosen:
•   Where
  is it played? (court, pitch, rink, etc.)
•   What
  players are involved? (defender, goalie, forward, etc.)
•   What
  officials are involved? (umpire, referee, line judge, etc.)
•   DO
  players score goals or points? do judges give them marks?
•   Do
  the players pass, kick, catch, throw or hit a ball?

4
A
small dog ran onto the pitch.
5
All
six swimmers jumped into the pool.
6
There were six defenders in front of the goal.

D
GRAMMAR BUILDER 10.4: PAGE 133

CHECK YOUR WORK
e you:
started
  your description with a suitable phrase? followed your writing plan? written
  200-250 words?
included
  at least one extreme equivalent (from exercise 6 on page 110) to add colour
  and excitement? included vocabulary that is specific to the sport you  are
  describing?

started
  at least one sentence with an adverbial phrase  to
  add pace?
ecke4
  your spelling and grammar'

7
Write
your description. Follow the plan you made in exercise 2. Write 200—250 words
in total.
10 •

Unit 9                                                                              unit
10

I Match an adjective below with each
statement.
considerate heroic Over•sensitive romantic
ruthless
I •I'm going to become leader Of this
political party and I don't care how I do it.'
2
'I'm
going to dive into the lake and save that dog!'

3
'A
dozen red roses for you, my darling. And here's a  poem
I've written about your eyes.'
4
•I
didn't tell you about the party because I didn't want you to feel bad that they
didn't invite you.'
5
•Why
did that person look at me just then? Is my hair a mess? Does this top not suit
me?'
Mark: _ 15
2
Complete
the sentences with the words below.
could hadn't needn't shouldn't wouldn't
I Thanks for the food, but you have brought so much. There are only
three of us.
 If I'd known how difficult this job was
going to be, I have started it!
 These bags are heavy. Youhave
offered to help me!
4
I
don't mind her winning, but she really            have boasted about it.
5
1
wouldn't have known about it ifyou               told me.
Mark: _ 15
3
Complete
the second sentence so it means the same as the first. (They are all mixed
conditionals.)
I We're lost because you forgot to bring the
map.
          We
wouldn't                    map.
He doesn't like you because you teased
him. He would
He screamed because he's afraid Of
spiders. If he screamed.
4
1'm
tired because you woke me up at dawn. I wouldn't  dawn.
5
1
bought two DVDs because they're on special Offer.
          If
DVDs                                                                   Mark: _
15
5
6

7
8
Circle the correct preposition and complete
the sports venues.
I in /
on a boxing r
2
in
/ on a football p
3
in / on a ski s_
4
in
/ on a swimming p—
5
in
/ on a golfc_
Mark:
Match the two parts Of the Sentences.

1 What happened

 go
  to a café and watch the

was

news channel.

 Under
  no

 everybody
  had to leave the

circumstances

stadium.

 What we did was

c
  feel Sorry for are the players.

4
  It was my cousin

 would
  they allow the match to

who

continue.

 The
  people who I

 thought
  of videoing the events With his phone.

Mark: _ 15
Complete the second sentence in each pair so
it means the same as the first.
1 We need to buy our tickets.
It's
high
 There's no reason notto take the bus.
We might as
3
It
would be a bad idea to carryyour passport with you.
You'd better
4
I
don't think you should invite the neighbours.
I'd sooner
5
HOW
about leaving the car at home?
Suppose
                                                                              Mark:           15
Complete the
monologue with the words below.
also first foremost
importantly start
, exercise is good forvou. For a
, it makes the muscles in your body stronger.

 Complete each wish or regret
With the appropriate word(s).               ,
let's not forget that it has a positive effect on your
1    I
wish lacted so foolishly.         mind and emotions. aut most s       , it
makes your heart

2    If I
had been able to speak Italian.             more efficient.' you
hadn't told anyone.       Mark:     15
4
I
wish I have taken a year off.
5
1
reallyyou had been there with me.

Language Review 9—10

Lead-in
Match the words below to make three famous
sports events. Which event does the photo show?
Bowl de France Grand Monaco prix Super Tour

Speaking
2 In pairs, take
turns to do the speaking task below.
Imagine you can have free tickets to one Of
the sporting events in exercise 1. Which will you attend? Give reasons for your
choice and say why you are rejecting the other options.
Reading
3
Read
the text. Match four Of the headings (A—E) to the four sections (1—4). There is
one extra heading.
 A
The early years                                  D A British Grand Slam
B
Wimbledon
customs               E Playing for money
C
The
future of the tournament
1
The Wimbledon Tennis Championship, held for two weeks every year at the end of
June and the beginning Of July, is one Of the highlights Of the
British Summer for sports lovers. For many tennis players and fans. it is still
the most prestigious Of the four Grand Slam tournaments (the Other three being
the Australian Open, the French Open and the US Open). It is the only Grand
Slam tournament to be played on grass, and each year, around half a million
spectators Come to watch the world's top tennis players compete in singles and
doubles events.
2
The
Championship was first held in 1877, making it the oldest tennis tournament in
the world. The women wore long dresses and the men full-length trousers.  Until
1922, the reigning champion played Only in the final, against whichever player
had won through the other rounds. For many decades, it a tournament for

amateur rather than
professional players. NO prize money was awarded, but even so, the event was
very popular with spectators and was televised as early as 1937.
3
The
professional era began in 1968. At first, prizes were
modest, with
£2,000 being awarded to the men's singles             champion
and only £750 to the ladies' singles champion. Today, the prize money is
over £1 million and since 2007 has been equal for men and women. And as
With all modern sports stars. the champions can expect to earn  far
more from advertising deals than they get in prizes.
4

Although
there have been recent improvements to the venue — like a retractable roof over
Centre Court — tradition is very important at Wimbledon. The players still have
to dress in white and the courts are not surrounded by advertising boards. The
ball boys and ball girls, Who collect the tennis balls during the matches, are
all from local schools. And since the very first tournament back
in 1877, spectators at Wimbledon have eaten strawberries
and cream. These days, about 28.000 kilos of strawberries and 7,000 litres Of
cream are served during the fortnight.
4
Are
these sentences true (T) or false (B?
I The Wimbledon Championship always ends in
July.
 Players
regard it as less important than the Other Grand Slam tournaments.
 Between
1878 and 1922, the champion from the previous year only played one match.
 Cash prizes were awarded when the
tournament started being televised.
5
The
men's champion gets a bigger prize than the women's champion.
 Children
apply from schools all over the country to be ball boys and girls at Wimbledon.
7 Strawberries and cream are one Of the
Oldest traditions at Wimbledon.
Listening
5
3.30
Listen to parts 1—5. Why did the protest go wrong?
6
3.30
Listen again. Match one Of the sentences (A—F) to each part. There is one extra
sentence.
A
Daisy
tells Stefan she is planning to record some video footage and post it Online.
B
They're
on their way to a famous place but Stefan does not know where.
C
Daisy
blames Stefan for the fact that the protest is not going well.
D
They
decide to go somewhere that Stefan has been before but Daisy hasn't.
E
Daisy
is confused because things do not seem to be going to plan.
 Daisy
finds out that one member Of her group is not what he appeared to be.
writing
7
Imagine you are Stefan. Write a description of your day at Mrnbledon. Use your
own ideas and anything you remember from
the Listening section.
D CHECK YOUR PROGRESS: PAGE 4
Skills Round-up 1-10 013

Get Ready for your Exam

Reading
1
associate
With yoga? Give reasons.
relaxing hazardous soothing extreme religious
modern boring demanding
2
DO
the exam task.
READING exam task
Read the text. Mark the sentences (1—6) true           false
(F) or not stated (N)?
Doing yoga as exercise is incredibly popular
in the western world. There are now classes in most leisure centres in Europe
and America, but what exactly is it and where did it come from? Yoga originated
in ancient India as a physical, mental and spiritual discipline. It evolved as
part Of Hindu philosophy and religion. The original goal of yoga. or the person
practising yoga, is the attainment of a state of perfect spiritual tranquility
while meditating on the concept Of divinity. The Sanskrit word •yoga' has the
literal meaning •to join, unite Or attach'. The idea is to unite the body,
breath and mind into one quiet energy. It was used as a word to describe a
system Of meditation as early as the 2nd century BC. Someone who practises yoga
or follows the yoga philosophy with a high level Of commitment is called a
•yogi' for a man or 'yogini' for a woman. Theyvow to follow a plain and simple
life of self•discipline in order to achieve the perfect state of harmony and
tranquility.
There are several types of yoga. The one
that we associate most with in the West is Hatha Yoga. Which is sometimes
referred to as •psychophysical yoga'.
'Ha' means 'sun' or
•vital life force' and •tha' means •moon' or •mental force', while •yoga'
signifies the union between the two. The Hatha Yoga school emphasised mastery
of the body to focus the mind. It evolved in 15th century India. and instead Of
just sitting while practising meditation, Hatha Yoga developed a series of
poses for the body. Yoga came to the attention Of an educated western public in
the mid-19th century alongwith Other forms Of Hindu philosophy. The first Hindu
teacher to actively promote aspects of yoga to a western audience was Swami
Vivekananda. Who toured Europe and the United States in the 1890s.
In 1947 the first Hatha Yoga school in
the US opened in Hollywood. In the 'Flower power' hippie years Of the 1960S,
interest in Hindu spirituality reached its peak. Pop stars. such as the Beatles
and many Hollywood actors, followed Hindu meditation and philosophy for a While
to inspire creativity and as an antidote to the materialism of western culture.
However, for us in the
Get Ready for your Exam 10
west,
yoga has now become almost completely detached from its religious context and
is typically undertaken as a form Of exercise, With its powerful combination of
controlled movement and deep breathing.
Yoga now more popular it-ithe We Stern
world than in India, its country of origin.
Achieving a calm and peaceful state is
an important element of yoga.
Hatha Yoga is physically more demanding
than some other types.
Prior to Swami Vivekananda's tour, yoga
was unknown to westerners.
The first Hatha Yoga school in the US
was primarily attended by Hollywood stars.
Although most westerners do yoga to
improve their body, they have not lost sight
Speaking
below into two groups:
(1) feelings associated with winning, and (2) feelings associated With losing.
Can you add any more adjectives?
dejected despondent devastated dismayed
ecstatic elated inconsolable Overjoyed relieved triumphant
Do the exam task.
SPEAKING exam task
Describe the picture. Then answer the
questions.
Why is this man in such a Strange pose?
2 Would you like to be a professional
athlete?
Why / Why not?
Tell me about an international sport event
which you attended or watched on television.

1.1

Present
perfect simple and continuous
present perfect simple We use the
present perfect
• for
recent events, particularly when giving news. Have iou heard? The
presiåeni has ousi) resigned
• for
an action that happened at some unspecified time in the past. (If we specify
the time, we use the past simple.) Have you (ever) seen a koala?
I've been to New
• With
State verbs, to say how long a situation has existed. (We use for, since or how
long.) I've Known Eva for vars.
    I've never                     baseball.
• for
recent events that have a result in the present.

I've
(alread•i) boughå the ticEetB_ We can go inside. I
can't go out, I haven't done
Present perfect continuous
We use the present perfect continuous
• for
actions that have been happening recently and repeatedly.
 been plaNin9 a new computer game
recenth•.
     I've been *Or¥ing
hard this term,

• with
dynamic verbs to how long an action has been in progress.
(We use for, since or how long.) Take
hat been watching TN for three hour*

• to
explain a current situation in terms of recent events.
I'm tired because I've (just) been
Additional points Of contrast
• We
use the simple form to emphasise that an action is  complete.
Compare:
     I've been reading The
Hobbit (I'm half          through)

     I've read The Hobbit
(li         great!)
• Ifwe
specify an exact number Of occasions, we cannot use the continuous form. We've
been arguing a lot.
(NOT
• We
can use the simple or continuous form with just and already. However, we do not
use the continuous form With yet.
I've just spoken to Tack./l'vejust been
speaking to I've alread•i worn it/t•ve been wearing it.
1
Complete the sentences with the present perfect simple and continuous Of the
verbs in brackets.
(search) for hours but I           (not find)
my phone yet.
(visit) the USA a few times but (n ever see)
a baseball game.
(you I see) my watch? I             (100k)
for it since this morning.
(just / talk) to Abby on the phone. DO you
want a quick word With her?
(eat) all morning. I'm so full!
(you / see) Martha? •yes. She               (work)
in the library. You can go along and see her.'
7 I'm tired because I've               (play)
three tennis matches             today.
8 We've            (watch) Twilight. Do
you want to see the end With us?
9
Fantastic!
England have     (win) the world   championship!
10
Have
you ever _ (take) part in a sports competition?

1.2

State
and dynamic verbs

Dynamic verbs describe actions and can be
used in simple or continuous tenses.
Compare:
Dad mazes dinner even Friday. regularly)
Dad can't come to the phone; he's making
dinner now) Sake hat watched TV even night this *eeg. recently and repeatedly)
Thi* evening. he's been watching TN for three
hours, action in progress With for)
State verbs describe States, not actions.
They are Often connected with abstract ideas:
• emotion
care, envy, fear, hate, like. love, mind, prefer. want
• possession belong, own, possess
• thought
agree, believe, disagree. doubt, know. mean, recognise, understand
• others
contain, cost, depend, pt. matter, need. seem, weigh
State verbs cannot be used in continuous
tenses.
I hate cheese. hate this song. (NOT
Fm-hating I've known Eva for 'ears,
I've never understood baseball.

Has
he packed Vt? (NOT Has-he-been-peekintye?)                           (NOT

Some verbs can be state or dynamic
depending on the meaning. Only the dynamic sense can be used in continuous
tenses.

Dynamic verb

State verb

1.3 Verb patterns

              think

I'm thinking about work.

I
  think she's at work.

When
  we put two verbs together, the second verb is usually in

I'm not feeling confident.

He
  feels I'm selfish.

the infinitive Or •ing
  form. Sometimes it is an infinitive With to

 have

He's having a shower/

She
  has three cats.

or
  a past participle. Which pattern we use depends on the first

                a
piano lesson/lunch.
look         What
are you looking at? He looks very calm.              verb
to infinitive see        I'm seeing Dan later.           I
See what you mean.      agree. arrange, ask, beg, dare, decide, expect, foil,
happen, smell         Why are you smelling        Does
the sandwich smell   hope, manage, mean, offer, prepare.
pretend, promise. refuse, that sandwich?               all right?                              seem,
want, Wish, would like, would prefer, help (can also be

infinitive
without to) She's tasting the soup. The soup tastes great!

appear He's been appearing on       She appears to be
quiteverb + •ing form stage in London.                            assertive.admit,
advise, ovoid, can't bear, can't help. con 't stand, carry

Choose
the Correct tense.

1
•Stop it! You (behave) selfishly.' •why? I (not understand) what you
(mean).'
-O•why             (VOU
/ laugh) at my T-shirt?'
      'Because it             (not
fit) you!'
3
'This bag that I (carry I weigh) a ton!'
                      (know).
It             (contain) all my books.'
4
(you
/ like) this play?'

 (need) to go home. It's
  midnight!'
  (not
  care). I             (enjoy) myself!'

I
  regret to inform               that your application was unsuccessful. / t
  regret not telling him bow I feel,

'Not
really, but it           (not matter). I      (not mind) staying until the
end.'
on,
consider, delay, dislike, deny, enjoy, envisage, fancy, feel like, finish, give
up, have difficulty, like, imagine, intend, it's no good, it's not worth,
justify. keep (on), mind, miss, postpone, practise, propose, put Off,
recollect, recommend, risk, stop, spend (time), suggest
• Some
verbs can be followed by an •ing form or an infinitive with little or no change
in meaning: begin, continue, hate, intend, like, love. prefer, Start.
•

A few verbs forget, go on, regret, remember, Stop, try)
change their meaning depending on Whether they are followed by an infinitive or
an •ing form.
I
won't forget meeting the President / forgot in
   He           on Singing. /
He went on to become a teacher

I
remember locking the door. / Please remember to lock the 2
Complete the Sentences with the correct form Of the verbs door.

have
  100k see think

    but no sound came Out.
•
  The verbs see, hear, watch and feel can be followed by Object

 I
  noticed that a man

at
  our car.

 + infinitive
  Without to to talk about a completed action, or

2
  My great-grandfathera clothes shop in London
  in the 1950s.

Object
  •ing form to talk about an action in progress. I
  heard Ven answer his phone. then laugh

 the
  doctor tomorrow about my cough.

    I         Danni               batketbali
  in the garden

4

I
  missed my stop because               about dinner.

verb + object to
  infinitive

When
  we arrived, the teachers           a meeting.

allow, ask, command, dare.
  enable, encourage, expect, forbid,

It's
  raining, but I             it will stop soon.

force,
  get, inspire. invite. order, permit, persuade. remind.

  that
  you've been eating my crisps!

request. teach, tell,
  trust, urge, warn. want, Wish, would like,

8

That
  game             fun. Can I have a go?

would
  prefer

below.
Use each verb twice, once in a simple and once in a  She
stopped Singing, / She stopped to tie her shoes continuous form.tried
shouting for but nobody heard. / I tried to
 verb + Object + infinitive Without to  have,
make, let, help (can also be infinitive with to)
verb
+ Object + past participle get, have, need, want
116
(NOF My dad would be a policeman.)
• never used to and would never are
common negative forms.
I
never used to *ear glasses would never return          phone calls,
• If we stress the word would, it
implies that we found the habit annoying.
I had to get rid Of our cat. Well it
would leave dead mice at the bottom of my bed!
Choose
the correct endings: a, b or both. 1 1 love carrots now, but when I was a
child, 1 a didn't use to like them. b wouldn't like them. When I was at primary
school a I would getup at seven o'clock every morning. b I used to get up at
seven O'clock every morning. I sometimes got angry with my brother because a he
would interrupt my phone calls. b he constantly interrupted my phone calls. For
five years in the 1990s, we a lived in France.
b used to live in France.
5
When Joe was a small boy a he never used to wear glasses. b he didn't use to
wear glasses. When we lived in London
a
we
didn't own a dog.
b
we
wouldn't own a dog.
7
My elder brother a used to be interested in planes and
trains. b would be interested in planes and trains.

2.2

8
My uncle a would work all his life in a factory in
Manchester. b worked all his life in a factory in Manchester.
Second conditional
•
We use the second conditional to talk about an imaginary
situation or event and its result. It can referto the present or the future.
If I were better at football, would be in the
school team.
(present)
If I failed rn•i              nest Near, I
wouldn't get into university. (future)
•
We use the past tense to describe the situation or event.
We use would or wouldn't* infinitive without to to describe the result.
                                                                                If I
had a         Of monei, I would travel round the world.

I I
can't decide Whetherto persuade a friend

(come)
camping With me or risk _ (go) on my own. We'd agreed    (meet) outside the
cinema but Jake failed               (turn up).
3
1
haven't managed  (contact) my cousins in Peru, but I'll keep    (try).
4
1 suggest (stay) at my flat, ifyou don't mind (sleep) on
the floor.
She pretends            (like) him, but
in fact she can't stand             (be) in the same room.
My brother admitted              (take)
my camera and promised      (ask) next time.
7
1
really dislike          (argue) and I can't envisage ever (have) a relationship
with an argumentative person.
8
He carried on _ (play) the guitar even though
everyone in the room wanted him (stop).
2
Choose
the best verb form in these sentences.
I 'l
can't find my phone.' 'Have you tried your own number?' a call b calling c to
call
2
Liverpool were two goals down at half time, but they went the match.
           a
Win         b winning         c to win
3
When I saw a manin our garden, I asked him what he
wanted.
            a
stand         b standing         c to stand
4

He's
a dangerous criminal, and the police want him as soon as possible.
            a to
catch         b catching        c caught
5
This
a great track. It Will get everybody a dance b dancing c danced

2.1

6
Please remembersome photos for me to look at. a take b
taking c to take used to and would
• We
use used to or would to describe habits and situations in the past that are now
finished.
              I         a
child, I used to           sport at
When
I lived in the citi, I'd go jogging in the par* every morning.
    I didn't          to
lige ite cream, but do now.
Did there use to be a corner shop at the end
of the road?
• We
don't use used to or would when we say how long a    (situation)              (result)
situation or habit in the past continued; we use the past simple.
He wore the same blue suit to work for ten
Nears.

• The
ifclause Can come before or after the main clause. If it comes after. we don't
use a comma.
If he weren't homeless, he wouldn't be a
Squatter.
He goulån•i be a Squatter if he weren't
homeless
• In
the if clause, we can use were instead of was as the past tense Of be,
singular. It is considered to be a little formal. The meaning doesn't change.
If I was rich, I'd buy a house in the
countrl,
       If I were rich, I'd          a
house in the
I Complete the sentences. Use the second
conditional. 1 Ifyou (work Out) your total income, you (know)
how much you had to spend.
 2
Your children (manage) their money better if you (let) them take responsibility
for financial decisions.
3
You(be
able) to afford a holiday if you
(not spend) all your money on music
dcrwnloads.
4
If
you          (give) me a bigger allowance, I (not
be) broke all the time.
5
My
dad      he           (not have) a credit card if interest rates        (not
be) so IOW at the moment.
6
If
my dad   (win) the lottery, he(retire).
2
Write second conditional sentences.

         I
can't afford a holiday because I'm hard up.
If I weren't hard up, I could afford a
holiåa•f
2 He won't lend you money because he's
stingy.
 The painting isn't worth a fortune
because it's a copy.
 4
The restaurant is rather pricey, so we don't eat there often.
He's
careless with his money, so he's always broke.
He doesn't budget well, so he gets into debt
all the time.

7 1
don't borrow money because it's difficult to pay back. 8 You waste your money,
so you're always short.

2.3

Past
perfect simple and continuous
Past perfect simple
• With action verbs and for or since to say
how long an action had been in progress.
I'd been plating the lotteri for years before
I won anything,

Complete
the Sentences. Use the correct past perfect simple form Of the verbs in
brackets.
I He Was in debt because he     (not be)
careful with his money.
She
was never short Of money because she (always keep) some back for a rainy day.
      3 1 didn't know where
she was because she             (not
tell) me where she was going.
 4 They(be)
comfortably off before the stock market  crash.
you
ever(visit) Germany before you Started to
learn German?
6 She was late for work because she
(get up) late.
(know) you were a vegetarian, I wouldn't
have cooked meat!
2 Complete the sentences. Use the past
perfect continuous and a phrase below.

2.4

sunbathe
all day cook dinner not sleep welt walk in the woods not pay travel for six
hours sit at my desk
 The path was slippery because
 Fran looked tired because she
 When I got home, there was a
4 When we finally got to Devon, we
 Liam couldn't do the exercise because
6 I had backache because I
7 Their shoes were muddy
8 My face was very sunburnt
Past
simple and past continuous

• We use the past
simple:
a for an action or event at a definite point in the past.

• for
We
past.use an the action past that perfect happened simplebefore a specific time
in the            b We for He Joined actions played the volleyball or team
events at last the that Saturday.age happened Of

     After I had washed up
I watched TN.                                                                 I
passed the          to him ard he scored.

• with
how state long an verbs action (know, had be, been like, in etc.) progress.and
for or since to say    c With She got certain up. had verbs a
shower. that are got not dressed used in and continuous left the house.tenses:
 been here at home for a fe8 minutes
whenfor example, believe, hate, know, like,
love, need, prefer,
grandmother
phoned,want.
Past perfect continuous  I
believed his (NOT We use the past perfect continuous • We use the past
continuous for a
• to
show the cause Of something in the past.           the past.
His
hands uere dirty. He had been gardening.                                    raining.
Some children *Bre playing

• We
often use the past continuous and the past simple in the same sentence. The
past continuous describes a background action or event; the past simple
describes a shorter action or event that interrupted it.
I having breakfast when the phone rang.
MI friends were watching TV When arrived.
• We
can use the past simple or the past continuous with When, as and While.
What
were            thinking at you aged down the street?
What were iou thinking as you were walking
down the street?
• We
often use as with the past simple for two short actions that happened at the
same time.
I left the room tripped over the cat.
Complete the sentences. Use the past
simple or past continuous of the verbs in brackets. Sometimes both tenses are
possible.
The sun  (shine) and the birds               (sing)
when (leave) the house.
2
The
moment I           (see) him I             (realise) I'd met him before.
3
What          you         (do)
when Joe (call) you?
4
While
we   (wait) foryou. it(start) to rain. 5 She  (walk) into the
room, (sit down) and  (start)
to read the paper.
6
Atthe
time Of the earthquake,(live) in Tokyo. I  (move)
back to the UK shortly afterwards.
7
Harry
_ (play) a lot of football while he(live)
in Oxford.
8
As
I  (leave) the house the sun(come
out).

3.1

Indirect
questions
•We can use an indirect
question When we feel that a direct
 question might sound rude or
aggressive. Indirect questions use the same word order and verb forms as
affirmative statements:
  Where do      live? (direct
question)
    Loulå iou      me
where iou live? (indirect question)
•We can use the following
phrases to introduce an indirect question. Note that the first two do not
require a question mark at the end. I  like to Know
Could •iou tell me ?/Can iou tell me
?Nould iou mind           telling me ?/Can I ask you ?
Have iou ani idea ?/DO gou Know ?
•The phrases above are
followed by the Same question word
(Who, Which, where, etc.) as in the
equivalent direct question. is he sad?
 Have
        ani idea •ah•f he's sad?
•If
the equivalent direct question is a yes/no question, we use ifor Whether. Are
they in love?
    I wonder if/whether             In
love.
1
Change
the indirect questions into direct questions.
1
1'd
like to know how much this shirt costs.
2
DO
you know whether the help desk is open?
3
Could
you tell me where the bank is?
4
Can
you tell me if you need any help?
5
Have
you any idea what time she'll beback? 6 1 wonder what the matter is.
2
Read
the direct questions and completethe equivalent indirect questions.
Why are you laughing?
Would you mind
Are they married or just engaged?
I wonder
What does this word mean?
Can you
4
How
old are you? can I
5
Is
there a fast train to Liverpool from here?
 6
Do you know
7
I'd
like _  8
Could you
• The
following question words can be the subject or object of a question: +1hO ?,
Which (one/ones) ? and What ?
• When
the question word is the subject, it is followed by a normal, affirmative verb
form:
in
that Office?                   *Orgs in that Office)

 Which car won the race? (The
red car       the race)
• When
the question word is the object, it is followed by an  interrogative
verb form:
 do you know at this Parti? (l know
everybodi.)
What did iou bui? (l bought a T-shirt)
• When
the question includes a preposition, we use the Object form. We usually put the
preposition at the end. What are you looking at? (I'm looking at the moon)
   Vlho did iou talk to?
(l            to
• In
formal English, we sometimes put the preposition at the Start, before the
question word. If the question word is Who, it becomes whom When we put a
preposition before it. TO *horn did iou give the monq? (formal)
Who did you give the money to? (less formal)

1
Read
the statements. Then complete the questions for the answers that are given.
He gave his number to Grace.
? Grace.
2
They
won a brand new car!
            What
_              ? A brand new car.
3
My
dad drove them to the airport.
           Who                    ?
My dad.
4
A
faulty IV caused the fire.
           What                   ?
A faulty TV.
5
The
Fiat won the rally.
           Which
car                    ? The Fiat.
6
Sandy
always sits nextto Noah. ? Noah.

3.3

Comparison
• Comparative
and superlative adjectives are formed with -er and
•est or more and most, unless they are irregular:
(regular)            difficult
         more difficult most difficult hot       hotter    hottest
(irregular)         good               better
far              furth
• Comparative
and superlative adverbs are usually formed with more and most, unless they are
irregular. (regular)       more slowl.f          most  (irregular)
       badli       worse     worst     better    best
• • A
few comparative and superlative adverbs are formed With  -er
and .est, like adjectives: early, fast, hard. late, near. soon.  We'll
be there sooner than thought.
who gets up the earliest in your family?
• Some
determiners also have comparative and superlative forms. few fvaer feuest
little less least much/rnanN more most
• We
can use (so) much or far to make the meaning of a comparative form more
extreme. It's far garmer than I npectBå
She drives so much more safely than she used
to
• We
use even to express surprise. I'm tall bui you're even taller!
• We
can use a little, o bit or no to modify a comparison.
It'* a bit harder than I realisedL
ThB•i played no better than last week,
• We
can modify a comparison with as as by using just, almost, nearly, nowhere near
Or nothing like. ihe•sjust as argumentative ae her brother.
Sgateboarding is nowhere near as difficult
SÉiing.
• We
can talk about a gradual change by repeating a comparative form.
 It's getting harder and harder to find
apartments.
•

We
can use this comparative structure to show that two things change because they
are connected.
The more he spends. the poorer he gets
• Comparisons
often have a clause after than.
     Driving to London is              than
it used to be.
Complete the sentence so that it means the
same as the first.
London is far bigger than Paris.
           Paris
is nowhere             London.
2
I
expected yoga to be difficult, but not this difficult!
           Yoga
is even             I expected.
3
New
York is almost as far south as Madrid.
          Madrid
is only a bit             New York.
4
Greenland
is much smaller than it looks On most maps.
           Greenland
isn't nearly             on most maps.
The ice caps are shrinking due to climate
change.
          The
ice caps are getting             due to climate change.
6 If you drink more coffee,
you won't sleep as well. The more coffee            you'll sleep.
2 Rewrite the sentences to include a
comparative form followed by a clause. Keep the same meaning.
I I didn't realise Mark was so rich.
Mark is much richer than real,iseå
 This restaurant didn't use to be so
popular.
 This phone shouldn't be so hard to use.
4 I didn't plan to spend so much money.
 This hotel didn't 100k so comfortable
from the Outside.  I didn't imagine Chicago would be such
an exciting city.

3.4

Question
tags
• We
use question tags to turn a statement into a question. We usually add negative
tags to affirmative statements and affirmative tags to negative Statements. hot
isn't it?
You don't need a lift to school. do •iou?
• With
affirmative sentences Which have a negative meaning because they include a word
like never, nobody or nothing, we add an affirmative tag.
I've had nothing for breakfast, have l?
     never
         'thank         does she?
• If
the sentence includes a modal verb (can, might, should, will, etc.) we use it
in the tag. ôhe can't sing. tan she? Ii won't hurt. will it?
• If
the sentence includes an auxiliary verb (is/ore, have, had, etc.) we use it in
the tag. They're leaving. aren't they?
   You haven't told       have
•iou?
• If
the sentence includes a simple, finite verb form, we do (or did) in the tag.
This phone belongs to        doesn't it?
you went home lait night. didn't •iou?

ready. aren't thq?                                                                                Your
  friends are veri late. Thei could be lost.

Nobodi wants to give up, do ihe•f?
E'.'tnthir.g        doe.ån't it?
Nothing matters now, does
• We
use a rising intonation on the question tag When we need or expect an answer.
It isn't my turn. is it? (l think it might
be.)
• We
use a falling intonation on the question tag when we do not need or expect an
answer.
Of course help You're besi friend, aren't
you? (We both know that.)
1 Add question tags.
 Nothing's
ever as simple as it seems,  t's rained a lot recently,
 Don't spend too much money. 4
Nobody knows what you're thinking,
5 You haven't been listening to me,
 Everything changed after he retired,
7 Let's start at the beginning,
 Leave your bags by the door,
9 Your parents used to live there, 10
You're going to invite me,

4.1

Talking
about possibility
will
• We
use will for making predictions about the future. We often use I think and /
don't think with Will. I don't  tonight.
• We
can use shall/shan't instead Of Will/won't With I and we, but Will is more
common.  thing we shall visit Ital•/ summer
• We also
use will to make assumptions about the present.
     It's 4.40 F-ighi now
Jim        be on hie way home.
Helen will bt getting on the plane
• We
also use will to express our assumptions about the present.
    It's                    Mum
will be preparing dinner.
rm sure the football match will have finished
bf nos.
must and
can't
• We
use must for talking about things Which we can deduce
are definitely true.
    He must be at work               called
me from his office.
• We
use can't for talking about things which we can deduce are impossible.
    She can't be abroad.          hasn't
got a passport.
• They
often referto a future event.
    Be careful Kith those
plates. You might              them.
• We
can use the negative forms may not and might not. However, we cannot use the
negative form couldn'tin this sense.
I've bent her a postcard, but it
not/might not arrive. (NOT I've sent her a postcard. but it could-not arrive.)
• couldn't
has a similar meaning to can't and expresses impossibility. It's often used
with possibly.
I couldn't possibly accept the invitation to
Tan's party. I'll be

• We use should to
say that something is likely to happen, in
Our opinion.
I should be home sis o'clock
Tim might be a bit late for the meeting, but
that shouldn't be a
• We can use other phrases to express
probability. be bound to it's certain)
The store is 4—0 With minutes to go. They're
bound to win. chances are (that) it's probable (that))
Chances are I uon't hand in my homework on
time. very
probable) be likely be probable)
Is it likely rain tomorrow?
 Complete
the sentences With the correct form Of must. can't, may, might, could and
should. Sometimes more than one answer is possible.
 I'm not Sure what we're doing tomorrow.
We   go to the cinema.
 Fionabe at the leisure
centre. It's closed.
3
You
shouldn't drive So fast. You           have an accident one day.
4
1
can see people opening their umbrellas. It    be starting to rain.
5
Jake            be wearing his coat. It's on the peg over
there.
 It's five o'clock now and the bus takes
twenty minutes, so get home just after five twenty.
7
1
went past the new noodle bar in town. It      be very good
— there was nobody in it!
8
"Where's
Sid?' 'l don't know. Hebe in town shopping.'
 Barcelona are much better than
Manchester United at the moment, so they
|
2
Rewrite sentences 1, 3, 6, 7, 8and 9 from exercise I. Use one Of these phrases:
be bound to, chances are, and be likely. You may need to make other changes
too.
I I'm not sure what we're doing tomorrow.
Chances are go to the cinema,

4.2

Future
continuous, future perfect simple and future perfect continuous
Future continuous
We use the future continuous
• to
talk about an action that Will be in progress at a specific paint in the
future.
    At sis O'clock
tomorrow evening       be watching The K Factor
• to
talk about planned events, or events that we expect to happen. In this usage,
it is similar to the present continuous for arrangements.
I'll be going to the shops later. Is there
an•ithtng gou need?
• to
make polite enquiries. Using the future continuous instead ofQhe future simple
to ask about somebodVs plans makes questions sound politer and less direct.
    Can you let me           "hen
          be leaving?
Future perfect simple
We use the future perfect simple to talk
about a completed action or event in the future.
 the
time       get to the cinema, the film        have alread•i
Marled.
Future perfect continuous
We normally use the future perfect continuous
to say how long an action or event will have been in progress at a specific
point in the future.
 the end of this •fear. he'll have been
learning f-ngli%h for nine
I
Write sentences about What George will be doing at the times given.
Use the future continuous.
2
Complete
the sentences With the future perfect simple or future perfect continuous.
      1 By Christmas Mandy             (know)
Roger for five years.
 Next
Easter my mum (work) at the doctor's surgery for six months.
3

If
Dave passes his physics exam, he
(pass) all his schoo Heaving exams.
4
I
hope you(wash up) the dishes before you go out.
 By this time next year we(live)
in London for six years.
6
When
William is sixteen he  (play) basketball for three years.
7
By
the time we getto the stadium the race(start).
8
'Kate
is going to try and pass her driving test again.'

4.3

•Really? How many times(take) it?' Future
forms: will, going to, present continuous, present simple
•
We
use Will to make factual Statements about the future, and to make predictions.
The
sun Will rise at 041                   morning.
    DO gou think          finish
your homeworE before midnight?
•
We
use Will for things we decide to do as we are speaking (instant decisions,
Offers, promises).  the phone ringing. arts*er it.
This bag is          heavi'       carry
it;
Ill ring you as soon as get io Lonåon.
•
We
use going to or the future continuous for things we have already decided to do
(intentions). I'm going to visit my grandparents at the
I'll be visiting my grandparents ai the
wee'end_
•
We
use going to to make a prediction based on present evidence.
Look at those clouds It's going to rain.
•
We
use the present continuous for things we have already agreed to do. usually
With somebody else (arrangements). I'm plaiing football on Saturåa•i
afternoon.
•
We
can use the present simple for timetabled and scheduled events.
What time does your train leave
iomorrou? The concert starts at S pm. on Saturday.
Choose the best form. Where more than one
answer is possible, explain the difference in meaning.
1     Bye!
' you tomorrow.

          a
•Il see b 'm seeing c •m going to see
2     'Have
you got any plans for this evening?' 'l Vicky.' a •llgo out b 'm going out c 'm
goingtogoout

3     Myflightat
five so we need to be at the airport a               good
two hours before that.
a
Will
leave b 's leaving c 's going to leave

4     •I'm
going to spend my gap year in Africa.' 'Really? What

                    a
will you do b are you doing c are you going to do
5     Look!
That car's going too fast. It
a
'Il
crash b 's crashing c 's going to crash
6     1'm
sure you'll get into university, but what if
you
a
will you do b are you doing c are you going to do James
this evening?
you see b Will you be seeing c Are you going

 8 By this time tomorrow I  my
exams.
a 'Il finish b 'Il have finished c 'm finishing
to town later. Can I give you a lift?
 a 'Il drive b 'Il be driving c 'm
driving 10 This time next week we in
Spain.
a 're going to arrive b 'Il be arriving
c 'Il have arrived

5.1

Passive:
all forms
•
We
form the passive with the correct form of the verb be and  the
past participle. The tense Of a passive construction is  determined
by the tense ofthe verb be. For example:  The
hotel i' used by 3,000 a var. (present simple) It budt in 1615, (past simple)
It is
being renovated at the moment (present continuous) It will be reopened nest
•fear the Mawr. (future simple)  new
dining room *ill have been added. (future perfect)
•
We use by to say Who is responsible for the action. This
usually goes at the end of the sentence. The bus shelter destroyed vandals.
•
We
can use the passive with present and past forms of modal verbs.
 The paintings can't be found,
 Thei must have been hidåen_
•
Prepositions
which belong with the verb go immediately after the past participle.
    Burglars broKe into         school.
The school into.
•
Most
adverbs go immediately before the past participle.  However.
adverbs of frequency and the adverbs still, just, already and even go
immediately before be or been in compound tenses.
 The school is being completeli rebuilt.
 The libram has alreadi been knocked
down.
The                  still
be used for bas'eibal_
•
We
don't use the present, past or future perfect continuous form Of the passive:
The•í haveThad/Will have been chasing
him for weeks,
(NOT chased for weeksJ

1
2
3
Complete the sentences with the passive of
the verbs in brackets. Use the correct tense.
1
My
bike (steal) three times since Christmas!
2
Ifwe
Win the quiz again next week, we _ (win) it ten weeks in a row.
 They couldn't use the phone because the
SIM card  (remove).
4 When we arrived at the
zoo, the elephants so we watched.
 Scientists say their research
(not complete) for another five years at least.  I've
moved into my cousin's fiat because my flat (decorate)
at the moment.
 The shop refused to exchange the dress
because it  (wear) several times.
8 The Grand Hotel
(build) in 1905.
Rewrite these active sentences in the
passive. Use by to say Who is responsible for the action.
 The Chinese invented paper about 2,000
years ago.
 Ada
Lovelace wrote the first computer program.  Marie
Skiodowska•Curie discovered polonium and radium.
 The Wright brothers built the world's
first aircraft.
 Sony manufactured the first CD player.
 The computer giant IBM designed the
first successful home computer.
7    lack
Dorsey created Twitter in 2006.
8    Google
bought YouTube for $1.65 billion.
Complete these sentences in the passive. Use
the modal verb and the verb in brackets.
I
Helmets                  (must / wear) at all times on the building

 Our car isn't where we parked it. It
(must / steal). 3 Ifthe weather's bad tomorrow, the athletics tournament  (might
/ cancel).
 That
homework                (should / hand in) days ago!  These
vouchers            (can / exchange) for cinema tickets anywhere in the
country.
 Are you sure your bag was stolen? it
(could / take) by mistake.
7    Don't throw that plastic bag away. It (can
I use) again.
8    My
phone has run out of power again. It (can't / recharge) properly.
|

5.2

Using
the passive
•
We
use the passive when we don't know or don't want to say who or what is
responsible for the action.  phone made in China,
We can also use the passive for stylistic
reasons, especially to allow the main focus of the sentence to be the subject
of the verb.
One of me/ favourite paintings is Van Gogh's
'Siarq Night'. It  was painted in ISB6.
•
With
verbs that Often have two objects (ask, award, give, offer, owe, pay, send,
show, teach, tell, etc.), either object can become the subject of a passive
sentence. Tnt•i sent me a DVD in the post, a I was seni a DVD in the PO%i b DVD
sent to me in the post.
It is much more common
for the indirect Object (usually a person) to be the subject of the passive
sentence (example a above).
 Rewrite the sentences in the passive.
Make the underlined words the main focus.
I Panasonic are going to release               kind
OfTV next year.
 Scientists
in Oxford are building a quantum computer. 3 Van Gogh painted  in
1890 and gave it to a friend.
4
LK.
Rowling wrote all the Harry potter novels between 1996 and 2007.
5
lim
Carrey. the Hollywood actor. will host the_next awards ceremony.
6
Henry
Ford designed the-Mode.LT, one of the earliest motor cars.
2 Rewrite the
sentences in the passive. Remember, it's usually

the indirect object which becomes the
subject.
 I My aunt gave me a games console for
my birthday.  was given a games console for mi birihda•f
bi aunt 2 The school awarded my brother first prize for art.
 The hotel manager showed us Our room.

     4 My grandfather has
told me that story many times.
 They paid my friend £20 to hand
out leaflets.
6 They Offered me my money back, but I
refused.
7 The police showed the suspect the CCTV
footage. 8 Arthur Rubinstein taught my grandmother piano.

5.3

Future
in the past
• We
sometimes use would. especially when the future event was a long way off or
lasted for a long time.
    In IqG4. she met the
man who               later be her husband,

It
was a holiday she would never forget
• We
use the past continuous when the future event was an arrangement.
I toog boots with me because were going for a
              after lunch.
 Rewrite these sentences in the past.
You may need to change some of the time expressions too.
 Jack's on the diving board. He's going
to jump.
 I'm excited because we're going on
holiday tomorrcrw.
3
I
don't know my exam result, but I'll find out soon.
4
I've
borrowed my brother's laptop. Will he notice?
 We're at the station. The train leaves
in ten minutes. 6 It's going to be a long winter.

6.1

Passive:
advanced structures
Passive with believe, know, think, etc.
• Verbs
like believe, consider, expect, know, report, say, and think are often used in
passive constructions, especially in formal language.
• We
can use an impersonal construction with it 4 passive: it passive (present or
past)
It was believed by many people until the Iqth
centum that tomatoes uere poisonous
    It is          known
that thn are not.
• Alternatively
we use a passive construction with an infinitive: subject ± passive (present Or
past) to dolto have done something.
Tomatoes believed to be poisonous. • We
can use an impersonal construction With there passive (present or past) + to
do/to have done
There were thought to be 1.000 people at the
demonstration.
He is Known to have been very
• If
the sentence refers to a present belief about a past event, we use the present
simple passive followed by a perfect infinitive (to have done something).
Tea is Known io have originated in China,
Passive
modals, gerunds and infinitives
• We
can use passive structures with modal verbs.
Homework should be handed in on time.
• Verbs
that are followed by an infinitive Or gerund can also be followed by a passive
infinitive or gerund: NO one to be criticised.  can't
stand being kept waiting,

• When
we're talking about the past, we sometimes want to refer to things which were
still in the future at that time. We use wcs going to when the future event was
a plan or intention.
She bought eggs and flour because she was
going to mage  a birihda•i cake,

I Rewrite the sentences in two ways using
passive structures. Start With the Words given.
1
They
think that the burglar climbed in through a window. a 'tis b The burglar is
2
They
say that she owns five houses. a It is said      b She is said
3
They
once believed that the earth was flat. b The earth
4
They
reported that the ship sankvery quickly. b The ship
5
They
expect that the Government will raise b The
Government
6
They
now know that the car was stolen.  a
lt.. b The car
2 Correct the mistakes in these sentences.
1 Coats can to be left in the cloakroom.
 They enjoyed to be taken to the cinema.
3 The washing-up ought have been done last
night.
 Put this cream on to avoid be bitten by
insects.
       My
mum expects to being promoted at work.
6 Batteries must being disposed of with care.
7 Stand up for yourself. Don't let
yourself to be bullied.
8 Can
you imagine What it's like be followed everywhere by the paparazzi?
6.2 Articles
a/an
We use the indefinite article alon
•
when
we say what something is or what itis like. What's that? It's a smartphont_ MY
uncle lives in a small flat.
•
When
we say What somebody's job is.
MY sister is a flight attendant.
•
:
When we mention something for the first time.
I've got a new
•
when
we mean any example Of something.
It, there a bank near here?
•
to
mean per or for each, brother earns EDO a week.
   The
bus was travelling at 50                    an hour.
We use the definite article the
•
when
it's clear what we are talking about. This can be a because we've already
mentioned it got a cat and a å09. The eat is called b because there is
only one of something time the Bun set this evening?
c because it's clear from the situation
Let's go to the beach. the beach that's near
here.)
•
With
most nationality words.

The
Italians have a reputa'ion for being friendly.
•
With
the names of rivers, mountain ranges, deserts and Seas. the Nile. the
Himala•fas. the Sahara Desert, the Baltic
•
with
a few countries and most groups Of islands. the united kingdom the the
Netherlards the gepublic the Channel Islands
•
in
various set phrases. for example:
90 to the the atre/cinerna listen the
raåio/the news play the violin, the piano
• with
an adjective to refer to everybodywho has that characteristic. the poor/the
rich
No article
We don't use an article
• when
we are making generalisations.
Cats eat mice and birå%_
• With
most countries, continents, towns, lakes and mountains.
I live in Krakow, in Poland
Toronto it situated on the               Of
Lake Ontario.
MY friend has just dimbed Mount
•
With
some nouns following a preposition. toga t .org/school at home at night bus
in bed/hospital/prison
•
With
meals.
have breakfast/lunth/dinrit.r
I Complete the Sentences With a/an, the or no
article
        I 'Shall we go for                walkalong              river?
'Nðt
now — I've got to go to work in half an
hour,' The bananas are €1 kilogramme.
3 I
love looking at          Moon and
4 Turn
on                       news is on in a moment.
5 •Shall
                         go out for                                lunch?' 'NO,
let's eat at

    home.'

6
  Alexej is from                Budweis in

Czech
  Republic.

7 'Is there
Quantifiers
Have
Grammar Builder and Reference | 125

• We use anvwith uncountable and plural nouns
in affirmative sentences where the meaning is negative.
I came out without any rnonn.
There is seldom ani snow in the south of
Frantt_
• We
can use any in affirmative sentences to mean it doesn't matter Which.
      friend
Of          is a friend Of mine.
• We
use no (meaning not any) when we want to be emphatic.
There's no pint in complaining.
     No shop*        open
after 10 0'clock
• We
use (a) few With plural nouns and (a) little With uncountable nouns. I've onl•f
got a little mone•f.
A feu Of the trees have alread•f lost their
leaves.
• We
use few/little instead of a few/a little to emphasise the smallness Of the
number or quantity.
He has little money and few friends
• We
normally use Whole with singular countable nouns. He ate the whole packet Of
biscuits.
• We
normally use al/ with uncountable nouns and plural nouns.
He ate all the biscuits in the patwt.
Have we used up the butter?
• We
use both, either and neither to talk about two things. both shopt are npenSive,
Neither shop is cheap.
You tan bui cheese at either shop
• Most
quantifiers can be followed by Of and a determiner (e.g. the, these, my, etc.):
most Of the , a few of his several Of those , of us, each of them, many of,
etc.
Of the teachers are in the staff room,
However, no and every cannot be followed
by Of. Instead, we say none of and every one of. None oftakes a singular verb
in formal contexts.
Ont
Of            must take the esam.
None of the leathers are under 30,
None
Of the teachers is under           (formal)
Choose the correct quantifier.
1 The teacher made all / the Whole class
Stay in at break time.
 Any / Some questions? Is everything
clear?
3
1've
just made some / any tea. Would you like some / any?
4
I
hardly got some / any sleep last night.
 There are a little / a few potatoes in
the fridge but
a little
/ little cheese.
6
The
police arrested both / either drivers after the accident.
7
There's
no / any time to talk now.
8
Any
NO student caught cheating will have ten marks deducted.
 Why are you walking about without some
/ any shoes?

10
In the exam you should answer either / both question 1 or question 2.
2 Complete the sentences with ofor leave them
blank.
 Several the apples were bruised so I
took them back to the supermarket.
          2
Most              pop stars are very well paid.
           None             my
Old jeans fit me now.
         4
Did you eat the whole              pizza?
           Some              people
can be really annoying.
6
Many       my
friends are into sport.
7
Read
each question carefully before you write your answer.
8
None        his
family live in London.

7.1

Reported
speech
Tense changes
•
When
we report somebody's words rather than quoting them directly, we usually change
the tense Of any verbs.  hungry,' he said, He said that he was
hungry.
The normal pattern Of tense changes in reported speech
is:

direct
  speech

reported speech

present simple

past simple

present continuous

past continuous

past simple

past perfect simple

present perfect simple

past perfect simple

present perfect continuous

past
  perfect continuous

past
  continuous

past
  perfect continuous

would mav/migh t         might
must/had to could
•
We
don't normally change the tense when:
1
the
reporting verb is present or present perfect. 'l           fatt cars.' ihe
*a-dB she     fast cars.
2
we
are reporting a past perfect verb, would, could, should or hod better. •you       go,'
He said that I should go.
• We
Often omit the word thatfrom the beginning Of the reported speech clause:
He said it was hoi

• There
are often changes in words which refer to the people, time or place. These are
dictated more by logic than by rules. Tm
corning here tomorrow: she said.
 says she's corning here tomorrow
(reported on the same day, in the same place)
She sat, the's going there tomorrow
(reported on the same day. in a different place)
f.he said she       going there the       åa•f,
(reported later, in a different place)
However, these time expressions frequently
change in the following way:
direct speech              reported speech today       that
day tonight   that night tomorrow           the next/following day next week               the
next/following week ago            before last week/month     the previous
week/month the week/month before
say and
tell
•   The Object Of the verb say is always
what was said. It is Often a clause.
    'It's late: said Torn. She said
she        thirsty.
•   If we want to mention the person who
is addressed, we must use the preposition to.
'I'm
going now,' she said to her friend.
•   The object of the verb tell is
usually the person who is addressed. We do not use the preposition to.
      Have you told Your mum? He told
me he          tired.
•   We also use tell in set phrases like
tell a lie, tell the truth, tell a story, etc.
Change
the reported speech into direct speech.
 Caroline says she'll wear her new dress to the party.
 Kate says she isn't coming dancing With us this evening. 3 Max told me
that he'd like to study law at college.
4    Pam said that she had been to Italy
the previous spring.
5    Jon complained that I'd kept him
waiting fortwo hours.
6    Joseph told me his team hadn't won a
single match before their victory last Sunday.
 Martha explained that she didn't want to go out because she hadn't been
feeling very well.

7.2

Reported questions
•    When we report questions, we use
affirmative word order and verb forms after the question word.
'Where
do you live?' she at*eå him.
She
asked him where he lived.
•    To report a yes/no question (one that
has no question word) we use whether orif.
   '15 it raining?' he              He
           if it       raining.
'DO iou
like milk in your coffee?• she asked me.
She
asked me *hether liked milk in mi coffee.
 Report the questions. Begin with
Harry asked me.
 'Why haven't you tidied yourbedroom?
2
"When's Kate arriving?'
 'Would you like a cheese sandwich?'
4 'Why
were you laughing?'
 'Could I use your rubber?'
6 •What
do you think you're doing?'
•    •What have you been doing?'
 'Will you be needing a lift home this evening?'

7.3

Indefinite pronouns
•
We form
indefinite pronouns with some•, any- and no..

People

Places

Things

anywhere nowhere something anything
nothing
•
We use pronouns
with some- in the same way as we use some: in affirmative sentences and in
offers and requests.
   Somebodi has drunk      toffee.
Can you
leave the shopping somewhere in the kitchen?
•
We use pronouns
With an" in the same Way as we use any: in negative sentences. in
questions, in affirmative sentences Where the meaning is negative. and in
sentences Where it means it doesn't matter Who/which/where. bored. I haven't got anything to do.
    Have         90t anywhere io stay
tonight?
He musi be fretting. He's hardh wearing anithing. That's An•fone knows
that'
Complete the indefinite pronouns in these sentences.
Use some-,     or no-. Sometimes more than one answer is possible.
I Does             one know the answer to this question? 2 Would you like           thing
to eat?
 body wanted to go to the cinema With me, so I went by myself.
•
There was hardlybody I knew at the party.
5
1 don't mind
where we go on holiday.where as long it's warm sunny!
6
I heard a noise
outside.one's outside.

7.4

Reporting verbs
We can use Other verbs instead of say
and tell when we report statements, e.g. add, admit, agree, answer, argue,
boast. claim, complain, confess, confirm, deny, explain, Observe, predict,
promise, reply, reveal, Swear, warn. 'This pitta told.'
He complained that his pitta us certainly                tonight:
He
predicieå that it would snow that night.
We can
use Other Structures when we report Offers, promises. requests, commands,
suggestions, etc.
Reference
•    verb + infinitive with to agree,
offer, promise, refuse, threaten He refused to "ear a tie.
To make
the infinitive negative we add not before to.
He
promised not to be latE
•
verb + Object +
infinitive With to    advise, ask, beg, command, dare, encourage. forbid, instruct, invite, ordered, persuade,
remind, request, tell.          urge, warn
She
reminded me to post the letter,
•
verb + gerund
admit, deny, mention, propose, recommended, report, suggest
He
admitted stealing the monel_
These
verbs can also be used with a that clause.
He
admitted that he'd stolen the monq.
•    verb preposition + gerund apologise
for, boast Of, confess to, insist on He apologiaed for keeping us •ailing.
•    Nerb • Object preposition + gerund
accuse 5b Of, congratulate sb on, warn sb against She congratulated me on
passing mi driving test.
•
verb + that +
should-clause advise. demand, insist, propose, recommend, request, suggest,
He
insisted ihai she should leave immediately
•    In formal English we also
occasionally use the subjunctive with these verbs.
He
insisted that she leave immediately.
The
minister             that all illegal immigrants be Sent         to their     Of
origin.
I
Report the sentences. Use the reporting verb in brackets.
I 'I'll feed the cat,' said Andy. (Offer) offered to
2    'I'm sorry was so late,' said
Susannah. (apologise)
3    'You broke my new smartphone!' Brenda
said to Zoe.
(accuse)
4    'Stay away from the cliff edge.' said
Denise to her Son.
(warn)
'Could
vou all put your pens down?' said the teacher to us. (request 4 should clause)
6   The doctor says it would be better if
Sam took more exercise. (recommend subjunctive)
7   'l think smoking should be banned in
all public places,' said the minister. (propose + subjunctive)
2    3.02
Listen and report the direct speech. Use the verbs given followed by the
appropriate Structure.
I She
admitted brea<ing the glass.
1   admit               3 boast  5
suggest               invite
2   beg   4 congratulate      6 refuse 8
insist
Grårómar

8.1

Talking about ability
can and be able to
•   We normally use can/can'tto talk
about ability in the present.
We can also use be able to although it is less common.
Fran can
speag Chinese. Fran is able to speak Chinese
•   We normally use will be able to to
talk about ability in the future.
I'm sure
people Wild be able to travel to Mar* before 2050.
However,
we often use can/can'tto talk about future             arrangements.
•   can't come to the cinema With Iou thiB
evening.
•   We use be able to When we need an
infinitive. (can has no infinitive form.)  should be able to finish all homework ten.
•   We use being able to when we need an
•ing form.
I hate not being able to watch satellite TV. There are 60 9008 programmes
on those channels.
•  We use be able to when we wantto use
the present perfect tense. (can has no present perfect form.)
     Sue hasn't been able to           since
her accident.
Talking about ability in the past
•  We use could for general ability in
the past.
 I  read when I      four,
•   When we're talking about one
occasion, we use a different expression, such as managed to do or succeeded in
doing. We can also use was/were able to. did manage io repair the DVD player?
They
were able to win despite onl\ having ten players,
•   However, we use the negative couldn't
whether we are talking about general ability or one Occasion.
Carla couldn't BWim until she was fourteen. couldn't get to sleep last
night,
•   We use could with verbs of
perception. like feel, hear, see, smell, taste, even if it's one occasion.
     I could              dinner
cooking soon           came in,
1
Complete the sentences with the correct form of can or be able to. Wherever
possible, use can.
1 hate        drive.
I have to ask my dad for a lift all the time.
you
play the piano?
Ifwe
stop saving money, we afford to buy a house.
4 1
might help you ifyOu tell me What's the matter. you give me a lift to the
station this evening?
6 Miriam should           ski — she's
had quite a few lessons, receive any emails since my computer went wrong.
       8 I'm sorry I             come
to the cinema With you tonight.

whom (Object.

whom
  (object,

formal)

formal)

things

which

places

where

where

dates

when

when

possessives

whose

Whos
  e

8.2

Relative
  clauses                                                                                Combine
  the two sentences With a defining relative clause. Use Who, Which, where or
  whose.

Relative
    pronouns

I I know a lot Of people. They are opposed to Wind
    farms.

      I
             a Int Of people who

defining relative
    clauses

non-defining
    relative clauses

Tom
    works in a factory. They make solar panels there.
From here vou can see
    the enormous Wind turbine. We

people               who/that

who

were protesting about
    it.

Defin ing relative
clauses
•A
defining relative clause gives essential information about                2 the
noun in the main clause Which it refers to. Without the information
the sentence would be incomplete.
   She's the woman who           telling
iou about                     3
Shelter is a charity organisation whose aim
i} to help homeless     people
•It
can go at the end or in the middle Of a Sentence. We use commas around the
defining relative clause.

    The doctor         treated
me
I met
the Fung woman Who" just started teaching at primary
• The
relative pronoun Which or who can be omitted if Object of the clause (but not
if it is the subject).
 That" the man who lives round the
cornefl (Who subject)
  That's the man who I        (who
object)

• That's
the man I              (who Object — omitted)
• We
can replace which with that. In informal contexts, we can replace Who With
that.
Coal is formed from trees that have been
buried underground
4
I
met Some eco•protesters. The police were trying to evict them.
5
1
support a charity. It's campaigning against the use of fossil fuels in energy
generation.
6
I
found a piece of space junk. It hadn't burnt up in the Earth's atmosphere.
7

That's the nuclear power station. My dad has been working
there for the past five years.
In which sentences in exercise I can we (a)
omit the relative pronoun? (b) replace Who or which with that?
Combine
the two sentences With a non-defining relative clause,
either in the middle or at the end Of the sentence. Add the correct
punctuation.

Fossil fuels are not a renewable source Of energy. They

are
found deep underground.
Fossil fuels. which arc found
Shale gas is becoming an increasingly
important source Of natural gas. It is gas trapped in shale formations.
3
There
are many types of renewable energy. Governments are investing in them.
4
People
in industrialised countries should be the first to reduce carbon emissions.
They have already benefitted from years of economic growth.

5
Farm
animals release a lot Of methane. Methane is a very

potent greenhouse gas.
6
Nuclear
power stations produce a lot Of radioactive

for milliont of
She's the girl that's going out Bith kim's
brother.
Non-defining relative
clauses
•A non-defining relative
clause gives extra information about the noun in the main clause which it
refers to. The sentence makes Sense without it.

•The verb they replace can be
in any tense.

cloud of smoke. rising from the factori.
blocked the sun. which was rising) drove
past a factori maging cars, which makes)

I Combine the two sentences. Use a shortened
relative clause.

Was that your brother? He was talking to
Sue. that
your brother talking to

2
The police have arrested the woman. She was seen shoplifting on CCTV.

3
I've got a photo of my grandad. He's driving an old   Mercedes.
4
The
man was a climate change scientist. He lived next door.
5
1
live in a farmhouse. It was built in 1855.
6
I
can't find the address book. It contains all my friends'  contact
details.

8.4

 The
insurance company have replaced the vase. It was broken by the removal men. do
and did for emphasis
• We
can use do and did to make statements stronger and to show a contrast. We
stress do and did when therre used in this way.
    You do liÉe
arguing, don't            We did           the ballet
• We
can use do in imperatives to make them more emphatic. DO be careful with that vase!
• We
can use do and did to show a contrast. He's sometimes bit rude but I do him.
I Use door did to make the sentences more
emphatic orto show a contrast.
I You didn'tget much sleep last night. GO to
bed early tonight.
     2
It's a very important meeting. Be on time!
 3 1 don't much like him, but I like his
brother.
4
We
enjoyed the play.
5
1
like your new top!

6
Be quiet, will
you!

9.1

7
I
didn't cook the meal but I did the washing up. should/could/might/needn't
have

•
We can use shouldn't have to express disapproval of past actions.

You
shouldn't have sia•fed up all night.
• We
use should have, might have or could have to saywhat the
right way to behave was, in our Opinion. you should have gone to bed before
midnight.

We
sometimes use might have or could have to tell somebody what they should have
done. It is usually an excla mation.

you could have saved some pitu for me!

We
use needn't have to say an action that took place was
unnecessary:
    you needn't have
worried. I          ai m! friend's house.

If
we talking about an action that was unnecessary and didn't take place, we use a
different structure. Compare: Thet didn9 have to pal for their tickets, Chidren
under eighteen get in free.
They needn't have paid for their tickets. MN
uncle the cinemi (But they did pay for them.)
1
Choose
the word which makes the most sense in these

I I
don't mind you borrowing my phone, butyou might / needn't have asked me first!
 We shouldn't I needn't have eaten those
burgers; they  were a week past their •use by' date.
3
1
forgot our homework was due in today —you could / needn't have reminded me!
4
I
was only two minutes late. You might / shouldn't have waited for me!
5
We
needn't / shouldn't have gone to Greece in March; the weather was terrible.
6
My
mobile was switched Off — you needn't / should have tried my landline.
2
Rewrite
the sentences so they include should, shouldn't, could, might or needn't have.
Don't change the meaning.
I It
was a bad idea for you to give chocolate to your dog.
 2 She wore formal clothes. but it
wasn't necessary.
3
Inviting
your cousins to your party would have been a good idea.
4
I
Wish you'd saved some chips for me!
 Leaving the front door unlocked was a
bad thingto do.
6 It was unnecessary for you to buy me a
present.
 It would have been better if you'd
stayed at home.
8 I Wish therd given us a lift to the
station!

9.2

Third
conditional
• We
use the third conditional to talk about how a situation in the past could have
been avoided:
If she hadn't lost her temper. Tack wouldn't
have left.
(But she did lose her temper and Jack did
leave.)
• The
if clause can come before Or after the main clause. We use the past perfect in
the if clause and would/wouldn't have in the main clause. Be careful: had and
would both have the same short form: 'd.
She'd have been amazed if •fou'd asked her
out.
(She would have been amated if you had asked
her Out)
• We
use could have in the main clause when we're talking about ability. It means         have
been able to:

Grammar

     If I hadn't had a bean
suitcase with me. I              have run for the
• We
can use could have or might have in the main clause if the result is less
certain.
If          dad had gone to universiti.
he might have become a teacher.
Complete these third conditional
Sentences with the past perfect and would(n't) have form Of the verbs in
brackets. 1 Ifvou (not leave) the door open. the burglars (not get) in!
(Win) the match ifwe (play) better in
thesecond half.
3
It  (be)
better if you (not mention) our plan.
4
If
my dad   (not come) home, the party on) all night.
5
They
_ (go) On holiday in the summer if they (not go) skiing already that year.
6
You             (not
guess) my secret if your sister (not give) you a clue.
(not write) a letter Of complaint if I
be) so angry.
8 If you            (ask) to borrow my
football boots, I (say) yes.

9.3

Mixed
conditionals
•
Mixed
conditionals are a mixture of type 2 and type 3 conditionals and refer to
hypothetical situations. Remember that type 2 conditionals refer to the present
or future, and type 3 conditionals refer to the past. Mixed conditionals occur
when the time reference in the ifclause is different from the main clause.
    If        had eaten
your lunch. you wouldn't be hungry noW
past (type 3) present (type 2) If we
hadn't fallen out with each other. we'd on holi4aN together again
this f,urnmer,
   past (type 3)                         future
(type 2)
If I lived in London I would have
gone to the match.
   present (type 2)                   past
(type 3)
•
The
choice ofverb forms in mixed conditionals depends on the time reference. If
we're referring to the past in the if clause, we use the past perfect (simple
or continuous) as we would in a type 3 conditional; we're referring to the
present in the if clause, we use the past simple as we would in a type 2
conditional. Similarly, if we're referring to the past in the main clause, we
use would have, as for type 3; if we're referring to the present or future in
the main clause. we use would, as for type 2.
I Match the two halves of the sentences.
Complete the second half With the correct form Ofthe verb in brackets.
If you weren't my best friend,
2
If
they hadn't closed the bowling alley,
3
She
might have become a model
4
You'd
never have stood in a queue for three hours If there was a good restaurant in
town,
6 He wouldn't have become a teacher
we (go) there tonight. b if she (be) a
few centimetres taller. c if you (not be) British.
(not tell) you what I really think.
       e if he              (not
like) children.
(not buy) fish and chips.
2 Rewrite each pair
of sentences as a mixed conditional
1
They're
very argumentative. That's why they fell out.
If thet weren't argumentative. the! wouldn't
have fallen
2
He
isn't fit. That's Why he didn't finish the race.
3
My
grandfather owned a factory. That's whwWe live in a big house.
4
She
worked hard last term. That's why she's disappointed with her exam results.
5
1
don't speak Spanish. That's why I didn't apply for a job in South America.
6
It
rained all night. That's whywecan't use the tennis
7
You
were rude to Ellie. That's Why she doesn't like
8
We're
on holiday. That's why we didn't go to the barbecue.

9.4

Wishes
and regrets
• We use the follcM'ing structure to express
regrets about the past:
I (really) wish + past perfect
I'd (much) rather past perfect
I wish I hadn't spent all ml money
   I'd much rather          sent
me a       message.
I Write a Sentence using the word in brackets
to express these regrets about the past.
1    1
didn't revise for the exam. (wish)
           I              with
reviÐBd for the
2    you
told Jacqui my secret. (rather)
3    you
didn't wear smart clothes. (rather)
4    I
didn't ask for her phone number. (Wish) my favourite team didn't win. (wish)
6 we stayed in a hotel.
(rather) you didn't give me money for my birthday. (rather)
-8 I promised to help Louis with his
homework. (wish)
Refererice i

Normal

Emphatic

9.5

• We can express
  purpose with a simple infinitive or the phrase in Order (not) to or so as
  (not to).
She Stood up in order to
  ask/90 as to ask a question,
• We can also use the
  phrase With a view to or With the intention of followed by an -ing form.
They renovated the hotel vith a view io charging mort
  for the
• We can also express
  purpose With in order that, so that orsO followed by a clause.
Sht
  sat  in order that/so that/so the people behind her see.
• We can express a
  result with so (but NOT so-that) t tired I went to bed
• We can also express
  a result using so adjective or adverb or such (tadiective) ± noun followed by
  that and a clause. so tired that I went to bed at 1 p.m.
    They                   badly
  that they lost 8-0.
It "as such a boring
  film that I fell
The*    such difficult
  questions that I couldn't answer an-I Of them.
Choose
  the correct words to complete the sentences. I The supermarket was closed              she
  went to the corner shop.
a so that b in order that
  c so
2
  We spent so long at the museum we didn't have time for
  the art gallery.
a   so
  b So that c that
3
  She went to lots of parties in the first week Of term
  making friends.
a   in
  order to b SO that c with a view to
4
  He logged onto his email account       check his
  messages.
a   so
  that b in order that c to
5
  They got a passport for their baby      they could
  travel abroad.
a   so
  b in orderto c that
6    The
  film finished early           they went to a café.
a   in
  orderthat b so that c so
7    She
  took Off her shoes          not to get them wet.
a   so b so as c in orderto
8
  They spent                little time in France that
  they didn't learn any French.
a
  such b so c that
Emphasis and inversion
• We can make a
  sentence more emphatic by adding an extra

to go                was
  beach.           to go to the beach.
I'd
  like to meet Lady Gaga.        The person I'd like to meet is Lady Gaga.
He
  really wants to visit China. One country he really wants to visit is China.
I'll never understand One thing I'll never baseball.
  understand is baseball. She just walked the second All she did was (to) walk
  the half of the race. second half Of the race.
The
  fire alarm went Off.           What happened was (that) the fire alarm went
  off.
• After All (I) did
  was or What (l) did we use an infinitive With or Without to:
   What they did        (to)
  make a shelter in the woods.
However, after All that happened was or
  What happened we need a subject and a verb. We can put that before the
  subject:
All that happened was
  (that) they made a shelter in the woods,
• We can also make a
  sentence more emphatic by putting a negative or limiting adverb (or adverbial
  phrase) at the front. These include: never, not since, not only, no sooner
  than, hardly, rarely/ seldom, under no circumstances, no way. After the
  adverb or phrase. the word order is inverted.
Not Since his childhood
  had enjo•ted a holiåa•i BO much.
    Barely has there
  been          a popular event,
• For verbs in the
  present/past simple we use do/did. way does he deserve a priZ_e for that'
    Not        did he 'Sin. but he won b-N             pints.
Rewrite the sentences With an extra clause at the start
  for emphasis. Begin with the words in brackets. I You always forgetyour keys.
  (It's you ) It's who always forgets lour KENS.
2    I
  really hate tomato Soup. (One thing )
3    My
  parents met in Japan. (It was )
4    The
  referee awarded a penalty. (What happened )
Lisa
  spent a year abroad after school. (What Lisa )
6       I
  asked my dad for some money, that's all. (All I
7
  1 enjoy talking to my grandfather. (One person
8       My
  uncle took me to my first sports event. (It was )
9       We
  just need one more basketball player. (All we ) 10 You can't go to Antarctica
  on holiday. (One place
Complete
  the second sentence in each pair so that it means the same as the first.
1've
  never seen such an impressive firework display. Never         an impressive
  firework display.

Expressing
purpose and result
                                                                                You
wanted         to the              It         you that/who wanted
clause to highlight key information.                                                                2
You mustn't, under any circumstances, unlock the door. Under  unlock the door.
Grammar

3
We
haven't been to Scotland since our wedding.
Not since to Scotland.
4
He
certainly can't speak six languages!
           No
way six languages!
5
She
broke her arm and also damaged her knee.
Not onlydamaged her knee.
6
The
party ended as soon as we'd arrived. NO sooner ended.

10.2

The
unreal past
• We
use the past simple after certain expressions even though the meaning is
present or future. It's (high) time had a shower,
    I'd rather         didn't
tell anyone
I'd sooner travelled by plane.
   Imagine        worked in New
York!
• We
can use the past or present simple after these expressions, without a
significant difference in meaning: iuppose we hadThave dinner out tonight.
    They        as if/at
thœJgh          are/were married!
• When
we use the unreal past, we normally use were instead of was.
I'å rather I weren't in the athletics
team. Complete the second sentence so it means the same as the
1    1 don't wantyoutoread mydiary.
I'd rather
2    Why
don't we invite the Whole class? Suppose
3    Wouldn't
it be great to have a Ferrari?
Imagine
4    We
should return these books to the library.
It's time
5    1
don't want my parents to be friends with me on Facebook.
I'd sooner
 The
Government should allow online voting. It's high time had
better/mightas well
• We
use had better followed by an infinitive Without to to give advice or a
warning. Even though had is the past simple form Of have, we use had better to
give advice about the present or future.
You'd
better           the teacher before iou leave.
He'd better start behaving himstlf!
The negative form Of had better is had
better not (NOT hadn't-better) you'd better not do that again
TO describe the consequence of not following
the advice, had better (not) is often followed by or will future.

He'd
better not argue uith the captain or he'll his place in the team.
• We
use might as wellto say what course of action should be followed. does not
imply a strong recommendation for that course Of action, but rather that there
is nothing to lose by following it, or that the alternative is no better. Thai
plani is dead. 50 might as throw it
Rewrite these sentences With had better
(not). Include or * Will future if appropriate.
I I'll be furious if you borrow my laptop
without asking.
 They should hurry up to avoid being
late.
 If she doesn't apologise, I won't
invite her to my house again.
4
It
would be a bad idea to wake my dad up.
5
You
won't geta good mark unless you answer all Of the questions.
6
1
should go home now. If I don't, my mum Will be worried.
2
Complete
the sentences with might as well and an appropriate verb or phrase.
 The weather is terrible. We..
 That torch doesn't work. You„.
3
Tickets
for the lottery are Only El each.
4
These
crisps won't stay fresh now the packet is open.
5
You'll
find out the truth sooner or later, so 6
There's nothing good On TV.

10

Adverbial
phrases
• When
we start a sentence with an adverbial phrase of direction, position, etc., the
subject-verb word order which follows is usually inverted. We usually do this
with verbs of place Or movement (climb, come, fly, go, hang, lie, run, sit,
stand, etc.) but not other verbs:
Near the door stood a man in a white coat.
         the                two
men were Chatting (no inversion)
• However,
when the subject is a pronoun, we do not invert.
(NOT
• When
the verb form is there is/are, we miss out there instead of inverting.
Dn the floor were three large bags,
1 Rewrite these sentences starting with the
adverbial phrase. Invert the word order which follows only if appropriate.
 His aunt sat at one end of the sofa.
 My sister is asleep in the top floor
bedroom.
3
An
empty wine bottle lav on the grass.
4
There
are three cinemas in the town centre.
 She ran out of the room, screaming.
6 There's a tennis court behind the
football pitch.
Reference

1
1.1 Synonyms
and antonyms                          1.2 Compound adjectives

Synonyms and antonyms
A
  synonym is a word which means the same as another word: unhappy and sad are
  synonyms.
An antonym is word which means the
  opposite of another word: tall and short are antonyms.
Some
  dictionaries include synonyms and antonyms.

Compound adjectives
Compound
  adjectives are adjectives formed from two words. The two most common types
  are:
1
  adjective 4 noun with •ed ending kind-hearted,
  long-legged, big-headed
2
  noun •ing form space-saving. meat-eating, time-wasting
3
  adverb • past participle well•worn, thinly, veiled

I
Read the Learn this! box. Then match the adjectives in group 1 with their
synonyms in group 2. Decide if each pair is positive or negative and Write them
in the chart.

I
  cagey conceited condescending daring energetic friendly humorous intelligent
  irritable logical loyal

       Complete
                                             the adjectives from
Learn this! box.

relaxed
  timid unassuming

I He gets so much praise
  from his parents that he's

2
  active adventurous amiable calm clever faithful

become quite

grumpy
  modest patronising rational secretivë shy

Keeping the ball in the corner Of the pitch is a Common

vain
  Witty

tactic in football.
plants
  get their nutrition from trapping insects.

                                                                                the
sentences with six of                                the

positive

negative

cagey
  - secretive

2

Make compound adjectives
  with a word from each group.

2
  Choose the best antonym for each word.

Match them with the
  correct definitions.

I approximately (adverb)

able absent cold densely
  dimtý level mouth

           a
  very              b nearly         c exactly
2 calm (adiective)

d
  correctly

sure

               a
  exciting b excited             -boring

silent

blooded
  bodied footed headed                   minded

3 neat (adjective)

populated watering

            a
  messy          b                               c lazy

reliable

1                  dark;
  without many lights

4 truthful (adiective) a
  incorrect b false C different

d
  dishonest

: having a lot of people
  living iri small area

5 adore (verb)

forgetful

           a
  prefer           b hate           c love

enjoy

: delicious

6 despair (noun)

: cruel

             a
  optimism b fun               c excitement

d
  joy

: unlikely to fall
: calm

3
  Complete the sentences With the words you selected in exercise 2.

: fit and healthy

     1 1'm embarrassed
  about my             handwriting.

3

Complete these sentences
  with compound adjectives. Then

      2 Can
  you imagine how             you'd feel ifyou won the

invent two similar
  sentences Of your own.

lottery?

1
  People who wave flags are                     people.

      3
  A marathon is              42.195 kilometres.

Cats With short hair are

      4
  It's a crime to give a              answer to a question in

    People with strong
  minds are            people.

court.

4
  Bread that has been baked freshly is              bread.

5 1 simply __ all
  forms of motor-racing.

A gadget which Saves time
  is a

6 He always looks forward
  with

6
  A man with one arm is a

4 She sometimes comes across as grumpy, but
she's actually very
Most high•jumpers are extremelytall and
                                                                                This
French film is actually a           attack on Hollywood.
8
|
2

2.1 Money
idioms
Match the idioms With the definitions.
I get ripped Off cost an arm and a leg
3 come into some money 4 dip into your
savings live from hand to mouth
6
make
ends meet  12
7
tighten
your belt 8 make a killing
a make a big profit spend all your money
on basic needs like food Without being able to buy anything else c be given
some money, usually after a relative has died d be charged too much money e
spend some money that you had put aside to use later spend less money than
usual g be very expensive h have just enough money to buy what you need
2 Complete the sentences With idioms from
exercise 1. Use the correct form.
I •Was your new bike expensive?' "Yes,
very. It
2
We
had to to pay for a holiday last year. But we've still got a few hundred pounds
left in the account.
3
Jim
When his grandmother died. He was able to buy a new car.
4
Many
people on State benefits            , with barely enough money for basics like
food and heating.
5
1
don't earn a great deal, but we manage to
6
You
could have bought that computer for half the price on the Internet. You
My uncle    when he sold his business. But
then he lost it all When he invested in the stock market.
8 Prices are going up and wages aren't
increasing. So we'll have to

Time
  and money
We use the same verbs with time and
  money: be short Of, have time/money to spore, lose, make, run Out Of, save,
  waste.
Hurry up and stop wasting
  time!
Don
  't waste your money on sweets/

2.2 Buying and renting a flat
Complete the adverts with the words be
amenities balcony for sale fully-fitted
top-floor walking distance
3-bedroom 1 flat with . Separate
kitchen. Within easy Of local bus routes and : £200,000.
available central heating double glazing
furnished rent spacious apartment, Offered or part-furnished.
     Benefits from               and
gas
      1 May.                £500
per month.
2.3 Extreme
adjectives
Match the adjectives in group A With the
extreme adjectives in group B.
A
angry
beautiful crowded clean dirty funny hungry silly surprising tired ugly
B
astonishing
exhausted filthy furious gorgeous hideous hilarious packed ridiculous spotless
starving
2 Complete the
extreme adjectives that mean:
2 very good: f 3 very bad:
Can you add any more? Use a dictionary
or thesaurus to help you.

Hungry?
  I'm starving!

Then
listen and reply to the sentences in the same way, using an extreme adjective.
Copy the intonation in the example. I Are you hungry?
2.4 Comment
adverbs
Choose the correct comment adverbs.
Sometimes there is more than one correct answer.
Personally, / Apparently, / To my
surprise, I don't believe in ghosts.
2
To
be honest. I Foolishly. / Frankly. I'm notvery keen on Italian food.
3
1'm
broke. so ideally obviously/ unfortunately I can't come Out tonight.
4
Hopefully
/ Ideally / Luckily I'll pass my driving test before my eighteenth birthday.
5
He
fell off his bike, but fortunately I notsurprisingly / hopefully he didn't hurt
himself badly.
|
3
3.1 Stages of life
I Number the stages of life below in the
order that we reach them.
childhood
old age
adolescence
adulthood
middle age
infancy
2
Match
the words below with the stages of life. Draw a spidergram. Some words can go
With two stages.
career elderly forties grey hair kid marriage
nappies OAP retirement seventies teenager toddler twenties walking stick White
hair wrinkles
3
Can
you add any more words to the spider-grams? Use a dictionary to help you if
necessary.
3.2 Phrasal
verbs with up and down
Complete the sentences With up or down. Then
listen and check your answers.
1
You're
welcome to visit us on Saturday but I'm afraid we can't put you
2
He
doesn't play as well as he can because he doesn't want to show the rest of the
team
They often have terrible rows because they
both refuse to back
4 When you talk to my grandfather about his
health problems, he always plays them
At the time, his marriage was a huge scandal
that took years to die
6
It's a comfortable hotel, but they need to do it 7 As the teacher started to
wind      the lesson, the students put their bCH3ks away.
8
He
only took           skiing after he'd retired.
9
There
was an accident on the motorway Which held us for two hours.
10
He
turned                a job in a bank because he wanted to be a dancer.

Phrasal verbs (1)
Phrasal verbs Can be transitive (they
  have an object) or intransitive (they don't have an object). He sat down.
  (intransitive)
He
  putdown his bag. (transitive)
2 Transitive phrasal verbs
  are usually separable. This means the object can go before the adverb.
/ cut down the tree. We cutthe tree down.
If the phrasal verb is separable and
  the object is a pronoun, the pronoun MUST come before the adverb.
X
  / cut it

2   Read
the Learn this! box. Then match the phrasal verbs (1—10) With the meanings
(a—D. Use the sentences in exercise I to help you. Is each verb transitive or
intransitive?

back down

renovate

die down

provide
  accommodation for

3 do up

c
  delay

4 hold up

refuse to accept

play down

e change your position or
  ideas

6 put up

minimise
  the importance Of

7 show up

bring to an end

8 take up

h
  start doing (as a hobby)

9 turn down

become
  weaker or quieter

10
  Wind up

make look inferior

3   Write
another example sentence for each ofthe phrasal verbs in exercise 2.
4
4.1 Elections
I Complete the text With the correct form Of
the words below. Use a dictionary to help you.
candidate coalition constituency general
election hung parliament majority member Of parliament prime minister
proportional representation vote (n)
The British Electoral System in Britain take
place at least every five years. The country is divided up into (areas) in
which the various , Who are usually members Of political parties, put
themselves up for election. Each candidate hopes to become the for that
constituency. The electoral system is not s , where the total number of for
each party across the country is taken into account, but 'first past the post',
where the winner in each constituency is elected and all the Other votes count
for nothing. If a party Wins a 7 of seats in parliament, they form a
government, and their leader becomes
. If no party has a majority, then it is        and
the opposing parties may agree to form a
4.2
International organisations
I Match the logos with the international
organisations.
a European Central Bank
NATO (North Atlantic Treaty
Organisation) c WWF (Worldwide Fund for Nature) the ELI (European Union) e the
LIN (United Nations)
Amnesty International g the Red Cross
World
Trade Organisation
2 Describe the activities of the
organisations. Use the words below to help you.
Verbs
campaign for protect regulate support Nouns economic affairs
environmental issues freedom of speech human rights military alliance political
prisoner refugees trade
4.3 Suffixes -ism and -ist
Complete the chart. Use a dictionary to
help you. Be careful, not all the words end in •ist.

Noun / person

Noun / person

I feminism

6
  capitalism /

2
  vandalism /

7
  socialism /

3
  atheism /

8
  patriotism /

4
  extremism /

9
  nationalism /

S pessimism /

2 Match words from
exercise I With these definitions.
I the
belief that God does not exist a person who loves his or her country very much
a person With extremely Strong political or religious opinions, sometimes
prepared to use violence
4
the
belief or feeling that bad things Will happen
5
the
belief that women should have the same rights and opportunities as men
6
a
person Who deliberately damages public property a person who wants their
country to become independent an economic system in which businesses are mostly
owned privately, not by the state an economic system in which businesses are
mostly owned and controlled by the State
4.4 Variable stress
1
Listen
and repeat the words below. Is the word a verb or a noun? Then say the word
again changing the syllable that is stressed.
           conflict
          4 increase 7 record
2
import       5
produce 8 suspect
3
permit       6
protest
2 Complete the sentences With the
correct form Ofwords from exercise 1. Then read the sentences aloud stressing
the gapped word correctly.
         The
Government refuses to            teachers' salaries.
2
Usain Bolt first broke the 100 m world in 2008. The demonstrators were   against
the big rise in the price of petrol.
4
The
police have arrested a man Whom they    Of murdering his wife.
5
Britain
a lot Of food from Other countries. China over 50% of the world's manufactured
goods.

|
5

5.1 Technology components
Match eight Ofthe words below With the
pictures (I
aerial antenna axle battery blade brake bulb
circuit board cog dial fan lead lens microphone microprocessor motor plug
pulley SIM card speaker spring strap switch thermostat touchscreen
2
Divide
all the words from exercise I into two groups. Write the ones you would find in
a smartphone in box A; write the Others in box B with one example Of where you
might find them.

A
  (smartphone components)

B (other components)

3
In
pairs, decide which components from exercise I the following Objects probably
contain.

I
  electric razor

4
  lawnmower

2
  hairdryer

5 moped

3
  HD video camera

6 microwave oven

5.2 Crime
Workin pairs. Complete the chart With the
missing words. Use a dictionary to help you.

Crime

Criminal

Verb

arson

set fire to (a building.
  etc.)

blackmail

blackmailer

burglary

burgle (a house, office,
  etc.)

drug dealing

deal drugs

forgery

forger

fraudster

defraud (somebody)

hacking

hack (into something)

hijacking

hijacker

kidnapping

kidnap

joyriding

go joyriding

mugger

mug (somebody)

murder

murderer

(somebody)

rapist

rape

robbery

robber

shoplifting

shoplift

thief

steal (something)

trafficking

traffic

vandal

vandalise
  (something)

2 Complete the crime
reports with the words below.
convicted jury pleaded sentenced verdict
lustin Jones was t of kidnapping and to nine years in jail. Although Mr Jones
had — not guilty, the evidence against him was described by the police as
•overwhelming' and the took less than an
hour to reach their 5 acquitted alibi evidence found trial witnesses
At the High Court today, Karl Macintosh,
who was standing for the murder of two teenagers, was 7 after the jury him not
guilty. Although prosecutors had argued that forensic linked Macintosh to the
crime scene, several confirmed his accused arrest issued Offences question
Police would like to      a
man about a series of in the Liverpool area. He is   of defrauding more than
ten elderly couples out Of their life savings.
Police have a description of the man and
are Offering a reward for information Which leads to and conviction.

6
6.1
  Informal food idioms                               6.2 Food and nutrition

Match the informal idioms (1—10) With the
meanings (a—I). Use a dictionary to help you.

I
  a couch potato

6 go pear-shaped

be paid peanuts

7 be full Of beans

3
  in a nutshell

8 butter somebody up

4
  be out to lunch

9 pie in the sky

spill the beans

10 have a lot on one's
  plate

a (Of a plan) to go badly wrong be full of
energy and enthusiasm c to receive very little money d be very busy. with a lot
of things to do and think about e something Which someone talks about that is
very unlikely to happen behaving strangely g expressed clearly and in few words
say nice things so that someone Will help you or give you something give away a
secret person Who spends a lot Of time sitting and watching TV
2
Complete
the sentences with idioms from exercise I. Use the correct form.
I 'Can I watch tellv, Mum?' 'NO, you've
watched enough television today. You'll turn into a
2
He
keeps On saying the weirdest things. I think he's a bit
3
The
kids are . They've just played tennis and now they want to play football.
4
If
you want to borrow his car, you'll have to     first!
5
He's
sympathetic, supportive, generous. a good listener. , he's a really good
friend.
3
Replace
the underlined words with idioms from exercise 1.
He talks about getting a new job, but it'll
never happen. 2 lake and Sue are getting divorced, but rinn'r          anvone.
3   I'd
like to help you, I'm very busy at work and at home.
4   Her
plan to sell her house and move to France has
He has a very responsible job but he gets paid verv
little Complete the sentences with the words below.
additives calories cholesterol fair-trade
fibre
GM foods tow-carb organic use-by date
Wholemeal
are used to improve the flavour of food or
change its colour.
2
contain
plants that have been changed (genetically modified) in order to protect them
from disease or to make them more productive.
3
food
has been produced without the use Of artificial chemicals or fertilisers.
4
bread
is made from the whole grain of wheat. It contains lots Of
5
If
you follow a           diet, you eat less bread, pasta, rice, etc. and more
foods containing protein or fat.
6
goods
help farmers in developing countries because the farmers receive a fair price
for their produce. The recommended daily intake of in the UK is about 2,500 for
men and 2,000 for women. 8 You shouldn't eat food that has passed its
      9 Too much              ,
can cause heart disease.
6.3 Word formation

Verbs
  and nouns from adjectives
We can add •en or -ise (US •ize) to some adjectives to
  form verbs.
short - shorten make shorter) tight —
  tighten fictional — fictiona/ise general — generalise
We can add •ness or •itvto some adjectives to make
  nouns. Sometimes the spelling changes. b itter — bitterness ready — rea
  diness real — reality possible — possibility

      Add some flour to             the
  Soup. (thick)
2
  was down to 50 m in the fog. (visible)
3
  I don't think it's a good idea to    cannabis. (legal)
4
  The accident was the result of the driver's
(careless)
      Wait till the plums            before
  picking them. (ripe)
6
  Shall  your pencil for you? (sharp) Thanks for letting me know what you
  think. appreciate your            . (frank)
8
  is very important in business. (punctual)
9
  The Government is planning to   the steel industry.
(national)
10
  Joe bears a striking         to his sister. (similar)

Read the Learn this! box. Complete the
sentences by making a noun or a verb from the adjective in brackets.
7
7.1 News
Match the words in A with words in B.

breaking

broadcast

satellite

page

citizen

journalism

front

blog

flash

eyewitness

correspondent

online

news

rolling news

phone

news

edition

news

account

news

programme

news

channel

2 Explain the meaning of these Words. You can
find them all in a newspaper.
1    article  4
column
2    headline             S
editorial
3    human-interest
story
7.? Headlines
and news vocabulary
Read the newspaper headlines (1—6). Explain
them using the information below to help you.

Headline language

riddle
  mystery

gems jewels

bid
  = attempt

ban
  make illegal

plea
  — request

vow
  = promlse

quit
  = resign

pledge promise

curb
  control; limit

axe = cut

1     Riddle
of missing gems solved
2     Doctors
in bid to ban smoking
3     Royal
couple in privacy plea
4     Manager
vows to quit at end of season
5     Minister
pledges to curb inflation
6     Government
to axe 5,000 jobs
2 Which headlines are 'hard' news? Which are
•soft' news? Give reasons.
7.3 Phrasal verbs with on,
off, out and in.

Particles and meanings
Some particles Can give a phrasal verb a certain
  general meaning. For example, offtan convey the idea Of: 1 going away, e.g.
  takeoff, liftoff, clearoff
2    starting,
  e.g. kickoff, setoff, sparkoff
3    becoming
  less, e.g. wear off, die Off, cool off
4    resisting.
  e.g. fight Off, fend Off, hold Off

Match the meanings below With the groups Of
phrasal verbs (A—D). Then translate the verbs into your language.
arriving continuing discovering/solving
ending

Translation

carry on

go on (about)

Stay on

log
  off

ring Off

call
  off

work out

find out

sort out

pull
  in

get in

check in

2 Use the verbs in exercise 1 to complete the
sentences. Use the correct form.
If you bank online, always remember to when
you leave the website.
along this road until you reach the church.
Then turn right.
           Can
you          if Danny has got an email address Or not?
4
The
football match has been owing to the bad weather.
5
1'm
going to              in this job untill've earned enough money for a new car.
6
we               at
the hotel and took our cases to our room. Before you take out a loan you should        exactly
how much vou earn and spend each month. Then you'll know if you can afford it.
8
What
time did you last night? I didn't hear you so it must have been after I went to
bed.
9
He's
always              about how much money he earns. He's such a bore!
10
The
bus    to the bus station and stopped.
    Il I'll make the food
for the party if you              the music.

don't know Who was
  calling.

12 As soon as I answered the phone, the
caller
8
8.1 Wildlife
and endangered species
Complete
the text with the words below.
breeding captivity conservation extinction
habitat poaching reserves threats the wild
The population of gorillas living in is
in decline.
to
their survival include the destruction Of their natural        (the forests in
Which
they live are Cut down for fuel), and             (they are hunted for their
meat). In an effort to aid gorilla
number Of s have been created where the
animals are protected. There are also programmes in zoos around the world,
although there is a much debate On whether it is cruel to keep such intelligent
animals in . They are an endangered species, but for the time being they do not
face
8.2 Prefixes
with particular meanings

anti-
  — against

anti-clockwise

ex- former

my ex-wife

mis- badly or wrongly

misprono unce

multi-
  many

multi-storey car park

over•
  = too much

post-
  — after

postgraduate

re-
  again

rewrite

semi-
  = half

semi-detached

under- not enough

un
         riced

I
Read the information above. Rewrite the sentences replacing the underlined
words with a word or phrase that includes one of the prefixes.
1 Please arrange the desks in a ?leaee
arrange the dB*" in semi-circle I failed to understand what you
said.
3
Last
weekend we took part in a demonstration
4
He
used to be a policeman.
5
You
shouldn't
          This
meat                                   enough.
My dad was born in the era after the war.
The National Health Service
If you didn't understand it the first time,
read-itagain.
10 The children are
8.3 Words
with similar meanings
Complete the dictionary entries with the
verbs below.
damage harm hurt hurt injure wound
1 to cause physical harm to sth, it less
useful valuable The fire bad/y damaged the house. 2 to have a bad on sb's life,
health, happiness emotionally damaged children
                        to
have a bad            on Wsth; hurt sb/sth Pollution
Can harm marine life.
(rather
informal) to have a bad effect on sbS life, health, happiness Hard work never
hurt anyone.

Damage, hurt or harm? Hurt is slightly less
formal. especially when Ys used in negative Statements. It *on't hurt him to
have to wart a bit.
...bit-Harm
is also otten used to talk about ways in which wildlife and the environment are
damaged by human activity.

to
harm yourself or sb else physically,                in an accident He injured
himself playing             •              people were injured in the accident.
(rather
formal; Often pass,Ve) to injure part of the body, especially by making a hole
in the skin. He was wounded jn the arm. • 50 people were senous/y wounded in
the attack. •W6und is often used to talk about people being hutt in war or
other attacks.
to
cause physical pain to sb'yourself; to njure sb/ yourself. He hun his back
p¼yjng tennis. • Did you hurt yourself? • Stop it. You hurting me! • My
shoes hurt. tight
Hurt injure? Can hurt or injure a part
Of the in an accident. Hurt the physical caused; injure that the pan Of body
has in
2 Read the dictionary entries and then
choose the correct verbs in the sentences.
I CO, emissions from factories are harming /
injuring the environment.
2 The
bus was badly harmed / damaged in the crash. Come on, Salty. eat your
vegetables. They Wq:jn't hurt / damage you!

|

4 He was injured I wounded in the arm in
the knife attack. 5 My back is really hurting / injuring me today.
9
9.1 Adverbs

1
  Some
  adjectives ending -'y keep the same form for the adverb: early, daily,
  weekly, monthly, yearly, etc. took the early train. She gets up early.
It's a monthly newspaper.
  I get paid monthly.
2
  Other adjectives ending -IV do not have an adverbial
  form: cowardly. disorderly, friendly, jolly, leisurely, lively, timely, etc.
  Instead, we put the adjective in an adverbial phrase:
He always behaves in a
  friendly wav/fashion/manner.
3    Some
  adverbs have two forms: one With -IV and one without:
close closely just justly deep deeply
  late lately hard hardly near nearly high highly wrong wrongly
The meanings are sometimes close and
  sometimes unrelated:
They sailed close to
  the shore.At's a closelyguarded Secret.
She dived deep into the pool./The
  insult hurt her deeply.
She works hard./You've hardly touched your dinner. The
  balloon flew high over the house./CrOCOdiIes are highly dangerous.
I've
  just told you.(Were they treatedjustly by the courts?
He arrived late./He's been
  doing that a lot lately.
Don
  't walk near the edge ofthe cliff./You nearly fell. You 've typed my number
  wrong./He was wrongly accused of burglary.

Read the Learn this! box. Then complete the
sentences using an adverb or adverbial phrase formed from these adjectives.
close cowardly deep friendly high late
leisurely weekly wrong
I When he called the dog's name, it wagged
its tail
2 His boss was angry because he arrived for
work on his first day.
           These
Wild animals are             dangerous.
4
They
walked       into the jungle.
5
Our
plan worked perfectly at first but then everything went
6
The
mugger Chose           to target children and elderly people.
7
The
Ferrari won the race.               followed by the Mercedes.
8
Sunday
is the only day we have time to relax and eat lunch
9
The
sitcom is broadcast   on MTV.
[
9.2 Adjective
suffixes

We can add suffixes to some nouns and
  verbs to make them into adjectives. (Sometimes the spelling changes.) Common
  suffixes are:
•able: affordable,
  comfortable, dependable. washable
•al: accidental,
  exceptional, national, occasional
-ful: beautiful, fanciful,
  hopeful, useful
•ive: attractive,
  creative, expressive, responsive
•less: hopeless, iobless,
  penniless, pointless, useless
-OuS; adventurous,
  dangerous, famous, mischievous
•y: bree4', squeaky,
  thirsty, woo//v
Some adjectives end in -ible
  (pronounced the same as •able). However, ifyou remove •ible from the
  adjective, you are not usually left with a complete word: audible, legible,
  tangible

Read the Learn this!
box. Complete the sentences With an adjective formed from the noun or verb in
brackets. Use a dictionary to help you if necessary.
1 If he said something  (offense), I'm sure
it wasn't (intention).
Storing fireworks next to petrol and Other
           (hazard)
substances could be             (disaster).
3
They
went hiking in a              (mountain) part of India.
4
The
climate is usually (rely) in June, but this year; it was very (rain).
5
She'S
the chief executive Of a              (globe) electronics company.
6
She
has an (envy) relationship with her parents, Who are always               (support).
7
Many
of these diseases are _ (prevent) ifyou follow a healthy lifestyle.
8
The
meat was cold, (taste) and _        (chew). 9 His poetry is very              (access)
and extremely (meaning) too.
2
Choose
the correct Spelling.
I They find each Other attractive, butthev're
       at all compatable / compatible.
The story he told the judge wasn't really
credabte / credible.
3
These
boots aren't suitable / suitible for climbing.
4
This
cycle helmet is virtually indestructable / indestructible.
5
His
qualification is notcomparable / compatible With a university degree.
6
Carbon
monoxide is particularly dangerous because it's invisable / invisible.
7
Most
infectious diseases are now curable / curible. Don't drop this box. the
contents are breakable / breakible.

10.1 Sports disciplines
I Work in pairs. HOW many sports can
you Write Which fit these patterns?
                        ball:                    handball,
_ing: bowling, surfing,
      3               racing; horse
racing,
2
Write the sports
in the correct category.
aerobics cricket hockey ice hockey judo karate rock-climbing snooker
squash tae kwon do water polo yoga

participants compete in teams

participants Compete as individuals

usually non-competitive

3
Match the two
halves Of the winter sports. Then write them under the correct photos.
bob boarding figure    jump half              pipe skating snow               skating
sleigh
3
4
6
10.2 Noun suffixes

We can add suffixes to some verbs
  and adjectives to make them into nouns. (Sometimes the spelling changes.)
  Suffixes include:
•ism: capitalism, organism,
  patriotism, professionalism, racism, sexism, tourism, vandalism
•ment• employment, encouragement,
  engagement, management, movement
-ation: consideration, examination,
  expectation, interpretation, presentation, transformation
•ing: dwelling, ending, failing, meaning, offering, recording
-ings; bearings, belongings, earnings,
  proceedings, surroundings
-ship; citizenship, championship, dictatorship, friendship. hardship,
  leadership, ownership, partnership, relationship
-hood: adulthood. childhood, falsehood. motherhood

Read the Learn this! box. Which Of the noun suffixes
are usually added to (a) verbs? (b) adjectives? (c) nouns?
2 Complete the sentences With a noun
formed from the word in brackets. Use a dictionary to help you if necessary.
I In 1932, my great-grandfather spent
all his car. (save)
2
What is the of
winning the lottery the firsttinié you enter it? (likely)
3
1 asked the hotel
receptionist if she had any    for restaurants nearby. (recommend)
4
His brother left
the army and joined the            . (priest) As people become more cynical
about politics,           of political parties has dropped. (member)
6
Some groups have
called for more    Ofwebsites like YouTube. (censor)
7
There was a minor between
two members Of the
Same team. (disagree)
8
The main for the
job is a degree in engineering.
(require)
9
He impressed the
crowd With his dignity and despite losing the match. (sportsman)
10
Owing to a              ,
the hotel didn't have a room for us when we arrived. (misunderstand)
11
The scientists
published their             in the journal
Nature. (find)
12
Many people think
there is too much (commercial) in sport.

10
Task from
Unit 6FTask from Unit 8F
Workin pairs. Take turns to do the exam task
below. Spend             Work in pairs. Take turns to do the exam task below.
Spend about a minute preparing your answer.  about a minute preparing your
answer.

A
large number of relatives are visiting you this weekend, The Government is
asking everyone to reduce their carbon and you need to buy a lot Of food. Where
and how Will you  footprint. What is the best way Of
doing this? Choose one Of buy the food? Choose one of the options in the
photos. the options in the photos. Justify your choice and Say why Justify your
choice and say why you rejected the other suggestions.
2 Work in pairs. Take turns to answer the examiner's
questions.
Questions for Student A:
I Some people think that we should ban cars
from all city,
town and village centres. TO what extent do
you agree With this opinion?
2 What can we as individuals do to help limit
global warming?
Questions for Student B:
I Should petrol cost much more to discourage
motorists from driving?
2 What campaigns are there in your country to
protect and improve the environment?
Communicative activities

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