extracted_text:
Contents

Vocabulary

Reading

Grammar

Life and study at university

Student helpline Internet

Present ten ses

International Cultural Knowledge:

Do and make

forum

Past tenses

Gap years

Gap year experiences

Present perfect

p6

Efficient revision

Gerunds and

Informal emails

infinitives 1

Work and jobs

Job descriptions

Past perfect

Cross-curricular — Economics:

Conditions and stages of

The best job in the world

Past and present

Learning English for work

a job

English and immigration

habits

Cross-curricular — Language: workplace jargon

Phrasal verbs: Work
Gateway to Exams 1—2 p30

English in the workplace: Jargon

Gerunds and infinitives 2

Learning

Space and space travel

Space quiz

Future forms

Cross-curricular — Media studies/

Travel, trip, journey,
  voyage

Space junk

Future activities in

Literature:
The War of the Worlds by H.G. Wells

Prefixes

The War of the Worlds

the past

p32

Science-fiction stories

Future conti nuous Future perfect simple and continuous

Personality adjectives

What makes a genius?

Making

Cross-cu rricular — Science:

Noun suffixes

Extraordinary facts about

comparisons

Albert Einstein

Einstein

Articles

Cross-curricular— Philosophy:

p44
Gateway to Exams 3-4 p56

The 'hobbit'
Personality descriptions:
Patrick Rothfuss

So/such/too/enough

What is intelligence?

Buying and selling

Opening a bank account

Modal verbs

Cross-curricular — Literature:

of obligation,

Q&A by Vikas Swarup

Money and banking

Q&A by Vikas Swarup

prohibition and

International Cultural Knowledge:

Phrasal verbs: Money and

Instructions: How to use a

advice

Money quiz

p58 shopping

cashpoint

Speculation and deduction: Past, present and future

Listening
Vocabulary
  quiz
Introduction
  to gap years
Tips for exam revision/ preparation
  Expressing individual preferences
People describing their jobs
Workplace
  jargon
Helicopter
  parents
Pronunciation: Stress for emphasis
Expressions in stimulusbased
  discussions

Writing
Questions about experience
Project:
  Poster advertisi ng gap year
Taking notes in informal interviews
Reply to a request in an email
Writing interview questions
Writing an
  essay plan
An opinion essay 1

Speaking
Pair
  interviews and reports
Expressing
  preferences
Describing
  jobs
Talking
  about work plans
Stimulus-based discussions I

Exam
  success/Study skills
Vocabulary: Using a
  dictionary Reading: Multiple matching
Speaking:
  Accuracy and fluency
Writi ng:
  Transactional tasks
Vocabulary: Studying phrasal verbs
Listening:
  Matching speakers and statements
Speaking: Stimulus-based discussions
Writing: Pa ragraphs

Pronunciation:
  Word stress
The War of the Worlds by
H.G.
  Wells
Dear Future Me radio extract
Space research and government spending
Multiple
  intelligences
Animal
  intelligence
Presentation on the value of exams

Predictions
Making a
  plan
A story:
  Science fiction
Project:
  Geniuses
A summary
A description of a hero

Discussing future problems
Checking future predictions
Stimulus-based discussions 2
Expressing and justifying opinions
Preparing and giving a presentation
  1

Reading:
  Missing sentences
Grammar:
  Learning from mistakes
Listening:
  Prediction
Writing:
  Stories
Vocabulary:
  Keeping records
Use of
  English: Word formation cloze
Speaking: Presentations
Writing: Checking

Pronunciation: Silent

School rules/advice

Speculation and

Reading:
  Skimming and scanning

letters

Deductions and

deduction

Listening: Completing notes

A quiz programme

speculations

Talking about photos:

The history of money

A formal letter of

Comparing and

Speaking: Talking about photos

Comparing and contrasting photos

complaint

contrasting

Writing: Writing a plan

Vocabulary
The
body
Health
Idioms: Health
p70
Gateway
to Exams 5—6 p82
Music and film
Media habits
Compound
nouns and p84 adjectives
Natural disasters Prepositional phrases with verbs
p96
Gateway to Exams 7—8 p 108
Everyday
technology
Verbs
and phrasal verbs:
Technology
and computers
pilo
Newspaper
sections 10
Newspaper headlines
News:
Collocations p122
Gateway
to Exams 9—10 p 134
Wordlists 136
Exam SUCCeSS 149
Reading                            Grammar
Healthy
habits                               Conditionals
Teenagers
and nutrition             Unless, as long as,
provided/providing
The effects
of technology on                in case
(that),
health
Third
conditional
Mixed
conditional
I wish//fon/y
How
teenagers consume              Reported speech
media                                              —
statements and
questions
Arts reviews
Other
reporting
structures
News reports                                The
passive: Verbs
with two
objects;
The
Icelandic eruption               with say, know, etc
Pla netary
threats                           Passive infinitives
Giving aid
in a disaster                 and gerunds
Useful
inventions                          Defining and non-
defining
relative
Hybrids by
David Thorpe             clauses
Article: The
use of mobile           Nominal clauses
phones                                          with
that, what, al/
Report: The
use of new
technology
at school
Headlines                                       Inversion
Newspaper
stories                         Participle clauses
Comparing
newspaper                I ndirect questions
stories
Question tags
Pronunciation:
Intonation
Study skills 145
Progress checks 154

onto„l
Cross-curricular
— Science/Nutrition/PE:
Nutrition
for teenagers
Cross-cu
rricular — Science/PopuIar culture:
A
healthy recipe from a teen chef
International
Cultural Knowledge: Glastonbury Festival
Popular
culture:
Woodstock
Song:
Woodstock by Joni Mitchell
Cross-cu rricular — Science: Possible planetary threats
Popular
culture:
Disaster
movies
Cross-curricular
- Computer science: The world of hackers
Literature:
Hybrids
by David Thorpe
International
Cultural Knowledge:
Tabloids
and qual'ty papers
Cross-curricular
— Media studies:
Comparing
newspaper stories

Pronunciation: Word stress      Project:
  An information     Media habits          Reading: Deducing meaning
  in compound nouns  brochure              questionnaire
Listening: Gist and specific
  information
       Song: Woodstock                       A
  review                                      Reporting a discussion
        Film habits                                                                                and an interview                        Speaking:
  Discussions and negotiation
        Presenting an argument:                                                               Discussions
  1 (presenting      Writing: Reviews and articles
        Emphasis and examples                                                                 arguments)
Reports on natural       An opinion essay 2 (using  Talking
  about natural         Reading: Multiple choice disasters  linkers correctly) disasters
Listening: True/False/Not given
       Film reviews                                                                                Inventing
  a plot for a film
Speaking: Paraphrasing
Animals predicting natural         Talking about statistics
  disasters     (numbers, proportions,     Writing: Editing trends)
Fractions and percentages

Work with a partner. How many school or university
subjects can you think of? history,
maths, medicine
2
Match these words with the definitions 1—8.
       assignment           course
lecture notes          research        term tutor         tutorial
1      a piece of work that you have to do
as part of your studies
2      a lesson where a small group of
students discuss something with a teacher 3 a lesson where a large group of
people listen to an expert talking about a subject
4
a period of time
that the school year is divided into
5
the study of
something to discover new facts
6
a teacher at
university
7
a series of
lessons in a subject
8
things that you
write down to help you to remember
3
Read the text and pay attention to the words in bold. Decide if
each word is a noun or a verb and what you think the meaning is.
Most students at university are
undergraduates. They are studying to get a degree. There is usually continuous
assessment of the students' coursework and assignments. The tutor gives a grade
or mark for each piece of work. Students usually have to take exams too. Before
each exam, students need to revise their notes. If you fail an exam, you
normally resit the exam another day. Of course, you usually fail automatically
if you cheat. When you pass your final exams, you graduate.
4
Now use a dictionary to check your ideas in 3.
STUDY
SKILLS
When you look up words in a dictionary, do not just look at the first
meaning that appears. Many English words have more than one meaning and can
have more than one form (eg, they can be a noun and a verb). Look at the
introduction to your dictionary to find out how it gives information about
types of word, and also how it shows the pronunciation of the word. STUDY
SKILLS > page 145
5
LISTENING 01.01 Listen to the vocabulary quiz and answer the
questions 1—8.

                Grammar         Present
  simple, past simple, present continuous, past continuous
Present
  perfect simple, present perfect continuous-ËHàerunds and
  infinitives

I Study plans
Vocabula ry

Vocabulary
  > Studying at university y Life at university > do and make
Speaking
  > Giving personal information — preferences
                Writing            Replying
  to an informal email

Studying at university

Life at university

6
Complete the
sentences with a—g. 1 Some people don't want to study in their countries. They want
to study a
2       At university it's usually easy to
make new
3       When you live away from home, you
become more
4       Students who don't live at home often
live in a hall of
5       If you haven't got enough money to
pay for your studies you can ask for a student
6       At university, there are lots of clubs
that organ •ze extra-curricular
7       Universities have gyms, laboratories
and Ots of other student
a abroad b activities c residence d loan e independent friends g
facilities
7a SPEAKING
Complete the questions with the words a—g in 6.
1
Would you like to
study in a different country?
2
Would you prefer
to live at home or in a hall of
3
Is it easy to
geta student in your country if you don't have enough money to study?
4
Do you find it
easy to make new
5
Do you do any
extra-curricular
6
What special for
students are there in your school?
7
Do you consider
yourself to be or do you need other people to do things for you?
7b Use the questions to interview your

partner.
I fail
Unit 1

Reading
la
Work in pairs. Think of answers to these questions. What are the advantages and
disadvantages of studying at the university in your home town? What are the
advantages and disadvantages of moving to another city to study?
1b Compare your ideas.
2
Read the comments from an Internet forum. Match the people below
to one of the comments 1—3.
            It's better to study at home.
2       It's better to study in another
place,
3       It isn't better or worse to study at
home.
Top Cat           Storm Lotus          sa-Ra

EXAM SUCCESS

In reading activities where you
  match questions or statements with different texts, remember that the words
  in the question may not be

exactly
the same as the words in the text,

EXAM SUCCESS page 149
3
Read the comments again. For questions 1—10, choose from the four
people (A—D). The people may be chosen more than once.
Which
person

Eile Edit Yiew Favorites Tools Help Links

StudentHelpline
The best
  place for help with university life
You are here: Home > Forums > General
  University Discussion
Q: Is it better to go to the uni in your home town and stay
  at home or to move away to somewhere different? Next year I want to go and
  study at uni, but I'm not sure if it's better to stay at home and study
here or if I you think?
          28-03-12                             should go and live in another city.
  What do
Anita
At the moment I'm doing a microbiology course at the
  uni in my home town. I decided to stay here because I wanted to be close to
  my family and friends. But in the end most of my good friends went away to
  work or study at other universities. Living at home with my parents is OK,
  but it's difficult to make
          28-03-12             new friends because most of the
  other students live
19.27       in halls of residence and they spend
  all their time                 together, Another problem is that I haven't
  become
           Top Cat                                                                   mum
  and dad still help
very independent because my me with everything,
  Sometimes I think I'm at school, not at university. Don't be like me!

What's better? It depends on you. Nobody can decide for you. It depends
  on the relationship you have with your parents. It depends on your student
  loan too because it's usually cheaper to stay at home. Above all, it depends
  on the course you want to study. Find out which is the best university for your
  subject. Maybe they don't teach it in your
          28-03-12          home town. Find out details about
  the course, the
             19.34             tutors, assessment, etc and compare
  them with
Lotus other places. What facilities has the university got
  for undergraduates? Choosing the right university is a really Important
  decision. It can change your life. Don't make your decision without thinking
  about the really important issues.
c                              I've also been thinking about this
  question for ages, but now I've made my decision. I'm moving away. I've lived
  in my home town all my life. Now I'd rather study in another city, maybe
  abroad, and see the world. I want to become independent,
You can always go home for the holidays and for
          28-03-12         special occasaons. Remember, at
  university the
19.45            summer holidays are really long. And
  when you finish university, you can decide to go back if you don't like
Storm
living away from home. But you
  always make more new friends when you live away from home. You have more time
  for extra-curricular activities. I love my mum and dad but it's good to be
  able to come and go when you like without anybody asking where you're going
  and what time to expect you back.
Last year my brother went away to
  study. He was living in a hall of residence at first, but then he found a
  house with four friends. He was having a great time but then he started
  failing his exams. He sees that he needs to study more but it's impossible in
  the house. HIS friends are always having parties, making noise
         29-03-12          and doing everything except
  studying! He thinks
I should
  study in my home town and live at home
            10.16             because at home it's quiet and you
  can study, And
            Sa-Ra                                   have
  more time because you don't have
he says you to do chores like the shopping or the washing. I think
  staying in my home town has lots of advantages. But I don't know if my
  parents agree!

•
thinks that Anita
needs to consider more specific questions before she decides? 1 bases his/her opinion on his/her
           experience?                                                          2
•
bases his/her
opinion on someone close to him/her?   3
•
bases
his/her opinion on what he/she wants? 4
•
talks about
problems with concentration?       5

•
thinks that the
decision of staying at home or moving away is not final? 6
 says that first you need to find out what your university has got? 7
• is happy for his/her
family to help him/her? 8
•
doesn't feel
his/her life has changed much? 9
•
wants to experience
new things?        10
4
Find words in the text with similar meanings to th ese words.
university (colloquial) (Anita)  the same as (Top Cat)

the way that two or more people act or behave together (Lotus) questions,
ideas (Lotus) a long time (Storm) moments (Storm) jobs at home (Sa-Ra)

5
SPEAKING What about you?
1
What do you want
to do when you finish school?
2
Where do you think
it is better to go to university— in your home town or somewhere else? Why?

Grammar i n context

GRAMMAR GUIDE

1b
Which tense do we use when we want to talk about a present
routines and habits?
b
actions that are
happening now?
c
temporary actions
in the present? d changing situations in the present?
e finished actions or situations in the past? f things that are always or
generally true?
g activities in progress at a moment in the past? h present
states?
actions
that happen very often and are annoying and irritating?
2
Choose the correct alternative.
1      Thanks to you, I      now.
2      The moon QQes/.is.gQjng_ round the
earth 3
Listen! Somebody
come.5/.(s.ç.Qmjng..
4       Temperatures gethgre..getffl)g. higher
each year.
5       I /Qy.e/çm/.Q.ving. watching
films. We gQ/ng. to the cinema at the weekend.

6       My brother usua//y..wglks/.is
usua/ly.wqlkthg_ to university, but this week he gQÇZis.gQ/ng. by bus.
7       Not again! My sister
q/ÿWJ/Æ.ÏQkes/js..Q.lway.$..t.Qk/nq my clothes.
8a uniform at your school?
9that it's better to study at
      10 That course                scundjng.
really interesting.
3
Explain the difference between these pairs of
sentences.
la The
students stood up when the tutor came in.
1b The
students were standing up when the tutor came in.
2a At
quarter past ten we finished our tutoria .
2b At
quarter past ten we were finishing our tutorial.
3a They were having lunch when we arrived. 3b They had unch when we
arrived.
4a She
was making a film about a group of students.
4b She made a film about a group of
students.
Unit 1
4
Complete the questions with the correct form of the verbs
given.

last holiday?

2

What

you

(do) at
  this

time yesterday?

3

What

you usually

(do)

after school?

4

.
  you

 (like) doing sport?

5

What

you

(do) at the

moment?

6

How

you

                                 (come)
  to

schoo ?

7

What

. you

(do) at ten

o'clock last night?

8

What time

you

(go) to

       1    What                                   you                                   (do)
on your
bed
last night?
5
SPEAKING Use the questions in 4 to
interview your partner.

GRAMMAR GUIDE

Present perfect simple
    and present perfect continuous
6a Match sentences 1—4 with the
    explanation of their uses a—d.
I've
    lived here for ages.
2
    I've visited
    Ots of different cities.
3
    I've just
    made a decision.
4
    My brother
    has gone away to university.
a
    An action
    that happened at an unspecified moment in the past.
b
    An action
    which started in the past and continues in the present.
c
    A past action
    which has a result in the present.

d An action finished very recently.
6b Look at these sentences. Which use the present
perfect simple and which use the present perfect continuous?
How do we form these two tenses?
1
1've been trying
to decide but I can't.
2
1've made my
decision.
3
1've been
thinking about this question for ages.
4
1've written to
four different universities.
6c Which tense, the present perfect simple or present perfect
continuous, gives more importance to
1       the completion and result of an
action?
2       the process and duration of an
action?
3       how many times an action happens?
4       the fact that an action is temporary,
incomplete or has finished very recently?
GRAMMAR REFERENCE page 16

Developing vocabulary

7
  Work with a partner. These words often go with the present
  perfect simple or present perfect continuous. How and why do we use the
  words?
          for          since ever never              just
  yet already
For goes with periods oftime, like
  three hours, ten minutes, a long time. It goesjust before the time period.
8
  Rewrite the sentences using the correct tense and the words in
  7, if necessary.
-d
1    That artist has been painting more
  than a hundred paintings.
2    I've lived here for 2005.
3    We've been to that city in 2008.
4
  I've done this
  ass•gnment for two weeks but I haven't finished yet.
5    My friend has been having an
  accident.
6    I've waited here for a bus for
  twenty minutes.
7    She's been failing six exams.
8    They've been revising for that exam
  since five hours.
9
  Oh no! My keys
  and my wallet! I lost them. 10 I haven't been doing this exercise yet.
9
  Complete these questions with the present perfect simple or
  present perfect continuous.
1
  How long have
  you ...? 2 How long have you been 3 Have you       .
4
  How many times
  have you ...?
5
  What have you
  been .2
10    SPEAKING
  Interview your partner with the completed questions in 9. Tell the class one
  interesting thing you found out about your partner.

do and
  make
1     Look
  at these words. Do they usually go with do or make? Write two lists.
an assignment a decision well the dinner an exam the shopping the
  washing a noise chores friends a cake a course homework
2     Complete
  the rules with do or make.
We usually
  use with work at school or university.
2
  We usually use
  with work around the house.
3
  We usually use      with
  things we produce, create or construct.
4
  We usually use      when
  we talk about activities in general.
5
  We use   with
  these words:
a mistake, a decision, a noise,
  friends, an appointment, an effort, an excuse, money, progress; a phone call,
  a plan, a promise, on offer, a suggestion.
6
  We use with
  these words: your best, a favour, business, sport, your
  hair,
3     Complete
  the text with the correct form of do or make.
Last year a good university (a) my brother an offer to
  study computer science there. He (b) the dec'sion to accept their offer. He
  has to (c) a lot of work, but his tutors say that he (d) very well at the
  moment and that he (e) a lot of progress. He has to (f) a lot of theoretical
  exercises but he also has to (g) practical assignments. Right now, for example, they
  (h) a simple computer from old parts. The only problem is that my brother is
  becoming unhealthy because he never has time to (i) sports and he always eats
  out because he doesn't have time to (j) the shopping or (k) lunch or dinner.
  My mum says he needs to (l) an effort to (m) . those simple chores, but I
  understand that it's hard. There isn't time to (n)
4a Choose
  three expressions with do and three with make. Use the expressions to write
  questions to ask other people in your class.
What doyou think is the best way tv make money? How
  doyou fee(whenyou make mistakes speaking English?
What
  course woet(dyou (ike tv do at university?
4b Use your questions
  to interview as many people as possible.
4c Tell the class something you found
  out about the other students.

Gap years
onto,
5       Look at these titles for texts about
how five different International cultural knowledge people spent their gap
years. Work with a partner. Predict what the people did.
Gap years
A trip to remember for the
rest
1      Work with a partner. Look at the
pictures and describe of my life what you can see. Would you like to do either of these
activities? Why?/Why not?  Sun + snow = relaxation
LISTENING 01.02 Listen to a radio programme about gap

years and answer the questions. 1 What is a gap year?
2      Who can take a gap year?
3      When do people usually take a gap
year?
Listen
again. Are these statements true (T) or false (F)?
1 People didn't normally have a gap year in the past. 2 People often decide to have a gap year
because they are tired of studying.
3 People who take gap years usually have
a lot of money. 4 A gap year can help you to decide what course to study at
university.
5      People normally prefer travelling
short distances during their gap year,
6      You need to pay for everything
yourself when you do vo unteer work.
7      One way of spending a gap year is
teaching languages.
8      Universities always prefer taking
students who have done a gap year.

says         the gap year has helped
                         more

1 What are the main advantages and disadvantages of having
  a

positive when things go wrong?

gap year?

8

thinks his/her gap year encouraged
  him/her to work

2 Would you like to have a gap year
  when you finish school?

hard at university?

Why?/Why not?

9

enjoyed living in bad conditions?

4
SPEAKING What about you?
6
7
A long way from home, helping people
without a home
Boring but
necessary
Opening
my eyes to an amazing new world
Read
this newspaper article about how the five students spent their gap years. Match
the titles in 5 with the texts A—E.
Read the texts again. Which student(s) 1 planned his/her gap year for a long
time?
2
didn't make any
plans?
3
worked first and
then travelled?
4
didn't work during
his/her gap year?
5
learnt two
languages?
6
enjoyed being with
or seeing unusual animals?
7
that          him/her
to be

10 says that his/her gap year is going to influence his/her
choice of a career?

WORD BOOSTER
Match the words with the definitions. 1 look forward to a
the best or most
exciting parts of
2 stand on your something own two feet b feel excited about
something that is 3 environmental going to happen
4
dive     c
relating to the natural world and the
5
fares    effect
that human activity has on it
6
highlights            d
do things for yourself
without asking people to help you e swim underwater f               money
you pay for using types of public transport
A
Jason Scott
I needed
money to help me to pay for university. I decided to take a job in my home
town. It's quite a small town and the only work I could find was at the local
supermarket. I didn't enjoy it at all but in some ways that was a good thing.
It made me realize that I never wanted to do a job like that again. It
motivated me to study hard to be able to get an interesting, creative job. One
day while I was working at the supermarket I was feeling really bored and
depressed. That was when I had the idea to use some of the money I was making
to pay for a week-long holiday in New York when I finished my job at the
supermarket. It gave me something to look forward to in the bad moments.
B Gwen Laurie
I didn't plan my gap year at all. First I worked in a fast-food restaurant
to make some money. I didn't really know where I was going to go, but I knew I
wanted to travel. When I had enough money I decided to go skiing in France. I
found a job working in a bar there and spent six months just skiing, learning
French and making friends, After all that snow I wanted to see the sun so went
to Spain. I learnt basic Spanish and travelled all the way down the east coast,
sometimes working but sometimes just spending my time on the beach. I learnt
how to become independent and stand on my own two feet, When my gap year
finished I was relaxed, full of energy and ready to study again.
C Sophie Jones
For my gap year I wanted to experience something totally new. I contacted
a voluntary organization that works in India, helping poor children who live on
the streets. It was really hard work at first because the problems that these
children had were so sad. The conditions we lived in were not good. But the
children we were helping lived in really terrible conditions, so how could we
complain? Now, when I'm studying at university and I have a problem, I just
think about those children and remember how lucky I am. In my gap year I saw
that the work I was doing really made a difference.
I decided then that when I finish uni I want to do a job where I can help
others.
SPEAKING What about you?
1 Which student's experience do you like the most? Why? 2 What
would be your perfect plan for a gap year?
• PROJECT
9a In groups, use the Internet to plan a perfect gap
year.
9b Prepare a poster to advertise your gap year. Vote on the
best.
D
Yvonne Edwards
My gap year had two very different parts. For the first six months I
worked in a local restaurant to make some money. Then I looked for work in an
exotic country. On the web I found an organization that does environmental
research in Madagascar. I contacted them and they took me on. The whole
experience was just amazing, We were living in a dirty little house that was full
of strange insects, but I loved it. I learnt how to dive. I taught English to
the children in the village where we were living. I saw species of plants and
animals that you just can't see anywhere else in the world, I worked with
people from totally different countries and traditions. That trip was the start
of a new life for me.
E
Sam Evans
I knew exactly what I was going to do in my gap year. I've loved
travelling since I was little, so I decided years ago that when I finished
school I was going to travel round the world. I bought a 'round-the-world'
ticket, which cost £1 ,800 and included all the different flights and
train and bus fares. The route was from London to Los Angeles, from LA to Fiji
and then the Cook Islands, from there to New Zealand, Australia, Singapore,
Malaysia, Thailand and then back to London. There were so many highlights!
Riding an elephant in Thailand, swimming with dolphins in Australia, doing
adventure sports in New Zealand! I went to places that everybody wants to vis it
one day, but they start university and then work and they never find the time.
INSIDE
INFORMATION
• Prince William and Prince Harry both
took gap years when they finished schoo. Prince William taught children in a
town in Southern Chile.
prince Harry worked on a farm in
Australia, helped orphaned children in Lesotho and had a holiday in Argentina.
There are lots of websites that help
students to plan gap years or round-the-world trips, Havea look at some!
Listening
1
SPEAKING Work with a partner. Read these statements made by
students about revising for exams. Which ones do you think are a good idea?
1
'Reading your
notes again and again is useful.'
2
'It's good to
revise with other students.'
3
'l always go to
the library to revise.'
4
'l revise by
reading my notes and then asking somebody to test me.'
5
'l can't stand
revising so I leave all my revision to the last week before the exams.'
6
'l feel tired and
stressed when I revise so I go running or swimming to help me to relax!
7
'My revision
strategy involves drinking lots of coffee and going to bed really late.'
8
'l always need to
take a break after 45 or 50 minutes of study.'
9
'The last thing I
do before the real exam is to do a practice exam.'
10
'l avoid revising
a lot of subjects before the exam. I just revise some of the points and hope
they come up in the exam!
I think reading your notes again and
again is a good idea.
I don't agree. I think it's better to
read your notes and then get somebody to ask you questions, like in 4.
2
LISTENING 01.03 Listen to two teenagers talking about revision.
Which three ideas in 1 does the boy mention? Has he prepared well for the exam?
3
Listen again and choose the best answer (A, B or C).
1
Last night the
boy
A
didn't sleep at all.
B
didn't sleep much.
C
slept badly because of
nerves.
2
The students
found out about the exam A four weeks ago.
B
yesterday.
C
four days ago.
3
On Fridays the
boy
A
goes
out.
B
does sport. C revises.
4
The boy
A
doesn't understand all
the topics in the exam.
B
doesn't ike some of the
topics in the exam.
C
hasn't got information
for all the topics in the exam.
5
The boy thinks he
isn't going to pass the exam because A he needs to answer all the questions.
B he's studied the wrong topics. C he's studied ast year's exam.
6
The boy can't
study during lunch because A he goes home for lunch.
B      he doesn't have enough time.
C      he hasn't got any books at school to
study from.
4 SPEAKING What about you?
1
How do you usua ly
prepare for exams?
2
Do you think your
strategies are good? Why?/Why not?
12
Grammar i n context
GRAMMAR GUIDE Gerunds and infinitives 1
1 Match the statements 1—10 in Listening
with these rules. Use one rule twice. We use gerunds a as the subject/object of
a sentence. 1 b with go to talk about physical activities. c after prepositions.
d       after verbs of liking or disliking
(except when the verb goes with would, e.g. would like, would
prefer).
e       after certain verbs like admit,
avoid, consider,
involve, risk, suggest. We
use infinitives f to explain why somebody does something.
g
immediately after
adjectives.
h
after too, enough,
the first, the last. after certain verbs like agree, appear, arrange,
ask, attempt, encourage, force, manage, decide, expect, help, need, promise,
want.
GRAMMAR REFERENCE page 16

2a Choose the correct alternative.
Efficient revision
It's incredible (a) thinking(.tQ.th.lnk that we do hundreds of exams at
school and university, but many students never pay much attention to how they
revise. Here are just some ideas to help you (b)               efficiently.
Some
people think that (c) is a question of (d) down for hours and hours with their notes. It isn't. It's
essential (e) takj.ng(tp..take. frequent (but short!) breaks. This way our mind
stays alert and active. Just (f) ßQdj.ng.qnd.!.e.a.d.ing/.tQ.ßQd..
 is not very sensible either. After a
while we think we know everything and we no longer pay attention to what we are
reading. Instead of
(g)
dQthgftQ.dQ this, read and then stop and answer questions. Why? (h) Seeing[T.Q.see.
if you have really understood what you have read.
That's
one reason why it can be a really good idea to work with other students. Some
people don't mind (i) alone but some people hate it.
The
good news for those people is that (j) discussing/ .tQ.d!$Ç.uss. past
exam questions with other students can really help (k)
.çh.eç.k/ng/ÏQ,qfie.ck. that you know what you're doing. And
when you don't understand something, don't be too frightened (l)
Q§k.ing/.t.Q.Q5k

other
  people for help.
Lastly, don't forget (m) keeQiQQ(tQ.keen healthy.
  Eat good food. Find enough time (n) 5/eep.ing.QQd..tQk/ngZ
  .tQ.s/egp..Q.n.d..t.ake exercise. When your brain stops functioning, do
  sport, go (o) cyçJ.ingftQ.çyç.(e, move your body. You
  know what the Romans said —a

healthy
  mind in a hea thy bodyl
2b What do you think of the ideas in this text?
It's
  a good idea to take lots of short breaks. I can only concentrate for about an
  hour, then I need to stop revising.
I
  can't revise in a group. I get distracted. I prefer to study alone.
Exercise
  is really important to me.
I can study better
  after I've done some sport or gone for a run.

5
6
7a

7b
7c

study together the day before the
  exam and we agreed meeting in the evening. Then we also arranged to meet on
  the morning before the exam. While we were walking to schoo , I asked him
  questions. By this time he knew all the answers and was feeling good. The
  exam began at nine o'clock and Oliver appeared finding the exam easy. In
  fact, he was one of the first to finish. He managed passing the exam with
  90%. He was really grateful and asked me 'f there was anything he could give
  me as a present. I just asked him to promise not cheating again. I'm really
  proud of Oliver because  now he's at university, studying chemistry!

Complete
  the sentences with a verb in the gerund or infinitive form. Make the
  sentences true for you.

      I can't stand .                      5
  1 relax at the weekend by .
2
  1 don't mind .  6
  1'm really interested in .
3
  1 sometimes go            7
  For a really good holiday, I suggest .

4
  1 think it's
  good .            8 Next year I really want.

SPEAKING Work in groups.
  Compare your sentences in 5. Are any of your sentences the same?
SPEAKING Work with a partner. Complete
  the questions with a verb in the gerund or infinitive form.
1       Do you enjoyin the evening?
2       When you sleep, do
  you ever dream of
3       Have you ever thought of
4       Do you find it difficult
5       Have you ever considered
6       Do
  you think that you are brave enough
7       Would you like to be the first
  person
8       Do you avoid            at parties?
Use your questions to interview other
  students and make a note of any interesting or funny answers.
Tell the class some of the things
  you discovered.

3a Complete the sentences with the gerund or
infinitive form of the verbs given.
1    Plan your time at the start to make sure that you have
enough time  (finish) the exam.
2(Start) the exam before you have read
all the questions can be a bad idea.
3
We
suggest(take) more than one pen or pencil into the
exam.
4
Don't write too
fast or carelessly. You risk     (create) a bad
impression.
5
Think about (leave) yourse f time
(check) your work before you hand it in.
6
Avoid(write)
your opinion unless the question specifically asks for it.
7
When a
question involves(answer) two or more different parts, make sure you answer
them all
8
Check that you
know how many questions you need

(complete)
because sometimes not all questions are obligatory.
9
Attempt(answer)
all the questions that are obligatory.

3b Work with a partner. Think of more good
advice for taking exams. 4 Find
eight mistakes with gerunds or infinitives in this text.
Five
years ago we were doing a chemistry exam at school when the teacher found a boy
who was looking at his notes during the exam. The boy, whose name was Oliver,
admitted to cheat. Naturally, the teacher forced him to resit the exam the week
after. Nobody expected Oliver passing. I was good at chemistry and I liked
Oliver so I decided to help him by study with him. We spent the next week

studying
really hard. Oliver didn't feel very confident about passing. I suggested to

Developing

1
Read questions 1—6 and match them with one of the
categories
What do you like about the place
where you live?
2
What would you
like to do when you finish studying at school?
3
Are you
happier studying alone or with other people?
4
What things do
you enjoy doing with your friends?
5
Do you like going
to parties?
6
Are you happier
doing mental or physical work?
A
your home and
family
B
your interests
C
your studies/work
D
your plans for
the future
2
LISTENING 01.04 Listen to six students answering the
questions in 1. Match each student to one of the questions.
Student A Student B
Student C Student D
Student E
Student F
3
Listen again. Make a note of the students' answers and any
reasons or personal details they give. Do you think all the students answer the
questions well? Why?/Why not?
4
SPEAKING Work with a partner. Take it in turns to ask and answer
the questions in 1. Remember to give reasons and personal details.
5

Study different ways of expressing preferences in the Speaking Bank, then do
exercise 6.

Expressing preferences

            prefer

prefer revising alone.
            I
  prefer studying alone to studying with other people

 would
  prefer
  I'd
  prefer to be a translator (than a musician) I'd prefer not to study music

My parents would prefer
  me to do more exercise.

              would rather
           I'd
  rather live in a big city.
        I'd rather not live
  in a small town.
          I'd rather study
  than work.
          They'd
  rather I studied music.
                                                                            My
  parents would rather I didn't study alone.

Speaking Bank
6 Complete the sentences
with the correct form of the verbs given.

I prefer(play) football to (do)
homework.
2       I'd rather(go) by bus than (walk).
3

She'd prefer(not stay) in at
the weekend.
4

I'd rather you(not use) my
computer.
5       She'd prefer us(do) our homework
individual y.
6       She prefers(write) essays by hand.
7       He'd rather we(send) him our homework
by email.
Practice makes perfect

7a SPEAKING Work in pairs. Ask and answer the questions. Give reasons and
personal details and use expressions from the Speaking Bank.
Student A: Ask these questions.
1
Which subject(s)
do you prefer studying?
at home or

2
Would you rather
study      in a library?
3
Would you
like to have a gap year between school and university/work, or would you prefer
to start straight away?
Student B: Ask these questions.
1
Would you prefer
to study in your country or abroad?
2
Do you prefer
studying with books or using a computer?
3
Would you rather
have a school uniform or wear what you like?

To speak English well we need a balance between accuracy and fluency.
  Accu racy means how correct our use of grammar is when we speak. Fluency
  means whether we can speak continuously in English without stopping
  frequently to think about what we want to say next. STUDY SKILLS page 145

7b Change partners and repeat.
Unit 1
Developing writing An informal email replying
to a request for information
Read this email from an English boy called
Paul to a friend who lives in another country. Underline the four main pieces
of information that Paul wants from his friend.
Message
From:             Paul
<PauI@mailnet.com> To:       info@mailpals.com Subject: Gap year!
Hil
Sorry I haven't
written for a long time but I've been doing my final exams. I think I've done
OK. I hope I've passed them all! What about you? What have you been doing
recently? I think I mentioned in my last email that next year my idea is to
have a gap year. I want to travel to lots of different places, and I thought
it'd be great to come and visit you. When is the best time of year to visit
your country?
It'd be great to start learning your language
while I'm there, too. What do you think is a good way for me to do that? Maybe
after I've spent some time there with you, you'd like

to come back with me and visit my family in England If
so, te I me what type of things you'd like tõ do here.
Anyway, I'm going out with my friends now to
celebrate the end of our exams. Write back soon!
Best wishes,
Paul
2      Think
about the style of the email in 1. What things in the text are typical of
informal emails? exclamation marks
3      Look
at the expressions in the Writing Bank. What do we use each group of
expressions for? Can you add any other expressions?

Writing Bank

Useful words and expressions in
  informal emails

                           Dear
Thanks for your last email.

It was great to hear from you.
Sorry I
  haven't written for a long time. I'm writing to tell you about .
              How are you?      How
  are things?
Are you
  doing exams/on holiday at the moment?
            By the way,      Anyvnay,
             Write back soon.     That's
  all for now.      Bye for now.

             Best wishes,      All
  the best,

4      Work
with a partner. Imagine that you have received Paul's email. Make notes about
the information that he wants. What haveyou been doin recently? — assignments
at school went away with anti/' last weekend started going running ...
5      You
are going to write a reply to Paul. With your partner, make a paragraph plan.
Decide what information to include in each paragraph.
Paragraph 1 — Thank
Paulfor his email ret/ him what / 've been doing.
Practice makes perfect
6 Write your reply to Paul. Use your notes and
paragraph plan to help you. Write between 120 and 150 words.

EXAM SUCCESS

In this type of writing exercise,
  follow the instructions carefully.

You lose marks if your reply does not include all the
  necessary information or if it is not in the correct style,

EXAM
SUCCESS page 149

Language reference and revision

Grammar reference

Present
  perfect simple
We use
  the present perfect simple to talk about:
1 an experience in someone's
  lifetime, without saying the 3 actions or situations that began in the past
  but continue in the exact time when the event occurred. What is significant
  present.
is the actual experience, not when it happened. Mark's
  livedherefor tenyears. (= Mark started to live here ten I've seen in concert.
  years ago and he still lives here now.) 2 recent events which have a result
  in the present. 4 actions that finished very recently. She's (ostherbag. (She
  still hasn't found it.) They'rejust hadan accident.
Present
  perfect continuous
The present perfect continuous has basically the
  same meaning as the present perfect simple. However, we use the continuous
  when we want to emphasize the process and duration of an action.
/'re been studying in this
  schoolfor more than five months.
For that
  reason, if an action is very short, we cannot use the continuous form.
We also use the continuous to emphasize that an action
  finished very recently or is incomplete.
('re been washing the dishes andmy
  hands are wet because / 0344/finisheda secondago.
If we want to em phasize the completion and result
  of an action, or how many times an action happens, we must use the present
  perfect simple.
prepainted
  my bedroom. (/t'5/iMished.) I've seen thatFbM three times.
Gerunds and infinitives 1
We use the
  gerund:                                                                                We
  use the infinitive:
as the subject of a sentence,       to explain why somebody
  does something. Studying is hardbut interesting.       Why didhego to
  university?  languages.
after prepositions.                                                                                immediately
  after adjectives.
          interested in studying
  history.                                                   It'sgoodto
  revise with otherpeople.
after verbs of liking or disliking, e.g. like, love, enjoy, can't stand,
  don't after too, enough, the first, the last. mind, hate.   It's too co(dt040
  out.
/ enjoy watchinq
  TV'         after certain verbs, such as want, learn, agree, decide, expect,
  hope, seem, with go to talk about physical activities.  try, would like,
  appear, arrange, ask, attempt, encourage, force, manage, yo     éåeppi4   help,
  need, promise.
/
after certain
  verbs like admit, avoid, consider, involve, risk, suggest. want to work
  for a newspaper. / suggest studying this book.

Vocabulary

        Studying at university                                                     3
assignment cheat       course     continuous
  assessment deg ree     fail          grade/mark            graduate lecture
  notes      pass        research  resit         revise      term        tutor
  tutorial     undergraduate
2 Life at university
become independent extra-curricular activities hall of residence make
  new friends student facilities 4 student loan study abroad

do and make
do: an
  assignment, an exam, a course, homework, the shopping, the washing, chores,
  well, your best, a favour, business, sport, your hair make: the dinner, a
  cake, a decision, a noise, friends, a mistake, an appointment, an effort, an
  excuse, money, progress, a phone call, a plan, a promise, an offer, a
  suggestion
Other
  words and phrases page 136

Grammar
revision
Present
simple, past simple, present continuous and past continuous
1
Complete the sentences with the correct form of the verbs given.
Normal y
I (a) (not study) in the summer, but this summer I (b) (go) to special music
lessons because I (c) (want) to learn to play the guitar. Two or three weeks
ago I (d) (study) for an exam one evening when my mum (e) (come) into my
bedroom and (f) (give) me an electric guitar! That's why right now I (g) (do)
my homework — 'guitar' homework, not school homework!
WORKBOOK page4                                                            /
7 points
Present perfect simple and
present perfect continuous
2
Choose the correct alternative.
1       Have you
s.wjtçhed/bee.n.s.vv.itçhing off the TV?
2       My feet are tired. I've
stQQdIb«ns.tqndjng. here for hours.
3       We love this film! We've
seen(b.ee.n..se.e/ng. it five times.
4       This is my American friend. She's
stayedl.been.st.qy/ng at my house but she goes back to the USA tomorrow.
5

Your eyes are wet. Why have you
ajedlbe.en.çryj.n.g.? 6 That's it. I've finished(been (j.n.$/l/ng. my
assignment.

Vocabulary revision

Studying at university                                           Life
  at university
      Complete the sentences
  with these words.                2 Write words to complete the sentences.
         There are two extra words.                                                    1
  Some people study                                instead of studying in their
  own country.
2
  I need to ask
  for
tutorial           lecture   fail          pass        notes      a
  student               because I don't have enough money to pay for my
  studies. tutor         undergraduate     degree   marks
3
  This university
  has got great. The sc•ence
       I hope I don't             don't want to resit the
  exam                 laboratories, for example, are amongst the best in the
  country.
       next month.                                                                               4
  It's good to be and to do things for yourself.
2 I got an A+ and a
  B for my last two pieces of work.               5 I live with other students
  in a                     of residence.

/ 6
    points

What did you get? 6activities can help to take your
  3 Can I borrow the you took in yesterday's mind off your studies. history
  class? I couldn't come because I was ill.
WORKBOOK
  page 2
4
  I need to speak
  to my because I'm having some problems with my studies at the
  moment.
5
  My brother
  graduated last year. His is in do and make econom ics.
3
6
  This course is
  only for students — people             Put these words in the correct
  columns. studying at university for the first time.
                                                                                a
  decision      a favour     the shopping      the lunch      progress
7
  The professor
  gave a really interesting There a plan a suggestion were 200 peÕple
  there.

do

make

        WORKBOOK page 2                            /
  7 points

/ 7
    points

WORKBOOK
  page 5

      WORKBOOK page4                                                       /
6 points
Gerunds and infinitives
3 Complete the second sentence so that it has a
similar meaning to the first sentence, using the word given. Do not change the
word given. Use between two and five words.
1       Don't do that because there's a
chance you'll fail. RISK Don't do that because YÒu .
2       He loves to ride his bike at the
weekend. GO He loves to at the weekend.
3       I think it's terrible to get up
early. STAND early.
4       I think it's essential to have a
valid passport.
PASSPORT
       I think            is
essential.
5       Please think about joining our club.
CONSIDER Please our club.
6       Nobody finished the exam before
Sarah. FIRST Sarah was the exam.
7       It would be great to see him in
concert next week.
LOVE him in concert next week.
        WORKBOOK page 7                                  / 7 points

Grammar
2 Work experience Vocabulary Speaking
Writing
Past
perfect simple and continuous Past and present h Gerunds and infinitives 2
Work
and jobs— conditions, stages, phrasal verbs, etc.
Stimulus-based
discussions I
An
opinion essay 1

Vocabulary
          Work conditions and responsibilities                                           Working
hours
6
Match these expressions with the definitions 1—5. There are two
extra expressions. Check that you understand what these mean.
be on
flexi-time do shift work work from nine to five work full-time work long hours
work overtime work part-time
1
you have flexible
working hours
2
sometimes you
work during the day and sometimes during the night
3
you work extra
hours
4
you spend a long
time working
5
you don't work
all day
7
Work with a partner. In which jobs or situations do you think it
is common to

Work with a partner. Try to think of
  one job for each letter of the

1 work overtime?

alphabet.

2 do shift work?

A — architect, B — builder, C —
  construction worker

3
  work long
  hours?
4
  work from nine
  to five?

2

Read these job descriptions. What
  are the jobs?

Stages of a job

You don't really need special qualifications to do myjob, except for a
  driving licence. I deal with the public. I'm responsible for getting

8a Put these different stages in a
  logical order.

them where they want to go. I think I have quite a
  stressfuljob

       apply
  for a job     become unemployed     be fired

because of the traffic and because nay passengers are often
  in a

         be offered a job       get
  promotion       look for a job

hurry. I work outdoors, but because I'm inside my car I work in quite
  good conditions. I'm self-employed, not an employee in a company.

I don't earn a very good salary.

1 (vok for
  ajob
8b LISTENING 01.06 Listen and
  check.

I often work in very dangerous conditions. One day I'd just
  like

9 Match the expressions 1—4 with
  their meanings

to work indoors in an office and do paperwork, or maybe
  even

a—d. Use a dictionary if necessary.

manual work. I'm not very well paid considering the
  problems

        1      be made redundant

I have to deal with. It's a skilled job because you need
  special

2 be sacked/fired/dismissed

training to do it. (Tor example, you need to learn how to
  use

retire

different weapons or how to control a biy crowd ofpeople.
  (But

3

really, it's experience that helps you learn to deal with
  criminals.

4 resign
a state formally that you are
  leaving a job permanently

3

Look again at the expressions in
  bold. Check that you understand

b stop working, usually because you are officially too

what they mean. Use a dictionary if
  necessary.

old to work c         lose your
  job, usually for doing something wrong

4

LISTENING
  01.05 Listen to four people describing their jobs. Match each person to one
  of these jobs.

d lose your
  job because your job is no longer necessary

10 SPEAKING Work with a partner. Talk about your
bank manager   farmer   firefighter             miner     work
plans. nurse               personal assistant (PA)      pilot school caretaker             software
designer              teacher  I'd like to find ajob as a software designer,
designing games. I'd prefer to work from nine to 1  3             five. After a
few years I'd like to get promotion
                   2                                                   4                                                                           and
be responsible for designing my own game.
5 SPEAKING Work with a partner. Describe
a job using the expressions in bold in 2. Can your partner guess the job?
      1 8           2
> Reading
1
SPEAKING Work
with a partner. Read the title of the article and look at the photo. Can you
guess the man's job?     marathons. Ben has a degree in science, but that
wasn't the main

2
Read the
article. Match paragraphs A—E with these summaries.
1
what
Ben did when he had this job
2
why
Ben was a great candidate for the job
3
what
the job consisted of
4
how
they selected the best person for the job
5
Ben's
life after the bestjob in the world
The best job in the werld
In May 2009 a 34-year-old British man ca lied
Ben Southall was offered the bestjob in the world. The job was as caretaker of
a tropical island in Queensland, Australia. Thejob was full-time but only
lasted six months. It involved looking after the island but also doing every
activity that tourism offers in Queensland — surfing, sailing, flying and
diving, to namejust a few. Then Ben had to write about itin a blog. The main
idea of thejob was to promote tourism in this beautiful part of the world. As
the name 'the bestjob in the world' suggests, the job came with a great
10 salary and brilliant conditions.
How would you feel about living in a three-bedroom luxuyy_ villa with a private
swimming pool right next to the beach? Or having your own golf buggy to drive
around and explore the island where you lived?
Itk
probably no surprise thatmore than 34,000 people from
15 all over the world applied for
thejob. To apply, people made 60-second videos to show why they were the ideal
person for thejob. Tourism Queensland, the organization offering the job, chose
their favourite 50, and thenjust 16. Those 16 people included students,
journalists, TV presenters, photographers,
20
a receptionist, radio DJs, teachers and actors. They travelled to Queensland to
take part in different activities such as swimming and blogging. On the basis of
these tasks and tests, Tourism Queensland decided to give the job to Ben.
c
On his video application, Ben had
impressed everyone by riding
25 an
osžtrich, kissing a giraffe and trekking through Africa. In fact, the year
before, Ben drove all around Africa to raise money for charity. For 12 months,
he had been organizing and taking part in sports events such as climbing
mountains and ru n ning
3
Read the article again. Are these statements true (T), false (F) or is the
information not given (NG)? When the answer is true or false, write the number
of the line(s) where you found the answer.
1       The
'best job in the world' involved simply doing what a normal tourist does all
day long. WFZNG.
2       The
job came with accommodation.
3       Tourism
Queensland knew that the job would attract all sorts of people from lots of
different countries.        rtf7.NG.
4       Tourism
Queensland only met sixteen candidates in person.
5       Ben's
main reasons for going to Africa were all sports-based.
6       Ben's
previous experience was not very relevant to the job in Australia.
7       Ben
got very tired of communicating with the media every day.
8       Ben
created a great impression on his bosses. .T(WNG.
30 factor in the
success ofhis application. He had already worked as a tour guide, written
newspaper and magazine articles, given interviews and kept a video blog to
share his experiences in Africa with others.
D
Ben loved thejob but he certainly worked
long hours. He didn't 35 use to have much time for just sitting back and
relaxing.
He would work up to 19 hours a day, seven
days a week. Each day he would do a number of promotional events and press
conferences. When the shemonthjob finished, Ben had visited 90 different
locations, made 47 video diaries and given more than
40 250 interviews. The worst part for
him was that at the end of each day he used to have to sit up late blogging and
uploading pictures. And although the conditions were great, there was one
dangerous incident. In the last week of thejob, Benjumped out of a boat into
the sea and an Irukandjijellyfish stung him.
45 People have died from these
stings, but luckily a local doctor immediately knew what to do and after six
uncomfortable hours Ben was fine again.
A model employee, when Ben's job on Hami
Iton Island finished,
Tourism Queensland immediately offered him
a newjob They
50 gave him an 18-month contract. this
time to travel all around the world promoting Queensland as a tourist location.
Could that be the second-bestjob in the world?
THE
BEST JOB
4
Match the underlined words in the text with these definitions.
1
attract
people's attention to something
2
collect
3
give
or tell
4
a
big African bird with a long neck that can run but cannot fly
5
a
good example
6
a
soft, round, transparent sea animal
7
making
a long and difficult journey on foot
8
expensive
and of very good quality
9
a
small car used for travelling over difficult ground
10
using
something to take a decision

5a
Work with a partner. Imagine that you are going to meet Ben Southall. Write
five questions to ask him.
5b
SPEAKING Change partners. Take it in turns to ask and answer the questions.
6
What about you?
1
Do
you think this really is the best job in the world? Why?/ Why not?
2
What
is more important to you in a job — the salary or the conditions? Why?
Grammar
in context

GRAMMAR GUIDE

lc Read these two sentences. Which
    sentence gives more importance to the duration of the action? Which gives
    more importance to the completion of the action?
1
    For 12 months,
    he had been organizing and taking part in sports events .
2
    He had a
    ready worked as a tour guide.
Id Which
    sentence in lc uses the past perfect continuous? How do we form the past
    perfect continuous?
GRAMMAR
    REFERENCE page 28

2      Complete
the sentences using the past simple or past perfect simple form of the verbs
given.
     The teacher didn't let her do the exam because when she arrived, the
exam        (start).
2
When she               (write) her
letter of application, she sent it.
3
He unlocked the door
and(step) inside.

4
Before today's
conversation I(not speak) to the boss.
5
When the wind(blow),
the leaves on the trees shook.
6
They didn't want to see
the film again because they
(see) it
twice already

7
They weren't hungry
because they(eat).
3      Choose
the best alternative.
1We had .wgite.d/.been_wqjtjng. for an hour when finally the director
arrived.
2
They were tired because
they hay.e/had. been running for more than an hour.
3
By the time we got there,
they had.egten/.been..ecuting. all the food.
4
He had
wrjJten/.b.ee.Q.wrjÏtng. three novels by the time he was twenty-five.
5
She couldn't open the
door because she had the key.
6
When I saw her face, I
knew she had çrjed/.be.en.cryjng. for a long time.
7
The two students
couldn't do the exercise because they had talked(been.ta/.kjng_ non-stop
throughout the sixty-minute lesson.
4a Invent endings for these sentences. Use verbs in
the past perfect simple or past perfect continuous.
1
The little boy
was crying because ... somebody hadstolen

his sweets.
2
His parents were
angry with him because ...
3
When they got
home they were soaking wet because ,
4
She felt really
sleepy because
5
We did really
well in the exam because 6 My hands were dirty because .
7
The teacher was very
happy with the class because .
8
My arms were tired
because

2
4b SPEAKING Compare your sentences with a partner.
Are any the same?

GRAMMAR GUIDE

Past
  habits
5a Read these sentences and answer the questions.
a
  At the end of
  each day, he used to have to sit up late b ogging and uploading pictures.
b
  He didn't use
  to have much time for just sitting back and relaxing.
c
  He would work up
  to 19 hours a day, seven days a week.
d
  A jellyfish
  stung him.
1       Which activities in a—d are things
  that happened regularly?
2
  What happened just
  once?
5b Read rules 1—5 and complete rules 1
  and 2 with used to, would or the past simple.
1       We use   and to talk about past
  habits.
2       We use to talk about single events
  in the past.
3       Wë use would with past actions
  but not past states. He wouldarrive (ate. NOTHe-wavz-/+bz-fate. He used to
  (ike hisjob. NOTHe-wvaff-(ikv-hz?-
4       We do not usually use wouldn't to
  talk about past
habits.
He AM 't use togo to bedear".
  NOTHB
5
  When we give a period
  of time, we use the past simple, not used to.
He usedto
  live on an island. He live/0M the islandfor six months. NOTHe-a3e+tTfvevn-
GRAMMAR
  REFERENCE page 28

Developing vocabulary

6a How was life different 200 years ago? Complete the
sentences with used to or didn't use to and these verbs.
Phrasal verbs connected with work

be

      eat      have

learn

       play       throw       travel
        walk

If you want to get ahead, you need to work hard,

1

People

by horse.

2

He applied for a job in an international company

2

They „

computers.

but they turned him down.

3

They.

from one place to another more than
  they

3

She took over
  the project last year. It's hers now.

do now.

4

They're going to set up a new office in Tokyo.

4

Generally, they.

healthy food.

5

This new job is hard but I'm going to keep at it.

5

Simp e illnesses

very dangerous.

6

We're working on a new product to get it just

6

People

musical instruments, not CDs.

rig ht.

7

Most peop e

away so much rubbish as they do

7

To apply for the job, you must fill in this form.

now.

a

spend time producing or improving something

8

Educated people

Latin.

b

start (a business, organization, etc)

6b In
  which sentences in 6a can you replace used to with would?

c

continue working at something even if you want to stop

7 Complete
  the text with used to and would with the verbs given,

d

progress faster than other people

or the past simple form of the
  verbs given. Sometimes there is

e

write information such as your name and

more than one possible answer. When
  both used to or would are

address on a document

possible, use would.

f

not accept an offer, request or application

1 Match the phrasal verbs in bold in
sentences 1 —7 with their meanings a—g.

4
My
grandfather is 80, but when he was a young man he
        (a)                                 (work)
as a postman. He (b) .
(like)
his job. He (c) (get up) early every morning and collect all the letters. In
those days, people (d) (not have) computers, the Internet or email so they (e)
(write)
letters quite often. The only problems my grandfather had were with dogs. When
he was a postman, he (f) (hate) them! (Not now — now he has three dogs in his
house!) One day, this enormous dog (g) (jump) out. It
(bite)
him really badly and my grandfather
(need)
to go to hospital. But, in general, I remember that he (j) .            (not
complain) about his job.
8a Complete these sentences so they are true for you.
Copy your finished sentences onto a piece of paper.
I used to  at the weekends, but now I don't. 2 I didn't use to     at the
weekends, but now I do.
3       I used to  in the evenings.
4       I didn't use to         at school,
but now I do.
5       When I was at primary school, I would
6       Once when I was at primary school, I
8b SPEAKINB Your teacher is going to read out some of
the sentences. Who do you think wrote them?
g take
control of something
>
STUDY SKILLS
Phrasal
verbs consist of a verb and one or two particles (prepositions or adverbs). The
meaning of phrasal verbs is not always easy to guess from the verb or
particles. Use a dictionary, but be careful because the same phrasal verb can
have different meanings. STUDY SKILLS page 145
2 Complete the sentences with the correct form of the
phrasal verbs in 1.

1
Don't stop
trying!
2
I'm ambitious. I
want to and get to the top of the company.
3
Don't forget to
this section of the questionnaire with your address.
4
They offered me
promotion but it because I didn't want any more responsibility. 5 You need a
lot of money and original ideas to a new business.
6
Let's this project first
and when we finish we can look at something else.
7
We used to be an
independent company, but a big Japanese company us last year.

3 Complete the questions with the correct particle.
Then ask and answer the questions in pairs.

1
Are you working any
assignments at school at the moment?
2
When something is
difficult, do you usually keep it or not?
3
Have you ever filled       an
official form? Why?
4
What qualities do you
think you possess to get

in a
job? 5 What business would you like to set

The language
onto,'
Cross-curricular
- Economics
Learning
English for work
1      Look
at the football players in the photos and answer the questions.
1       Do
you know who these people are and where they are
from?
2       Do
you know anything else about them?
3       Do
you think playing football is a skilled job? Why?/Why
not?
2      Read
the article, then look at the title. Do you think it is a good title for the
article? Why?/Why not?
Non-EU
football stars have to take English test

oreign footballers and managers now
  have to pass an English test before they can show their skills in the UK
  under new immigration rules.
Football stars from outside the European Union are
  considered skilled workers. They need to demonstrate they have a basic
  knowledge of English before they receive work visas lasting up to three
  years. However, their wives and girlfriends do not need to pass a language
  test.
Liam
  Byrne, the immigration minister, said the Government thought 'long and hard'
  about not including South American and African stars in the rules, but
  decided that would be 'un-British'. He added, 'Most of them will be well-off
  enough to afford a decent language teacher.'
Top English teams have
  taken many non-EU players. The Argentine Carlos Tevez was said to have had
  problems with the language when he joined his first English club. The
  Brazilians Alfonso Alves and Elano also appear to be less than fluent in
  English.
Meanwhile, the Government has calmed fears that new
  rules could affect foreign musicians and actors touring Britain.

They will receive short visas to cover the period of
  their visit. This visa also applies to sports stars in competitions such as
  the Olympic
Games.
The restrictions on skilled
  workers, including teachers, nurses and engineers, form part of the
  Government's points-based immigration system. They follow new rules already
  announced for 'highly-skilled' migrants such as surgeons, computer
  specialists and top businessmen and women.
As well as using the English tests,
  companies now need to show they could not find British workers to do the job
  by advertising in Job Centres. They also have to show that the employees they
  take on are qualified and earn more than £24,000 a year.
Some
  people think that the new points system will be good because it will give
  British job-seekers the first chance to apply for jobs and only the skilled
  migrants the country actually needs will be able to come.
However, others warn
  that
Britain must not shut its borders to those people
  who can help the country's economy diversify and grow. They say that Britain
  needs to look for top global talent, not give jobs to British people just
  because they are British.

3
of work
How the points system
works
Tier
one: Highly skilled
Wealthy,
skilled professionals considered automatically to have enough points to work in
Britain, whether they have a job offer or not.
Tier two: Skilled
They
need to have a job offer and enough points on skills and qualifications. They
need to speak English and their job has to be advertised first in the UK.
Tier three: Low skilled
Includes jobs in food processing and
agriculture. The Government thinks these vacancies can be filled from the
European Union.
Tier four: Students
Only
for recognized courses and institutions.
Tier five: Temporary workers
Covers
sports stars and musicians coming in for single events,
INSIDE INFORMATION
There
are some top teams in the English Premier Football League which have few
players born in England.
In
2010 the London club Arsenal had 25 foreign players out of 30. They included
players from Russia, Poland, Brazil, Spain, the Czech Republic, France, Switzerland,
Italy, Denmark, Cameroon, Croatia, Mexico, the Ivory Coast, Belgium and the
Netherlands.

h

• In 2008 the
manager of the English team Portsmouth sent 16 of his players to special
'Football English' lessons. It took an average of 1 1 hours for a player with
no Eng ish to be ab e to communicate while playing football.
3 Read the article again and complete the sentences.
Use no more than two words from the article for each answer.
1
Non-European footballers
have to have a of English in order to get a work visa.
2
Liam Byrne thinks that
the majority of foreign players are to pay for language lessons.

3
People from other
countries who are touring Britain will get to be able to enter the country.
4
The changes in the
immigration system affect workers.
5
British companies can
only take on foreign workers after the job to British people.
6
People who are
nÒt happy about the scheme say that Britain could lose ifjobs are always
given to British people.
7
Highly skilled workers
do not need a               to be able to enter the UK.
8
The government expects
foreign people who work in farming and agriculture in the UK to be from the
9
Non-European students
have to study at .
colleges
or academies.
30

4
SPEAKING What about you?
What do you think of the idea of doing a language test
to live and work in a new country? Explain your opinion.
WORD BOOSTER
Match
the words and definitions.
1
immigration a visiting
one place after another
2
afford  b people who are
looking for a job
3
touring                c
official lines separating countries
4
migrants              d
have enough money to payfor
5
surgeon              something
6
job-seekers e develop
new products or activities
7
borders               f
doctor who does operations
8
diversify g people who
travel to a different country to stay there h the process where people enter a
country to live there
Cross-curricular — Language
Learning
workplace jargon
5
Look at these words and expressions. They are all examples of
'workplace jargon'. Work with a partner. Can you guess the meaning of the words
and expressions?

1 deskfast

5 knife-and-fork it

2 al desko

6 think
  outside the box

3 à la car

7 blue sky thinking

4 eat reality sandwiches

8 win-win solution

6
LISTENING 01.07 Listen to a professor of linguistics explaining
what the words and expressions in 5 mean.
Make notes about what he says.
7
Listen again and complete the sentences. Use no more than four
words in each space.
1
A/ desko is based on an
phrase which means eating
2
A la carte means
choosing what you want to eat from
3
Some people don't like
workplace jargon because       it makes
4
Blue sky thinking
sometimes has a meaning.
5
The example of a win-win
solution is when you a product in a supermarket and
8
SPEAKING What
about you?
1
Do you use any language
that only teenagers use? 2 Do you think jargon is a good or bad thing?
                                                                   Unit            23

Listening
1 SPEAKING Work with a partner. Read this extract
from a newspaper article. Do you think 'helicopter parents' are a good thing or
a bad thing? Why?
ecently a lot of people have started talking about
'helicopter parents'. These parents pay very close attention to their children
and try to solve all their problems, even when they are at university and when
they start work. They insist on helping their children, whether their children
need them or not.
EXAM SUCCESS
Look at the next task.
Before you listen, it's a good idea to read the questions and underline any
important information. When you listen, remember that you are listening for the
ideas, not just the words that express them.
EXAM SUCCESS page 149
2 LISTENING 01.08 You are going to hear
five people talking about helicopter parents. Choose from the list (A—F) the
opinion each speaker expresses. Use the letters only once. There is one extra
letter.
A       I turned somebody down because of
their helicopter parent.
B       I think a parent's job is to help
their children when they can.
C       I know I probably make mistakes, but
I need to be independent.
D       I don't think you can make decisions
for your children. E I think everybody needs a helicopter parent.
F
I've started to see a change in the way people behave where I work.
Speaker 1 Speaker 2 Speaker 3 Speaker 4
Speaker
5
Look at the sentences. Which alternative do you think
the speakers used in the interviews?
I
stopped .t.Q.beZbej.ng.a child when I left school.
2 I
can't remember t.Q..see(se.eing. so many parents as this year. 3 One student
forgot t.Q,.ÇQIDß/Ç.Q.mjng. for an exam, 4 I like life easy
for my kids.
5 I was doing something important but I stopped ptepgu.j.ng.
myself for an interview with a twenty-threeyear-old science graduate.
Listen again and choose the correct
alternative. 4 SPEAKING What about you?
Do you
think your parents are 'helicopter parents'? Why?/ Why not?
Grammar in context
GRAMMAR
GUIDE
Gerunds
and infinitives 2
la Read the pairs of sentences. In which
pair do the two sentences have different meanings? What is the difference?
la I started working. 1b I started to work.
2a I stopped working. 2b I stopped to work.
1b Match the verbs + gerund/infinitive with the
correct meaning.
1
stop tÖ do
2
stop doing a you stop
one activity because you want or need to do another activity b you are doing
something and then you stop
3
remember to do
4
rem ember doing a you do
something and then you remember it later b you remember you need to do
something and then you do it
5
forget to do
6
forget doing a you don't
do something that you intended to do b you did something but now you don't
remember it
7
like to do
8
like doing a you do
something because you enjoy doing
't b you do something because you
think it's a good idea
GRAMMAR REFERENCE page 28
2
Choose the correct alternative.
1
I remember            in
the sand when I was young.
2
The teacher's angry
because forgot tQ dQ/dQing. my homework.
3
I like..tQ.gQ[gQjnq to
the dentist twice a year.
4
We stopped
(Q.eqt/eqflng. because we were hungry.
5
Did you forget
.tQ.br.i.ng/br.lngjng. a pen? Don't worry, I've got a spare one.
6
Can you remember
t.Q.g/ye/gj.ving. this to Danny when you see him tomorrow?
7
You look really healthy
now that you've stopped t.Q.8TQke/
8
My dad likes
(Q.get/gettjng. up early because that means he can finish work early too.
3
Complete the second sentence so that it has a similar meaning to the
first sentence, using the word given. Do not change the word given. Use between
two and five words.
I
didn't send that letter yesterday because I didn't remember.
FORGOT
. yesterday.
2
He thinks it's important
to wear a tie for interviews.
LIKES for interviews.
3
You always call me when
I'm at work. Please don't!
STOP
               Please                                   when
I'm at work!
4
Don't worry. Yesterday I
sent that email. I didn't forget.
REMEMBERED
Don't
worry. Yesterdaythat email.

5
I think watching
fóotball is really good fun.
LIKE football.
6
My mum stopped work and
had a coffee.
HAVE
My mum
stopped work.a coffee.
7
I saw that group in
concert. I'll never forget. REMEMBER that group in concert.
8
Make the dinner tonight.
Please dont forget!
REMEMBER
Pleasethe
dinner tonight.

4
Write complete sentences about these things.
1
something unusual you
remember doing when you were at primary school
2
something that you
remembered to do last week
3
something important that
you once forgot to do
4
something that you enjoy
doing
5
something that you don't
really enjoy doing but you think it's a good idea
6
something that you did
when you were younger but that you stopped
5
SPEAKING Work with a partner. Compare your sentences. Ask your partner
follow-up questions.
I remember breaking my arm when I was at primary school.How did you do it?
I was playing with my friends in the playground and I fell.
6a LISTENING 01.09 Listen to the sentences and mark
the word which the speaker emphasizes most.
1
They're constantly
arriving late.
2
You're always saying
that.
3
She will interrupt me,
4
He's forever talking
about football. 5 They will leave the lights on.
6b Practise saying the sentences. Stress the
appropriate word in each sentence.

GRAMMAR GUIDE

Present
  habits
7a Read these
  sentences. They all talk about present habits. Which three different tenses
  are used in the sentences? I always get up early.
2
  My mum is
  constantly calling me.
3
  She will tell
  me what to do all the time.
4
  They'll often
  come to talk about their son's exams. 5 My parents are always giving me
  presents.
7b Read these explanations of the way
  we use these tenses and match them with the sentences in 7a.
a The common way of talking about present habits is with

the
present simple.
b We use the present continuous with
always, constant/y, forever, continua//yfor habits that are irritating or annoying. c We can also use the present
continuous with always, constantly, forever, continually for habits that are in some way unusual.
d We
can use vvi// for repeated or habitual behaviour. We put stress on will when we are
annoyed or irritated.

8a Complete the mini-dialogues using the
correct form of these words. Use will or the present continuous and always,
constantly, forever or continually.

1

A:

What's the matter?

B:

It's my brother. He                                                                                his
  music really loud.

2

A:

Are you OK?

B:

No. I haven't got anything to wear. My sister                         my clothes!

3

A:

You're angry with me, aren't you?

B:

Yes, I am. You                                your
  dirty plates on the

        borrow        leave       play       say

table.
4 A:
Why don't you like this TV presenter?
the same things.
8b SPEAKING Work with a partner.
Practise saying the dialogues with the correct stress.
9 SPEAKING Talk about things that people do that annoy
you.
My brother is always taking my CDs and losing them.

Unit 2
Developing speaking
Stimulus-based discussions

Percentage of UK adults who are long-term unemployed

Aged 16-24
Aged
      25 to retirement

20
18
16
14
12
10
8
6
4
2
                                    00                                                                  00
Source: Labour Force Survey, ONS, UK

'It's clear that educational qualifications affect your
    chances of finding a job, and offinding a job with a good salary.
Joe
    Smith, Sociologist

Number of young people out of work rises again
    because of economic recession

Young women who are badly paid (less than £7
    an hour): Young men who are badly paid (less than £7 an hour):

22.6%
11.3%

Speaking Bank

Useful expressions in
  stimulus-based discussions
The main
  idea of the material is ..
All of
  the material is to do with
The material here is linked to the topic of ..
The
  newspaper headline states that ..
The headline
  suggests that .. . The graph shows that .
•   In the photo, I can see ...
The photo
  illustrates ..
There's an
  interesting quote from , The quote suggests that Wë can see from the
  statistics that The statistics show that .
To sum up

3      SPEAKING
Work with a partner. What topic connects all the different elements?
4      LISTENING
01.10 In what order does the speaker mention the different elements? Listen and
write the letters A—D in the order you hear them. First  Second Third
Fourth
5      Listen
again and tick the expressions you hear in the Speaking Bank.
6
SPEAKING Work with a partner. Take it in turns to talk about the
different elements on this page. Use expressions from the Speaking Bank.
Practice makes perfect
7a SPEAKING Look at the material on page
166. Decide what the general topic is and what each different element is about.
7b Work with a partner. Take it in turns
to talk 1 Find the following elements on this page and write the letters next
about the topic. to their descriptions.

In this type of task, first look at
  all the stimuli and decide what the general topic is. Then check that you
  understand the content of each different stimulus. Make notes about your
  ideas but don't simply read them aloud in the exam. Use them as a framework
  for your talk, to remind you what to say next.
EXAM
  SUCCESS page 149

1
a headline                              3 a statistic
2
a quote4 a line graph
2 Label the pictures with these words.
      a line
graph     a bar graph      a pie chart
                1                                 2                                3

Developing
writing An opinion essay 1
1
Work in pairs.
Read this writing task. Do you agree or disagree with the statement? Why? Write
notes about your ideas.

'It's
  a bad idea for teenagers to do part-time work while they are still studying
  at school or university.' What is your opinion?

2
With your
partner, complete this plan with your ideas.

4
Complete the
essay with these phrases.
      On the other hand     To begin with
   To sum up
      Furthermore     As far as I'm
concerned I agree with this

Useful
  words and expressions in opinion essays
Adding opinions and putting them in
  order
Explaining and justifying your opinions
          This is because ..
          The reason is
. For instance,
Contrasting opinions
         However,
Nevertheless,

Concluding

In conclusion,
          All
  things considered,

5
Write the words
and expressions in 4 in the correct place in the Writing Bank.

Paragraph 7: Introduction.
  Genera/ statement on the topic andstateyear opinion.
Paragraph
  2: First andmost important reason foryour opinion.
Paragraph
  3: One or two other reasons foryear opinion OR otherpeople's arqvcments
  againstyour opinion and whyyou Ion 't agree with them.
Paragraph 4: andconclusion.
  Restateyour opinion.

STUDY
SKILLS

When
you have thought ofthe basic ideas that you are going to include in your essay,
stop and organize them into logical paragraphs. You should do this before
you start to write, not while you are writing.        STUDY SKILLS page
145
3
Read this essay, ignoring the gaps. Does it follow the paragraph plan in 2? Is
the opinion of the writer similar to your opinion?

In
  some countries, the USA for instance, many teenagers work while they are
  still studying at school or at university. (a)  this is a really bad idea.
                         studying at school or university
  is a full-time occupation. Students need time to take notes, revise, do
  assignments and research topics. In my opinion, students who work in the
  evenings or at the weekends do not have time

to
  do these things properly. (C) young
  people often work in bad conditions or late at night. This means that after
  work they find it difficult to pay attention and concentrate.
(d) , some people say that work
  experience can help to make you more independent and responsible. (e)                                                                                up to a point,
However,
  there is time for students to gain this experience when they finish their
  studies.
I believe that a student's real
  responsibility is to learn as much as possible. They can only do this if they
  study full-time, with no other distractions.

'School does not prepare students
  for the world of work.' Do you agree?

6 Work in pairs. Look at this task.
Write notes about your ideas and then complete the plan in 2 for this topic.
Practice
makes perfect
7
Use the plan in 6 and words and expressions from the Writing Bank to write your
essay.
Language reference and revision
Grammar reference
Past perfect simple and continuous
We use the past perfect simple to ta k about actions that happened before
another action or actions in the past. It gives importance to the completion of
an activity. When the interview hadfinished / left.
We use the past perfect continuous to
talk about actions that happened before another action or actions in the past.
It gives importance to the duration of an activity. / was tiredbecause /
hadbeen studying al/Might. To make the past perfect continuous, we use had +
been + verb —ing.
Past and present habits
We use
used to and would to talk about past habits, things we did regularly in the
past but don't do now.
We
cannot use used to and would to talk about single events in the past. In this
case, we use the past simple.
We use would with past actions but not past states. He wouldcome and
visit us on Sundays NOTHer-zwvd+hzve-z-btk?. We do not usually use
wouldn't to talk about past habits. He didn't use togive uspresents.
NOTHe-wozzffn--tyivz-a-s-prvsentï.
When we
give a period of time, we use the past simple, not used to.
She used to work in a factory. She worked
thereforfweyears. NOT
• The
common way of talking about present habits is with the present simple. / often
listen to music.
We use
the present continuous with always, constantly forever, continually for habits
that are irritating or annoying. When we speak, we stress always; constantly,
forever, continually to emphasize this. My brother andsister are g(4é/ighting.
We also
use the present continuous w•th always, constantly, forever, continually for
habits that are in some way unusual. Shehasa veo.' difficult life but she's
always smiting.
We can
use will for repeated or habitual behaviour. We put stress on will when we are
annoyed or irritated. Theftsit therefor hours. He wd/ interrupt me when
speaking.
Gerunds
and infinitives 2

•

Some verbs can go before the gerund or the

stop to do:

you stop one activity because you want or need to do
  another

infinitive with no difference in meaning.

activity

She
  started to work there in 2007.

stop doing:

you are doing something and then
  you stop

= She startedworking there in 2007.

remember to do:

you remember you need to do
  something and then you do it

Other verbs like this: begin, can't bear, can't

remember doing:

you do something and then you
  remember it later

stand, continue, hate, love, prefer

forget
  to do:

you don't do something that you
  intended to do

With other verbs before the gerund or

forget
  doing:

you did something but now you don't
  remember it

infinitive, there is an important difference in

like to do:

you do something because you think
  it's a good idea

meaning, eg,

like doing:

you do something because you enjoy
  doing it

Vocabulary

Work conditions, responsibilities
  and hours

2

Stages of a job

be on flexi-time     be responsible
  for      deal with

apply for a job     be made
  redundant     be offered a job

do shift work     earn      employee     experience

be sacked/fired/dismissed   become
  unemployed     get promotion

from nine to five full-time good/bad/dangerous conditions     indoors

look for a job     resign      retire

manual      long hours      outdoors      overtime

3

Phrasal verbs connected with work

paperwork      part-time     qualifications      salary

fill [n      get ahead      keep at      set
  up      take over

self-employed      skilled     stressful training well-paid

turn down      work on

4
Other words and phrases page 137
28
Grammar revision
Past perfect simple and past perfect continuous
1 Is the underlined part of the sentence
correct? If not, rewrite it.

1
  I have been
  waiting for an hour when the film finally started.
2
  He was tired
  because he had painted all day. 3 She had been writing seven emails.
WORKBOOK page 12
Gerunds and infinitives 2
2 Complete
  the sentences with the correct form of the verbs given.
               Can you remember           (switch) off the
  light when you leave?
2
  She really likes         (dance).
  It's her favourite hobby.
3
  We stopped           (write)
  when the exam finished.
4
  Don't forget.          (go)
  to the meeting tomorrow.
5
  I know Harry was at
  school yesterday because I remember (see) him.
6
  I like        (do) my
  homework on Friday evening so that I'm free at the weekend.
7
  The musicians stopped
  (play) because they'd already been playing for two hours.
        WORKBOOK page 15                                                  /
  7 points
Vocabulary revision
Work conditions, responsibilities and hours
Complete the sentences with these words. There are three
  extra words.
dealing
  earn employee flexi-time for manual overtime qualifications self-employed
  shift skilled
1
  I'm responsible    looking
  after the customers.
2
  My responsibilities
  include with all the paperwork. 3 This company isn't mine. I'm just an 4
  quite a good salary.
5
  This is a  job.
  You need a lot of training to do it.
6
  I do         work.
  This week I'm working nights.
7
  Yesterday he
  arrived home late because he worked 8 Have you got any ? A university degree?
        WORKBOOK page 10                                                 /
  8 points
Stages of a job
2 Complete the text with the correct
  words.
When Rose finished her degree she started to (a) for a job. She found
  an interesting post in a multinational company and so she (b) for it. She got
  the job, but soon after; the company had big problems. The company became
  much smaller and they told Rose that they didn't need her anymore. She was
  made (c)

4
  Everything was
  white because it had been snowing all night.
5
  When they ate
  their dinner, they washed the dishes.
6
  They heard a
  loud noise and thought that somebody had been fallipg over.
/ 6 points
Present and past habits
3 Choose the correct alternative.
1
  When he was
  small, he use.d.to/.yvou/d have a bike.
2
  My brother
  really gets on my nerves. He .uid//M/Qu[d change channels while I'm in the
  middle of watching something on TV.
3
  My friend               me
  text messages.
4
  Last year I
  hQd(use.d.tQhave.a big party for my birthday.
5
  Did you   to
  have a pet?
6
  Young children      a
  lat of no•se when they're excited.
7
  They didn't.
  use.tQ/.wQuld.nít. go out on Friday evenings, but now they do.
      WORKBOOK > page
  12/15                                           / 7 points
and became (d)
  Luckily, another company contacted her soon afterwards. An employee at the
  company had just been (e) because he was always ate and his work wasn't good
  enough. Rose went for an interview. They really liked her and she was the
  job. She accepted, of course!
        WORKBOOK page 10                                                    /
  6 points
Phrasal verbs connected with work
3 Draw lines to match the parts of the
  phrasal verbs with their meanings.
Verb                  Particle          Meaning
        set             a     ahead      not accept an
  offer, request or application
2
  get  b              on            start
  a new business, office, etc
3
  turn c              up            progress
  faster than other people
4
  work               d in          add
  information to a document
5
  fill   e              over         spend
  time working or improving something
6
  take                f               down       take
  control of something
      WORKBOOK     page
  13                                                  / 6 points

/ 40 points
Unit 2

Studying around Europe
The
Erasmus prog ramme is a popular student exchange programme involving
universities across the European Union. Studen ts spend at least three months
studying abroad in one ofover3() countries involved in the programme Here ts
what some Erasmus students say abou t their experiences.
A
Matthew Little, Germany

When I went to Germany to continue my engi neerÌng course, I
thought I'd be spending all my time with German students. I did meet a lot of
native Germans, including the tutors of course, but as an Erasmus student you
tend to spend most of your time with other people like you, people who are
studying abroad. Apart from anything, you're often all together jn special
language classes which the university offers to help you follow classes more
easily and those start before the begjnnjng of term.
B
Nelly Samuels, The Netherlands

The
decision to study abroad has changed my life in so many ways. Academically, I
immediately fell in love with the style of the lessons we received. Before, I wouldn't
express my opinions much in tutorials. But thanks to the stimulating, open
atmosphere I became much more confident about constructing my own arguments and
defending them. It helped that all my classmates. mostly Dutch, felt very
passionate about modern history, my area of study. Socially, things couldn't
have been better either. At one time I would have found it difficult to make
new friends, but in this situation I just felt so happy and relaxed being with
all the Dutch students that I got to know.
C
John Vaughan, Poland

Gateway to exams Units 1—2

In
    multiple matching activities, remember
Read the text quickly to get a general understanding. Then
    read the questions and work out what piece(s) of information you need to
    find. Are there any special words that he p you to find the part of the
    text which contains the information?
EXAM SUCCESS page 149

he/she feels better about what
  he/she does in lessons thanks to his/her Erasmus experience?
the Erasmus experience wasn't like he/she had imagined?         2  he/she took a while to get over
  linguistic  difficulties?   3 other Erasmus students are usually the
1
  Read the first
  paragraph of the text below. What is           first people you meet at
  university?  4 the Erasmus programme? What are the advantages    his/her
  Erasmus experience took him/her of doing an Erasmus exchange?           backwards
  before going forwards?   5
2
  Read the text
  and answer the questions.    the Erasmus experience will be a practical
             L                                                                                help
  when he/she travels around Europe?       6
l Do the students mention any of the advantages that you thought of in
  1? he/she didn't use to socialize much? 7 2 What subject does each student
  study? he/she managed to fulfil an old ambition? 8

I'd never really studied la nguages
before. But, being a business student, I knew languages would give me an
advantage later in the world of workIt was so frustrating at first. knowing you
probably spoke the language

he/she wants to repeat his/her Erasmus

experience?
the Erasmus experience made a
  difference

9

to the way
  he/she sees himself/herself? his/her attitude to the teaching method

10

changed completely?

11

•

he/she thinks the
  Erasmus experience has taught him/her an important message that

is relevant to the course he/she is studying?

12

worse
than a five-year-old, but my Polish classmates were very patient with me and
after a month or two I'd made sufficient progress to be able to followthe
tutors' explanations. I shared a house with students from five different countries. Often
we could only get messages across using sign language. What really
opened my eyes during my six months abroad was the shock of seeing my
subject from a totally different cultural perspective. That really added something
to my vision when I went back to the UK. And now, 12 months later, I'm a fluent
speaker of Polish.
D       Sally Collins, Finland

The uni
where I studied was really small, but that had advantages. After about a month
almost half ofthe students there were my friends, and they all helped me to
learn the language fast. Now I reckon I cou Id travel to about twenty different
countries where I know someone who has invited me to stay with them. And having
so many contacts made day-to-day life on campus really stimulating too. For
example, I got the chance to become a radio DI doing a programme in English playing my
favouyite music, something that I'd always wanted to do (and with no connection
at all to my natural science degree course!)- In terms of studying, it took me
a bit longer to get used to a different style of teaching and learni ng
Eventually I came to prefer Finnish ways but that was a gradual and sometimes
painful process.
E
Keith Johnson, Slovakia

The
thing that affected me the most during my time studying abroad was realizing
that, at the end, I didn't consider myself British. I was now European. I
suppose that feeling is natural after spending every day with young people from
so many different Eu ropean countries. Despite all our differences, we all had
so much in common. As a student of politics, I think this was so important. It
helped me to see that, even when people have different optnjons and
backgrounds, we can work together constructively ifwe really want to, Now I
know that, when I finish my degree, I want to study for a Master's degree. But
only on the condition that I can do at least part ofit abroad.

Writing
Tip for Writing Exams
In transactional tasks, remember .
Do not simply reply to questions in the email or letter with 'Yes' or
fro'. Add extra information, context and questions.
EXAM SUCCESS page 149
4
You have received
this email from a friend. Underline the information that you should include in
your reply

Message

From:             JT@whizzmail.org Subject: Party!

How are you? It was great to see you on Friday. I really
    enjoyed going to that new pizza place. We should go again soon.
When I saw
    you, I forgot to tell you that my friend Rachel is coming back on
    Wednesday. Do you remember that she's been away on a school exchange in
    Germany? I thought I might arrange a special welcome home party for her on
    Thursday evening. What do you think?
I don't mind having the party at my house, but I'll need help
    preparing the food and stuff. Could you come and give me a hand getting
    things ready on Thursday afternoon?
Apart from
    the food, is there anything that you can think of that would make the party
    really special? You know that Rachel is my best friend so I'd really like
    to make the party memorable for her.
Write back soon so that I can start organizing things.
    Bye for now,

8      LISTENING 01.11 Listen to five people
talking about lucky charms. Match the speakers 1—5 to the opinions A—F. Use the
letters only once. There is one extra letter.
1
Speaker 1
2
Speaker 2
3
Speaker 3
4
 Speaker 4
5
Speaker 5
A
A change in my diet is
part of my special exam preparation.
B
My 'lucky charm' almost
got me into trouble.
C
I don't think my lucky
charm has helped me much. D I don't have an exam lucky charm but I have lucky clothes.
E     I feel like I have my family's
support when I have my lucky charm with me.
F     My 'lucky charms' improve the quality
of my exam results.
9      Work with a partner. Tell them if you
have an exam lucky charm, or if there's anything special you do to
5
Make a plan of
your reply to the email. Decide how      bring you luck. Then compare answers
with the rest many paragraphs to use and what to include in each         of the
class.
one.
Speaking
6 Write your reply. Include all the necessary information. Write between
120 and 150 words.
Tip for Speaking Exams
In stimulus-based discussions,
remember .

Tip for Listening Exams

In matching activities, remember .
Read the opinions before you
  listen. This can help you to know what the people may say and helps you to
  concentrate more while you listen. But don't forget that the speakers may
  express the same opinion using different words or expressions.

Give your opinion or interpretation ofthe topic and
stimuli. There is not usually a right or wrong answeL The examiner wants to
hear you speak English.
EXAM
SUCCESS page 149
10
Look at the
material on page 166. Decide what the general topic is and what each different
stimulus is EXAM SUCCESS page 149 about. Make notes about your ideas.
11
Work with
a partner. Take it in turns to talk about the 7 Work with a partner. Talk about
what you can see in topic. the pictures and why people sometimes carry these
objects.

Grammar

3

Space

and

time

ocabulary
Speaking
Writing

Vocabulary
Space and space travel
Future forms      Future activities in
the past
Future
continuous, future perfect, future perfect continuous
Space and space travel               Travel/trip/Uourney/Voyage
y Prefix
Stimulus-based,
discussions 2
A story
Travel,
trip, journey, voyage

Work with a partner. Look at the photo. Which of these
words can you use to talk about it?
asteroid astronaut astronomer
atmosphere cosmos crew gravity landing (n.) land (v.) launch (n., v.) man-made
satellite meteorite mission natural satellite orbit (n., v.) re-enter (v.)
re-entry (n.) space shuttle space station spacecraft telescope universe
2 Do the quiz in groups.
Sp ce quiz
1       Which
was first man-made satellite to leave the earth's atmosphere?
a      Apollo
13 b Buzz 2 c Sputnik 1
2       How
many space missions did Yuri Gagarin go on? a one b three c five
3       How
many times did Gagarin orbit the earth?
a      once
b three times c five times
4       What
type of spacecraft took Gagarin into space?
a      Apollo
(1) b Sputnik (1) c Vostok (1)
5       Michael
Collins and Neil Armstrong were astronauts on Apollo 11, the mission that was
famous for the first moon landing. Who was the other crew member?
a      Buzz
Aldrin b Buzz Lightyear c John Glenn
6       What
was the name of the first space shuttle? a Washington b California c Columbia
7       What happens to the temperature of a
spacecraft when it re-enters the earth's atmosphere?
a      It
increases slightly. b It falls dramatically. c It rises dramatically. 8 What is
the name of the NASA Space Centre where shuttles usually launch and land?
a Kennedy b Bush c Roosevelt
9     What
do we call an object which falls to earth from space?
a   an asteroid b a meteorite c a satellite
10
What is 'Hubble' the name of?
a   an astronaut b
a telescope in space c an American space station
3       LISTENING
01.12 Listen and check your answers to the quiz.
4       PRONUNCIATION
Underline the stress in the words in 1. asteroid                astronaut
5       01.13
Listen and check. Then practise saying the words with the correct stress. 6
Choose the correct alternative. Use the dictionary entries to help you.
1       Last year we went on a schoo
jour.ney/.tr.!ip. to Cambridge.
2       It was a long and difficult
tf.lp/vpy.qge. for Columbus.
3       Jour.neyI.T.tuvel is great for
teaching you about the world.
4       Marco Polo'S
jQ.U.rney/.t(.Q.iß.l took many years.
5       My parents have to go away on
business jQurneyMÏ.r.jps..
6       One day spacecraft will go on
incredible tf.iQ5/VQY.Q.ges. that will take years and years.
7       We spend a lot of money on foreign
jQur.ney/t.r.Q.y.e/,
8       The .tf.ipl.voy.q.ge. to my village
lasts just twenty minutes.
journey noun an occasion when you travel from one place to
another, especially when there is a long distance between the places: We had a
long journey ahead of us.
travel noun the activity of travelling:
Foreign travel never really appealed to him until he retired Our agency deals
mostly with business travel.
trip noun an occasion when you go
somewhere and come back again: a fishing/camping/sightseeing trip
voyage noun a long journey, especially
by boat or into space: the long voyage home
7 SPEAKING Work with a partner. Take it in turns to
ask and answer the questions.
1       How common is foreign travel in your
country?
2       What are popular destinations?
3       How important is travel for you? Why?
4       Where is a good p ace to go on a day
trip from your town or city? Give reasons.
5       Do you like going on sightseeing
trips?
Why?/Why
not?
6       What type of transport do you prefer
for short/long trips? Why?
7       What •s the longest journey you've
been on? Give details.
8       Would you be interested in going on a
voyage into space? Why?/Why not?
Reading
Work with a partner. What do you think this picture
shows?
2      Read
the article quickly. Then think of a title for the article.
He also accidentally dropped one of
his gloves. This event may seem trivial but it was one of the first examples of
a problem which scientists say is going to become one of the biggest for our
planet in the future. The problem? Space junk orbiting the earth.
(2)
Fewer than 800 of
these are operational spacecraft. The remaining 94 per cent are space debris,
that is, objects which no longer serve any useful purpose. About 50 per cent of
the objects are fragments from explosions and breakups of satellites or
spacecraft. In addition, there are probably almost 600,000 objects larger than
1 cm in orbit around our planet. Orbital velocities of up to 56,000 km/h mean
that centimetre-sized debris can seriously damage or disable an operational
spacecraft.
(3)
In March 2007, an
old Russian satellite nearly crashed into a passenger plane over the Pacific.
On 10th February 2009, for the first time ever, two communications
satellites collided 790 km above Siberia. One day, when a small piece of space
debris hits a manned spacecraft, the consequences will be catastrophic. There
have already been some close encounters. On 12th March 2009, the
three-man crew of the International Space Station needed to leave the craft
because of a possible collision. The mission controllers knew that a piece of
junk of about 13 cm in diameter and probably part of an old satellite motor was
going to pass just a few kilometres from the station.
3      Read
the text again and choose from the sentences A—G the one which fits each gap.
There is one extra sentence which you do not need to use.
A       Since 1957, more than 4,800 space
launches have become responsible for leaving approximately 13,200 objects
larger than 10 cm orbiting the earth today.
B       So what can we do about this problem?
C       In June 1965 Ed White became the
first astronaut to take a space walk.
D       Back here on earth, so far there has
only been one person hit by space debris.
E       Top space scientist Dr Marshall
Kaplan is a world expert on space jun k.
F       All the evidence suggests that the
situation is going to get much worse.
G      Recent incidents have made it clear
that scientists will need to pay urgent attention to the problem of space
debris.
EXAM SUCCESS
In tasks where sentences are missing from a text, read the text
carefully, looking at the information before and after each gap. Then read the
sentences and look for words and phrases which connect with information in the
text. When you finish, read the text again to check your answers.
EXAM SUCCESS page 150
(4)
For example, some
experts calculate that one day a tragic and unstoppable chain reaction will
begin. The rubbish will crash into other pieces of rubbish, causing it to break
into smaller pieces.
These pieces will then crash into each
other. This could continue until the earth is covered in a cloud of metal
debris that remains there for millennia. Vladimir Solovyov, Russia's space
mission control chief and ex-cosmonaut, warns, 'The clouds of debris pose a
serious danger ... to earth-tracking and communications satellites.' And that,
of course, could mean a future without mobile phones, GPS and weather
forecasts.
(5)
One essential thing is to
reconsider so many launches and stop adding to the rubbish But the twenty
governments that have access to space aren't going to do that because they
don't want to give away any information about their spy satellites. meanwhile,
who will pay to clean up space? Experts know that we need a solution now, but
governments are in no hurry. only one thing will stop them from underestimating
the problem - another catastrophic collision between satellites like in 2009.
(6)
On 22nd January
1997, Lottie Williams of Tulsa, Oklahoma, was taking her early morning walk.
She had no idea that a piece of metal was about to fall from the sky and hit
her on the shoulder. It was a fragment from the fuel tank of a spacecraft. She
was lucky not to suffer any serious injuries. Experts from around the world are
meeting at a conference next month to discuss ways of making sure that space
debris does not cause any fatal accidents. Let's hope it's not too late.
4       Find
words or expressions in the text that mean:
1
not very
important (paragraph 1)
2
rubbish, junk
(paragraph 2)
3
small pieces of
an object that is broken (paragraph 2)
4
crashed into each
other (paragraph 3)
5
operated or
controlled by people (paragraph 3)
6
a series of
events with each event causing the next one
(paragraph
4)
7
not wanting to do
something quickly (paragraph 5) 8 causing someone to die (paragraph 6)
5       Work
with a partner. Read the text again and make a list of the ways in which space
junk can be dangerous.
6       SPEAKING
What about you?
1
How dangerous
does space junk seem to you? Why?

our planet in the next twenty years?
Unit 3

2
What do you think
will be the most important problems for
Grammar in context

GRAMMAR GUIDE

Future
  forms
la Look at the sentences. What tense is
  the verb in bold in each sentence?
a
  All the
  evidence suggests that the situation is going to get much worse.
b
  Experts from
  around the world are meeting at a conference next month c The twenty
  governments that have access to space aren't going to do that because they
  don't want to give away any information.
d      Some experts calculate that one day
  a tragic and unstoppab e chain reaction will begin.
e       One day, when a small piece of space
  debris hits a manned spacecraft, the consequences will be catastroph ic.
1b
  Complete the rules with will, be going to, the present

simple or the present continuous.
We use:
for
predictions based on evidence
2for
plans and intentions.
3      for predictions based on thoughts,
opinions and expectations.
4      for confirmed plans and arrangements.
5after expressions of time, such as
when, before, after, by the time, until, as soon as.
lc Look at sentences a—c below and complete the rules
with will or the present simple.
a
Anna will be
eighteen next week.
b
It's cold. I'll
close the window now. c My train leaves at 9 0'clock tomorrow.
We use:
for decisions made at the moment of speaking.
2for
future facts.

3 for events that are part of a timetable
or routine.
GRAMMAR REFERENCE
page 42
2 Is the underlined part of the sentence
correct? If not, rewrite it.
1       As soon as the c ass will start
I'll take my books out.
2       Don't worry. I'm going to
answer the door.
3       The weather forecast says it's
raining next weekend.
4       Some scientists predict that there will
be a new Ice Age.
5       The concert takes place next
July
6       That's it! I'Ve got my tickets. My
friends and I will go to the cinema tonight.
7       What are your plans? What do you do
next weekend?
8       I've already decided that next year I'm
eating healthier food.
9       Next year February will have
twenty-nine days. 10 Look at that waiter! He'll drop all those plates.
Unit 3
STUDY
SKILLS
When you make mistakes with grammar, check to see if the mistakes are
generally mistakes with the form, spelling or meaning of
the structure. Work constructively on your mistakes to improve. STUDY SKILLS
page 146
3 Complete the sentences with an appropriate future
form of the verbs in brackets.
1       Next Sunday it       (be) my
birthday.
2       Kate and I               (meet) at 9
0'clock tonight.
3       What        you         (do) next
summer?
4       Do you think it       (snow) next
week?
5       Alice is pregnant. She (have) a baby.
6 As soon as I (get) home tonight, I (switch) on the TV.
7      (see) the doctor tomorrow. The
appointment is for half past ten.
8      I think humans       (land) on the
moon again before I  (be) fifty.
9      Take an umbrella. It              (rain).
4a Complete the Yes/No questions about the future
with your own ideas.
before
you leave school today?

2
tonig ht?
3
next weekend?

4
when the summer comes?

5when you finish school? 6       in
2030?

7when
you're seventy years old?

Areyougoing to doyour homework beforeyou (eave school
toaray?
4b Predict your partner's answer for each of your
questions. Write down your predictions.
4c SPEAKING Ask your partner your questions. How many
predictions did you get right?
GRAMMAR
GUIDE
Future activities in the past
5 Look at the sentences and circle the
structures used to talk about future activities in the past.
1       A piece of metal was about to fall
from the sky,
2       They knew that a piece ofjunk was
going to pass close to the space station.
3       The conference was to take place in
May but they changed the dates.
4       At the time people d'dn't know that
space junk would be such a big problem,
5       Dr Smith was speaking at the
conference the next day.
GRAMMAR REFERENCE page 42
4

Developing vocabulary
Prefixes
Each of these words contains a prefix. Underline the
prefixes and decide what they mean.
cooperate              disable   ex-cosmonaut      international
miscalculate overpopulated     postgraduate       prehistoric reconsider underestimate
    unstoppable
2 Find prefixes in the words in that mean:

1
  wrong, incorrect       6
  between
2
  before         7 the
  opposite, not
3
  after             8
  again
4
  not enough 9 with,
  together
5       too much    10 a position or
  situation that existed before, but not now

3

Complete the sentences
  by adding the correct prefix to these words. Use the prefixes co-, dis-, ex-,
  mis-, over-, post-, re- or under-.
appeared booked paid pilot president understood write 1990
1
  She saw a
  strange object in the sky but it suddenly and she couldn't see it anymore.
2
  Most people
  think they're They think they should get more money.

6 Complete the text with these words
  and

3                                      you.
  I thought you wanted tea, not coffee.

expressions.

4 This painting is obviously very modern. I'd say it's

         about       doing        going
  to       was

5 This essay has got a lot of mistakes. I'd like you to

         would       would be

it.

Captain Andrews was nervous. He was

6 The pilot needed to take a break,
  so his                                   took

to step out of his spacecraft on

control of the plane.

his very first space walk. With all of his years of
  training,

7 The flight was                                      There
  were too many

he knew more or less what it was (b)

passengers,

     be like. Being his first walk,
  it (c)                                 to

8 Bill Clinton is an                                     of
  the USA,

      be short. The next day he was
  (d)                                 a

4

Make the negative form of these words. Use the prefixes
  dis-,

longer, more complicated mission, but today's was going to be
  relatively simple. At least, that's what Andrews had

il-, im-, in-, ir-, or un-.

thought. Out of the corner of his eye, he saw three or

advantage        agree       believable       capable       complete

four metallic objects travel ling fast through the black
  sky.

They were coming directly towards him and his craft. In a

expected        usual       likely       logical       necessary
        obey

question of minutes, the objects (e)

patient        possible       probable       regular       responsible

collide with his spacecraft and
  probably destroy it. And what about him? Perhaps it (f) a long

successful        visible

space walk after all,

Write three sentences. Use a
  negative word from 4 in each

la Use your imagination to complete
  the sentences.

sentence.
G/is a common irregular verb.

I knew it was going to be a great day because ...

2 I was going to do my homework when

Myparents and/ disagree about some
  things.

3 I never thought it would happen but one day

/ think it improbable that humans
  wit/(andon Mars

4
  I was meeting
  my friends the next day but .
5
  I was going to
  call you when

before 2070.

6 The car was about to hit the dog when ..

5b
  SPEAKING Read out your sentences, but without saying the

7 It was to be a moment they would remember for the

negative word. Can anybody guess
  the word?

rest of their lives because

'Go' is a common

7b
  SPEAKING Compare your                  in

verb.

sentences groups. Choose the best
sentence for each situation.

Sci-fi
onto„q
Literature/Media
Studies
The War of the Worlds by H.G. Wells
SPEAKING Work with a partner nd discuss
the questions.
1
What do you think
of science-fiction in general?
2
What's your
favourite science-fiction novel or film? What do you like about it?
3
Have you read or
seen The War ofthe Worlds? If so, what happens in the story?
2 LISTENING 01.14 Listen to part of a
radio documentary about The Warofthe Worlds and answer these questions.
1
What happened with
The War ofthe Worlds in 1938?
2
What was the
immediate reaction of the public? 3 What was their later reaction?
Listen again and complete the notes.
The
vooveL The War of the worlds was
Ls±hestoržyof
.LØÄowEthe-vvewsAvvthís-oase„.Ehe—
—pwbLíœåídvVE.beLíei/Cthewwere-LLstewLvvø-tœ(h)——-
—ThereA,vas-wo-stoypíwcofthe-storÐ
htowmadc.tt-seevwvworexeau-twhabttawtsof±he-pl.aces—-
—peop
4 What about you?
Do you think people in 1938 were stupid to believe the events in the
radio programme? Why?/Why not?
36         Unit 3
Cross-curricular — Literature
The War of the Worlds by H.G. Wells
5
Read this text from Chapter 4 of The War of the Worlds by H. G.
Wells. What event does it describe? What is the mood of the people who witness
it?
6
Read the text again and answer these questions.
1
Where is the young shop
assistant at the start of the text and why?
2
What did the people
expect the Martian creature to look like?
3
How big was the Martian?
4
Why is the Martian creature having problems
moving?
5
What factors make the
sight of the Martian so terrifying and disgusting?
6
Why does the narrator run
and nearly fall?
7
What do you think
happens to the young shop assistant?

1 saw a young man, a shop assistant in
Woking I believe he was, standing on the cylinder and trying to scramble out of
the hole again. The crowd had pushed him in.
The end of the cylinder was being screwed out from
within. Nearly two feet of shining screw projected. Somebody blundered against
me, and I narrowly missed being pitched onto the top of the screw. I turned,
and as I did so the screw must have come out, for the lid of the cylinder fell
upon the gravel with a ringing concussion. I stuck my elbow into the person
behind me, and turned my head towards the Thing again. For a moment that
circular cavity  seemed perfectly black. I had the sunset
in my eyes.
1 think everyone expected to see a man
emerge - possibly something a little unlike us terrestrial men, but in all
essentials a man. I know I did. But, looking, I presently saw something
stirring within the shadow: greyish billowy movements, one above another, and
then two luminous disks — like eyes. Then something resembling a little grey
snake, about the thickness of a walking stick, coiled up out of the writhing
middle, and wriggled in the air towards me — and then another.
A sudden chill came over me, There was a loud shriek from a woman behind.
I half turned, keeping my eyes fixed upon the cylinder still, from which other
tentacles were now projecting, and began pushing my way back from the edge of
the pit. I saw astonishment giving place to horror on the faces of the people
about me. I heard inarticulate exclamations on all sides. There was a general
movement backwards. I saw the shopman struggling still on the edge
30 of the pit. I found myself alone, and
saw the people on the other side of the pit running off Stent among them. I
looked again at the cylinder, and ungovernable terror gripped me. I stood
petrified and staring.
A big greyish rounded
bulk, the size, perhaps, of a bear, was rising slowly and painfully out of the
cylinder. As it bulged up and caught the light, it glistened like wet leather.
Two large dark-coloured eyes were regarding me steadfastly. The mass that
framed them, the head of the thing, was rounded, and had, one might say, a
face. There was a mouth under the eyes, the lipless brim of which quivered and
panted, and dropped saliva. The
WORD BOOSTER
Match
the words with the definitions.

1 screw

a damaged, unable to walk

2 gravel

b hole (in the ground)

3 cavity, pit

c a quick look

4 steadfastly

d intense fear

5 crippled

e not changing or moving

6 glimpse

f small
  stones used for making roads g thin, pointed piece of metal used for

7 dread

fastening one thing to another

8 forthwith

h immediately

whole creature heaved and pulsated convulsively. A lank tentacular
appendage gripped the edge of the cylinder, another swayed in the air.
Those who have never seen a living Martian can scarcely
imagine the strange horror of its appearance. The peculiar V-shaped mouth with
its pointed upper lip, the absence of brow ridges, the absence of a chin
beneath the wedgelike lower lip, the incessant quivering of this mouth, the
Gorgon groups of tentacles, the tumultuous breathing of the lungs in a strange
atmosphere, the evident heaviness and 50 painfulness of movement due to the
greater gravitational energy of the earth — above all, the extraordinary intensity
of the immense eyes — were at once vital, intense, inhuman, crippled and
monstrous. There was something fungoid in the oily brown skin, something in the
clumsy deliberation of the tedious movements unspeakably nasty. Even at this
first encounter, this first glimpse, I was overcome with disgust and dread.
Suddenly
the monster vanished. It had toppled over the brim of the cylinder and fallen
into the pit, with a thud 60 like the fall of a great mass of leather. I heard
it give a peculiar thick cry, and forthwith another of these creatures appeared
darkly in the deep shadow of the aperture.
I turned and, running madly, made for the
first group of trees, perhaps a hundred yards away; but I ran slantingly and
stumbling, for I could not avert my face from these things.
There, among some young pine trees and furze bushes, I
stopped, panting, and waited further developments. The common round the sand
pits was dotted with people, 70 standing like myself in a half-fascinated
terror, staring at these creatures or rather at the heaped gravel at the edge
of the pit in which they lay. And then, with a renewed horror, I saw a round,
black object bobbing up and down on the edge of the pit. It was the head of the
shopman who had fallen in, but showing as a little black object against the hot
western sun. Now he got his shoulder and knee up, and again he seemed to slip
back until only his head was visible. Suddenly he vanished, and I could have
fancied a faint shriek had reached me. I had a momentary impulse to 80 go back
and help him that my fears overruled.
7
Look at these verbs of movement from the text and their
definitions. In the text, do the verbs refer to humans (H) or to the Martian
creature (M)?
scramble out (climb out with difficulty) (H) 2 blunder against (move
carelessly and knock)
3
stir (begin to
move)
4
coil up (move into
a ring or circular shape)
5
writhe and
wriggle (twist and turn)
6
bulge up (stick
out in a curved shape) 7 quiver (shake with short, quick movements) 8 stumble
(fall or almost fall)
8
What about you?

If you have enjoyed reading about The War of the Worlds
by H. G. Wells, you may be interested in Jeff Wayne's
Musical Version ofThe War ofthe Worlds through Sony Music. See
www.thewaroftheworlds.com for

more information.

Do you thinkoneday we could make contact with people from outside our
solar system? Do you think they would be friendly or aggressive? Give reasons.
Listening
Dear
Future Meg
hopes, fears, secrets, resolutions
compiled by MATT SLY & JAY PATRWOS, creators Of FutureMe.org
SPEAKING Work with a partner. You are
going to hear about a popular website called Future Me. Look at the book cover,
think about the name of the website and make predictions about what you can do
there.
STUDY SKILLS
Before listening exercises it's a good idea to predict the content of the
text. Think about anything you know about the topic. Cook at any illustrations,
titles or questions. They can al give you clues about what you are going to
hear.
STUDY SKILLS page 146
2       LISTENING
01.15 Listen and choose the correct alternative.
1
The main idea of Future
Me is to write ab0L1t/to yourself.
2
You con/can't receive a
letter two weeks into the future. 3 You can/can't receive a etterfifty years
iñ the future.
4      Most people want to receive their
letter in oneyear/five years.
5      A lot of people hope they'll be
working/married when they get their letter.
6      You can/cant use the service to
contact others.
7      Matt thinks people write to Future Me
because today we spend a lot oftime thinking about tomorrow/many people are
unhappy about the present.
3       Listen again and answer the
questions. 1 What words appear frequently in Future Me letters?
2      What is the message of Matt's
favourite letter?
3      Do you agree with the message in
Matt's favourite letter? Why?/Why not?
4       SPEAKING
What about you?
1
Are you surprised at the
words that appear frequently in Future Me letters? Why?/Why not?
2
Would you like to write
a letter to your future self? What would you say? When would you want to
receive it?
Grammar
in context
GRAMMAR
GUIDE
Future continuous, future perfect simple and future perfect
continuous
la Look at these sentences. What tense are the verbs
in bold? Explain how we form the tenses.
1
Maybe by the time
I'm forty I'll be directing my own company.
2
They hope that
when they rece•ve their etter, they will be living happil½
3
By the time they
receive their letter, they'll have found a job.
4
By that time, she
will have found a new boyfriend.
5
Next January, we
will have been living here for ten years.
1b
Complete the rules with future continuous, future perfect simple or future
perfect continuous. 1 We use the to talk about activities that WII be finished
before a particular time in the future.
2
We use the to talk about
activities in progress at a particular moment in the future.
3
We use the to talk about
how long an activity has been in progress before a particular moment in the
future.
4
We often use by with the
and the
GRAMMAR REFERENCE
page 42
s
s
2     Explain
the difference between the sentences in each pair.
la At two o'clock I'll be seeing the doctor. 1b Attwo o'clock I'll have
seen the doctor.
2a By
nine o'clock, she'll have read the book.
2b By
nine o'clock, she'll have been reading the book for three hours.
3a In 2070 humans will have gone to the moon again. 3b In 2070 humans
will go to the moon again.
4a I'm
going to have lunch with my friends at 1 p.m. tomorrow. 4b I'll be having unch
with my friends at Ip.m. tomorrow.
3     Complete
the sentences with the future continuous or future perfect form of the verbs in
brackets.
The
future is a mystery. What (a)
(do)
when I'm thirty? Wil I be unemployed or (b)
(work)? I know that I (c)             (finish) school,
and I imagine I (d)   (leave) university because not many people continue
studying at the age of thirty. One thing I do know is that I (e)  (not live) in this town because I
want to leave here when I go to university. I'm sure I (f) .(learn) to drive by
the time

I'm
thirty because that's one of the first things I want to do when I'm eighteen. I
don't think I (g)

(buy) a car because they're really expensive, but I imagine
I (save) up my money each month to buy one. The future's a mystery, but I
know it's going to be interesting.'
4a Read Sarah's schedule for tomorrow opposite and
complete the sentences with the future continuous, future perfect or future
perfect continuous form of the verbs in brackets.
1
At 9.30 she(have) breakfast at the hotel.
2
At 10.00 she(eat)
breakfast. 3 At 10.35 she(arrive) at the Space Centre.

4      By 11.25 she(go) round the Rocket
Garden for nearly an hour.
5      At              she(have) lunch with
an astronaut.
6      By 3.00 she(see) a film about space
launches,
7      At 3.10 she(watch) the space shuttle
launch.
8      By 4.30 she(watch) the space shuttle launch for
one and a half hours.
4b Write four questions about the schedule, two using
the future continuous and two using the future perfect. What wi/(5he be doing
at quarterpastfive?
4c SPEAKING Ask your partner your questions.

5a Write predictions about yourself in
the year 2040. Use the future continuous, future perfect or future perfect
continuous.
             live in this city
/ won't
be living in this city.'/ been living in this cit)'for thirtyyears.
2 live with my parents              6
speak English 3 stop playing          7 work in an office computer games              8 learn
Chinese
4       become famous     9 appear on TV
5       get married            10 do exercise regularly
5b SPEAKING Work in small groups. Compare your
sentences and ask questions to find out what your partners have written. Are
any answers particularly common?
Will
you be living in this city?
Yes, I think so. That means I'll have been living here for fifteen years.
What about you, Eva?
No, I won't. I think I'll be living in another country, maybe
England or Ireland. Andyou, Ana?
5c Tell the class any common answers.

Most ofus think we won't be living iM this
city in 2040.
Developing
speaking Stimulus-based discussions 2

600

USA budget 2010

1
2
3
4

SPEAKING Work with a partner. Look at the different elements on this
  page. What is the general topic? What does each element tell us about the
  topic?
LISTENING 01.16 Listen to
  somebody talking about the topic. What is their opinion about the topic?
Complete
  the expressions in the Speaking Bank with these

words.
admit        convinced          seems truth             way

Speaking
  Bank
Expressing
  and justifying opinions
I think/believe/feel „
In my
  opinion/view ...
Personally, I think that You have to remember/(a) Don't forget that ..
           It (b)                                   to
  me that .
I agree/disagree that ..
If you
  ask me, ...
           The (c) .                                is
  that ..
It goes
  without saying that ...
           I'm (d)                                  ./positive
  that ..
As far as
  I'm concerned .
          That's (e)                                  I
  think ..
The (f)
To my
  mind .
Listen
  again and check your answers.

why that ..

O
o

500
400
300
200

$515.4 billion

5

SPEAKING Work with a partner. Take it in turns to give
  your opinions on the topic in 1.

Practice
  makes perfect
6a Look at
  these quotes. Decide what your opinion is about each one.

100

$59.2 billion
$18.7 billion
NASA          Department      Department
  of Education    of Defense

1
2

"One
  day, I don't know when, but one day, there will be more humans living off the
  earth than on it,'
r
Why can't we realize? We need to spend all our time and

'Every rocket ...
  signifies a theftfrom those who hunger and

money on protecting this world, not on going to new

are notfed, those who
  are cold and are not clothed. '
Dwight Eisenhower,
  President of the USA 1953—1961

worlds.'

3

One day, when we go to live on
  other planets, we're going

Government
announces                               Tn
  2006, on Black Friday,

to do the same as we have done to
  earth. Ruin it.'

cuts
  in space Athe first Friday of the

4

'The earth is soon going to be
  overpopulated. We need

Christmas
  shopping period,
program                                 Americans       spent
  $8.9
billion,
  half of what NASA has to spend in one year.

to colonize other planets before we
  use up all our natural resources.'

6b Work with a partner. Take it in turns
to talk about the quotes. Use expressions from the Speaking Bank.
unit 3

Develo in                   stor
SPEAKING Work with a partner. Read the task and think
of some ideas for a story.
An international science-fiction magazine is having a
short story competition. You have decided to enter the competition. The story
must begin with these words.
When Gabriella'sfriend told her that he had invented a
time machine, atfirst Gabriella hadjust laughed. Write your story.
2 Read this story. Are there any similarities with
your ideas? Think of one sentence to finish the story.
But after seeing the gadget for herselfha/fan hour later, she wasn't
laughing anymore. She hadn't rea//y known what the incredible machine was going
to look like. In fact, it wasn't big Hike a car or a small room like she'd once
seen in a film. It looked more like a futuristic games console.
'How long
haveyou been working on this, Ethan?' Gabriella asked.
Oh, just
about afl my life,' Ethan replied
Knowing
Ethan, she believed him. She'd always liked him, even though he had o
reputation for beihg a bit ofa mad scientist. He had been building computers
since he was five and had developed a new theory ofquantum cosmology by the age
often. Suddenly Gabriella realized that it was normal that Ethan, now
twenty-five, had been able to create o time machine.
Now,
having seen that the invention really existed Gabriella started to think
carefully about where she would like to go, to the past or to the future.
'Where
did you go, Ethan?' she asked.
The
future. / sawyou. And me. That's what/ wantedto te//you . . .
3
Number the events
in the story in the correct order. a Ethan invents a time machine. b Ethan
comes back to the present. c Ethan starts building computers.
d Ethan tells Gabriella about the time machine. e Ethan develops a new
scientific theory. f Ethan travels into the future.
g
Gabriella sees the time machine.
4
Look at the advice in the Writing Bank. Find examples in the
story in 2 for each piece of advice.
Varieti a/past tenses —pastperfect continuous: He had'
been             computers since he wasfive.
Writin Ban
Useful
language for writing stories
Use a
variety of past tenses. Use the past simple, past continuous, past perfect
simple and continuous, and the future in the past. Use participle clauses:
Looking up, she saw ...
After
looking up, she saw ...
Having
looked up, she saw
Use
linkers oftime and sequence:
last weekend, Threeyears ago, On Friday. At first, Next, Then, After
that, Finally, In the end ...
Use
short sections of direct speech from time to time:
'Stop!'she
cried.
Use
adjectives and adverbs to describe scenes and actions.
EXAM SUCCESS
When you write a narrative, make sure that the main events of the story
are clear. Before you begin writing, plan the beginning, the middle and the
end. Don't forget to describe scenes and give background information too.
EXAM SUCCESS page 150
5 Work with a partner. Read this task and plan your
story. Think about the main events, the background and any important scenes.
You have decided to enter a short story competition in
an international magazine. The story must begin with the following words:
When Karen woke up that morning, she had no idea that
the events ofthe day would change her life forever.
Write
your story.
Practice makes perfect
6 Write your story for the task in 5. Remember to
follow the advice in the Writing Bank and Exam Success.

Language reference and revision
Grammar reference
be going to, will, present continuous and present simple for
future
We use be
going to to talk about plans and intentions for the future. We use it for
things that we have already decided to do in the future.
2
We can also use
be going to to make predictions about the future, particularly when we have
evidence for the prediction.
3
We use will and
won't to make general predictions about the future. We often use think, hope,
expect, imagine, etc with will and won't to show that our prediction is based
on thoughts, opinions and expectations.
4
We also use will
and won't when we decide to do something at the moment of speaking.
5
We use the
present continuous to talk about future arrangements; plans that have been
confirmed.
6
We use will and
won't to talk about the future when we consider it to be an objective truth.
7
We use the
present simple with time expressions like when, as soon as, until, after and
before. We cannot use will with these words. 8 We can also use the present
simple to talk about the future when the action is part of a timetable or
routine.
Future activities in the past
     Form                                                                  Use
      I was going to speak to him but
he walked away.             • Sometimes when we are talking about the past, we
want to talk about something
My
American friend was arriving the next that was in the future at that time,
something which had not happened and I knew it would be a good day. perhaps
didn't actually happen in the end
I was
about to leave the house when my mum called.       We use was/were to when
there was an arrangement for something to happen. The meeting was to take place
on Tuesday      It is more formal than the other expressions. The meeting was
testart at q.
Future continuous
     Form                                                                 Use
            We form the future
continuous with will/won't   We use the future continuous to talk about
unfinished activities in progress at a
              +
be + verb-ing.                                             particular time in
the future. This time tomorrow, he'llbeDing tv the USA.
Future perfect simple
     Form                                                                 Use
We form
the future perfect simple with We use the future perfect simple to talk about
activities that will be finished by a will/won't + have + the past participle.
certain time in the future. We often use the preposition by with the future
perfect. It means 'some time before'. / wd/havegone to belby midnight.
Future perfect continuous
     Form                                                                  Use
We form
the future perfect continuous with will/ We use the future perfect continuous
to talk about how long an activity has been won't + have been + verb-ing. in progress
before a particular moment in the future. By 8pm /'/(have been revising
histoo.'forfive hours!
Vocabulary
         Space and space travel                                                         3
Prefixes
asteroid    astronaut               astronomer          atmosphere          cosmos  cooperate             co-pilot
disable disadvantage crew         gravity    landing (n.)           land (v.) launch
(n., v.)       disag ree               disappear              disobey  ex-cosmonaut
man-made satellite               meteorite             mission  natural
satellite    ex-president        illogical  impatient   improbable orbit (n.,
v.)    re-enter (v)           re-entry (n.)          spacecraft             impossible            incapable  incomplete
          international space shuttle               space station        telescope              universe invisible irregular  irresponsible
       miscalculate misunderstood            overbooked          overpopulated
             2 Travel, trip, journey,
voyage                                                                                post-1990                  postgraduate                                                                                prehistoric        reconsider
journey noun: an occasion when you travel from one place to another,
rewrite unbelievable unexpected unlikely especially when there is a long
distance between the places unnecessary unsuccessful u n stoppable travel noun:
the activity of travelling unusual underestimate underpaid
trip noun: an occasion when you go somewhere and come back again 4 Other
words and phrases > page 138 voyage noun: a long journey, especially by boat
or into space
Unit 3
Grammar revision
Future forms
1 Complete the sentences with the correct
future form of the verbs in brackets. Use will, be going to, the present simple
or the present continuous.

1 The coach                  (leave)
  at 8.25 tomorrow.

                        5 Mark and
  Jenny               (get) married next Saturday.

2 Get your books ready before the
  teacher                  (come).

                       6 I think
  computers          (take) over the world one day.

3 A: I can't do this! help you.

                         7 Look how
  tired he is. He               (not finish) the race.

         Last week I took a
  decision, Next year I             (do) more exercise,

                               WORKBOOK
  page 22                                / 7 points

Future activities in the past

Future continuous, future perfect, future

2

Complete each sentence with one of
  these words. Use

perfect continuous

each word once.

3

Decide if the
  sentences are correct. Rewrite the incorrect sentences and tick the correct
  sentences.

going         to       to       was
        would       would

1

I can't go out at 7 0'clock because
  I'll have done my homework then,

1

He thought the sun         shine
  the next day, but it was really

2

She started driving home at 3pm. By 6pm she'll have been
  driving

cloudy.

for three hours.

2

They ran to catch the train because
  it was       to leave at that

3

Don't call
  me at 9 0'clock because I'll be watching a film with Lara in the cinema.

moment.

4

I can write a summary of the book
  tomorrow because I'll be reading

3

The interview was          start at
  loam but she was late.

it by then.

4

They thought the party         starting
  at 9pm, but they were

5

At 5 0'clock next Saturday I'll have been playing
  basketball.

wrong.

6

I can't give you my assignment tomorrow because I won't be

5

He could see that the car was about        hit
  the old lady

finishing it.

crossing
  the road.
Who could imagine that one day he        marry
  her?

7

I'll be wearing my new jacket when I go to Paul's party
  tomorrow,

WORKBOOK page 22                                                /
  6 points
Vocabulary revision

WORKBOOK
  page 25                                                / 7 points

Space and space travel

1 Match the pictures to words from
  Space and space travel on page 42.

                                                                                WORKBOOK
  page 20                               / 8 points

Travel, trip, journey, voyage

Prefixes

2

Complete the sentences with travel,
  trip,

3

Complete the sentences with
  prefixes added to the words in capitals.

journey or
  voyage.

1

Please don't          me. It was
  just a joke. UNDERSTAND

1

We went on a school         to
  London.

2

The original film wasn't very popular. I don't know why
  they're going to

it

2

think           is the best way to
  learn about the

and do a second version. MAKE

world.

3

I can't do it. I'm totally              CAPABLE

3

't will be difficult for humans to make the long

4

There's no space on this flight.
  It's already     . BOOKED

to Mars.

5

I don't know why you did that. In
  my opinion, it was        NECESSARY

4

We were tired when we arrived because the

6

He's divorced. That woman is his         WIFE

by plane and coach had lasted eighteen hours!

7

She already has a degree in
  architecture. Now she's doing a               course.

5

Last year we went on a day        to
  Brighton.

GRADUATE

WORKBOOK page 20                             /
  5 points

WORKBOOK page 23                                                                                /
  7 points

/ 40 points

Grammar

Making comparisons > Articles So/such/too/enough

4

Extraordinary

behaviour

Vocabulary
Speaking
Writing

Personality adjectives . Noun suff
Presentations I
A description

Vocabulary
Personality
1      Work
with a partner. What are the opposites of these words?
clever       friendly  hard-working       patient   polite     quiet
serious        tidy
2      Read
this description of Luke's personality. Do you think you would like Luke?
Why?/Why not?
Luke is
one of my best friends but we're very different. He's usually quite reserved.
When you go out with him to a party, he doesn't usually talk to many people,
especially if he's never met them before. He's a very sensitive, tactful
person. He does his best not to hurt anyone's feelings. In that sense, he's
quite mature. He's really gifted too. He can play the guitar and the piano
incredibly well. But because he's so modest, only his good friends know how
talented he is. His favourite type of music is classical, but he's quite
broad-minded, musically speaking. He'll listen to any type of music as long as
it's good. I don't want to give the idea that Luke is perfect though. He's
quite a nervous person and he can be very insecure. And I have to say that he can
be a bit tightfisted- When we go out he never wants to spend any money and I
often end up paying for everything. He's still a great friend though.
3      Match
the words in bold in the text with their opposites.
big-headed easy-going generous immature narrow-minded outgoing
self-confident slow tactless
4      From
each pair of adjectives, choose the one that describes you the best. You can
qualify the adjective with very, quite or a little bit. reserved/outyoiptg —
I'm quite outgoing.
5      SPEAKING
Work with a partner. Tell him/her the adjectives you chose. Does your partner
agree with you?
6      Decide
which adjective in each pair below has a positive meaning and which has a
negative meaning. Use a dictionary if necessary.
1
ambitious/pushy
2
self-confident/arrogant
3
bossy/assertive
4
frank/brusque
5
stubborn/determined
STUDY
SKILLS
When you make a record of a new word, write down anything special you
need to know about it. Does it have a positive or a negative meaning? Can you
add a prefix to make the negative form? Is the word informal or is it only
usually used in its written form?
Is there
anything special about the pronunciation?
Can you group the word with other,
similar words? All these things can help you to remember the word and use it
correctly.        STUDY SKILLS page 146
7      LISTENING
01.17 Listen to descriptions of three people. Write down two adjectives from
this page to describe each one.
2
3
8a SPEAKING Work with a partner. Decide
what type of personality you need in order to do the following jobs. Give
reasons for your answers.
1
the director of an
international bank
2
a professional
musician
3
the president
4
a nurse
5
a TV presenter
8b Discuss your ideas with the rest of the class. Do
you have similar ideas?

Reading
la What is a 'genius'? Write a definition. Then write
a list of people that you think are geniuses.
1b SPEAKING Work with a partner. Compare your
definition and lists. Are they similar?
 Read the text. What is the main message
of the text?
 Read the text again and choose the

best answer.

What makes a genius?

1

The best violinists in the Berlin

Academy of Music

a In the early 1990s, the psychologist K. Anders Ericsson

a started before the other

some investigation at Berlin's elite Academy of Music.
    With the

violinists.

professors, they divided the school's violinists into
    three groups. First were

b practised the same as the other

students with the potential to become world-class
    soloists. Second were tmse

vio inists between the ages of

5

good, but not as good as the stars. In the third group
    were the students

five and eight.

never play professionally. All the violinists were to
    answer the same question:

c were so good that they didn't

your career, ever since you first picked up the violin,
    how many hours have

need to spend as much time

b Everyone, from all three
    groupsiståfted playing at roughly the same age                            h

playing as the other violinists.

first few years, everyone practised roughly
    the same — two or three hours a week.

10

the age of eight real differences began to appear.
    The students who would become tt-e best n

2

At the Academy

their class began to -practise more than everyone
    else. Six hours a week by age nine,

a some great violinists didn't

twelve, sixteen a Week by age fourteen, until by
    the age of twenty they were practising we10'M

practise much.

thirty hours a week. By then, the elite performers
    had all totalled 10,000 hours of practice

b some violinists played for hours

the course of their lives. The good but not great students
    had totalled 8,000 hours, and the tùd

and hours but weren't very

15

group just 4,ó00 hours.

good.

c The curious thing about Ericsson's study
    is that he and his colleagues couldn't find any

c the level of the musicians

'naturals'
    —Thusicians who could float effortlessly to the
    top while practising much Fess than their

seemed to depend on the

colleagues.
    They didn't find 'grinds' either, people who worked harder
    than everyone else but just

amount of time they practised.

couldn't getänto the top groups. Their
    research suggested that once
    you have enough ability to

3

The writer is suggesting that Mozart

20

get into a top music school, the thing that distinguishes
    one performer from another is how hard

was

he or she works. The longer you practise, the
    better you get. That's it.

a good but he needed to practise

d This idea - that excellence at a complex task
    needs a critical, minimum level of practice —

a long time to be great.

appears again and again in studies. In fact,
    researchers have agreed on what they
    believe is a

b always a brilliant musician and

magic number for true expertise: 10t000 hours.
    'In study after study, of composers, basketball

composer, starting at a very

25

players,
    fiction writers, ice-skaters, concert pianists, chess
    players,' writes the neurologist Daniel

young age.

Levitin, 'this number comes up again and again,'

c great because his father helped

e This is true even of people we think
    of as prodigies. Mozart, for example,
    famously started

him to write music.

writing
    music at six. But, compared to the standards of
    mature composers, Mozart's early works are not outstanding. His
    father probably wrote down all the earliest pieces, and perhaps
    improved

4

The writer thinks that Bill Gates' story

30

them in the process. People generally agree that
    Mozart didn't write his first masterwork until he

a is amazing because he created

was twenty-one; by that time he had already
    been composing concertos for ten years.

a small business which became

f Ten thousand hours is, of course, an enormous amount
    of time. It's almost impossible to reach

globally famous.

that number all by yourself. You need parents
    who are encouraging and supportive. You can't

b shows that you need to be

be poor, because there won't be enough time in the
    day to practise and work full-time to earn

determined and assertive to become successful.

35

money.

c is easy to understand because it

g Let's turn to the history of Bill Gates. A gifted young
    mathematician discovers computer

follows the theory explained in

programming.
    He drops out of Harvard. Then he starts a Vittle computer company
    called Microsoft'

this article.

with his friends. Being brilliant, ambitious and
    hard-working, he builds it into the giantofttæ software world. Now
    let's look more closely. Gates went to a very exclusive school.

5

The writer suggests that to
    become

40

school spent $3,000 on a computer terminal. From that
    moment on, Gates lived in

successfu I

room, learning how to use this strange new machine. In
    one seven-month period n 1971, eæs

a apart from practice, the year you

and his friends ran up 1,575 hours of computer time. By
    the time Gates left Havard, he'd been

were barn is important.

programming non-stop for seven years. He had
    spent a lot more than 10,000                        it Very

b there is a perfect age, for

féw teenagers at that time had the kind of
    experience Gates had.

example in your early twenties.

45

h January 1975 was the start of the personal computer
    age. Who was

c you can't still be studying at

take advantage of it? You
    don't want to be too young. It's no good if mire sti hi$l sc:tool-

school.

The perfect age to be in 1975 is young
    enough to see the coming re•õJtm but                so old as to
    have missed it You want to be twenty or twenty-one, born in 1954
    or 1955- When was Bil Gates

Guess the
    meaning of the underlined words from their

born? 28 October 1955.

context. Then use a dictionary
    to

5

SPEAKING What about you?

check
    your ideas.

The text
suggests that to be a genius you need to work hard and have opportunities. Do
you agree? How important is natural talent?
Unit 4 rx

Grammar in context

GRAMMAR GUIDE

Comparative and
  superlative adjectives and adverbs
la Look at the
  sentences. Which contain comparative forms and which contain superlative
  forms?
1
  Some people
  worked harder than everyone else.
2
  They were the
  best in the class.
3
  Let's look more
  closely.
4
  This group is
  better than the other one.
5
  The most gifted
  students practised for over 10,000 hours.
6
  Those students
  played the least.

7
  She writes the
  fastest.
8
  Pop songs are
  easier to play than class•cal pieces.
1b Look at the
  sentences again. Which contain adjectives and which contain adverbs?
GRAMMAR
  REFERENCE page 54

2      Complete
the table below and then, with your partner, explain the rules for the
different groups of adjectives.

Adjective

Comparative

Superlative

long

big thin

friendty tidy

ambitious hard-working

good bad
far little (determiner)

less

the farthest/thefurthest

For
one-sylab(e adjectives, add -er to make the comparative.
3      Match
the rules for comparative and superlative adverbs 1—3 to the examples a—c. 1 We
usually make comparative and superlative adverbs with more and the most
2 With some adverbs we add -er and the -est 3 Some adverbs are irregular.

a well, bad, little b carefully,
quietly, easily, beautifully, often c fast, hard, early, late, long, soon, near
Unit a
4 Rewrite the sentences using the correct comparative
and superlative forms.
1
In my opinion, Caleb is
the friendlier person in this class.
2
 I think Emma is slightly tal er that Claire.
3
That is definitely the
most silly thing I've heard today!
4
You can write much
quicklier on a computer than by hand.
5
Sorry I couldn't come
more soon.
6
Is it much more further
to your house?
7
You need to try more
hardly if you want to be a professional musician.
8
M'chael Jackson was one
of the more famous performers in the world.
9
That film was terrible!
It's the less interesting film I've ever
seen.
10
She did more well than
me in the test.
5a SPEAKING Work with a partner and decide who in
your class ...
1
talks the
fastest.
2
shouts the
loudest.
3
speaks the most
quietly.
4
draws the best.
5
runs the most
quickl½ 6 arrives the earliest.
7 writes the most neatly. 8 laughs the most often.
5b Say one of the names you chose in 5a. Can your
classmates guess the description?

GRAMMAR GUIDE

GRAMMAR REFERENCE page 54

7 Complete
  the second sentence so that it has a similar meaning to the first sentence,
  using the word given. Do not change the

Noun suffixes

word given. Use between two and
  five words.

Look at these words. Each one contains a noun

1 Paul enjoys surfing the net as much as playing computer
  games.

suffix. Which of the nouns are
  people?

ENJOYABLE

ability appearance              difference

For Paul, surfing the netcomputer games.

improvement           investigation
  madness

2 Eating fruit and vegetables is healthier than eating fast
  food.

musician performer              professor

LESS
             Eating fast food                                   eating
  fruit and vegetables.

violinist

Developing vocabulary

3

When you walk at a higher speed, you get more ti red.
FASTER

2

Look at these words. Change them into nouns,

or a different type of noun, using
  the suffixes

The more tired you get.

below. You may need to change the
  spelling.

4

Mick thinks judo is better than karate.

Sometimes
  you can make more than one noun

NOT
For Mick, karatejudo.

from each word.

5

Olivia is quick when she writes, and so is Cath½

act       confident

create

educate

6

AS
Cathy
  writesOlivia.
When you run far, you become healthier.

electric employ relevant               science

happy

invent

THE

-ity

-ness

The you become.

-ance

-ian

7

Chinese is much harder to write than English.

-ence

-er

DIFFICULT

-ment

-or

actor, creator

8

English is
  than Chinese.
Basketball becomes easier depending on your height.

-ion

-ist

TALLER

3

Read the text below. Complete the
  text with

Thebasketball becomes.

words
  related to the words given.

In this type of exercise, sometimes you need to add a prefix or a
  suffix or both. Sometimes the word needs to be plural. Look at the context
  carefully to decide. EXAM SUCCESS page 150

Better be safe

the harder they fall.

5

The more

e

the merrier.

Sometimes you can get the impression

6

This is going from bad

f

the better.

      that (a)                                   today
  spend

SCIENCE

8 Match the halves of
these common expressions. When do we use the expressions?
1
The sooner     a
than done.
2
Better late     b
to worse.
3
Easier said     c
than never.
4
to   d
7 The bigger they are                                                                                g
than sorry,              all their time just improving high-tech toys and
mobile phones. But just think of the (b)     of        IMPORTANT some of the biggest inventions of
the past. Take (c) for     ELECTRIC example, or, more specifically, the electric light bulb.
The (d)CREATE of the light bulb is one of the key moments in human progress. Its
                                                                                (e).was
Thomas                           INVENT
Edison. Edison's biggest skill was to take another person's idea and make
to it. Electric light IMPROVE bu lbs meant the (gjAPPEAR of gas lighting, which was not
the safest form of illumination- Before gas light and electric light. the hj       DARK had made jobs and leisure
activities difficult or impossible at night. Edison gave people the (i) ABLE to see all day long- What a that made to DIFFERENT our world.
Human intelligence
onto,'
 Cross-curricular — Science Extraordinary
facts about
          Albert
Einstein                                                                                an
extraordinary man
*
Einstein took longer than usual to begin to speak. He began some time
after his second birthday. He was also rebellious towards authority when he was
at school. These twofacts may have been the origin of a popular myth that
Einstein was a bad student and that he failed at school. This is simply not
true. Einstein was already outstanding at physics and very good at maths when
he was young. At sixteen he wrote a brilliant essay that had a direct link with
his later work in relativity. The myth may also come from the fact that when he
was       sixteen he tried to get into the
prestigious Federal Polytechnic in Zurich. The normal entrance age was
eighteen. It seems he failed some of the non-science subjects, doing badly in
French for example. The school did not take him. But remember, he was two years
younger than usual. The next year, when he was just seventeen, he passed. In
later life Einstein was well known for making some mistakes in his maths, but
he was more a physicist than a master mathematician. And the maths he was doing
was not exactly 2 + 2 = 4.
*
Some people have suggested that Einstein's first wife,
Mileva
Maric, helped him to develop his Theory of Relativity.
Einstein and Maric studied together at the
same Polytechnic School in Zurich, although Einstein was younger than Maric. It
was while he was married to Maric that Einstein wrote his most important
scientific papers, including the work that got him the Nobel Prize. In letters
to Maric, Einstein talked about
'our work on relative motion', which
suggests collaboration
1
SPEAKING Work with a partner. Make a list of things you       of some
sort. Not everybody agrees about how big her know about Albert Einstein. contribution
was to Einstein's work, but it seems clear that she
2
Read the text. Does it mention any of the things in your         did
help him and have some influence on his work.
list? Does any of the information
surprise you? * Einstein's Theory of Relativity changed the way that scientists
understood space and time. Einstein described the
3
Read the text again and answer these questions.      universe as a
four-dimensional place where things happen in
I
What are the possible explanations for the story that Einstein       'space-time',
rather than a three-dimensional one where time was a bad student?                passes
independently of space. He said clocks would go more
2
What information
suggests that Einstein's wife was involved           slowly in intense
gravitational fields near very massive objects.
           in his scientific works?                                                                           Einstein
won the Nobel Prize in 1921, but not for his work on
3      According to the Theory of
Relativity, is there a strong or weak       the Theory of Relativity. He
received the prize for his work on

connection
between time and space?
4
What did Einstein win the
Nobel Prize for?
5
In what two ways was
Einstein's brain unusual?
WORD BOOSTER
Match
the words and definitions.
1
rebellious a a
continuous line or flow of liquid or gas
2
authority b an
organization or group of people with
3
prestigious   the
power to make you obey rules
4
stream c in
opposition to the accepted way of doing things d admired and respected
the photoelectric effect. His revolutionary idea was
that light is a stream of particles called photons.
*
Einstein's brain was quite special. There is a part of the
brain responsible for mathematical thought and the ability to think in terms of
space and movement. In Einstein's brain, this region was 15 per cent wider than
average. As well as this, the line that runs from the front of the brain to the
back was not complete. They think that this allowed the two halves of
Einstein's (very wide) brain to talk to each other more fluently How do we know
all this? After he died, a curious scientist removed his brain to check it out.
INSIDE INFORMATION
Albert Einstein was born in 1879 in Germany and he died in 1955 in the
USA.
*
Einstein's most
famous equation was E=mcl We say this as 'e equals m c squared:             .

Cross-curricular — Philosophy What is intelligence?
7a Look at these statements about intelligence and
choose the best alternative.

1
  Intelligence          knowing
                 of facts.
2
  There
  is/isntjust one type of intell-
3
  You
  Ç.qn/ÇQ.n't easily measure intell-

4 Here isa selection of some

4 Your intell igence
  stays[doesntstqythe same throughout your life.

of Einstein's best and most famous quotes.
  Choose your three

5 Your intelligence depends/doesn:tdepend on
  the chances you get in life.

favourite quotes and make notes

about why you like them.

7b Compare answers with a partner.
  Do you have similar

1

'Two things are infinite: the universe and

answers?

human stupidity; and I'm not sure about the

                               01.18
  Listen           expert talking about

universe.'

to
  an

2

'l never think of the future. It comes soon

intelligence.
  Which alternatives does the expert agree

enough.'

with? What arguments does she give
  to justify her

3

'Anyone who has never made a mistake has never

answers?

tried anything new.'

Listen
  again and complete these notes.Write no more

4

'Common
  sense is the collection of prejudices acquired by age eighteen.

than two words in each space.

5

'Any intelligent fool can make things bigger,

more complex and more violent. It takes a touch of genius — and a lot
  of courage — to move in the opposite direction.'

Gardner's Multiple Intelligences

6

'Equations are more important to me, because

Includes reading, writing, talking, liste.ning,

poetry

politics is for the present but an equation is something for eternity.'

2

Logical and
Includes abilitSd with numbers, scientific
  thinking

WORD
  BOOSTER
Match the
  words and definitions.
           courage        a in
  maths, a statement that
2
  prejudices    two
  sets of numbers, letters or
3
  acquired       symbols
  are equal

3
4

Spatial
Includes                                   navigating a
  boat or plane,
IncludÞô pla\ing                                  Binging,
  composing

4 equation b negative opinions which have no truth behind
  them c the ability to do something you know is right or good,

5

kinaesthetic
Includes  drama, things

even though it is dangerous or difficult d learnt or obtained

G
I

Interpersonal
Includes  other people. them,
  helping and teaching them
Intrapersonal

5

SPEAKING
  Compare your answers in 4 with other

Includes understanding

students. Are your answers similar?
pROJECT

10 What about you?

6a Work in
  groups. Choose a genius from your

1 What do you

country. They can be living or
  dead, and can be

2 Think about

areas do

famous for any reason.

                you think                                         —st

that

6b Each
  person in the group researches one aspect of this person's life — childhood,
  career, famous

                you can               awe

works, quotes, etc. Also look for
  photos and

INSIDE INFORMATION

illustrations.
6c In your group, decide how to present
your information to the rest of the class.

Listening
1
SPEAKING Work with a partner. Look at the photos. How intelligent
do you think these animals are? Give reasons for your answers.
2
LISTENING 01.19 Listen to two teenagers talking about the
animals. Are these statements true (T), false (F) or is the information not
given (NG)?
1       The teenagers talk about an incident
that happened yesterday.
2       The chimpanzee was only agg ressive
towards certain types of visitors to the zoo.          .T[F/./VG.
3       The chimp had a good supp y of rocks
and stones on the island where he lived.               T/.F[NQ
4       The chimp was feeling angry when he
took the rocks.             .VFZNG
5       The chimp was a good shot and hit
people with nea rly every th row.  .T(f/NG.
6       The story proves that animals only
live in the present.
7       The boy wants people to stop going to
the zoo.
8       The girl says that some scientists are
against shows where dolphins do tricks.
9       The girl tells a story about a man
who taught dolphins in the wild to do tricks. .T[FZNG.
3
Correct the false statements. Listen again if necessary.
4
Work with a partner. Write a summary of the stories about the
chimpanzee and the dolphin and what they tell us about animal intelligence.
50
Grammar in context
GRAMMAR GUIDE
Articles
1      Read
these sentences.
1
There was a
chimpanzee in a zoo in Sweden. 2 The chimpanzee didn't like being at the zoo.
3
(—) Scientists say
(—) humans make (—) plans but (—) animals don't.
4
They're the most
intelligent animals in the world.
2      Match
the sentence halves to make rules. Which sentence in 1 is an example of each
rule?
1
We use dan
2
We use the
3
We use the
4
We use the
5
We use no article
a
to talk about a
singular countable person or thing for the first time, or to say that the
person or thing is one of a number or people or things.
b     to ta k about a specific person or
thing or a person or thing mentioned before. c to talk about things in general
in the plural d to talk about someone or something that is unique.
e with
superlative adjectives and adverbs.
GRAMMAR
REFERENCE page 54
3      Choose
the correct alternative.
1
They say that Q[7.
language is what separates humans from .thek7. animals.
2
I think th.ek. dogs are              most
intelligent pets.
3
Last night I saw
documentary about Q/.the. bird that has Q(.the. really good memory.
4
Did you read Q(the. book
about the[ã. animal intelligence that I gave you yesterday?
5
I reckon that we're
.th.ek. more violent than most an•mals.
6
AZT..he biggest problem
today is that we aren't looking after Q/.t./ne. world.
7
I've got q/.the friend
who trains t.hek. animals to appear in
t./?.ek
films.
8
Last week I read qn(.the.
article about t.h.e/:-. first intelligence tests with         gorillas.
4
Complete the text
with a, an, the or — (no article). I've got (a) friend who loves (b) . .anima
s. She's got amazing dog, When you ask it
(d)
maths question like 'What's 2+2?' or 'What's 5-3?, it can tell you (e) answer!
Of course, (f) dogs can't speak but this dog touches (g) floor with his paw to
answer. So if (h) answer is four, it touches floor fourtimes. I think that my
friend could make a fortune on (j) TV show.
5
Read this text and correct eight mistakes in the use of articles.
THE 'HOBBIT'
In 2004 the scientists found a small
skeleton on the island in Indonesia. It was the skeleton of woman. They called
the woman the 'hobbit' because she was so small.

She was about thirty years
old when she died, but only one metre tall. That's the same height as the
three-yearold child. She had a brain that was much smaller than humans today. The scientists who found
her announced
the discovery in Nature magazine. As
well as being small, a skeleton is quite different from ours. The legs are much
shorter but arms are relatively long. The scientists found the skeleton in a
cave where they also found the bones
of prehistoric animals such as the giant rats. It
appears that the hobbit lived just 18,000 years ago. Experts are
7      Complete
the sentences with these words. If no word is necessary, put
       a                   enough
enough so so so such to too
1
He'S.clever that the university offered
him a place when he was just fifteen.
2
I'm fifteen, so I'm    young
to vote in a

general
election.
3
It's suchbeautiful day today.
4
She isn't tallto get the
book off the shelf.

5
It's too latesay that you're sorry.
6
I have such            good
memories of living by the sea.
7
The film wasexciting that I watched it twice.
8
When you're eighteen, in
most countries you're old
to drive.

9
Rebecca and Christine
are good friends that they seem like sisters.
10
I love that band. Their
music is         good!

8      Complete
the second sentence so that it has a similar

calling it a most         meaning
to the first sentence, using the word given. Do not spectacularchange the word
given. Use between two and five words. discovery in the
last fifty years.                                                                                1
That artist does such good pictures that everyone copies her. so
That
artist's picturescopies her.

2
The water was so cold
that we couldn't swim TOO The water was           swim.

GRAMMAR GUIDE

So,
6 Look
a
b c
d e
f
1
2
3
4
5
6

such,
  too, enough
at these sentences and complete the
  rules below with so, such, too or enough.
The chimpanzee got so tired of
  visitors that he'd throw stones at them.
He did it
  so carefull½
It's such a clear example that you have to agree with the scientists.
  It's such a pity.
It wasn't
  too difficult to find the stones.
They are(n't) clever enough to make future plans.
We use  to say if something is or
  isn't excessive. It comes before an adjective or adverb.
We use to
  say if something is or isn't sufficient. It comes after an adjective or
  adverb. We use to intensify a noun (with or without an adjective). If the
  noun is singular we use azan before the noun.
We use  to intensify an adjective or adverb.
We use to + infinitive after                                and
We use that after                                and
GRAMMAR REFERENCE page 54

3
 The book was real y interesting and
everybody wanted to read it. SUCH
                                                                                It
was    everybody wanted to read it.
4
Her paintings are so
good that you could sell them. ENOUGH
Her
paintingssel l.
5
It was so cold that day
that they stayed at home. SUCH It wasthey stayed at home.
6
It was sc dark that they
couldn't see anything. TOO It anything.
7
He's so insecure that
he'll never be a good leader.
SELF-CONFIDENT
Hebe a good leader.
8
Kate doesn't sing very well so she won't become a professional singer. ENOUGH
Kate
doesn'tto become a professional singer.
9a Use your imagination to complete these sentences.
                                                                                1    They've got such a big house that
2 There was a woman who was so rich that — 3  knew a boy who was so stubborn that
— 4 My friend is so quiet that —
5 I knew somebody who was too tired to — 6 We aren't fit enough to —
7 I'm such a good student that — 8 Our dog is so deverthat —
9b SPEAKING Work in small groups. Compare sentences.
Choose the funniest and tell them to the rest of the
class.
Developing speaking                                Developing
writing
Presentations 1                                                                          A
description

1 Work with a partner. Look at this presentation
topic and decide if you agree or disagree with the statement. Explain your
ideas and make notes.

Exams are
  the only way to check that students are really learning. Do you agree?
  Why?/Why not?
2
  USTENING 01.20 Listen to a student giving a presentation on
  this topic. What is his opinion? Does he mention any of your ideas?
3
  Listen again and tick the expressions in the Speaking Bank that
  you hear.
Speaking
  Bank
Useful expressions to structure a presentation

Kristen
  Stewart

Beginning your presentation
I'd like to begin by saying To start with .
The first thing l td like to say is ..

Ordering your arguments
First of all,
Firstly,
Secondly,
Another thing is that, Furthermore,
What's more,
It's important to remember that ..
It's also
  true that „
Concluding your presentation
Finally,
To sum up,
Last but not least,

Nelson Mandela

The point I'm trying to make is In
  short,

Marie Curie

4
  SPEAKING With your partner, organize your notes from 1 in a
  logical order, with an introduction and a conclusion.
5
  SPEAKING Read the advice in Exam Success and then take it in
  turns to give a presentation about your opinion. Remember to use expressions
  from the Speaking Bank. When you finish, discuss how well you did your
  presentations.
EXAM
  SUCCESS
When you give a presentation remember that you can look

at your notes, but don't just read them aloud. Don't forget

Usain Bolt

to look
at your audience to see 'f they understand you and are interested. EXAM SUCCESS
page 150
Practice makes perfect
'a SPEAKING Prepare a presentation on this topic.
•Boys
and girls learn better when they are in separate classes.' Do you agree?
Why?!Why not?
your presentation to the class.

1      SPEAKING
Work with a partner. Talk about the people in the photos on the left. Say who
they are, describe their appearance and say why they are famous.
2      SPEAKING
Look at this definition of a hero. Make a list of some of your heroes. Compare
lists with a partner and explain why you chose each person.
hero noun someone who you admire for
their intelligence, ability or personal qualities
3      Look
at this photo. Who do you think the man is? What type of person do you think he
is, judging from the photo?
4      Read
a description of the man in the photo. Does the description match your ideas in
3?
a
My hero is c writer called Patrick Rothfuss.•He's from tae USA. I
think he's about thirty years old. He's becoming famous because he's written a
fantasy ,noVel called The Name of the Wind which became o bestseller and has
been translated info over -ten languages.
b
When you see photos of Patrick RothFuss, he looks; like he's an
extremely funny, cheerful and outgoing person. He's got curly hair and quite a
long, bushYN, beard. He tends fo wear very casual clothes, like T-shirts with
slogans. Sometimes he wears totally weird things like fancy dress. I can't
really imagine him$ ever wearing formal clothes.
5      Match
the paragraphs a—d to these topics.
Why
this person is a hero of mine
The person's name/basic information special
The
person's appearance
The
person's personality
6      Choose
one of the heroes on your list and use each expression in the Writing Bank to
write about their personality or appearance.
Writing Bank
Useful language in descriptions
.
He/She/lt seems ...
.
He/She/lt looks ...
•   He/She/lt is very/really/extremely +
'normal' adjectives
(good,
big, etc.)
•   He/She/lt is
completely/totally/absolutely/really +
'extreme'
adjectives (fantastic, huge, etc)
•   He/She/lt is quite/rather + 'normal'
adjectives
•   He/She/lt can be ..
•   He/She/lt tends to ..
                      He/She/lt has a                                 side.
•   What I like (most) about him/her/it is
...
Practice makes perfect
7 Look at the task and write your description. Follow
the paragraph plan in 5 and use expressions from the Writing Bank.
Write a description of one of your heroes. It can be a famous person or
someone in your life, for example a friend or relative. They can be living or
dead. Explain why you admire them.
STUDY
SKILLS
When you finish writing a text in English, check it carefulty. Have you
answered the question? Are there any obvious mistakes? Is it easy to understand
the ideas and information in your text? STUDY SKILLS page
c From reading his novel and his blogs.
that Rothfuss is really clever and same time, he never fakes himself foc
se+•š'v.
also has a very generous side. On helped
to raise thousands of dol\crs c cfc—ry Heifer International which fights
z•verfy different parts ofthe worfd.
The main reason mine is that The Ncrne s
c; —He books I've ever recd. c recity J Hooe they make c FJlrn Book Arc-her
reason • like him is ffe work He does cfc+y shows
He's nor               c g-ect writer        c kine, ccfng per-son too.

Language reference and revision

Grammar reference
Making comparisons
We
usually make comparative and superlative adverbs with more and the most.
carefully more carefully, the most
carefully With these adverbs we add -er and the -est. fast faster, the fastest
These adverbs are irregulan well better, the best badly worse, the worst little
(determiner) less, the least
Use
• Less
is the opposite of more
Animals
are (ess inte/(iyevtt than humans.
Humans are more tute(/igent than animals.)
Articles
A/An
use a/an with singular, countable nouns. We use it when we for the first time,
or to say that the person or thing of things or people. If's a laptop.
• IA— -s—                                                     profession
is-
enough
• the meaning of adjectives and adverbs. She's so karÅ—workiMY. She
works so hard.

us—too to say that something is
excessive. It is not the same as very because it has a negative meaning. A:
He's vežy clever. ILpositive)
B: Yes,
but sometimes he's too clever. negative)
We use as . . . as to say two things are the same. Dogs are as clever as
cats.
We use
not as . . . as or not so ... as to say that the second person or thing is more
than the first one.
Anima(s aren't as iMte(/9entas humans. (= Humans are
      more                     than
animals.)
We use The + comparative, the + comparative to talk
about two things that happen
Thefaster
/ run, the more tired/feel
The harderyou study, the betteryour results.
We use
the to talk about something unique, sometlfng that there is on y one of.
the sun, thegovernment (in aparticu/arcvunty),
thef/oor, the world
We use
the with superlative adjectives and adverbs.
No article
We do
not use an article with plural countable nouns or uncountable nouns when we are
ta king about people or things in general.
Scientists say that aMima/s have complex
brains. I/i.•ée bio(or.
We use
such to intensify the meaning of nouns, with or without adjectives. We use a/an
after such when we continue with a singular countable noun, but not with
uncountable/plural nouns. such an interestin topic. It's such apity. He asks
such questions.

54 Unit 4

Grammar revision
Making comparisons                                                                    Articles

1 Choose the correct alternative. In
  some sentences, both alternatives are correct.
1
  She doesn't
  work as hard/.hard.ly as me.
2
  My classmates
  are a lot less hard-working t.hqn/Q5 me.
3
  The su nnier it
  is,    hQt.t.€r..jt.get§..
4
  She speaks
  quieter/.mor.e quje.tll than a mouse.
5
  The Theory of
  Relativity is not Q§ßQ difficult as people imagine.
6
  They're the    confident
  people know.
7
  The sooner she
  finishes her work, the eg.r/ie.r(eg.r.l.ie.s.t she can get home.
8
  When you write
  your composition, do it more
  çgß.fu//.ç.ç.r.efu././.y. than the last one you
  did.
WORKBOOK page 30                                                                      /
  8 points

2 There are no articles in these
  sentences. Add seven articles in the correct places.
1
  I met friend yesterday
  in city centre
2
  Most important thing
  in life is good friends3 Experts say government is having problems.
4
  When I'm bored
  I pick up book and read.
5
  I like
  listening to actors and things they say about life in Hollywood.
6
  Programmes I
  watch on TV are all cn late at night.
WORKBOOK page 33                                                  /
  7points

So/such/too/enough
3 Match the sentence halves and complete the sentences
with so, such, too, enough.

1

The test was           long

a

to see the start of the film.

2

My uncle was             serious

b

that we didn't stay to see the end.

3

My friend wasn't patient

c

that we've decided to go there again this year.

4

He arrived             late

d

to carry all the d'ctionaries.

5

It was           a long film

e

to wait for me,

6

He was strong

f

that he never laughed,

7

His assignment was             bad

g

that the teacher gave it a 0.

8

We went to              a beautiful
  place for our holidays ast year

h

to finish in just one lesson.

WORKBOOK page 33

/ 8 points

Vocabulary revision

Personality                                                                              Noun
  suffixes
Complete the sentences with adjectives of personality.         2
  Complete the sentences with a noun related to the person is someone who is
  very careful in the way they speak        words given.
and behave so that they do not make other people
  unhappy. One day she'd like to become a professional (music). 2 If you are it
  means you aren't generous with 2 What an (improve). Your work is much better
  now.
       your money.                                                                                3
  Playing a sport well is often a question of        (confident).
3
  person is
  someone who accepts many 4 They're spending more and more money on health and
  different types of behaviour and is not easily shocked. (educate).
4
  Being is the
  opposite of being self-confident.         5 There was no light, just  (dark)
  everywhere
5
  If someone is
  ambitious but in a negative way, they are      6 Mark Zuckerberg is the  (create)
  of Facebookž
6
  His friends say
  he's determined, but other people say he's 7 The lights aren't working. We
  need to call an           (electric).
7
  She's
  twenty-five but she's quite because she acts like she is 8 Your (appear) is
  important in creating a good impression. still a child.
8
  student is one
  who has an impressive natural ability.    WORKBOOK page 31              /8
  points
9
  She never gets
  nervous, she's always relaxed and

/ 9 points

WORKBOOK page 28

/
  40 points

Gateway to exams
Reading
Tip for Reading Exams
reading
activities where you complete a text with missing sentences, remember . . .
F there
are gaps which you cannot complete, continue with other, easier gaps first and
then go back later to the difficult
EXAM SUCCESS page 150
1
Work with a
partner. Look at the photo. What do you think it takes to become a table tennis
champion?
2
Read the text.
What is the writer's answer to the question 'What makes a champion?' ?
3
Ten sentences
have been removed from the article. Choose from the sentences A—K the one which
fits each gap. There is one extra sentence which you do not need to use.
A
Mr Charters was a
teacher at the local primary school: a tall man with a moustache and a disdain
for conventional teaching methods.
B
My brother and I took
full advantage. training after school. at weekends and during school holidays.
C
This, of course, is the
way that many who have reached the top in sport. or indeed in any other field,
choose to tell their stories.
D
In 1978. my parents. for
reasons they are still unable to explain. decided to buy a table tennis table—a
super-deluxe 1000 with gold lettering, since you ask — and put it in our
garage.
E
We like to think that
sport is a meritocracy in which achievement is driven by talent and hard work.
but it is nothing of the sort.
F
Omega was not a
luxurious club: it was a one-table hut in suburban Reading: cold in winter.
ferociously hot in summer, with plants growing through the roof and floor.
G
Most people think they
know natural talent when they see it.
H
Sometimes I would marvel
that I had these skills in such abundance that they were capable of elevating
me — little me! — beyond hundreds of thousands of others aspiring to that
precious top spot.
I
In January 1995 1 became
the British No.l table tennis player for the first time —which, I am sure you
will agree. is a heck of an
—J Had
some genetic mutation spread through the area without tu±ring the surrounding
roads and villages?
Vysz:znd
piece of good fortune was having an older brother,
•me to love
table tennis as much as I did.
Units
What makes a
champion?
(1)
Table tennis is a pretty big sport in the UK, with 2.4 million
participants. 30,000 paid-up members of the governing body, thousands of teams
and serious riches for those who excel. But what made me special? What had
marked me out for greatness? I came up with various attributes: speed, mental
strength, adaptability, agility and reflexes.
(2)
. And all this was doubly amazing, considering that I had been
born into a family in an ordinary suburb of an ordinary town in south-east
England. Mine was a triumph of individuality, a personal odyssey of success.
(3)
We live in a culture that encourages this kind of individualism.
But while these stories are inspirational and entertaining, are they true? Here
is my table tennis story. retold with the bits that I chose to ignore the first
time round. as they diminished the romance and individuality of my triumph
(4)
You can imagine that there were not many youngsters of my age (l
was eight at the time) in my home town who possessed a full-size,
tournament-specification table. Fewer still had a garage in which it could be
housed full-time. This was my first bit of good fortune.
(5)
We would play for hours after school: duelling, battling. testing
each other's reflexes, experimenting with new spins, investigating new paddles.
(6)
He was the coach of almost all of the after-school sporting
clubs, the organiser of school sports days, and the inventor of a game called
'bucket ball' —a kind of improvised basketball. But Charters cared about one
thing above all: table tennis. He was the nation's top coach and a senior
figure in the English Table Tennis Association. He invited my brother and me to
join the local club. Omega, in 1980, just when we were beginning to outgrow the
garage.
(7)
But it had one advantage that made it almost unique in the
county: it was open 24 hours a day for the exclusive use of its tiny group of
members, each of whom had a set of keys.
(8)
We were joined by other alumni who had been spotted by Charters.
so that by 1981 Omega was becoming something of a sensation. One street alone
(Silverdale Road, where the school was) contained an astonishing number of the
nation's top players.
(9)
Of course not: the success of Silverdale Road was about the
coming together of factors similar to those that have. from time to time,
elevated other places into the sporting ascendancy (for example, Spartak, a
Moscow tennis club, created more top-20 women players between 2005 and 2007
than the whole of the USA). In our case. all the local sporting talent was
focused on table tennis. and all the aspiring players were nurtured by an
outstanding coach.
(1 0) Think of the thousands of potential table tennis
champions not fortunate enough to live in Silverdale Road, with its particular
set of advantages. Think of the thousands of potential Wimbledon champions who
have never been fortunate enough to own a tennis racket or receive specialised
training. Practically every man or woman who triumphs is, on closer inspection,
a beneficiary of unusual circumstances.

8 Complete the text with words related to the words

given.

Tip for Use Of English Exams

In
  word-formation cloze tests, remember ..
To change the type
  of word you will usually need a suffix (e.g., —ion to make a noun,
  -lyto make an adverb). To change the meaning of the word you will
  usually need a prefix
   (e.g., im-, re-),                                      EXAM
  SUCCESS page 150

In
  stories, remember
Use a variety of past tenses and linkers of time and sequence to make
  it clear when the different events in the story happened. You can a so make
  the story come a ive by using short sections of direct speech from time to
  time.

Talk about any sports champions
  that you admire. In your opinion, to what do they owe their success? Why do
  you admire them?

Recently pupils at a
local school had an visit from students who      EXPECT were at the school 100 years ago.
How? Thanks to the (b)of a time capsule   APPEAR which construction workers (c)        ACCIDENT

discovered when they were knocking down a wall as

4 Look at this presentation topic.
  Prepare a

part of (d)to the school buildings.

IMPROVE

presentation by making notes, but
  do not write

They were surprised to see an (e)

USUAL

complete sentences.

old box
  hidden inside the wall. The box was full of old objects and letters chosen by
  the students

who were
studying in the school in 1912! The idea was to give future generations of
students an idea of how life was at the time. The students would be amazed to
see the (f) . in DIFFERENT

life now. The (g)

IMPORTANT

5 Work with a partner. Brainstorm any expressions you

such as televisions, computers and mobile phones

know for:

have completely transformed the world. But let's

1 beginning a presentation.

not get too clever or (h) . our

ESTIMATE

2 ordering your arguments.

own
  intelligence. Just imagine preparing your own time capsule today. Put in a
  copy of the

3 concluding a presentation.

                         .
  computer magazine. In 100

LATE

6 Work in groups and take it in
  turns to give your

years' time no doubt people will find the technology

presentations. Use expressions
  from 5.

shown in the magazine (j) primitive.

BELIEVE

Use of English

 Writing

la Work with a partner. How many different names for
shops can you write down in two minutes?
1b Work with another pair. Say things that you can
buy in the different shops in your list. Can they name the shops?
Where do
you buy chops and steaks?
At the
butcher's.
2       Complete
the text with these words. Use a dictionary if necessary.
afford bargain cash change discount receipt refund sale value for money
waste
There's
a clothes shop that I really like in the shopping centre near where I live. I
don't often buy clothes there because I can't (a) . it, it's just too expensive
for me. But last week they had a special (b) there and everything was cheaper
than usual. They had a (c) of between 20 per cent and 50 per cent on most of
the things there. I found a real (d) — a jacket that cost just £35
instead of £120! That's great (e) because it's really cheap fora jacket
made by a top designer. Anyway, I didn't have any ID so I couldn't use my
credit card. I paid in (f) I gave them a £50 note and they gave me
£15 (g) I asked for the (h) because if you have problems afterwards you
need to have proof that you bought it in that particular shop. Once I bought a
coat but then I decided I didn't like it. I didn't want to (i) my money so I
took it back and, luckily, they gave me a
3       SPEAKING
Work with a partner. Ask and answer the questions. Do you have any change in
your pocket at the moment?
2
How do your parents usua
ly pay in shops?
3
Do you or your family
usually buy things in the sales?
4
Do you usually keep the
receipt when you buy something?
5
Have you or your family
ever asked for a refund in a shop? When? Why?
6
Do students get special
discounts in your country? Where or when?
7
Have you ever wasted
your money? When?
8
Think of someth ing that
you have bought that was a real bargain or that was good value for money. What
was it? Where and when did you buy it?

Grammar » ModaI verbs of obligation,
  prohibition and advice — present and past
Modal verbs
  of speculation and deduction — present, past and future

5 Money
Vocabulary

talks

Vocabulary Buying and selling >
  Money and banking
Phrasal
  verbs connected with money and shopping
Speaking           Talking about
  photos
Writing             A formal letter

Buying and selling

Money and
  banking

4       Match
these words and phrases with the definitions. Use a dictionary if necessary.
bank charges/fees bill cashpoint credit/debit current account get into
debt interest lend money/give somebody a loan overdraft savings account
withdraw money
1
an agreement with
your bank that allows you to spend money when there is no money in your account
2
a bank account
that you use to keep and save money
3
give money to
somebody for a period of time, after which they give it back
4
amount of money
you have to pay a bank for the services that they give you
5
a bank account
that you can take money out of when you want
6
take money from a
bank account
7
money you get
from a bank for keeping your money there, or money that you pay to a bank when
you borrow money from them
8
a written
statement saying how much money you owe for goods or services you have received
9
a machine that
gives you money when you put a bank card in it
10      money that you add to/take out of a
bank account
11      start to owe money
5       LISTENING
01.21 Listen and answer the questions. You will hear each question twice.
5
2
6
3
7
4
8
6       How
do you say these words? What do they all have in common?
card                climb      cupboard              debt
doubt           eight       honest   knowledge listen litre        psychological        receipt
through   withdraw              written
7       LISTENING
01.22 Listen to the words and correct your pronunciation if necessary.

Unit 5

Reading

1    SPEAKING
Work with a partner. Imagine that you are going to open a bank account. What
information would you like to know before you open the account?
Make a list of questions.
Do
theygiveyon a credit card?
2    You have
five minutes to read these two texts. What is the purpose of each text? Where
might you find each text?
Text 1
When
you are living at home, most students don't really need a current account. But
when you go to university, you should definitely consider opening one. It makes
it easier for people to send you money and it also means that you 5 can pay
bills and shop without cash.
Most
banks are happy about opening current accounts for students. They hope that if
you start banking with them now, later when you start earning large amounts of
money you'll stay with them. Banks use typical advertising techniques to attract you. They
sometimes offer free CDs, concert tickets, MP3 players or other  But before you open a bank account
just because of a free gift, you ought to think twice about the conditions the
account offers,
Firstly, do they offer an overdraft?
If the answer is yes (and it usually is), how big are the overdraft fees? You
must find this out before you need to use the overdraft or you can get a very
unpleasant surprise.
Do you
get a credit or debit card w ith the account?
20
Obviously, these are the easiest ways to pay nowadays in most shops, bars and
restaurants. But be careful with credit cards. They're so easy to use that,
before you know it, you've got yourself into debt. And the bank charges can be
high.
25
Check whether your bank offers free banking. This means that for basic services
you don't have to pay any bank charges, prpvided that you have money in your
account. Remember, you mustn't get into debt if you don't want the bank to start
charging you interest.
30 Another important question is
location. Some banks have branches near the university campus. You had better
make sure that there is a branch near where you study or live because it can
save so much time. Most banks offer
Internet banking, and that is a great
way of knowing the
35 exact
situation that your finances are in. But there are times when you just have to
go to your bank in person. Apart from anything, some banks have specia Student
Advisors there who can give you useful advice.
Text 2
That's a
really good question. I opened my first bank account much too quickl)l I should
have looked around more carefully at the te_rms conditions at different banks but I
just went to the branch nearest the

university
and opened it there. It was only after that I found that it had
5 the
worst conditions for students! So my first piece of advice to you is to look
around carefully at the d"fferent offers.
To
actually open the account I had to take my passport, of course. I'm from
outside the European Union so I also needed to take my visa I was worried because there was only five
months left on my visa and last  year a friend of mine wasn't allowed
to open an account because he only had three months left. But I was fine.

The other thing I had to take was a
thing called a 'letter of introduction from the university. It's simply an
official letter that you can get from your uni. It needs to give your name,
your date of birth, your UK address 15 and your home address. It must also say
which course you're studying. When I went, I also took my driving licence but I
needn't have taken it because the passport, visa and letter of introduction
were enough I suggest you check with the bank you're interested in, because different
banks ask for different things. I know a friend who had to give
20 proof
that there would be money coming into his account in the future.
But I didn't have to do thatför my bank. I hope that helps. Good
luck!
3 Answer these questions with information from the
texts. Say where you found the answers (text and line number).
1
What prob ems can credit
cards create?
2
passport sufficient?
3
Should I accept a free
gTt for opening a bank account?
4
How important is the
location of a bank?
5
If a bank                offers me 'free
banlQng', what does it mean?
6
How can Internet banking
help me?
7
Who can students ask for
help with their finances?
8
What are the advantages
of opening a current account?
9
My bank says I need a
letter of introduction. What's that?
10
Do all banks ask for the
same documents to open an account?

Skimming and scanning are two different ways of reading a text. When we
  skim a text, like in 2, we read it quickly to get a general overa I idea of
  the text. When we scan a text, like in 3, we read it in more detail to find
  specific information.
STUDY
  SKILLS page 147

4
Grammar in context

GRAMMAR GUIDE

Modal
  verbs of obligation, prohibition
  and advice
la Match the sentences a-I to the
  functions 1—4.
a
  You ought to
  think twice about the conditions.
b
  You should
  consider opening a current account.
c
  With free
  banking, you don't have to pay any bank charges.
d
  The letter must
  say which course you're studying.
e
  You have to be
  eighteen to open an account without your parents.
f
  You mustn't get
  into debt.
g
  You'd better
  make sure that there is a branch near you.
h
  You aren't
  allowed to open an account until you're sixteen.

— present
1
  express
  obligation or necessity
2
  say there is no
  obligation or necessity
3
  say something is
  prohibited or not possible 4 give advice or recommendations a,
1b Answer these questions.
1
  Which
  structures need to + infinitive? Which need the infinitive without to?
2
  How do you make
  sentence e into a question?
3
  How do you make
  sentences b and g negative? 4 How do you make sentence j affirmative?

The letter
needs to give your address and date of birth.
j
You needn't take
a driving licence.
k      You don't need to take a driving
licence.
You can't
open a bank account without identification.
2
Decide if the sentences are correct. Rewrite the incorrect sentences.
1 You shouldn't arrive late for a meeting with a bank manager. 2 You don't have to use somebody
else's passport to open a bank account.
3
Have you to sign your
name on your credit card?
4
Aren't foreigners
allowed have a student account? 5 When you live at home, most students needn't
to open a current account.
6
She would better get a
debit card because it isn't safe to take lots of cash everywhere.
7
We ought to ask for
advice because we don't know much about banking.
8
You must take all the
documents to the bank yourself to open an account.
3 Complete the text with these words. There are four
extra words.
allowed are aren't had has have must mustn't needn't
needs ought

1 You

better hurry or you'll miss the
  bus.

2 My dad

to wear a
  uniform because he's a

firefighter.
3      We've just eaten. In my opinion, we
to have a rest before we swim again.
4      Sixteen-year-olds  allowed to drive
in Europe.
5      Youbuy me a present for my birthday.
I don't really want anything.
6      Parents always tell their children
that they to them.
to use calculators in maths exams
L forgot
to take mine today.
5 Does
'd stand for had or would in sentence g?
GRAMMAR REFERENCE page 68
4a SPEAKING Work in pairs. A British
student is coming to study for one month at your school. Prepare eight
sentences using each of these words and expressions.
are allowed to can't don't have to had better not must
mustn't needn't ought to
You must learn seme basic expressions in our language
because most four lessons aren't iM English.
4b Compare answers. Decide on the five most useful
pieces of information.

GRAMMAR GUIDE

Modal

5 Match a b c d e
f g h
1
2
3
4

verbs of obligation, prohibition
    and ast the sentences a-i to the functions 1—5.
I had to take my passport,
I didn't have to do that for my bank.
I took my driving licence but I needn't have taken it.
A friend of mine wasn't allowed to open an account.
I needed to take my visa.
I should/ought to have looked
    around.
I shouldn't have done that.
I didn't need to go to the bank
    yesterday.
He
    couldn't open an account.
express obligation and necessity in the past say that something
    happened but it was not necessary say that something didn't happen because
    it was not
necessary say something was prohibited or not possible

5
criticise a past action
or say that it was a mistake
GRAMMAR REFERENCE > page 68

Developing vocabulary

6
Write these sentences in the past.
1       You should ask them for advice.
2       She must arrive on time every
morning.
3       Do you have to go to the meeting?
4       We mustn't wear jeans and T-shirts.
5       I don't need to get up early (but I
do).
6       She doesn't need to wear a uniform
(so she doesn't).
7       We ought to work as a team.
8       They need to ask the university for a
letter of introduction.
7 Complete the sentences for the situations. Use
each of these expressions once.
couldn't didn't have to had to needed to
needn't have ought to have should(n't) have wasn't/weren't allowed to
I did
the exercises last night because they were obligatory.
2      Taking food to the party was optional
for us, but we took some.
We
3      She didnft revise for the exam and
that was a big mistake.
She
4      They didn't have permission to go
into the office.
They
5      It was necessary for the plane to
land.
The
plane
6      It wasn't necessary to show my
receipt to the shop assistant, so I didn't.
7      I got angry with you yesterday and
that was a silly thing to do.
8      It was impossible for her to speak to
the bank manager.
She
8a Think about when you were at primary
school. Write sentences about things that were obligatory, not obligatory,
prohibited, and that you should or shouldn't have done. Use the structures on
this page. / didn't hare to wear a tie, / had to wear short trousers
8b SPEAKING Compare sentences in small groups. Were
your experiences similar?
Phrasal verbs connected with money and shopping
1      Look
at the phrasal verbs used in these sentences and match them with the
definitions a—h.
1       If you want to buy a new computer,
you need to start saving up,
2       The government say that they are
going to cut back on education.
3       She lent me some money last week but
next week I have to pay it back.
4       The bill comes to £43.50.
5       At the local supermarket they're
giving away CDs when you buy six cans of cola.
6       I picked up some amazing bargains in
the sales.
7       I couldn't buy that new computer game
because they'd already sold out.
8       She'S going to splash out on that
designer jacket.
a give
someone the same amount of money they lent you b not spend money so that you
can buy something reduce the amount of money you spend d buy e buy something
expensive (informal) f let somebody have something without paying g reach a
total when you add all the parts together h stop se ling a product because
there are no more available to sell
2      Rewrite
the sentences using the correct form of one of the phrasal verbs in 1.
1       Can you buy some milk on the way
home?
2       That coat is expensive but I'm going
to buy it. 3 We need to reduce the amount we spend on luxury items.
4      That shop gives you a free video game
with each console.
5      I can't go to the concert because I
need money for the summer holidays.
6      You should buy the DVD now because
it's disappearing fast.
7      I'll give you the money you lent me
tomorrow. 8 The book was £10 and the magazine was £2.50 so the
total was £12.50.
3      Choose
the correct alternative.
1       Are you saving back/Jê to buy
something?
2       Do you need to pay somebody back/up
at the moment?
3       Have you or your family ever splashed
QWQY/Qut. on something?
4       Have you ever gone to buy something
and found that they had already sold out/UP?
5       Have you or your family ever bought
something because they were giving something ow.qy/i,tp with it? 6 Have you ever
picked away/up a bargain in the sales?
4      SPEAKINœ
Ask your partner the questions in 3. If your partner answers Yes, ask questions
to find out more information.

Winning money
INSIDE INFORMATION
•
  When the book
  Q&A became a film, the title changed to Slumdog Millionaire. The film won
  eight Cross-curricular - Literature          Oscarst It was the writer's
  first novel.
•
  The narrator is
  Ram Mohammad Thomas, a poor eighteen-year-old waiter. He is a contestant
Q & A by Vikas Swarup                                                                              on
  a quiz programme which is similar to Who Wants to be a Millionaire? The prize
  is one billion rupees (approximately $220,000). The name of the TV presenter
  is Prem
So far, Thomas has answered all the questions correctly,
  not because he has studied but because of the extraordinary events that he
  has experienced in his difficult ife. At first, Prem Kumar and the producers
  of the programme found it amusing that a poor waiter could know so many
  answers, but now they are worried that Thomas could win the massive cash
  prize.

We
are still in the commercial break. Prem Kumar is in a corner, conferring with
the long-haired producer. I look around the studio. Many members of the
audience are watching me, wondering perhaps what is going through my mind.
Prem Kumar ends his consultation
and walks up to me. He has a sinister grin on his face. 'Thomas, we don't know
how you have managed to answer eleven questions so far, but there is no way you
will be able to answer the final question.'
'We'll see.'
'No,
I'll see. Prepare yourself to lose all,' says Prem Kumar and sits down on his
seat.
The
studio sign changes to 'Applause'. The signature tune comes on. The audience
claps loudly.
Prem
Kumar looks at the camera. 'Ladies and gentlemen, we are standing at the brink
of a historic moment, not just for this show but perhaps for posterity. Ram
Mohammad Thomas, an eighteenyear-old waiter from Mumbai, has gone further than
any other contestant on this show. If he answers this last question correctly,
he will win the biggest jackpot in history — one billion rupees. If he fails to
give me the correct answer, he will lose the single largest sum of money ever
to be lost by an individual in sixty seconds — one billion rupees. So please
clear your minds, fill your hearts and join me in saluting once again our
contestant tonight, Mr Ram Mohammad Thomas!'
The
moment I have been waiting for has finally arrived. I take a deep breath and
prepare to face my destiny.
'OK, without any further ado, here
is the last question for you, Mr Thomas, and this is from ... the pages of
history! We all know that Mumtaz Mahal was the wife of emperor Shahjahan and
that he built the world-famous Taj Mahal in her memory, but what was the name
of Mumtaz Mahal's father? This is the billion-rupee question. Your choices, Mr
Thomas, are a) Mirza Ali Kuli Beg, b) Sirajuddaulah, c) Asaf Jah, or d) Abdur
Rahim Khan Khanan.
'Think
about your answer carefully, Mr Thomas. I know you need time to reflect on your
answer, and to allow you just that, we will now take another quick commercial
break. Ladies and gentlemen, please don't even think of going anywhere.'
Prem
Kumar grins widely at me. 'Got you, didn't I? Unless you have an MA in Medieval
History, there is no way you'll be able to answer this. So bid goodbye to the
hundred million you have just won and prepare to resume your career as a
waiter.' He laughs.
I laugh back.
'Ha!
I've got no MA in history, but I do know the answer to this question. The
answer is Asaf Jah.'
Prem
Kumar looks aghast. 'How ... how do you know this?'
'I
know it because I worked as a guide for two years at the
Mahal.'
For
the first time Prem Kumar looks at me with a trace of fear and runs to the
producer. They whisper amongst themselves. Eventually Prem Kumar comes back to
his seat. The studio sign changes to 'Applause' and the signature music
commences.
'Ladies
and gentlemen, before we went into the break
I
asked the question, what was the name of the father of Mumtaz Mahal? I am sure
all of you thought that was the final question, but it was not.'
The audience is astounded. I am
stunned. Are they introducing a new question? The air becomes thick with
tension.
Prem
Kumar continues. 'Not only was that not the last question, it was not a
question at all. We were simply recording a commercial for Mumtaz Tea, which is
one of the sponsors of the show.'
Prem
Kumar speaks to the camera. 'Ladies and gentlemen, I am now about to reveal
question number twelve, for one billion rupees, the biggest prize ever offered
in the history of the planet. And remember, it is win all or lose all. OK,
without any further ado, here is the last question for you, Mr Thomas, and this
is from ... the world of western classical music! Beethoven's piano sonata no.
29, opus 106, also known as the 'Hammerklavier Sonata', is in which key? Is it
in a) B flat b) G minor, c) E flat major, or d) C minor?'

Match the words
sinister grin
2 at the brink of

 3 for posterity

 4 jackpot
 5 without any further ado
6 bid goodbye

 7 resume

8 aghast,                 astounded,                 stunned

 9 whisper
 10 reveal

1       Work
with a partner. Discuss these questions.
1
What quiz
programmes are popular in your country?
2
What prizes can
the contestants win in these programmes? 3 What is your opinion of quiz
programmes?
2       Read
the text. What is the final question that Ram Mohammad Thomas has to
answer to win one billion rupees? Why do you think the producers choose this
question?
3       Read
the text again and answer the questions.
1
In what way is
Prem Kumar different when the cameras are filming and when there is a
commercial break?
2
Why is Prem Kumar
sure that Thomas won't know the answer to the question about Mumtaz Mahal's
father?
3
How does Thomas
know the answer?
4 How does Prem Kumar explain the fact that the last question is not the question about Mumtaz
Mahal's father?
5 Do
you think that Thomas knows the answer to the final question? Why?/Why not?
4       SPEAKING What about you?   International
cultural knowledge
     If you have seen the film Slumdog Millionaire, did you like it?    Money quiz Do you remember what
happens in the end?

2 if you haven't seen the film, would you like to see it?
5       Work
with a partner and answer this quiz.
6       LISTENING
01.23 Listen and check. How many answers does the contestant get right? What
about you?
7

Listen again if necessary and answer these questions.
     What currency did Australia use before its current currency?
2
What was the
highest-value US dollar bank note ever?
3
What is speleology?
4
In question 4, where is
the exact location of the gold?
5
How does the contestant
know that the answer to 5 is not Geneva?
8       What
about you?
1
Would you like to
be a contestant in a quiz programme?
2
What would be your
favourite subject areas to answer questions on?
63

Listening
61
SPEAKING Work with a partner. Look at the pictures.
What do you think they show?
2 Read this text and check your answer to 1.
One of the earliest ways of paying somebody was to give them (a) because
you can use them for different things.
On the Yap Islands in Micronesia they used stone disks
which could have a diameter of (b)              Roman soldiers got coins and
(c)       for their work.
This is
the origin of the English word (d)
The Greek historian Herodotus said the Lydians made the first coins •n
around 600 BC. The very first coins weren't gold coins or silver coins, they
were made of (e)
But it
was in China that they used paper notes for the first time. This may have been
because they didn't have enough
In the
1920s Americans started using cards to pay for or to buy th'ngs in department
stores. The first real credit card appeared in the USA in (h) Same people think
that physical money may disappear in the future because people will use their
(i) . to pay. And somebody has already designed money to use in space. The
coins come in five different sizes and colours. The coins are specially made so
that they (j) you when they fly around a spaceship in zero gravity.
3 Look at the gaps in the text. Predict what words or
types of word could fill each one.
EXAM SUCCESS
When you need to listen and complete notes, always read the incomplete
notes before you listen. This helps you to know what to listen for. Look
carefully at the words that come just before or after each space and think
about the meaning and type of word that is missing.
EXAM SUCCESS page 151
4
LISTENING 01.24 You will hear a report by an expert on the
history of money. For a—j in 2, complete the sentences. Write no more than two
words and/or a number for each answer.
5
What about you?
In your
opinion, what are the two most su rprising pieces of information?
Grammar in context
GRAMMAR GUIDE
Modal verbs of speculation and
deduction — present and future
1 Look at these sentences and complete the rules
below with the verbs in bold.
a      One day we might stop using cash.
b      Stone disks must be the most unusual
type of money ever.
c       He may have a credit card, but he may
not d We might not use metal coins in space. e That can't be the real price,
This could
mean the end of credit cards.
1
We use and when there is
a 50 per cent possibility that something is or will be true. The negative forms
are and
We cannot use the negative form of when there is a 50 per cent
possibility that something isn't true.
2
We use when we are 90
per cent certain that something is true.
3
We use when we are 90
per cent certain that something isn't true.
4
When we are speculating
and making deductions, the opposite of must is
GRAMMAR
REFERENCE page 68
2
Look at these things. What do you think they may, must or can't
be? Explain why.
ROMA
La presente
Moneta
3
Complete the
sentences with must, can't, may, or might (not).
1
He's
seen that film ten times. Helove it.

2
It's
unusual that Beth hasn't come to school yet. She be
well, or perhaps her bus is just late.
3
That
be Jack's wallet because his is brown and this one's black.
4
go to the party tomorrow but I'm not
sure. I hope my parents let me.
5
She
have a lot of money because she spends a fortune on clothes.
6
 play the guitar very well because
nobody wants to listen to him.
7
Itbe
hard to become a millionaire because not many people manage it.
8
My
parents          lend me some money or they
I
don't rea ly know because I've never asked them before.

GRAMMAR GUIDE

Modal verbs of
  speculation and deduction — past
4
  Look at these sentences and complete the rules below with the verbs in bold.
a It must have been
  difficult to carry the big stone disks. b It can't have been easy for thieves
  to steal them.
c
  They
  may/might/could have used salt as money because you could use it anywhere.
d
  They mightn't/may not have had enough metal to make
  coins.
We use and when there is a 50 per
  cent possibility that something was true. The negative forms are and    We
  cannot use in the negative form with this meaning.
2
  We use when we are 90 per cent certain that
  something was true.
3
  We use when we are 90 per cent

certain that something
wasn't true.
GRAMMAR REFERENCE page 68
5
Correct the
mistakes in these sentences.
It's
only lunchtime and you look terrible. You must have a bad morning.
2       Somebody's
unlocked the door. It must have been Mike because he hasn't got a key.
3       I
think Josh might sent me an email last night.
4       Emma
hasn'treplied to my email. She mightn't has received it.
5       William
isn't here. He must have went already.
6       Let's
not buy her that DVD. I'm not sure but I think she might buy it a ready.
7       You
can't be read that bÕ0k already! It's 600 pages long and you only
started yesterday!
8       It
mustn't have rained last night because all the streets are dry.
6
Complete the
text with past modal verbs ofspeculation and the verbs given.

something
very mysterious happened in Tokyo in
2007.
For a few weeks many civil servants who went to the toilet found a 10,000 yen
note waiting for them. Nobody knows who left the notes but it (be) the same
person because they left hand-written messages with the notes and the writing
was always the same. They are quite sure that a woman (b) (leave) the notes
because they always appeared in the men's toilet. More than 425 people found
notes, so the man (have) a lot of money. He always left the message 'Please be
happy' with the money. This suggests that the man (d)
(be) happy himself, but, of course,
we can't be sure. Again, nobody can be sure, but other people think that the
man (e) . (work) as a civil servant himself once and he gave the money away to
make other civil servants happy. One thing is clear: he (f) (move) quickly
because in one morning he left eighteen 10,000 yen notes in eighteen different
toilets in Tokyo. The man's handwriting was getting worse and worse and so
people think he (have) a terminal illness. That probably explains why he was giving
away all his money. Unfortunately, the man (h)
(die)
because the notes suddenly stopped appearing.

SPEAKING Work in pairs. Look at
these situations and write at least two sentences with must have, might have
and can't have to explain them.
1
My
uncle didn't use to be rich but now he's a millionaire.
2
Susan
always passes her exams but last week she failed an exam.
3
Ben
can usually go out with his friends at the weekend but last weekend his parents
didn't let him.
4
Justin
is a very careful driver but yesterday he had an accident.
5
Gemma
usually beats everybody at tennis but last weekend she lost.
6
Jamie
loves watching football matches but he was really angry the last time he saw a
match.
7
Sarah
used to be really unhealthy but now she's really fit.
8
The
last time I saw my cousin she couldn't speak a word of English but now she's
really fluent.

65

7b
Compare your ideas with the rest of the class.
Developing speaking Talking about photos
1      SPEAKING
Work with a partner. Look at the photos. Write down similarities and
differences between the two photos.
        Similarities                                   Differences
2      LISTENING
01.25 Read the task below. Listen to a student doing this task and answer the
questions.
Compare the photographs and tell us how you
feel when you go shopping in these places.
Speaking Bank
Useful
expressions to compare and contrast photos Both photographs show .
•
In both pictures,
•
In the
first/second photograph, One big difference between the photos is that
Another important difference ... Compared with „ whereas/while (eg, The
first photograph shows a supermarket whereas/while the second shows a market.)
bigger/more important/(not) as ... as/less ... than

4 SPEAKING Work with a partner. Take it in turns to do the
1
Does the student
mention any of your ideas?   task in 2.
2
Does she describe
each photo in detail?
3
Does she do both
parts of the task?     Practice makes perfect
5a SPEAKING Work with a partner. Look at the photos
and EXAM SUCCESS think about similarities and differences between them.
When you have to talk about two
photos, you shouldn't describe each photo in great detail. Compare and contrast
the two photos. Listen very ca refully to the examiner's instructions. Your
marks will depend on completing the whole task, so if you only complete the
first part (in this case, comparing the photos), you will lose marks.
EXAM SUCCESS page 151
Complete what the student said using phrases from the Speaking Bank.
Listen again if necessary. people shopping. (b) there is a family and they're
shopping in a big, modern supermarket, (c) in the second photograph there is a
mother and daughter and they're shopping in a small market.             mm
(d) the people are buying things, but the people in the supermarket don't
seem very happy or relaxed. I think they might be arguing or something. But the
two people in the market must be having a good time because I can see them
smiling. (f) is that the food in the supermarket can't be very good or natural,
(g) the food in the market looks much healthier.

Compare the
  photographs and say what you think are importantfactors when buying a house.

As for me, I prefer shopping in supermarkets because you can buy more
things in a supermarket. I think it's more convenient 5b Take it in turns to do
this task. to buy things there because you can get everything you want in just one shop. (h) .a supermarket, shopping in a
traditional market is much slower and you can't pick things up yourself, you
have to ask for everything from the person who's selling.
Look at these instructions about how to
use a cashpoint to withdraw money. Number the steps in the correct order.

a
  Select a
  language.
b
  Select cash and
  select or enter the amount to withdraw. c When you approach the cashpoint,
  check that there is nobody suspicious around.

10     I want you to say you're sorry
  (Paragraph 4)
11
  I'm going to have to
  (Paragraph 4)
5 Read the information in the Writing
  Bank and find examples of the characteristics in the letter in 3.

d
Choose whether you want
a receipt and select yes or no.

Characteristics of forma) letters
If we don't know the name ofthe person we are writing to, we begin Dear
  SirorModam We finish Yours faithfully. If we know the name of the person we
  are writing to, we begin Dear Mr/Mrs/Ms and the surname. We finish Yours
  sincerely.
We do not use contractions.
We use longer, more formal words and expressionsWe do not to use many
  phrasal verbsWe write complete sentences.
We do not usually use abbreviations
We use formulaic expressions to begin and end the letter.

e
Don rt wait
more than 30 seconds to take your card out of the machine or it will swal ow
the card so that nobody can steal it. f Insert your card into the machine.
g
Enter your PIN (Personal Identification Number) and press enter. h Wait while
the machine processes your transaction. When the machine bleeps, take your card
and money (and receipt if you asked for one).
2
SPEAKING Work with a partner. Can you remember the different
steps without reading them? Use should, ought to, etc, to explain what to do.
3
Read this letter and answer the questions.
1
Why is the person
writing?
2
What solution
does he want?

STUDY SKILLS

When you
  write, always make a plarL ft Helps you to decide exactly what you are going
  to say and what order you are going to say it in before you begin. This makes
  your text much
STUDY

Dear Sir or
  Madam,
1   lam writing to complain about an
  incident that took place last week at your cashpoint on Anderson Street. The
  incident has left me without my debit card and has caused me a great deal of
  inconvenience.
2   On the evening of Sunday 21 st December
  I inserted my debit card into your bank's cashpoint in order to withdraw
  £40. I selected the amount that I wished to withdraw but the machine
  immediately told me that it had retained my card. I tried to cancel the
  transaction but the machine had a ready swallowed my card.
3   1 contacted my bank the next day and
  they informed me that they could see no reason why the machine had swallowed
  the card as there was sufficient money in my account. They then informed me
  that they had to cancel my card and send me another one. This will take
  between seven and ten days.
4   1 am very disappointed with the
  treatment I have received from your bank. I now have no easy access to cash,
  through no fault of my own. I demand an apology and I expect you to send my
  new card urgently. I would also like assurance that you will charge me no
  bank fees for issuing me with a new card. If I do not hear from you in the
  next fourteen days shall be forced to consider moving my current account to
  another bank.
I look
  forward to hearing from you very soon.
Yours faithfully

Last week you
  were at a train station. In the station there was a vending machine selling
  books. You wanted a book to read on the train so you put money in but it
  didn't give you the book or any change. Write a letter of complaint to the
  company that is responsiblefor the vending machine and demand a solution.
Plan
Paragraph 1: Why are you writing?
Paragraphs 2 and 3: What
  happened? What are the facts?
Paragraph 4: What solution
  do you demand? What will you do if there is no solution?

3

What will he do if there is no
solution?
                                                                                more
coherent.                                    SKILLS page 147
6      Work
with a partner. Look at this task. Write notes. You can add your own details.
Practice makes perfect
7      Write
your letter individually. Use your notes and the information in the Writing
Bank.
Language reference and revision
Grammar reference
Modal
verbs of obligation, prohibition and advice — present
Use

We use have to to talk about things which are obligatory or necessary.
  It often describes obligations imposed on us by other people and authorities.
We use don't have to to talk about
  things which are not obligatory or necessary.
We use must
  to talk about rules, regulations and öbligations. It often describes
  obligations that come internally, from ourselves.
We use mustn't to talk about
  prohibitions.
We use need to to talk about things
  which are obligatory or

We use don't need to or needn't to talk about things which are not
  obligatory or necessary. With needn't we do not use to before the infinitive.
We use can't to refuse permission.
We use should, shouldn't, ought to, had ('d) better to give and ask for
  advice and recommendations. Had better is especially for when we think we
  should do something because it's a good idea. Ought to and had ('d) better
  are slightly less common in negative and question forms.

necessary.
Modal
verbs of obligation, prohibition and advice — past
Use
We use
had to to talk about things which were obligatory or necessary.
We use
didn't have to to talk about things which were not obligatory or necessary.
We use
needed to to talk about things which were obligatory or necessary.
We use didn't need to to talk about things which were not obligatory or
necessary, and so we didn't do them. We use needn't have + past participle to
talk about things that were not obligatory or necessary but we did them. We use
wasn't/weren't allowed to to talk about past prohibitions.
• We use
couldn't to talk about things that were prohibited or not possible.
We use should/ought to have, shouldn't have + past
participle to criticise past actions or to say that they were a mistake.
Modal verbs of speculation and deduction — present
and future
Use
We use
must when we are 90 per cent certain that something is true.
We use may, might, could, may net, mightn't when there is a 50 per cent
possibility that something is true (or not). We use can't when we are 90 per
cent certain that something is not true.
Modal verbs of speculation and deduction — past
Use
We use
must have + past participle when we are 90 per cent certain that something was
true.
We use may have, might have, could have,
may not have, mightn't have + past participle when there is a 50 per cent
possibility that something was true (or not).
We use
can't have + past participle when we are 90 per cent certain that something was
not true.

Vocabulary

1 Buying and selling
afford       bargain cash           change
  discount   receipt refúnd       sale value for money waste

2

Money and
  banking
bank charges/fees              bill                cashpoint
  credit/debit                current account get into debt       interest lend
  money/give somebody a loan overdraft                 savings account withdraw
  money

3
4

Phrasal verbs connected
  with money and buying
come to                cut back give
  away              pay back pick up         sell out   save up  splash out
Other words and phrases > page
  139

Grammar revision
Modal verbs of obligation, prohibition Modal verbs of obligation,
prohibition and advice — and advice — present past and present

Choose the correct alternative. In
  two

2 Write sentences with the correct
  form of the modal verbs and verbs

sentences, both alternatives are
  correct.

given.

1 You needn't/dm't.ne.e.d come to class tomorrow.

1     Yesterday I             (talk)
  to the bank manager. HAVETO

2 You must.tfÏ[QßQft.Ql.l.Qwe.d..t.Q take your
  own food

2               (worry) about the
  exam because it was easy. NEED

into a restaurant.

3 Usually students                  (write)
  their exam answers in red because teachers use

3 Usually at university you                                     go
  to

red pens to correct. MUST

classes all day.

4            (read) the
  instructions, but I didn't and I got the whole exercise wrong.

4 You.'d.bene.r..n.Qth5ho.uldn't hand in your work late.

OUGHT TO

5 S.hQu./d/Ought we leave at six o'clock?

5 I'm sorry. I           (lie) to
  you. It was wrong. SHOULD

6 You don.'t.hqv.?.                        leave
  your bags

6 She             (get) up early
  this morning so she stayed in bed. NEED

unattended at an airport.

7                  (write) the
  essay this week, we can do it next week. HAVE TO

WORKBOOK page 40                                      / 6
  points
Modal verbs of speculation and deduction
3 Match the pairs of sentences.

WORKBOOK page 40                                                                                /
  7 points

1    He looks exhausted.

a He must be really cold.

2 Somebody is knocking at the door.

b He must have run all the way here.

3 His lips are blue and he's shivering.

c It can't be the postman because he's already been.

4 Somebody's taken my red pen.

d It may be next week.

5 My friend climbed a mountain that's 5,000 metres high.

e That can't have been easy!

6 I don't know when the final of the Champions League is.

f    He may not have received it.

7  Mike hasn't replied to my email.
Vocabulary revision

g It might have been Jack because I saw him using one
  earlien

WORKBOOK page43

/ 7 points

Buying and selling

Money and banking

Which words are being defined? There
  are three extra

2 Match the words or parts of a word.

words.

1     current                                           a
  point

afford       bargain       cash       change       discount

2 with                                                  b
  a loan

receipt       refund       sale       value
  for money       waste

3
  over  c bill
4
  cash d debt

1

Money that you get back when you return something you have

5 give somebody                               e
  draft

paid for.

6 get into                                            f
  draw

2

A document that you get from someone showing that you have

7 pay a                                                g
  account

given them money.

WORKBOOK page 38

/ 7 points

3

The money that someone gives back
  to you when you pay more

than something actually costs.

Phrasal verbs connected with money and shopping

4

Something you buy that costs much less than normal.

5

An event or period of time during which a shop reduces the
  price

3 Rewrite the sentences without the
  phrasal verb. Use

of some of the things it sells.

another verb or phrase with a
  similar meaning.

6

Something that is of very good quality but relatively
  inexpensive.

1  Last week we splashed out on a
  meal in a famous restaurant.

7

Have enough money to buy something.

2 That newspaper is giving away DVDs this week. 3 People
  are cutting back on holidays abroad this year.

WORKBOOK page 38                                                             /
  7 points

4
  The bill comes
  to £24
5
  I couldn't get
  you that new football shirt because they'd sold out. 6 I need to pick up
  something for dinner tonight.

                                                                                WORKBOOK
page 41                                               / 6 points
/40 points
69

                                                                                ammar                      on
  s Unless"n ca
I wish/lf only
                                              Healthy
  habits                                                                         Vocabulary
  > The body > Health         Idioms connected with health
Speaking
  > Negotiating and collaborating
                                                                                Writing             A
  for-and-against essay

Vocabulary

Parts of the body
1       SPEAKING
  As a class, take it in turns to say a part of the body. If you repeat a word,
  say an incorrect word or can't think of a word, you are out.
2       Work
  with a partner. Look at the words in the box and check that you know where
  and what they are.
ankle bone chest chin
  heart heel hip kidney liver lungs skin thigh
            throat       tongue       veins and arteries       wrist
Words
  connected with health
3       SPEAKING
  Work with a partner. Take it in turns to give brief descriptions of the
  people in the pictures.

4       Read
  the texts and match each one to the correct picture.    5 Complete the texts
  with these words.
A
  I think that
  general y I have quite a healthy lifestyle. I take regular
                                                                                addicted
        allergic       balanced
exercise. I
  work out in a gym three or four times a week. I also have diet, including
  fresh fruit and vegetables.   painful
                                                                                dislocated       infection
I
  go to the
  doctor's for a check-up every six months and I take my           prescription
          putting on blood pressure regularly too. The only problem I have is
  that I'm
(b) to pollen, but I have a special
  injection 6 LISTENING 02.01 Listen and check your from time to time and it
  relieves all the symptoms. answers. Then look again at the words in
B       Last year the doctor told me to stop
  eating so much fatty food and bold and check you understand what they
  processed food that's high in salt and sugac I was (c) mean. Use a dictionary
  if necessary. a lot of weight and the doctor said I was in danger of becoming
  obese. 7 SPEAKING Work with a partner and ask and My diet was increasing the
  risk of heart disease. To be honest, I think I answer the questions. Give
  reasons. was becoming (d) to junk food because I was eating it all the time,
  but I was able to stop and now I'm back to my ideal weight. Do you take
  regular exercise or work out in a
1 gym?
C
  Last week I
  picked up some sort of throat (e)           2 Do you have a balanced diet or
  do you eat a
I
  had a
  temperature and felt dizzy all the time. I couldn't stop lot ofjunk or
  processed food? shivering either. My doctor treated me for the illness. He
  wrote me a which I took to the chemist's As soon as I started 3 Are you
  allergic to anything?
                taking the medicine, I got over the
  illness,                                                                          4
  Have you ever taken your blood pressure?
D
  Last month I
  fell down the stairs and injured myself quite badly. 5 Have you ever injured
  yourself playing sport? I twisted my ankle, sprained my wrist and (g) 6 Have
  you ever twisted, sprained or dislocated my shoulder. The only good news was
  that I didn't fracture or a part of your body?
                break any bones and I didn't need an
  operation or anything. But                                  7 Are you afraid
  of injections?
                it was still really
  (h)                                as you can imag•ne.                                              8
  Do you feel dizzy when you see blood?

unit 6

1
SPEAKING Work
with a partner. Discuss these questions. Do you think these hab'ts are good or
bad for your health? Why?
eating breakfast walking in a park playing
computer games
STUDY
SKILLS
Before you read, have a quick think about what you
know about the subject. This can help you to understand more when you actually
read the text. STUDY SKILLS page 147

Video games that contain a high
  level of action can actually improve your sight. Researchers at the
  University of
Rochester have shown that people who
  played action video games for a few hours a day over the course of a month
5 improved by about 20 per cent in
  their ability to do a visual test where they had to identify letters that
  were difficult to read. After just thirty hours, players could see letters
  and figures like those on an eye chart more clearly. Action games push the
  human visual system to the limits and the 10 brain adapts to it. But it only
  works if there is a lot of fast action, when the eye has to quickly _spot
  things happening in all parts of the screen, not just the centre.

2
Read the texts. Do they say the activities in 1 are healthy or
not?
Living near parks or woodlands can improve
people's health and stop the negative effects of
5
poverty and bad inner-city
3

Read the texts again. Are these statements true (T), false (F) or is the
information not given (NG)? When the answer is true or false, write the number
of the text and the line(s) where you found the answer.
1      To improve your sight, a computer
game has to T/F/NG make your eyes move around.
2      Parks contribute to creating more
social equality.
3 The bigger the breakfast you eat, the more weight T//F/NG you will
lose.
4     The quality of your breakfast is
important, not just T/F/NG the quantity.
5     Game addiction starts to become
dangerous when TANG someone plays for days without a break.
6     Experts say we must avoid cereals and
bread at TANG breakfast time.
7     Midday is not a bad time for hay
fever sufferers to      T/FÁ'VG go out.
8     So far, doctors have not produced
anything that can relieve the symptoms of hay fever.

take more
exercise, your
20 heart gets stronger. The researchers confirmed
that for people living near green areas, there were fewer conditions. Richard
Mitchell cases of heart disease. and a team from Glasgow 25 There is also
evidence that University found that in just living close to a park the greenest
parts of the or woodland can reduce

people was much smaller

30 you to get over operations

than
  in the least green parts

faster. If we had more green

of the country. One reason

spaces, it
  wouldn 't just make

15 for
  this is that living close

neighbourhoods pretty. It

to a green
  space encourgges

would make
  a real difference

people to take more exercise and
  keep in shape. If you

35 to
  people's health.

10
country, the difference in blood pressure and stress health between rich and
poor levels and may even help
4
Work out the meaning of the underlined words in the texts by
looking at the context. Use a dictionary to check your answers.
5
SPEAKING What about you?
Which
information from the texts could make the biggest difference to you and your
habits? Why?
Some people are calling the computer game World of Warcraftthe world's
deadliest game after a Swedish teenager nearly died after apparently playing
for 24 hours without a break. Doctors said that the fifteen-year-old boy had
suffered convulsions and blacked out as
5 a
result of sleep deprivation, lack of food and trying to concentrate for too
long. The phenomenon of 'game addiction' is associated particularly with
MMORPGs — massively multi-player online role-playing games. World of Warcraftis
one of the most popular examples of this type of game, with more than 11
million people worldwide playing it.
10
Psychiatrists only partly understand how the addiction to games affects people.
The Swedish teenager's father is trying to draw attention to the risks of the
game in case the same thing happens to others.
Unless you choose your breakfast
carefully, you'll probably find that you have consumed half your recommended
daily intake of salt before the day has really begun. Most organizations
recommend consuming no more than 6g of salt a day. If you have a full English
5 breakfast (sausages, bacon, fried egg, toast with butter), you-Il pass
the 6g limit immediately. But even a big bowl of breakfast cereal can be much
worse than you think. IOOg of some of today's cereals can contain almost 2g of
salt, as well as 40g of sugar. Processed white bread can also contain
surprisingly large
10
amounts of salt, Consuming large amounts of salt is dangerous

Eating breakfast may be the key to keeping slim. In a
five-year study of almost 7,000 people, researchers found that people who ate
breakfast regularly put on the least
5 weight. They consumed more food overall than those
who ate less in the mornings, but they still lost more weight. Big breakfasts
will help you to lose weight as long as you don't eat fatty foods like bacon,
sausages
10 or cakes with lots of sugar. One reason that big
breakfasts help to control your weight is that if you eat a big breakfast, you
will feel full and this should stop you from eating
because it
increases blood pressure and the risk of a heart attack.
A researcher has claimed that half the population could be suffering from
hay fever by 2060. Hay fever is the name we give to an allergic reaction to
pollen, one of the most common allergies in the UK. Many teenagers suffer, and
the worst period is usually just when they have their final

unhealthy snacks before lunch. patient's tolerance to
  pollen. However, this can be expensive and it can take a lot of injections to
  relieve the patient's symptoms.

5 exams. Experts recommend avoiding parks and woodland at this time of
the year, especially between 7am and I()am or 4pm and 7pm because this is when
there is most pollen in the air. They also suggest combining the avoidance of
pollen with medical treatment. Unfortunately, although it is effective, a lot
of the medicine makes patients sleepy, which is not ideal 10 in the exam
period. An alternative is a course of injections to increase the
Grammar
in context

GRAMMAR GUIDE

Zero, first and second conditionals
la Look at
  the sentences. Which type of conditional does each one use?
a If you take
  more exercise, your heart gets stronger. b If we had more green spaces, it
  would make a real difference to people's health.
c If you eata big breakfast this
  morning, you'll feel full.
1b Read the rules.
  Which type of conditional does each rule apply to?
1 It describes an improbable or
  imaginary situation in the present or future and its consequence.

2
It describes a
possible situation in the present or future and its consequence.
3
It describes
something that is generally true.
4
We use the
present simple in the half of the sentence with if, and wi///won't + infinitive
in the other half. 5 We use the present simple in both halves of the sentence.
6 We use the past simple in the half of the sentence with if, and
would/wou/dn't + infinitive in the other half.
GRAMMAR REFERENCE
page 80
2       Complete
each sentence to make a general statement using the zero conditional.
If you drink too much coffee,

2
If you never do any
exercise,

3
If you only sleep three
or four hours a night,

4
If you eat a lot ofjunk
food,
5
If you sit in front of a
computer all day,

6
If you sit in the sun
all day without skin protection,

7
If you have a
temperature,
8
If you eat food that's
high in salt,

3       Decide
if the sentences are correct. Rewrite the incorrect sentences.
If I am
the prime minister, I would ban junk food.
2
We'll go to the concert
if the tickets weren't too expensive.
3
I wouldn't do that if I
were you.
4
What wou d you do if it
rains all day tomorrow?
5
If I had a million
pounds, I travelled around the world.
6
If you mix blue and
yellow, you would get green.
7
If you don't drink any
iquids for a long period, you die. 8 What will you do if you lost the match?
4       Complete
the questions with the correct form of the verbs given.
             Which country                                    you

(live) in if
you could choose any country in the world?
2
If you pass all your
exams this year, how you (celebrate)?
3
If you (have) the powers of a superhero,
what powers would you like to have?
4
If you(go) out this weekend, where will you
go?
5
If you were a journalist
and could meet any famous person for an •nterview, whoyou (meet) and why?
6
If you could choose a
special meal to celebrate an important occasion, what (e at)?
5a SPEAKING Work with a partner. Ask and answer the
questions in 4.
5b Tell the class something interesting you
discovered about your partner.
GRAMMAR
GUIDE
Unless, as long as, provided/providing (that), in case
6      Look
at the sentences and match the words in bold with the words and expressions
1—3.
a
Big breakfasts
will help you to lose weight as long as you don't eat fatty foods.
b
Unless you choose
your breakfast carefully, you'll probably find that you have consumed too much
salt. c        Going out for a walk will do you good, provided/ providing that
you aren't allergic to pol en.
d I won't have that cereal for breakfast in case it's too salty.
1
if... not, except if:

2
if, only if:
3
because maybe:
GRAMMAR REFERENCE
page 80
7      Choose
the correct alternative.
1       You can't use this swimming pool member of the sports club
2       Don't forget to take a snack
/n.çqse/nçy/dj.ng..th.g.t you're hungry.
3       She'll eat anything it's fresh and healthy.
4       I wouldn't speak to him
Qt.çžv.i.d.ed.thgt/utûl.?$. he said he was sorry.
5       He'll work this weekend  they pay him a bonus.

6       You can play that game all morning
in..çqse/p.r.Q.v.ld/ng. you study in the afternoon.
7       I'll give you a key there's no one at home when you get
back.
8       I don't care about money
qs./ong.os/u.nless. 'm fit and healthy,
Developing
vocabulary
Idioms connected with health and illness
EXAM SUCCESS
In exercises where you have to rewrite sentences with the same meaning,
do not add or change any words unnecessarily. They may change the meaning of
the sentence or make you write too many words.
EXAM SUCCESS page 151
8 Complete the second sentence so that it
has a similar meaning to the first sentence, using the word given. Do not
change the word given. Use between two and five words. If you don't want to
lose weight, don't go on a diet.
UNLESS
               Don't go on a diet                                  weight.
2
Bring something
to eat and you can come to the party.
PROVIDED
You can come to the party someth•ng to eat.
3
I want to be a
professional basketball player but I'm not tall enough.

I would play basketball
  professiõnally enough.
4
  It's obvious
  that it won't work unless you switch it on.
It's obvious that it on, it won't work.
5
  I'll on y come
  if you promise to help me.
LONG
             I'll come                                  to
  help me.
6
  I wouldn't say
  it if I didn't mean it.
UNLESS
            I wouldn't say it                                   iti
7
  I'm not you,
  but I think you should go.
WOULD you.
8
  Take an
  umbrella because it might rain.
CASE
            Take an umbrella                                  rains.
9
  Complete these sentences in a logical way.
1       You should always make a copy of
  your computer files in case
2       She always does her homework on
  time unless
3       She'll go out with her friends this
  week providing
4
  I' I make the dinner
  tonight as long as . 5 Don't make any noise in case .
6
  You can get
  into that club provided that
7
  I can go on
  holiday with my friends this year as long as .
8
  I can't do my
  homework unless ...

Match the idioms in bold with the explanations a—h.
1 Phil has got a cold and he's
  feeling a bit under the weather. 2 There's an infection going round the
  school. The students are dropping like flies.
3
  I work out in
  the gym to keep in shape.
4
  A: Are you sure
  you're OK? B: Yes, I'm as right as rain.
5
  She's really
  dizzy. I think she's going to black out.
6
  It's only a cold. You'll soon be back on your feet.
7
  You look
  terrible. You look like you're on your last legs.
8
  I eat really
  healthily and feel as fit as a fiddle.
a lose consciousness b keep fit, in
  good physical condition c fal ill in large numbers d very weak or about to
  die e in excellent physical condition f     recover after an illness g not
  very well h very healthy
2 Correct the mistakes in these sentences.
1       I was tired but, after having a
  shower I now feel as right as the weather.
2       Everybody is catching colds at the
  moment. People are dropping like dogs.
3
  Once you take this
  medicine you'll be back on your legs straight away.
4       My neighbour is fifty but he keeps
  in the weather by running 10 kilometres every morning.
5
  Our dog is really old.
  The poor thing is on its last feet.
6
  I don't feel well. I
  think I'm going to black dOwn.
7
  She's recovered from
  her illness and now is as fit as a violin.
8       Are you feeling OK? You look a bit
  under the rain.

3 SPEAKING Draw a cartoon to represent
one of the idioms. Can your partner guess the idiom?
Healthy eating
onto,'

Cross-curricular — Science/Nutrition/PE
Nutrition
for teenagers
SPEAKING Work with a
partner. Discuss these questions 1 Which food or food; usually contain a lot
of: a salt?            b sugar?               c fat?    d fibre?
               e calcium? f iron?                   g
vitamin C?
What do
you thinkthese things are? Do you think they are good or bad for you?
          a
added sugars               b saturated fat
C oily
fish d skimmed or semi-skimmed milk Do you think you have a healthy,
vatiëådiet? Give reasons. 4 Do you think teenagers in general in
your country have a healthydiet? Give reasons.
5 apo
you think teenagers eat too much ortoo little food that —Acontains the elements
listed in 1 ?
6—00you
have lunch at school. do you take a packed lunch, you eat at home or do you eat
out?
7 Do you
think your lunch is generally healthy? Give reasons
Read this text about British teenagers and nutrition.

Short-term
  benefits of

Long-term benefits of

healthy
  eating

healthy eating

British
  teenagers eat too

British
  teenagers eat too

much/many
  ...

little/few
  ...

Complete the table with information you find in the
text,
3
SPEAKING Work in groups. What do you think schools coulå do
to help students to eat more healthy food? Make a list of your ideas.
Stop servingjunk foodat lunchtime
4
Read the text opposite to see what official steps have been taken
in British schools to improve the food eaten there. Tick the ideas in your list
which appear in the text.
WORD BOOSTER
Match
the words and definitions.
1
chronic a not allowing
or permitting
2
deficiencies        something
3
excluding, b shops that
sell meals that you can banning take away and eat at home
4
exceed c making smaller
5
takeaways           d
serious and lasting for a long time
6
standards and    e go
further than requirements      f minimum levels of quality and
7
portions              obligations
8
reducing,            g
amounts offood that you eat at a restricting,           meal h problems when
there isn't enough of something that your body needs

5 What about you?

Do you
think eating well is a questiðn ofindividual choice or should governments
and schools tr tðcoñtrol what you eat?

Why?
Adolescents need a healthy, varied diet, incorporating all the
major food groups. In the short term, this will help with general appearance
(e.g., shiny hair and healthy skin) as well as energy levels, while in the long
term, it will help prevent chronic diseases such as heart disease, diabetes and
osteoporosis.
The
National Diet and Nutrition Survey of young people (aged 11 to 18 years) was
published in 2000. This survey

highlighted
a number of areas of concern:
*   Both boys and
girls exceeded the recommendation that only 11 per cent of food energy should
come from added sugars, consuming on average about 16 per cent of energy from
them.
*   Average intakes
of fat were close to the suggested level of 35 per cent of food energy. But
average intakes of saturated fats were at 14 per cent of dietary energy, higher
than the recommendation of 11 per cent.
*   Intake of dietary
fibre was below the recommended level.
*   Some
adolescents had low intakes of some nutrients, such as calcium and iron, with
more girls having vitamin and mineral intakes below the recommended intake
level compared to boys. Intakes below the recommended level are likely to be
inadequate and may lead to nutrient deficiencies.
Low intakes of vitamin
A, riboflavin and magnesium are also worrying in some adolescents. Excluding
salt added during cooking and at the table, daily sodium intakes from food
sources were already higher than the recommended level. The actual levels,
together with salt added during cooking and at the table, are likely to far
exceed the current recommendation. Persistently high levels of salt in the diet
can contribute to high blood pressure, which is a risk factor for heart disease
in later life.
School meals and packed
lunches
School
meals and packed lunches can make an important contribution to the energy and
nutrient intake of teenagers. They tend to be the best option when compared
with the quality of food bought from other sources such as cafés and
takeaways.
In
2007, the Nutritional Standards and Requirements for School Food Regulations
started to be used in England. These regulations include all the final
food-based and nutrient-based standards for school lunches, which became law in
September 2009 for secondary schools. Also, a governmental body, the School
Food Trust, was set up to help transform school food and food skills, and to
offer practical support.
From
September 2007 onwards, regulations for food provided in school other than
lunches were also put into practice. This included banning the sale of
chocolate, sweets and crisps, and ensuring the availability of free fresh
drinking water and fruit and vegetables.
o
Thefood-based standards
include:
•
providing not
less than two portions offruit and vegetables daily
• giving oily fish at least
once every three weeks;
•
restricting
meat products
•
making
bread available daily
•
reducing the use
ofdeep frying
•
removing
salt from tables
•
banning all chocolate
bars, cereal bars, sweets and crisps
•
limiting
available drinks to water, skimmed and semi-skimmed milk, pure
fruitjuices, yoghurt and milk drinks (with less than 5 per
cent added sugar), tea and
coffee
Cross-curricular
— Science/Popular culture
A healthy recipe from a
teen chef
INSIDE INFORMATION
This recipe is from a chef called Sam
Stern, who was born in 1990. He became popular in Britain when he was just
fourteen.
Sam had already written four
cookbooks before the age oftwenty. His cookbooks are specially written to get
teenagers and students cooking. Two of his titles are Cooking up a Storm and
Sam Stern's Student Cookbook.
6
LISTENING 02.02
Look at the ingredients for a recipe for egg fried rice. Listen to the recipe
and write down the quantities you need of each ingredient.
Ingredients

long-grain
  rice

eggs

water

tsp salt

peas

tsp
  oil

7
Label the
pictures with these words.
                                boil       fry       heat        beat        stir
8
Listen again
and take notes for how to prepare the dish. When you finish, compare notes with
a partner. Then tell the class how you think you make the dish.
9       SPEAKING
What about you?

1
Could
you or would you make this dish? Why?/Why not?
2
Would
a cookbook written for teenagers and/or by a teenager be popular in your
country? Why?/Why not? 3 Who usually does the cooking in your home?
10
Work in groups. Plan a meal (main course and dessert) to help to give you
brainpower during the exam period and to give you physical strength to do a
competitive sports event like a race.
Do research to find out the best
foods for each dish, and also the best way to prepare them. Decide how to
present your recipes to the class, and how to explain the health benefits.
Give your presentation and vote for the
healthiest and the tastiest meals.
75
Listenin                                                                           Grammar
in context
GRAMMAR GUIDE
Third conditional

SPEAKING Work with a partner. Look at these sports.
Have you ever tried them? If not, would you like to? Why?/Why not?
2      LISTENING
02.03 You will hear five different people talking about a sport they practise.
Which sport does each person do?
3      Listen
again. Choose from the list what each speaker says. Use the letters only once.
There is one extra letter which you do not need to use.
A       You have to learn theory and practise
before you can do this sport.
B       I want to get better at my favourite
sport so that I can win matches.
C
I couldn't start
my favourite sport when I was younger.
D       To do my favourite sport we I I
should have started earlier.
E
My favourite
sport is more tiring than it looks.
F
In the past I
took my favourite sport too seriously.

Speaker 1:

Speaker 2:

Speaker 3:

Speaker 4:

Speaker 5:

1 Look at these sentences and answer the questions.
a       If I'd lived c oser to the sea, I
would have begun surfing much earlier.
b      If hadn't passed my exams, they
wouldn't have let me do the course.
1
How do we make third
conditional sentences?
2
Do we use the third
conditional for imaginary situations in the present or the past?
GRAMMAR REFERENCE page 80
2 Complete the sentences about these past situations
using the third conditional.
If/l/know
how to play tennis properly/l/not injure/ myself last week.
2
She/not catch a
cold/if/she/not go running in the rain.
She
3
The stadium/be
full/if/the match/be important.
The
stadium
4
She/win the
race/if/she/not twist her ankle.
She
5
If/we/drink water before
the race/we/not be so thirsty.
6
If/the sun/shine/we/swim
in the sea.
7
If/he/need extra
vitamins/he/take them.
8
My dad/not keep
fit/if/not enjoy doing sport.
GRAMMAR
GUIDE
Mixed conditional
3 Look at these sentences and answer the questions.
a
If I had started
to swim when I was younger, I would be a much better swimmer now.
b
If I didn't like Pilates, I would have stopped a long time ago.
Are mixed conditionals a mixture of first and second
conditionals, or second and third conditionals?
2
Which sentence
describes an imaginary past situation and its present consequence?
3
Which sentence
describes an imaginary present situation and its past consequence?
GRAMMAR REFERENCE page 80

a
  many people
  will die.
b
  many people
  would die.
c many people would have died.
5 I wouldn't be happy if a you lie to me. b you lied
  to me.
c you had
  lied to me.
5 Look at
  the situations and complete the

7 Decide if the sentences are correct.
  Rewrite the incorrect sentences.
1
  I wish I'm on a
  beach right now.
2
  I wish you
  didn't interrupt me when I'm talking.
3
  If only I
  studied more last night.
4
  I wish you
  would arrived on time. You're always ate.
5
  If only I'd won
  that competition last week.
6
  I wish today
  was a holiday.
7
  If only I can
  pass my exams without studying.

sentences
using mixed conditionals.                     8
1
Becky loves gymnastics
so she joined a club.
If
Becky didn't love gymnastics,

2
Alice spent lots of time
studying and now she's a doct0L
If Alice

3
Their new film is great
because they spent years making it.
If
they
4
They don't know where the
key is. That's why they haven't opened the door.
If they

5
They did nat
speak to the famous actor because they can't speak English.
If
they
6
I haven't got anything
for you to eat because I didn't know you were coming.

because he lost his old one.

Liam

8

Write three true sentences with I
  wish. Write one about a present situation

8

I'm doing my homework now because I

that
  you would like to be different, one about a past situation, and one about

didn't remember to do it yesterday.

somebody who does something that you
  would like to change.

If I

a Iwish                            b
  I wish                          c I wish

7
Liam has got a new
mobile phone
9 SPEAKING
Compare your sentences in small groups. Ask follow-up questions to

find out more information.
Developing
speaking Negotiating and collaborating

1       SPEAKING
Look at the pictures. What do they show?

2       LISTENING
02.04 Look at the instructions for this speaking task. Then listen to two
people doing the task. Which sports do they choose in the end and why? Do you
agree with their decision?

Look at these different sports. You have a
  friend of your age who wants to find a sport that can help him/ her keep in
  shape. First, say what you think about the different sports. Then decide
  which two sports you think would be best for your friend to try.

           Listen
again and answer these questions.
           Do the two students talk about all
of the sports?
2
Do they do both parts of
the task?
3
Do they listen to each
other and respond to each other's comments?
4
Do they ask each other's
opinions?
5
Do they always agree?
6
Do they come to a
decision at the end of the conversation? 7 Do they both speak the same amount,
more or less?
4      Look
at the expressions in the Speaking Bank. What are the three different
categories? Write titles.

Speaking Bank

Useful
  expressions to negotiate and collaborate
1
What do you think?
What do you think about (running)?
What about you?
What about (gymnastics)?
So what shall we (recommend)?
Why don't we choose (basketball)?
Do you agree?
Don't you
  think so?
2
      Yes, I agree.                                 I
  see what you mean.
Yes, you're right.          That's
  a good idea. I think you're right.        Sure, That's true. OK. I agree with
  you.
3
•
  I see what you
  mean, but •              Maybe, but
•
  I suppose so,
  but I agree up toa point, but  I'm not sure.

5      SPEAKING
Work with a partner. Practise doing the task in 2 giving your own opinions.
STUDY
SKILLS

When your mind goes blank in a
conversation and you can't think of what to say, use fillers to give yourself
time to decide what you are going to say next. Use Err, The thing is, Well, You
know It's also useful to use the questions: What? Who? Where? Why? When?, etc
to think of basic things to say.
STUDY SKILLS page 147
Practice makes perfect

6 SPEAKING Work with a partner and do this task.
Remember to use expressions from the Speaking Bank.

Teenagers sometimes
  suffer from stress. Here are some different ways to beat stress. First, talk
  to each other about how these different activities can help to beat stress.
  Then decide which two are the best ways to beat stress.

1

Work
  with a partner. Look at these pictures. Describe what

5

Put
  the underlined words in the essay in the correct

you
  can see. What do they say about modern life?

place
  in the Writing Bank.

2

Work
  in pairs. Look at this essay task and make notes about

your
  ideas.
'Life
  today is unhealthier than in the past.' Write an

WritingBank
Useful expressions in
  for-and-against essays

essay
  giving arguments for and against this statement.
   Ideas for                               Ideas
  against

Introducing and
  sequencing arguments

Secondly,
Adding arguments
•

Lastly,
not only but also

3

Read
  this essay. Tick any of your ideas that appear in the

Making contrasts

essay.
  Do you agree with the writer and his/her conclusion? Why?/Why not?
In the last fifty years or so, new
  technology has made massive changes to the world. Mobile phones, computers
  and the Internet have all made the world faster, and so have cars and heavy
  industry. Not everybody agrees whether these changes have had a positive or
  negative effect on our health.

On the one hand,
In contrast,
Expressing consequences
Therefore,
. and so
Expressing opinions

In spite of (+ noun/ gerund/the
  fact that

Our
  health has certainly improved in some ways. F_irstly, medical science has
  improved, which means that doctors are better at curing illnesses and can
  help us to prevent them. What is more, new technology has made our lives
  easier by

In my opinion,
Personally,
Concluding

As far as I'm concerned

doing many of the hard or dangerous physical jobs
  and tasks that we used to have to do with human strength.
On the other hand,
  technology has made our lives too easy

In conclusion,

To sum up

in some respects. Some
  people go everywhere by car or take

6

Work
  with a partner and read the essay task. Make a plan

the lift instead of the
  stairs, and in the end they never get any exercise. Furthermore, today's diet
  has changed greatly.

and write notes for each
  paragraph.

Nowadays people eat a
  lot of unhealthy processed food,

'Eating
  meat is wrong and is bad for

whereas people in the
  past ate natural, organic food. As a

our health.'
Write
  an

result, the risk of
  heart disease is greater now. In addition,

essay giving arguments for and
  against this

today's lifestyle is very stressful because of the
  pressures of work and faster communication.

statement.

All in all, I think that, despite the advantages
  that modern technology has brought, today's world is unhealthier than in

EXAM
  SUCCESS

the past for the
  reasons I have mentioned above. However, it

Remember that in
  for-and-against essays, you must write

is up to us as
  individuals to be aware of the dangers and to

points for both sides
  of the argument. You can express your

take measures to make
  sure our own lives are as healthy as possible, by eating well and getting
  sufficient exercise.

own view in the
  conclusion. EXAM SUCCESS page 151

                       n        writin A
for-and-a ainst essa
4
Look at the essay again and answer the questions.
1
What
is the purpose ofeach paragraph?
2
How
are for-and-against essays different from opinion essays?
Practice
makes perfect
7
Write your essay individually. Use your notes and the expressions in the
Writing Bank.
Language reference and revision
Grammar reference
Zero, first, second and third conditionals
use the zero conditional to talk about situations that are generally or
always true. If + present simple, ... present simple //you don't waterplants,
they die.
use the first conditional to talk about possible and probable situations
in the future, and their consequences. If + present simple, will + infinitive
//you eatjnn/< wi/(pnt 0M weight.
We
use the second conditional to talk about imaginary or improbable situations and
their consequences. The imaginary or improbable sentences are in the present or
future, not in the past.
If + past simple, would/wouldn't + infinitive /// hada
beard ('d(00k older.
We
use the third conditional to talk about imaginary or impossible situations in
the past and their consequences. The situations are impossib e because we
cannot change them now that they have happened.
If + past perfect, ... would/wouldn't have + past participle
/// hadstudied / wouldhavepassed the exam.
Mixed conditional

Form
If + past simple,
  would/wouldn't have + past participle If + past perfect, would/wouldn't +
  infinitive /// wanteda coffee / would have askedfor one.
/// hadpassed Mdl driving test, /'dv(rive
  to university

Use
Mixed conditionals are a mixture of
  the second and third conditional. They can describe an imaginary present
  situation and its past consequence.
/// likedthatgroup / wouldhaveyone to see them iM concert.

Or they can describe an imaginary past situation and its present
consequence.
                                                                                ///
hadhadbreakfast, / wouldn't be              HOW.
Unless, as long as, provided/providing (that), in case
Unless = if... not, except if We won't be able to swim
unless the swimmingpoo/ is open.
As long as, provided/providing (that) =
if, only if We'(/be awe to swim as (ong as/providedtheswimminypoo(is opevt. In
case because maybe We'/(take our swimsuits iM case the swimmingpoo/ is open.
I
wish/lf only
We use
I wish/lf only + the past to talk about imaginary situations in the present. It
expresses wishes for things to be different in the present. / wish / was on the
beach right note.
We use I wish/lf only + the past perfect to talk about past situations
that we would have iked to be different. It expresses regrets. //0M/' / hadn't
spent al/ '41).' money last weekend
We use I
wish/lf only with would/wouldn't + infinitive to talk about somebody's habitua
behaviour that we want to criticize and change. My dadsmokes. / wish he
wouldn't it.

Vocabulary

Parts of the body
ankle bone chest chin hip heart heel kidney liver lungs skin thigh
  throat tongue veins and arteries wrist

2

Words
  connected with health
be/become addicted to be allergic to be in danger of be/become obese be
  painful break dislocate eat fatty food/processed food/food high in salt feel
  dizzy fracture get/catch an infection get over an illness get/give a
  prescription go for check-up have a balanced diet have/give an injection have
  an operation have a temperature increase the risk of Injure yourself put
  on/lose weight re ieve symptoms shiver sprain suffer from heart disease take
  your blood pressure treat somebody (for) twist work out

3
4

Idioms connected with health and illness
be as right as rain be as fit as a
  fiddle be back on your feet be/fee under the weather be on your last legs black
  out drop like flies      keep in shape
Other words and phrases page 140

80

Grammar revision
Conditionals

1 Complete the sentences with the correct form of the
verbs given.

1       If I were you, l.             (not
eat) thatl       5(be) tired right now if I'd gone to bed late last night.
2       1 would've prepared something special
for dinner if I6 I would have had a good time if (go) to your party last (know) you were
coming.               Saturday.
3       If I knew your number, I            (call)
you last nig ht.           7 If you knew the answer, why        . you.      (not
tell) me? 4 If you multiply two by five, the answer             (be) ten. 8(buy) a cola from that machine if I
had any money.

Rewrite the sentences using
  the words given.
You won't finish in time if you
  don't hurry. UNLESS You

Complete
  the sentences for these situations.
You aren't fit but you would like
  to be. I wish

2
  Take your
  mobile phone because you may need to call me. IN CASE

3
  They will win
  the match, but only if they do their best. PROVIDED They

2
  Your sister
  always takes a long time in the bathroom in the mornings.
 wish my sister
3
  You didn't buy
  tickets for a concert yesterday and now they're

4

We won't need Danny in the team except if someone is ill.
  UNLESS

all sold.
Ifonly .

5

We'll be able to make sandwiches if Kate remembers to bring
  the

4

Your parents don't let you have parties at home and you're

bread. AS LONG AS

not happy about it.

Unless,
as long as, provided/providing (that), in case

Vocabulary
revision
Parts of the body
Write the letters in the correct order to make parts
of the body.
1 pih    2 gsnul   3 ghiht    4 nidkye 5 ritsw 6 enob      WORKBOOK         page
46 / 7 points

Words
  connected with health
2 Complete the sentences with these words. There are five
  extra words.
addicted to         allergic to              disease  dislocated             dizzy       fractured
  increase               over        prescription         pressure relieve   through
1
  His head was going
  round and round. He felt
2
  gluten so if he eats
  bread he feels sick.
3
  The doctor wrote me a           but
  I couldn't understand what he wrote.
4
  She's got very high
  blood
5
  He hit his arm against
  the wall and      it.
6
  She was suffering from
  a virus but she's started to get   it.

Idioms connected with health and
  illness
3 Complete the idioms with the correct word. I feel as fit as a              today.
2
  I've been
  feeling a little under the          recently.
3
  I walk to
  school to keep in
4
  I'm fine. I'm
  as right as
5
  Nearly all of
  our family are ill. We're dropping like
6
  I'm not so good
  at the moment but I hope I'll be back on my soon.
     WORKBOOK page49                  /6
  points

7 If you take this medicine, it will              the
symptoms of the infection.
        WORKBOOK
page 49                                                                        /
7 points
/ 40 points
Gateway to exams Units 5—6
   la                                                                 Speaking
Tip for Speaking Exams
In exams
where you have to talk about photos, remember
Use expressions like those in 1 to compare and contrast photos. Don't
just describe each photo in detail,
EXAM SUCCESS page 151
1
Look at these
expressions. Which would you use to talk about similarities between two photos?
Which would you use to talk about differences?
as as both
photographs show ...      whereas in both photographs,         less ... than
while
2
Student A, look at
photos la and 1b. Student B, look at photos 2a and 2b. Make notes about
similarities and differences between your two photos.
3
Read this task.
Take it in turns to talk about your two photos.
Compare the photographs and tell us how you
feel about these activities.
Listening
4      Work with a partner. Discuss these
questions.
I Do you ever drink 'energy drinks'? When? Why?
2 What do you think some of the dangers of energy drinks might be?
5      Read the text and predict what word
or type of word could fill each gap.
Expert
Norman Robins says that energy drinks are not the same as sports drinks. Sports
drinks replace iquidr carbohydrates and
                                                                                Nearly
all energy drinks have (b)                      caffeine.
Caffei
ne is definitely bad for people who are
Energy drinks are very different from sports drinks because energy drinks
contain caffeine and so they (d)
A teenage boy died because he drank four cans of energy drink
and then he
2b
One report seemed to show that energy drinks can help
One 250ml can of energy drink can contain of sugar.
                                                                                (h)                    is
an amino acid which often comes in
                                                .11,                                                                                energy
drinks.
                                                                                This
amino acid helps you to                 from the body.
Norman
thinks you don't really need energy drinks. You just need

Tip for Listening Exams

In activities where you have to complete notes, remember .. Always read
  the incomplete notes before you listen. Think about what type of word is
  missing, but be careful. If you know that you need a number, for example, do
  not simply write the first number that you hear.

EXAM SUCCESS
page 151
6      LISTENING 02.05 You will hear a radio
programme about energy drinks. Complete the text. Write no more than three
words and/or a number for each space.

Tip for Writing Exams

In
  for-and-against and opinion essays, remember ...
In for-and-against essays you must
  present both sides of the argument, whatever your personal opinion is. You
  can give your own opinion in the conclusion. In opinion essays you can just
  give your own side of the argument.

                                                                EXAM
SUCCESS page 151
7      Work
with a partner. Look at this essay task and make notes for and against the
statement.

8      Individually, write your essay. Follow
this paragraph plan and use linkers to introduce and sequence arguments and to
make contrasts.
Paragraph 1: State the topic of the essay using general
statements
Paragraph 2: Make points for (or against)

Paragraph 3: Make points against (or for)
Paragraph 4: Conclusion — restate the most important
arguments and give your own opinion

9      Complete the second sentence so that
it has a similar meaning to the first sentence, using the word given. Do not
change the word given. Use between two and five words.
1 I
wouldn't have an energy drink if I didn't really need it.
UNLESS
I wouldn't have an energy drink it.

2       I made a real mistake not drinking
any water during the race.
WISH  some water during the race.
3       If you eat all your salad I'll get
you an ice cream.
PROVIDED I'll get you an ice creamall
your salad.
4       You shouldn't have another coffee or
it might stop you from sleeping. CASE
You shouldn't have another coffee from sleeping.

5       I
shouldn't go to bed late tonight.
BETTER  to bed late tonight.
6       I didn't know kids could drink that.
ALLOWED
I didn't know kidsthat.

7
I don't think that
drink gave him much energy because he looks really tired now. CAN'T
That drinkmuch energy because he
looks really tired now.
8
She bought some
orange juice on the way to school.
PICKED
          She                          on
her way to school.

9 What's
the matter? You don't look well.
WEATHER
What's
the matter? You

10 I'll go to the gym but only if you come with me.
LONG
             I'll
go to the gym                                    with me.

7 What's hot, what's-not
Grammar          Reported speech
Vocabulary
Þ Music and film > Media habits
Compound nouns and adjectives
Speaking           Discussions
Writing          A
review

Vocabulary
Music and film
la SPEAKING Brainstorm different types of
music, then compare your answers with a partner. Score one point for any word
that your partner doesn't have. Who has the most points?
1b Now do the same with different types
of film.
2 Complete the texts with these words.
Use a dictionary if necessary.
acting crowd gig lighting live (adverb) lyrics performance plot
record(ed) role scene soundtrack stage starred tracks
The film we saw last Saturday was amazing. It Robert Pattinson in the
(b) of a doctor. Pattinson's was brilliant. He was really convincing. In
general, the (d) was really good — maybe
one of
the actors will win an Oscar. What I liked the most was the (e) because I
thinka good film is a film that tells an interesting story. There was one (f)
that was really emotional where it looked like one of the patients was going to
die, but in the end the doctors saved her. One day I might buy the (g) because
the music was great too.
I love
indie bands. Last summer I went to a brilliant
   (h)                               by
a group called Vampire Weekenð.
When they appeared on (i) the went wild. They'd just (k) a new album with
ten (l) on it, so they had lots of new songs to perform. In my opinion, the
band is much better when they play (m) The only problem was the (n) It was too
dark and you couldn't really see them very well, The sound was good though, and
you could hear all the words. That's important because I love their (o)
3 LISTENING        2.06
Listen to definitions of eight words.
Write words from the box in 2 that match the
definitions.
5
2
6
3
7
     4                                        8
4 Use words in 2 to tell your partner about the last
film or gig you went to see.
Media habits
5      Think
about your media habits and answer the questions.
1
Where do you
usually watch films? (TV/DVD/computer/ cinema/MP3 player/other)
2
How do you
usually listen to music? (CD/MP3 player/radio/ computer/mobile phone/other)
6      Find
words or expressions in bold in the questionnaire below which mean:
1
listen to a
particular programme on the radio.
2
make illegal
copies of something.
3
move music, information
or images from C)ne object or place to another.
4
change from one
thing to another.
5
move information
from the Internet to your computer.
6
sounds that your
mobile phone makes when somebody calls you.
7
places on the net
that distribute digitally stored information.
8
buy.
9
places on the net
where you can make friends and keep in touch with them.
10
messages where
the receiver can see you.
Media habits questionnaire
Do you
ever do these things? How often?
tune in to the radio d TV channels in the adverts
piratez:games/films/music visi social-networking sites download file-sharing
sites ernusic to portable music players send;video messages ringtones make
purchaseseon the net
7 SPEAKING Work with a partner. Take it in turns to
ask and answer the questions in the questionnaire.

Reading

1       SPEAKING Work with a partner. How
popular are these activities amongst teenagers in your country? Why?
buying
CDs buying pirated DVDs downloading music going to the cinema listening to the
radio watching TV making purchases on the Internet visiting social-networking
websites
2       Read this text. How popular is each
activity amongst British teenagers?
3       Match Matthew Robson's comments 1—7
with the things he is talking about a—g.
1
Teenagers don't sit down and do just this. 2 The sudden change in price makes
teenagers less enthusiastic about doing it.
3
The
use goes up and down according to what is being offered
4
Teenagers
don't use it much because they can't control it.
5
Teenagers
do it a lot because the a ternatives are a I more expensive.
6
The
way teenagers use it depends very much on where they are.
7
Teenagers
are afraid of what might   happen if they do this.
a
cinema/going to the cinema b TV/watching TV c music/listening to music d
illegal music downloading e down oad"ng films f rad'o/listening to the
radio g the Internet

Look
at the underlined words in the text.

Without
using a dictionary, guess the meaning. Use the ideas in Study Skills to help
you.
STUDY
SKILLS
When there are new words in a text, look
at the context The sentences before and after can help you guess the meaning.
The words directly beforë and after should he p you to decide the type of
word. Break the new word down into parts. Do you know any of the parts? Is the
word similar to a word in your language? STUDY SKILLS page 147
5
SPEAKING What about you?
1
The
report gives the idea that the main concern
of teenagers is to limit how much they have to pay for music or entertainment.
What do you think about this?
2
This
report is from Britain in July 2009. Do you think_the situation is different
today/ in your country?
How
teenagers consume media: the report that shook the city
In
July 2009 an investment bank wanted to know about media habits amongst
teenagers. They wanted to know whether it was worth investing in
socialnetworking sites. They decided to ask a fifteen-year-old London schoolboy
who was getting work experience in the bank. They asked him how he thought
teenagers used different media. The boy, Matthew Robson, wrote a report which
immediately caught the attention of the most important business executives in
Britain and the USA. The executive director of the bank's media team said that
it was one of the clearest and most thought:provoking reports he had seen. His
colleague told the press: 'It's an interesting starting point for a debate.'
Here is part of Matthew Robson's report.
Radio: Most teenagers nowadays are not regular
listeners of radio. They may occasionally tune in, but they do not try to
listen to a programme specifically. The main reason teenagers listen to the
radio is for music, but now with online sites streaming music for free they do
not bother, as users can choose the songs they want instead of listening to
what the radio presenter or DJ chooses, and there are no adverts.
Television:
Most teenagers watch television, but usually there are points in the year where
they watch more than average. This is due to programmes coming on in seasons,
so they will watch a particular show at a certain time

for a number of weeks (as long as it lasts) but then
they may watch no television for weeks after the programme has ended. Teenage
boys (generally) watch more TV when it is the football season, often watching
two games and related shows a week (totalling about five hours of viewing). A
portion of teenagers watches programmes that are regular (such as soap operas)
at least five times a week for half an hour or so but this portion is
shrinking, as
it is hard to find the time each day. Teenagers are also watching less
television because of services which allow them to watch shows when they want.
Whilst watching TV, adverts come on quite regularly (eighteen minutes of every
hour) and teenagers do not want to watch these, so they switch to another
channel, or do something else whilst the adverts run.
Internet:
Every teenager has some access to the Internet, be it at school or home. Home
use is mainly for fun whilst school use is for work. Most teenagers are heavily
active on a combination of social-networking sites. Facebook is the most
common, with nearly everyone with an Internet connection registered and
visiting at least four times a week. Facebook is popular as one can interact
with friends on a wide scale.

Outside
of social networking, the Internet is used primarily as a source of information
for a variety of topics. Some teenagers make purchases on the Internet but this
is only used by a small percentage, as a credit card is required and most teenagers
do not have credit cards.
Music: Teenagers listen to a lot of music, mostly
whilst doing something else (like travelling or using a computer). This makes
it hard to get an idea of the proportion of their time that is spent listening
to music.
They are very reluctant to pay for it (most never
having bought a CD) and a large majority (eight out of ten) download it
illegally from file-sharing sites. Legal ways to get free music that teenagers
use are listening to the radio, watching music TV channels and using
music-streaming websites. Almost all teenagers like to have a 'hard copy' of
the song so that they can transfer it to portable music players and share it
with friends.
How
teenagers play their music while on the go varies. Some teenagers use MP3
players and some use mobile phones.
A
number of people use legal music services to acquire their music but again this
is unpopular with many teenagers because of the price.
Cinema: Teenagers visit the cinema
quite often, regardless of what is on. Usually they will target a film first,
and set out to see that, but sometimes they will just go and choose when they
get there. This is because going to the cinema is not usually about the film,
but the experience — and getting together with friends. Teenagers visit the
cinema more often when they are thirteen and fourteen but as they approach
fifteen they go to the cinema a
lot less, This is due to the
pricing; at fifteen they have to pay the adult price, which is often double the
child price. Also, it is possible to buy a pirated DVD of the film at the time
of release, and these cost much less than a cinema ticket so teenagers often choose
this instead of going to the cinema. Some teenagers çhoose to download
the films off the Internet, but this is not favourable%s the films are usually
bad quality, have to bé watched on a small computer screen and there is
a chance that they will be malicious files and install a virus.

Unit 7
Grammar in context

GRAMMAR GUIDE

is in the present or present perfect (e.g.; He says, He has said)?

 3 What happens to the pronoun we when we put sentence 2a into reported
speech?
4 What
is the difference between say and tell?
             5 Do we always need to use
that after say or tell?

2      How
do these tenses change when we use reported speech? Do they all change?

Direct speech

Reported speech

present
  simple present continuous past simple past continuous present perfect past
  perfect will would can may
must/have to

past simple

2
3
4
5
6

7

8

9

10

3      How
do these words change when we use reported speech?

Direct speech

Reported speech

this/these
  here today yesterday tomorrow tonight next (week/month/year) last
  (week/month/year) a (week/month/year) ago

that/those

2
3
4
5
6
7
8

Unit 7
Complete the sentences with said or told.
1        She she hadn't downloaded any songs the day before,
2       They.their computer was slower than
ours.
3       Jeff that we'd meet him at the cinema
that night.
4       her the concert was the following day.
5 he was sorry for what he'd done. 6 you I couldn't speak Russian. 7
Sheme she might buy me a CD that weekend.
8 Theythey'd been waiting there for ages.
Write the sentences in 4 in direct speech.
Complete the second sentence so that it
has a similar meaning to the first sentence. Use reported speech.
1
I never buy DVDs.'
Steve says
2
'We must
Sam told 3
4
Alicia
said
5
Juliet said 6 'I'll
Dave
told

4
5 6

Developing vocabulary
Compound nouns and adjectives
Look at these compounds. Which are
compound nouns and which are compound adjectives?
brand-new download MP3 player old-fashioned online soap opera soundtrack
thought-provoking

rgj•.
97.
8 Report the conversation using said, told, asked and
wanted to know.
Olivia
Have you ever been to a rock festival?
       Tom      Yes, I have. I went to
one last year.
Olivia
Which was the best band?
Tom     I
really enjoyed the Kings of Leon. I'm going to see them again in the summer.
Olivia
I may go if it's not too expensive. When are they playing?
Tom      I
think the concert will be •n July. Are you going to be here in July?
Olivia
I think so. I've bee.n saving up money to go to the States but I still haven't
got enough.
       Tom   Whën do you think
you'll be able to go?
Olivia
I'm probably going to go next year. I'd love to go to a festival there.
9a Write five questions to ask people in your class
about how they use the Internet.
9b Ask as many people as possible your questions and
make notes about their answers.
9c Write a report about some of the questions you
asked and the answers people gave.
/
askedpeople i/they used the net more for work orfor
Threepeople [o/a/me they usedit more for work but the rest said' they
used it to Visit social-networking sites or to HOLVn(aadsopt3S.
2
3
4
5
02.07
PRONUNCIATION Listen to the words and mark the stress. Where is the stress in
the compound nouns — on the first word, the second word, or both? And in the
compound adjectives?
Look again at the compound
adjectives. Do most of them have a hyphen G)? Write them down and learn them.
Match these compound nouns with their definitions.
generat•on
gap
2
blockbuster
3
box office
4
drawback
5
feedback
6
takeover
7
turnout
8
outcome
a a film, show or book that is very successful b the difference in
opinion or behaviour between older and younger people c the final result of a
process, meeting or activity d the number of people who come to an event e
comments about how well or badly someone is doing something, intended to help
them to do it better f either the place in a theatre where you buy tickets, or
used to refer to the number of tickets a film has sold to show how successful
it is g a disadvantage h a situation where one company takes control of another
by buying the biggest part of it
Complete the sentences with the compound nouns in 4.
It's a
typical Hollywood with lots of special effects but not very good acting.
2
The of the report was
that they decided not to invest in the Internet.
3
I'm not sure the is as
big as it used to be because now parents and their kids often like the same
music and the same films.
4
One of industrialization
is an increase in pollution.
5
We'd like your              on
our website so we can make it perfect for you!
6
The critics loved the
film, but it wasn't a success at the
7
This film company is
doing very well. There could be a from a big multinational company any day
8
Two thousand people is a
big for a new band-
Unit 7

World-famous
onto,' music festivals

International cultural knowledge
Glastonbury Festival
1
SPEAKING Work with a
partner. Discuss these questions, 1 Have you been to a music festival? What was
it like? If not, would you like to go to one?
2
What do you think-would
be good advice to somebody who is going to an outdoor festival?
The
Glastonbury Festival (sometimes just abbreviated to Glasto) takes place on the
last weekend of June in the south west of England. It's an annual event, but
every five years there is no festival. This is because the festival takes place
on a working farm. The year when there is no festival is to help the fields
recover and get back to normal. It's also to give the people who live near the
farm a rest too, because the festival attracts over 100,000 people each year.
In fact, Glastonbury is the largest outdoor music and performing arts festival
in the world
The
festival began in 1970, which makes it one of the oldest rock festivals.
It
began as a hippie festival. Only 1,500 people attended the first festival The
festival continued but it was only in the 1990s that it became really massive.
People came for the music, but also to spend a weekend in the country. Perhaps
the most famous year of the festival was in 1997 when the rain turned the site
into a mud bath! The headliners that year were the band Radiohead. As they sang
'Rain down, rain down. Come on rain down on me' the whole crowd sang along with
them to make it one of the best and most memorable Glasto gigs ever.
c
1,500
people attended the first festival in 1970
177,000
attended the festival in 2007
300,000
people tried to buy tickets in 2007
There are over 44 different stages where all sorts of acts perform during
the festival
60 minutes is the time it takes to walk from one end of the farm to the
other, ifthere's no rain and the site isn't muddy!
£185
was the price of a ticket to the festival in 2010
£1
was the price of a ticket to the festival in 1970
Over £500,000 from Glastonbury ticket sales goes to Greenpeace,
Oxfam, WaterAid and other charities
Approximately
70,000 tents go up on the festival site
2       Read
the article and match these headings with the correct sections A-E. There are
two extra headings.
2
A brief history
3
Other things to see and
do at Glastonbury
4
The basics
5
Past festival artists
6
What makes Glastonbury
special?
7
Glastonbury in numbers
3       Are
these statements true (T) or false (F)? Write the letter of the section where
you found the answer. 1       Between 1970 and 2010 there were forty festivals
at
Glastonbury,
2
In the 1990s the
festival became something more than just a series of concerts.
3
When there is bad
weather, it ruins the festival.
4
The organizers of the
festival don't take all the profits from the event for themselves. TIE
They say the best way to get the most out of the festival is to not plan
too much and just live each moment as it comes.
6 The
organizers recommend not bringing children.
1) Take earplugs! 0K, you're going to the festival
because you want to hear music, but remember that the music is non-stop and
there'll be moments when you'll need to give your ears a rest. You may even be
able to sleep if you put your earplugs in. Maybe. 2) Don't take pets to
Glastonbury. No animals are allowed onto the festival site. The ban on animals
began because in early festivals large packs of dogs grouped together and posed
a threat to festival-goers. 3) Go to the festival by public transport. The
organizers take the protection of the environment very seriously. Coming by
train, coach or bus instead of by car creates a lot less pollution. Fifty per
cent of all the rubbish from the festival is recycled. 4) Get a festival
programme as soon as you arrive and plan your weekend carefully. There are lots
of different things going on at the same time throughout the three days. Make
sure you know when your favourite artists are playing and where, so that you
don't miss them. 5) Don't leave anything valuable in your tent. It's impossible
to make a tent safe from thieves.
First
of all, some of the biggest artists in the world have played gigs at
Glastonbury: Kings of Leon, IJ2,
Muse, Bruce Springsteen, Jay-Z, Coldplay,
Arctic Monkeys . . . The acts cover all styles of music — classic rock,
indie, folk, rap, world music. But it isn't just about the music. There are
circus performers and theatrical works. You can eat food from all over the
world. There are play areas for kids. For three days, the festival is like one
big play area where you can make friends with people from all over the world.

WORD BOOSTER
Match
the words and definitions.

mud (adj.

a very soft wet earth

muddy)

b put in a dangerous position

2 head liner

c the main performer at a show or

3 earplugs

festival

4 posed a threat

d small pieces of plastic or rubber you

to

put in your ears to keep noise out

5 programme

e a document that tells you what will happen in a
  performance or event

SPEAKING What about
you?
1
What effects
do you think this festival has on the area
nearby? Do you think the effects are good or bad?
2
What are the
biggest outdoor music festivals in your country? What do you know about
them?
INSIDE
INFORMATION
e The Glastonbury Festival has its own website where you can read more
about the history of the festival and see the line-up for next year.
A
documentary film was made about Glastonbury in 2006.
Popular culture
Woodstock
5 Have you heard of the Woodstock Festival? Do you
know when or where it was and why it was so famous?
WORD BOOSTER
Match
the words and definitions.
1 smog a there were half a million of us 2 cog b large military planes
that drop
3
half a million      bombs
strong       c small wheel in a machine that helps
4
bombers             the
machine turn and work
5
riding shotgun d
polluted air that is a mixture of smoke and fog e flying next to each other
LISTENING 2.08 Listen to the song, read the words and
answer the questions.
1
How did the
singer find out about the festival?
2
Where is the
festival?
3
Why does the
singer want to go?
4
How many other
people go?
5
What was the
singer's dream?
7     What
elements in the song do you think are typical of the hippy movement and 'flower
power'?
8     In
the song there are a lot of examples of direct speech.
Write two of the sentences in reported speech.
      He towme
he                    tojoin in a rock
I came
upon a child of God
He was walking along the road And I asked him, 'Where are you going?' And
this he told me.
'I'm
going on down to Yasgur's Farm,
I'm going to join in a rock'n'roll band, I'm going to camp out on the
land, I'm going to try and get my soul free.
We are stardust.
We are
golden.
And we've got to get ourselves Back to the garden.'
'Then
can I walk beside you?
I have
come here to lose the smog.
And I feel to be a cog in
something turning. Well, maybe it's just the time of year, Or maybe it's the
time of man.
I don't know who I am. But life is for learning.
We are stardust.
We are
golden.
And
we've got to get ourselves
Back to
the garden.'
By the time we got to Woodstock We were half a million strong. And
everywhere there was song and celebration.
And I dreamed I saw the bombers Ridin$ shotgun in the sky. And they were
turning into butterflies Above our nation.
We are stardust.
We are
golden.
And we've got to get ourselves Back to the garden.
INSIDE
INFORMATION
e The Woodstock Festival took place on Max Yasgurß farm near
Woodstock (near New York) in 1969. About 500,000 people went.
Although the festival was big, there was a general atmosphere of peace
and love. In 1 969 the hippy movement and 'flower power'were populaL Young
people were protesting about the Vietnam War and wanted to reject orthodox
society and 'get back to nature'. The new fashion was to have long hair and
wear bright, flowery clothes
SPEAKING
What about you?
1
What do you think
of this song and its lyrics?
2
Do you listen to
older music, or only new bands? Why?
pROJECT
10 Research a famous music/theatre/film festival and
prepare an information brochure.
Listening
I SPEAKING Work with a partner. Make a
list of the advantages and disadvantages of seeing films in a cinema instead of
at home.
2 LISTENING 02.09 Listen and tick any advantages or
disadvantages you noted in 1.
STUDY
SKILLS
Use the first listening to get a general idea ofthe text. Don't worry
about understanding every little thing. When you listen the second time, check
and confirm your ideas and listen for more details. STUDY SKILLS page 147
Listen
again. Are these statements true (T), false (F) or is the information not given
(NG)?
1      In Stephen's view, it's pointless
going to the cinema to see a new film because you can see it almost immediately
at home.
2      Helena likes old black and white
films.
3      Stephen thinks that modern TVs are
fundamental in reducing cinema's popularity.
4      Stephen doesn't think 3D movies will
make any difference to our cinema-going habits.           T[7NG.
5      Stephen wants them to ban mobile
phones and food in cinemas.              T[F/NG.
6      Stephen doesn't think that cinemas
offer value for money.         .T[Ð/NG.
7      Stephen can't see a future for
cinemas.        T[E/NG.
8      Helena isn't very keen on being in a
cinema when there aren't lots of people there.
4 What
about you?
Who do
you agree more with — Stephen or Helena? Why?
Grammar
in context
GRAMMAR GUIDE
Other
reporting verbs
la Look at these sentences. Which reporting verbs need a person (like
told) and which don't (like said)?
la All the big companies have already started making 3D televisions. And
soon they'll be everywhere.
1b He explained that all the big companies had started making 3D
televisions. He added that a short time after they would be everywhere. 2a They
have to adapt.
2b He
warned her that they had to adapt.
3a Don't forget that most new blockbusters are in 3D
3b
She reminded him that most new blockbusters were in 3D.
4a It can be an almost magical
experience. 4b She claimed it could be an almost magical experience.
1b
What is the meaning of these reporting verbs?
                GRAMMAR REFERENCE      page94
2a
Complete the sentences with the correct form of these verbs. Use each verb once
only.
add  admit      agree      announce             claim
promise      warn
1
He              that
he had once downloaded a film illegally.
2
She that she would
remember to do her homework.
3
The government
that there would be general elections the following year.
4
Cinemas and film
studios that they needed to do something to get more people watching films.
5
Film critics parents
that the film was violent in places.
6
The film director
told them that the film had great special effects and that it was all in 3D.
7
The public didn't
like it but the actor it had been his best film ever. 2b Rewrite the sentences
in 2a in direct speech.
'l once
downloaded a film illegally.'

3 Rewrite the sentences in reported
  speech using these

6 Rewrite the sentences using
  reported speech.

verbs.

        1     'I'm sorry I didn't
  wait for you, Emma.'

       admit       announce       claim
        complain       promise

Connor apologized

        remind       warn

2 'Don't come this way, Ashley, because it's dangerous.'
She warned

Tom: 'The film was too short!

3 'Ella took the book from the library.'

2 Andy: 'I'm not very good at remembering film titles!

She accused

3 Danny: 'I'll remember to give you your DVD back.'

4 'I'l tell you exactly what happened, Mum.'

4 U2: 'We're going to record a new album in our studio in

Elizabeth promised

Dublin.

5 'l didn't steal the CD.'

5 Jack: 'l didn't know it was illega to sell pirate DVDs.'

Taylor denied

6 Kate: 'Josh, it's dangerous to sit too close to the
  screen.'

6 'You can't go out with your friends this weekend,
  William.

7 Jamie: 'Dave, don't forget. The match starts at 7pm.'

William's
  dad forbade
7 OK, we'll help you with your homework tomorrow, Lara.'

GRAMMAR GUIDE

Cathy and Lucas agreed

Other
  reporting structures
4a Check that you understand the
  reporting verbs in a—e and write each one in the correct list below.
a
  She suggested
  seeing a 3D film.
b
  They apologized
  for using their mobile phones in the cinema.
c
  I asked him to
  see the film with me.
d
  He refused to
  pay the price of the tickets.
e
  He criticized
  cinemas for cha rging too much for cinema tickets.
1
  verb +
  infinitive:              agree, claim, offer, promise
2
  verb + object +
  infinitive:
advise, forbid, instruct, tell,
  order, invite, remind, warn, recommend
3
  verb + gerund: ,
  admit, advise, deny regret, recommend 4 verb + preposition + gerund:
, insist on, object to,
  confess to 5 verb + object + preposition + gerund:
congratulate somebody on, accuse somebody of, warn somebody
  against
4b Check that
  you understand the other reporting verbs in lists 1 to 5 above.
GRAMMAR REFERENCE page 94

8 'No, I won't do it. I won't let Justine use the
  computer.'
Donna refused

5 Choose
  the correct alternative.

7
  Complete the sentences with information about yourself. You

      1  My friend suggested .t.Q              a
  science-fiction film.

must use a verb.

        2 They apolog•zed for                          late.

1 Once, somebody accused me

       3 They criticized me                                      too
  many films.

2 I once refused

4 We agreed .t.Q.QQtQQ/ng. at 8 0'clock.

3 When I was small, my parents insisted on

 5 She promised
  tQ.t1Qt.tel.//.n.Qt..tQ  me the end of the film.

4 Once, I promised

6 I admitted .t.Q..l/ke/./.i.kjng. soap operas.

5 To learn English, I suggest.

7 They refused .t.Q.buy[buyjng the tickets.

6 Once, somebody congratulated me on

       8 She accused me of not                          who
  the actor was.

7
  My parents have always
  warned me
8
  At school, they always
  tell you
8 SPEAKING
  Work with a partner. Compare your sentences. Are

any the same?
                                                                   Unit
7        91

Developing speaking Discussions 1

Developing writing A review

1
  Look at the first topic in the list. Decide what your opinion is and
  make notes.
1
  Free music on
  the Internet will mean the death of music because new bands won't sell enough
  CDs to survive.
2
  There is too
  much violence in today's films and computer games.
3
  Violent films
  and computer games create violent teenagers.
4
  Sales of video
  games are now higher than sales of DVDs because they don't make good films
  anymore.
2
  LISTENING 02.10 Listen to a boy and a girl discussing the first topic
  and answer the questions.
1
  What is each
  person's opinion?
2
  What examples do
  they give to support their arguments?
Listen to the
  discussion again and tick the expressions in the Speaking Bank that you hear.

Speaking Bank

Presenting a solid argument
Giving
    emphasis
You have to remember
    that Don't forget that ...
There's no doubt in my
    mind that .. I really do think that ..
. I'm totally convinced that You can't deny that ..
Giving examples
For instance,
Take for example
What about the case of ...?
Look at
You only have to think of ... „
    such as
A good example ofthat is
Just to give you an idea

4       SPEAKING
  Work in threes. Discuss the first topic in 1. Give examples.
5       Look
  at the other topics in the list in 1. Decide what your opinion is for each
  one and make notes.
Practice
  makes perfect
6
  SPEAKING Work in threes. Discuss the rest of the topics in 1. Remember
  to use expressions from the Speaking
Bank.

EXAM SUCCESS

Remember that in discussions, you must listen carefully to what your
    partner or partners say and react to it. Your mark will depend in part on
    how well you interact with

        others.                                   EXAM
  SUCCESS page 152
7       Write
  a brief report about your discussion.

H EARN
                                    this   stespeuse
  Philipto hare come
Independent
  on Sunday
Work with a partner. Talk about what bands, CDs, actors,
  films, books and video games are hot at the moment in your country. Do you
  like them? Why?/Why not?
2 Look at this
  advert. Make notes about what you could include in your review. Then write a
  plan.
l / We want to know what CDs, movies,
  books or video games are popular at the moment in your country. Send us a
  review of a new CD, film, book or video game that you think is hot. Tell us
  all about it, and why you like it.

5a Work with a partner.                                                                                the
Writing
Bank.
Which ones do you know? Are the adjectives positive
3 Read this review of a book and decide
what the purpose of each paragraph is.               or negative?
Paragraph 1:5b Use a dictionary to check the meaning of any
adjectives

      Paragraph
2:                                                                                you
don't know.

ritinvBan

Using
  adjectives in reviews
amazing           amusing appealing
               awful            brilliant catchy     clever    clichéd   convincing           credible
  deafening              deep      fascinating           fast-moving gripping          incredible           inspiring intricate
  intriguing              hilarious           lively      loud        moving
  mysterious           perceptive            predictable           realistic
  relaxing            rousing   scary      sensitive           soothing
  spectacular          stunning stupid           terrible thought-provoking               thrilling           unconvincing
  uninspiring  vivid       well-produced

Across the Nightingale Floor iB a rea\h good book by
  Lian Hearn. (t'B a historica\ novel Bet in Tapan, but there are a\B0 elements
  of fantaq and romance in the book. It was written in 2002, but it's hot at
  the moment because there iB talk of a movie adaptation.
The plot of thv story iB very good
  because '{ou're never really BUt•e what iB going to happen nebt. The main
  character iB a teenage b0N called Tornasu, who iiVBB in a quiet farming
  vi¶age with his mother and stepfather. One night there iB a bad attack on the
  village and eveqbod\ iB kified euept Tomasu. An important nobleman cafled
  Lord Dtori rescues him and takes hirn to his palace. He gives him a new name,
  Takeo, and a new \ife. There is a good scene where we find that Takeo has
  good Bki¶B iike invisibilih' and the abilitN to be in two pkaces at the same
  time. The plot takes another good -turn when Takeo fah\B in love with a good
  girl   l<aede.
In my opinion, this book iB              good because
  it makeB you wonder about different themes like      revenge and the fight
  between good and evil. Lian Hearn iB very good when she describes her
  characters, making them imperfect and therefore real. One of the things that
  I liked the most was the good descriptions. They             helped me to
  feel what it was like to five in Japan in this period.
Ald
  things considered, if vu're a fan of BtoriBB that combine action, good
  characters and good descriptions, \ovv this book. gead it now before the fi\m
  comes out!

To make reviews interesting for the
  reader, use a variety of adjectives and adverbs. Don't forget to use
  expressions of opinion (Unit 2, Writing, page 27) and to make itclearwhat

Paragraph 3:
Paragraph
4:
6      Use
adjectives from the Writing Bank to replace the adjectives good and bad in the
review in 3.
                                                                                your
recommendation is.            EXAM SUCCESS page 152
7      Choose
a CD, film, book or video game that is popular at the moment. Write a paragraph
plan and make notes.
Practice makes perfect
Write
your review.
8b Exchange reviews with other students. Do they
make you want to try the new product?

Grammar reference
Reported speech — statements
When
the reporting verb (e.g., say, tell) is in the past, the tense of the verb in
reported speech usually changes, going one tense 'back'. Some tenses cannot go
any further back and so stay the same.
•
Could, would, should and might do not change from d'rect to reported speech
When the reporting verb is in the present simple or present perfect, the
tense of the verb in reported speech usually stays the same.
// enjoy watching films: He says he enjoys watching
ftbM5.
When the reporting verb is in the past but the statement is something
which is still true, or is and will always be true, the tense of the verb in
reported speech usually stays the same.
Reported speech — questions
We do
not use the auxil'ary verb do in reported questions,
       Doyou (ike rap                   She
askedme if/ likedrap music.
There
is no inversion of subject and verb in reported questions. Where areyou? He
asked me where / was.
When
there is no question word (who, what, how, why, etc), we use if or whether.
Canyou do it? They asked me if/ coulddo it.
Reported speech — other reporting structures
•
verb + infinitive: agree, claim, offer, promise, refuse He agreed' toyo
with them.
•
verb + object + infinitive: advise, ask, forbid, instruct, tell, order,
invite, remind, warn, recommend
She
advisedhim to buy tickets in advance.

Language

reference

and

revision

•
verb + gerund: admit,
advise, deny, regret, recommend, suggest

Vocabulary

Music and film acting crowd gig performance lighting lyrics live
  (adverb) plot recorded role scene soundtrack stage starred tracks

2

Media
  habits
buy ringtones download music/films from file-sharing sites make
  purchases on the net make voice calls via a messenger on the net or via a
  games console pirate games/films/music send video messages switch TV channels
  transfer music to portable music players tune in to the radio visit
  social-networking sites

3
4

Compound
  nouns and adjectives
Nouns: blockbuster box office download drawback feedback generation gap
  MP3 player online outcome soap opera soundtrack takeover turnout Adjectives:
  brand-new old-fash'oned thought-provoking
Other words and phrases >page
  140

They admittedstealing the watch.
American.
Hayden saidhe; American.
                    make                       in                                                  that
they
make (o offl(ms in India.
In
reported speech, pronouns and possessive adjectives also change.
//
(oreyour smile. Bradsaidhe lovedher smile.
With
say you do not need to use a personal object to say who you are saying
something to.
He
saidit wasgoing to be agreatAm.
With
tell you must use a personal object to say who you are saying something to.
He towme it wasgoing to be agreat
Reported speech — other reporting
verbs
•
add, admit, agree,
announce, claim, complain, explain prom ise
These
work like say - you do not need to use a personal object with them.
•
remind, warn
These
work like tell — you need to use a personal object with them.
verb + preposition + gerund: apologize for, insist on,
object to, confess to
We
apologizedfor arriviM3 (ate.
verb +
object + preposition + gerund: accuse somebody of, congratulate somebody on,
criticize somebody for, warn somebody against
They accusedhim ofcheating in the exam.

Grammar revision

Reported speech — statements                                        Reported
  speech — questions
1 Complete
  the second sentence so that it has a similar                 2 Complete the
  sentences using reported speech.
meaning to the first sentence. Use between
  two and five 1 'Where have you just been?' Charlie asked Holly. words,
  including the word given. Charlie asked
1
  I can't do this
  exercise,' Ethan said. ABLE              2 'Do you want to go to the cinema
  tonight? Harry asked her.
       Ethan said                                   do the
  exercise.                                                  Harry asked
2
  'You must bring your
  passports,' the teacher said to them. TO 3 'Can you speak English?' Lucy
  asked the boyThe teacher told bring their passports. Lucy asked
3
  'It's on television
  tonight on Channel 4,' said Ava. THAT 4 'Will it rain next week when we're on
  holiday? wondered Dave Ava explained it . on Channel 4. Dave wondered
4
  'l failed the exam,'
  said Daniel. PASSED 5 'How did the magician do that trick?' Sophie wanted to
  know.
      Daniel admitted                                 the
  exam.                                                Sophie wanted to know
5
  'I'm sure these are
  our seats,' said Chloe. WAS   6 'Are you going to go out this weekend?' Grace
  asked Jace
        Chloe claimed she                                   seats.                                                     Grace
  asked
6
  'Maybe we have made a
  mistake,' Ben said to them. MIGHT           7 'What have you been doing this
  morning?' Mum asked us.
      Ben warned them that                                 a
  mistake,                                     Mum asked

/ 6
    points

/ 7points

WORKBOOK
  page 58WORKBOOK page 58
Reported speech — other reporting
  structures
3 Complete the text with the correct form of the verbs
  given. Add prepositions if necessary.
Last year the po ice (a) (promise/do) something about people
  downloading films illegally. They (b) . (accuse/one man/make) hundreds of
  illegal copies of a recent Hollywood blockbuster. They arrested him, but he
  (c) (refuse/answer) any of their questions. In the end, he (d) (admit/do) it.
  He (e) (confess/copy) nearly one thousand films. He (f) (apologize/cause) any
  problems. The police (g) (tell/him/not do) again.
WORKBOOK page 61                                                                                /
  7 points

Vocabulary revision

Music and film                                                                                Compound
  nouns and adjectives
Complete the sentences with words from Music and film on
  page 94.

First word

Second word

ta ke

a new

2 brand-

b provoking

3 draw

c over

4 thought-

d come

5 out

e gap

6 generation

f back

1 Their CDs are good but I prefer hearing them 3 Match the words in the
  two columns. 2 The film was good but the last was too long,
3
  I like his
  voice but not the he sings.
4
  He's appeared
  as a minor character in lots of films but he's only            in one or two.
5
  He loves making
  records but not getting up on
6
  He usually plays
  the ofa criminal but in this film he's a police officer. 7 It was a really
  sad film, but the had lots of really fast, lively music.
         WORKBOOK page 56                                                                                /
  7 points
Media habits                                                                                WORKBOOK      page
  59

/6 points

2 Put the letters in bold in the correct order to
  make words.
1
  Last night dentu in to
  my favourite radio station to hear a gig by Coldplay.
2
  This programme is
  awful. Why don't we withsc snelnach?
3
  I always buy music and
  films on CD or DVD. I never treapi them.
4
  A lot of teenagers
  visit Ioscia-wentrongik tisse to keep in touch with their friends.
5
  When people call his
  mobile phone, everyone can hear the teongrin because it's real y loud.
6
  To make a rushpace on
  the net you need to have a credit card.

/ 7
    points

7       Not all the life-granish isset
  where people get music are illegal.      WORKBOOK page 56

/ 40 points

7
                                                                                Grammar       The
passive: verbs with two objects, with say, know, etc
                                                                                Vocabulary
            disasters AA/ords connected with natural disasters
Prepositional phrases with verbs
                                            Disaster
areas                                                                                Talking
about statistics
                                                                                Writing             An
opinion essay 2
Vocabulary

1      SPEAKING
Work with a partner. In two minutes, list as many types of weather as possible.
2      Match
the photos to these words. There are five extra words.
avalanche drought earthquake epidemic flood forest fire hurricane
landslide tsunami volcanic eruption
3      Match
the extra words in 2 with these definitions.
1       a situation in which a disease
spreads very quickly and infects many people
2       a very large wave or series of waves
caused when something such as an earthquake moves a large quantity of water in
the
sea
3       a large amount of snow and ice that
suddenly falls down a mountain
4       a situation in which a large area with
trees burns
5       a violent storm with extremely strong
winds and heavy rain
4      SPEAKING
Work with a partner. Which parts of the world do you associate with the natural
disasters in 2? Which ones could happen in your country?
Words connected with natural disasters
5 SPEAKING Work in groups of three. Each person reads
one of the texts A—C. Check the words in bold in a dictionary if
6
7
8
Complete
the sentences with the correct form of words in 5.
1      We need to      the area immediately.
Everybody
must get away now.
2      Stay calm. Don't
3      A hurricane is quickly across the
ocean. 4 Experts think the hurricane is towards New Orleans.
5       The disease is quickly. Doctors fear
that thousands more people will catch it in the next few weeks.
6       Nothing was left after the fire, only
7       The  of the earthquake included
people of all ages.
LISTENING 02.11 Listen to three short reports on
natural disasters and complete the notes.
                                  1                       2                       3
Type of
disaster
Where
Casualties
Damage
SPEAKING Work with a partner. Talk about a natural
disaster that has happened recently, or that is very famous. Use question words
(where, when, what, etc) to help you to think of what to say.

necessary.
Then explain the words to the others in your group.
There are hundreds of casualties after last night's earthquake. Many of
the victims are young or elderly. The survivors of the earthquake are camping
out in the street
because it is safer than being
indoors. Many injuries have been caused by collapsing walls, since the
earthquake has caused terrible damage to many buildings in the city.
Firefighters have been working hard to put out fires caused by the tremors.
First the volcano threw up a cloud of
ash. Then molten lava started to come down the side of the mountain. Right now,
the lava is heading towards the most populated village on the island. Panic had
already been spreading through the village over the past few weeks. The
neighbouring island has already set up camps for the hundreds of refugees who
are arriving.
The
torrential rain that has swept across the country in the last few days has
caused terrible floods. Three major rivers have burst their banks. Many people
have been evacuated from their homes. Mud and water have destroyed many houses.
The destruction has been much worse in western areas where the rain has been
heavier.

Reading

1     Read
the text and choose the best answer.
1 The Eyjafjallajökull eruption discussed in the text a
caused great damage in the area, b could have caused a terrible flood c was a s•gn that there could be a
catastrophe comi ng.
d cou d
not have caused any casualties.
2     The eruption of the Laki volcano a
was the direct cause of a significant historical event in 1783.
b had a direct impact on the growth of plants in some areas of the world.
c caused severe flooding.
d was
painted by many artists.
3     Pacific volcanoes a erupt faster than
Icelandic volcanoes. b have no similarities with Icelandic vo canoes.
c       occur because of the collision
between tectonic plates.
d      do not give rnuch warning before
erupting.
4     Scientists can't really predict when
volcanoes are about to erupt in Iceland because a the eruptions are hidden.
b     the eruptions are not usually very
strong.
c      you can only do it using thermal
cameras and radar.
d     the eruptions are faster than in
other parts of the world.
5     People are worried about the Katla
volcano because a there have already been several big tremors.
b     it is close to the sea and could
cause destructive waves.
c      it could affect many people because
of its proximity to Iceland's capital city. d historically it has been one of
the most dangerous volcanoes on the island.
EXAM SUCCESS
Remember that if you find the same words in the text and in one of the
options, this does not mean it is the correct option. The correct option will
probably express the information in the text using d'fferent words. EXAM
SUCCESS page 152
2       Guess
the meaning of the underlined words in the text from the context. Then use a
dictionary to check your ideas.
Iceland's eruptions could have global
consequences

Blasts of lava and ash erupted from a volcano in
  southern Iceland on Monday and small tremors rocked the ground. This created
  fears of a larger explosion at the nearby Katla volcano. History has shown
  that when the
Eyjafjallajökull volcano erupts, Katla follows — the
  only question is how soon. And Katla, located under the massive
  Myrdalsjökull ice cap, threatens disastrous floods and explosive blasts
  when it blows.
Saturday's eruption at Eyjafjallajökull (pronounced AYA-feeyapla-yurkul)
  — dormant for nearly 200 years — forced at least 500 people to evacuate. Most
  have returned to their homes, but authorities were waiting for scientific
  assessments to determine whether they were safe to stay. Residents of 14
  farms nearest to the eruption site were told to stay away.
Several small tremors were felt early Monday, followed by lava and steam
  rocketing into the air.
Iceland sits on a large volcanic hot
  spot just between the Eurasian plate and the North American plate. Eruptions,
  common throughout Iceland's history, are often caused by seismic activity
  when the Earth's plates move and when magma from deep underground pushes its
  way to the surface. Like earthquakes, predicting the timing of volcanic
  eruptions is an imprecise science. An eruption at the Katla volcano could be
  disastrous, however — both for Iceland and other nations.
Iceland's Laki volcano erupted in 1783, freeing gases
  that turned into smog. The smog made dramatic changes to the weather. Many
  died from gas poisoning in the British Isles.
production fell in Western Europe,
  and this caused famine. This is why some even linked the eruption to the
  French Revolution. Painters in the 18th century illustrated bright
  red sunsets in their works.
The winter
  of 1784 was also one of the longest and coldest on record

in North
  America. New England reported a record period belowzero temperatures and New
  Jersey reported record amounts of snow. The Mississippi River also reportedly
  froze in New Orleans.
Unlike the powerful volcanoes in the Pacific Ocean, Iceland's volcames
  occur in an area where two of the earth's plates are moving apart from each
  other. They are also unique in that many erupt under ice sheets with little
  warning. It is one ofthe few places in the world where volcanic eruptions
  often go undetected becausethey can't be easily seen.
Magnus Tumi Gudmundsson, a geologist at the University of Iceland who
  flew over the site on Monday, said the beginning of Saturday's eruption was
  so indistinct that it initially went undetected by geological instruments.
  Many of the tremors were below magnitude 2.6.
Using thermal cameras and radar to map the lava flow, Gudmundsson and
  other scientists were able to determine that the lava from
  Eyjafjallajökull was not moving toward the ice caps, reducing any threat
  of floods. He said he and other scientists were watching Katla but Monday's
  trip was meant to assess immediate risk.
Andy Russell from Newcastle
University went with a team to
  Iceland before the eruption. 'From records, we know that every time
  Eyjafjallajökull erupts, Katla has also erupted.' Russell said past
  Katla eruptions have caused floods the size of the Amazon and sent rocks as
  big as houses tumþ)ing down valleys and roads. The last major eruption
  took place in 1918. Floods followed in as little as an hour.
Those
  eruptions have posed risks to residents nearby, but most of IcelanŒs
  current population of 320,000 live in the capital of Reykjavik on the western
  part of the island.
Southern Iceland is not very populated but has both glaciers and
  volcanoes, a destructive combination-

3       SPEAKING
What about you?
1
What do you know
about the later effects ofthe volcanic eruptions in Iceland, for example on
transport?
2
Dc you think
natural disasters are happening more frequently now than in the past? Give
reasons for your answer.

Unit 8
Grammar in context

GRAMMAR GUIDE The passive
la Look at the sentences and answer the questions
below.
a Eruptions are often caused by seismic activity. b • Some volcanic
eruptions can't be easily seen. c Residents were told to stay away.
d
Perhaps the farms will be destroyed by the volcano.
Are all the sentences passive? 2    What
tense is each sentence? 3 How do we form the passive? 4 What does by introduce?
1b Are these statements true (T) or false (F)?
We use the passive when we are interested mainly in an action, not the
person who does the action.
2
We use the passive when
we don't know the person who does the action.
3
We use the passive when
it is obvious whÒ does the action.           .TK/E
GRAMMAR REFERENCE page 106
2       Complete the sentences with the
correct passive form of the verbs given.
1       Whole cities and towns, like Pompeii,             (destroy)
by volcanoes.
2       Right now, several types of animals
and plants             (make) extinct.
3       Some experts think the weather
(control) by humans one day.
4       Between 10,000 and 100,000 people
(kill) by an earthquake in Lisbon in 1755.
5       Some forest fires can           (see)
from space.
6       In the press, the strength of
earthquakes (measure) using the Richter Scale.
7       In areas where earthquakes are
common, houses and flats should (build) in a special way so that they don't
collapse easily.
8       When the tsunami hit Indonesia in
2004, people
(not warn) of
the possible danger.
3       Find
the mistakes in these sentences and rewrite them correctly.
1       Some areas of Africa have being
affected by a terrible drought.
2       Twenty people were save in the
mountains by a specialist rescue team yesterday.
3       A huge landslide was hit a small town
in Peru last week.
4       Some people think that one day the
earth wil be destroyed cfa big meteorite.
5       Our house was been damaged by
torrential ran
6       More hurricanes have predicted for
this summer.
7       Have been any people injured in the
fire?
8       In rescue situations I think children
must helped first.
GRAMMAR GUIDE
The
passive — verbs with two objects
4a Look at the sentences and read the explanation
below.
1 They
gave the scientists no warning.
2a No warning was given to the scientists.
2b The
scientists were given no warning.
Some verbs are followed by two objects, one usual y a thing and the other
a person. When this happens, we can make two different passive sentences
(2a/2b).
4b Is it more common to use the thing
(2a) or the person (2b) as the subject?
4c These verbs can be
followed by two objects. Check their meanings in a dictionary if necessary.
bring buy lend offer owe pay promise refuse send show teach tell
GRAMMAR REFERENCE page 106
5 Which sentence in each pair is more natural?

la The survivors were given water. 1b Water was given to the survivors.
2a Help was promised to them. 2b They were promised help.
3a I was
taught first aid by my grandmother.
3b First
aid was taught to me by my grandmother.
4a The president was sent an urgent message.
4b An urgent message was sent to the president.
g;                                                                                5a
A prize was given to Alicia Keys for her charity work.
5b Alicia Keys was given a prize for her charity work
Developing vocabulary
Prepositional phrases with verbs
1 Look at the verbs in these sentences.
Which prepositions do they need?
1
Authorities were
waiting scientific assessment
2
They died      gas
poisoning-

CENTER

2

Complete the sentences with these
  prepositions.
about           for of          in       on       on       on

to
2
3
4

    to      with
Residents listened experts.
Most people agree scientists' theory.
People used
  to believe supernatural causes for natural disasters-
The strength of a volcano depends different factors.

6

Rewrite these sentences using the passive. Use the person or
  people as the subject.
1 Many countries have given food and medicine to the people
  of Haiti.

5

The experts apologized not warning people about the possibilities of a
  tsunami.

Thepeople
  ofHaiti have beengiven   medicine many countries.

6

You can rely         firefighters
  to help you in dangerous situations.

2 They paid
  the actor a million dollars for his work on the film. 3 They're bringing the
  prime minister a glass of water.

7

The residents complained not being informed.

4 My parents have bought me a new
  mobile phone for my birthday.

8

Nobody dreamt   something so big as a 20 metre wave.

7

5
  Perhaps they'll offer
  Lady Gaga a part in the new James Bond film.
6
  Theytold me the news
  when I arrived.
7
  They are not going to
  refuse the refugees entrance into the country. 8 The government have promised
  the scientists money for research.
SPEAKING Find
  somebody in your class for each of the squares and write their name. Do not
  write the same person twice. Pay no

9
10

Governments spend a lot of time and
  money protecting the public from
natural
  disasters.
Nobody knew who the dog belonged

attention to the Details section.
Find someone who has been ...

3

Complete the sentences so they are true for you. Use a
  preposition.
I occasionally spend money

given a prize.

given a
  special present.

2 I hate
  waiting . 3 One day I dream .

Name:

Name:

4 I know I can rely

Details:

Details:

5 I never listen .

taught to do something by a

offered a
  job or a special

6 Once I had to apologize

member of their family.

responsibility.

7 I nearly always agree

Name:

Name:

8 I don't usually complain

Details:

Details:

9 I believe

sent a parcel by post.

told a
  secret.

4

SPEAKING Work in small groups. Compare
  your sentences in 3. Tell the class any sentences you

Name:
Details:
paid for doing something.
Name:
Details:

Name:
Details:
owed money.
Name:
Details:

have in common.

8 Ask questions to find out more details
about each activity. vvhl wereyougiven a rize? W at wereyou pad r doing?
2
Join the
sentence halves.
           1
When you see the world with                   a it changes into gas or steam.
gamma-ray vision, b it is often used
tÕ measure the 2 When something evaporates, distance between stars. 3 A
light year is a unit of length c it makes a copy of itself.

               and                                                                    planet.
4      When
  something self-replicates,      e it is part of an atom.
5      A
  particle is an extremely small f everything looks different because piece of
  matter and gamma rays are ata different
6      The
  earth's core    frequency from 'normal' light.
3 Read about six possible
  planetary threats that have been investigated by scientists. Which threats:
1
  are caused by natural phenomena on the earth? 2 come from outer space?

The danger is that
  when the field is reversed the earth may not be protected from the solar
  wind, which is made up of charged particles streaming from the sun. These
  particles could be dangerous to life if they reached the earth's surface, but
  scientists don't really know. A less catastrophic but more certain
  consequence would be the confusion caused to animals that use the earth's
  magnetic field to know which way to travel, when they migrate for example.

3
are
man-made?
E
Particle accelerator mishap
Gamma-ray
bursts are extremely powerful. They are created when     a particle accelerator
like the Large Hadron Could
Collider
(LHC) in Geneva be responsible for the two collapsed stars collide. The result
is an explosion with far greater power than our sun. If you watch the sky using
gamma-ray re-create the immediate one day? The after-effects idea of the of LHC
the Bigis end of the world to vision, you can see at least one burst a day. The
question is how close the burst is to the earth. If a gamma-ray burst happens
within of the universe. But some people believe workings
        1,000 light years of our planet,
the explosion will destroy the ozone                         mini black hole
that could grow
it
could create a layer and the atmosphere and ultimately leave us without oxygen.
that it could swallow the earth. However, so big
                                   B Asteroid impact                                                      most
experts seem to agree that today's particle
accelerators
are just not big enough yet to have
Experts
in meteorites have warned us that asteroids, or that effect. They calculate
that if black holes are Near Earth Objects (NEOs), are not that uncommon. An     will
be so small that they will simply
NEO larger than 1 km wide collides
with the earth every            created, evaporate. they For now. few hundred
thousand years. NEOs larger than 6 km wide collide with the earth every hundred
million years. Much smaller objects could still have a huge impact on the
planet, either creating enormous shock waves if they fell into the sea, or
starting enormous fires if falling in a large forest. The ash sent out into the
atmosphere could lead to another ice age.

C Nanotechnology disaster
Nanotechnology
keeps getting smaller. Of course, there are clearly positive uses of
nanotechnology, for example in the field of medicine where tiny robots could be
used to perform surgery inside the body. But what if nanotechnology is used
deliberately to harm? Microscopic robots could be used to attack the body
rather than save it. Or the technology may get out of human control and
self-replicate. In one possible scenario, self-replicating nanomachines consume
all matter on the earth for their own energy. This is known as the 'grey goo'
problem.
F Nuclear destruction
When nuclear weapons first appeared, the idea was that
superpowers would basically destroy each other if a nuclear war broke out. This
concept was known as MAD, or Mutually Assured Destruction. The one positive
side to this was that it was understood that, under those terms, nobody would
actually dare to begin a nuclear war. This balance of power is no longer the
case in different areas of the world where nuclear weapons are now being
developed. Even in a limited, 'regional' nuclear war, the consequences would be
catastrophic for the ozone layer and the after-effects would be felt globally.

An
Read the texts again and identify the
threat or threats described in these statements.
1     This threat could be caused by humans
misusing technology on purpose.
2     This threat could be caused
accidentally by humans.
3     This threat is considered to be
impossible due to current Popular culture technological limitations.     Disaster
movies
4     This is something that happens very
regularly but far away enough to make it safe,
5     This threat would basically make the
whole earth disappear. 6 Work with a partner. Discuss these questions. 6 This
threat has become worse in recent times. 1 Which disaster movies have you seen?
What 7 This threat should really have happened already. was the disaster in
each movie?
8 This threat is not underestimated
by people who know a lot                                             2 What's
your opinion of disaster movies?
about
it.                                                                                3
Why do you think disaster movies are popular? 4 What is the typical plot in a
disaster movie?
WORD BOOSTER
7 LISTENING 02.12 Listen to a film programme
Match the words and definitions. about disaster
movies. What reasons does the 1 burst (n.) a thick, sticky, unpleasant
substance film critic Robin Jones give for the popularity 2 scenario b a sudden
short period of intense activity of disaster movies? Choose from this list.
3       goo             c a situation that
could possibly happen       They're fun.
4       mishap       d minor mistake or
accident            2 They're scientifically accurate.
5       dare           e be brave enough              3
They make us aware of global warming.
4      They're frightening.
5      They have
What about you? good special effects. 6 The acting is usually good. 1
Which of the possible threats seems the most dangerous to you? Why?
7 The plots are original.
2 Which threats do you think are worse, natural phenomena or
threats created by man? Why?  8 O Listen again and answer the questions.
1       Why does Robin criticize films like
2012 and The Day After Tomorrow?
2       Why are special effects so important
in disaster movies?
3       movies?
       INSIDE INFORMATION                                                                                What
does Robin say about actors in &sasær
There
have been several famous
movies made about asteroids 4 What usually happens to the scientist in
hitting the earth. Deep Impact and disaster movies when he/she warns the
Armageddon are perhaps the most president about an imminent disaster? famous.
        The 2003 disaster movie
TheCore                                                                                9
Work in groups. Invent a plot for a disaster
is
about catastrophic problems
caused by the earth's magnetic                                                                                these
questions to help you. movie. Use
field. In the film, six people have      1 What is the disaster? to
travel to the centre of the earth
2 earth's core spinning again!               3 Who are the main
         and drop a nuclear bomb to
get the                                                                                Where
and when does it             piace?
4
What happens?
5
How does the
story finish?
10 In your group, decide how to present your
disaster movie to the class.

Listening
SPEAKING Work in pairs. Look at this title from a
science magazine and discuss your opinions about it.
Can animals predict natural disasters?
2 LISTENING 02.13
Listen to someone talking about the question. Are these statements true (T),
false (F) or is the information not given (NG)?
The 2004
tsunami did not touch the Yala
             National Park.                                                                    TUNG
2      The people who saw elephants running
away didn't understand why they were going.
3      It's clear that all the animals in
the park could hear something strange before the tsunami arrived.               Vf[NÇ.
4 Elephants have not got very good hearing.     .T/.FI.NG. 5 There are animals
that can detect atmospheric changes.  VFZNG.
6
The speaker is against
the idea that humans once had a 'sixth sense'.     T[FZNG.
7
The problem with using
animals to predict natural disasters is that you cannot completely rely on
them. TUNG
EXAM SUCCESS
In some True/False activities, such as this one, there
are three possibilities: True/Fa/se/Not given Put Not given if you cannot hear
the information when you listen to the text.
EXAM SUCCESS page 152
3 What
about you?
Has your opinion about the question in 1 changed after listening to the
speaker? Unit 8
Grammar in context
GRAMMAR
GUIDE
The passive with say, know, believe,
etc 1
la Look at the sentences and answer the questions
below.
a
It was reported
that very few animals actually died.
b
It was said that
the only dead animals were two or three water buffaloes.
c
It is thought
that animals have a 'sixth sense.' d It is believed that animals are much more
sensitive to vibrations. e It has been claimed that humans used to possess a
'Sixth sense'!
1       What is the subject in the first part
of these sentences?
2       Why do we use the passive in the
first part of these sentences?
3       Why are different tenses used in the
first part of the sentences?
1b Here is a list of verbs which are frequently used
in this way. Check their meaning in a dictionary if necessary.
believe claim expect know report say think
GRAMMAR REFERENCE page
106
2
Write complete sentences using the structures in 1.
1       'The sun goes round the earth! — past
belief
          It was believedthat                           the
earth
2       The earth is flat.' — past thought
It
3       'Dolphins are the most intelligent
mammals, after humans•
—
present claim
It
4       'An asteroid will destroy the world
one day.' — something people have said It
5       'Another big volcano is going to
erupt in Iceland soon.' present expectation
6       'Volcanic ash can have a terrible
effect on planes.' present knowledge It
7       'A ten-year-old girl saved more than
100 people in the
2004
tsunami.' — past report
It
8       Goldfish haven't got very good
memories. —something people say It

5
GRAMMAR GUIDE        Complete the sentences in a logical way.
1 People from my country are said ...

        The passive with say,
know, believe, etc 2                                  2 English people
are believed
3
Look at the sentences and decide if the statements below
are            3 It's well known true (T) or false (F).  4 In the past, it was
believed
a Flamingos are reported to have
flown to higher ground. 5Last week in the news it was reported b Some animals
are known to hear things that humans cannot hear. 6 Students are expected c
They are believed to have a 'sixth sense.' 7Sometimes I'm known d The leopards
were believed to have died but then they were
6
found alive.                                                                                SPEAKING
Compare sentences with a partner. Do you agree with your partner's

GRAMMAR GUIDE

Passive
7 Look the a
b c
d
1
2
3

                   In each sentence
the subject of the first verb is also the subject                             sentences?
of the
second verb.
2
After the verbs
reported, known, believed, etc, we use to + infinitive to talk about things in
the present, or things that are always true.
3

After the verbs reported, known,
believed, etc, we use to have
+ past participle to talk about past
events. 4 We use Mare believed/thought, etc, to talk about present beliefs and
thoughts.

5 We use was/were
believed/thought, etc, to talk about past beliefs and thoughts.
4
Complete the second sentence so that it has a similar
meaning to the first sentence.
They say no monkeys died in the
tsunami, No monkeys

Bees

in sentences
  b and c?

2
They know that bees are
very important for the environment.
3
People claim that global warming is
responsible for many natural disasters.

4

They reported that many people had gone missing after the
  eruption.

Many
  people

8

Choose the correct alternative.

5

People believed that the Titanic was unsinkable.

1              People read
  newspapers t.Q.be/þßjng informed

The Titanic

about major events in the world.

6

People didn't know Everest was the highest mountain until
  1852.

2

I hate .tQbdheing. told to wait.

Everest

3

She was afraid of be/âejng. left in the Souse

Global
warming
alone.
7 It is said that Pompeii is one of
the most popular tourist attractions in Italy. 4 We used to be[.bej.ng. given
milk at school Pompeii
5
I'm used to
âelbejng. taught in English8
6
Are you interested sent
putbcity
A meteorite
about
our magazine?
7
I'd like to
be/.bßjng. seen on a TV programme.
8      She expected tQþe/þejng
informed of any change in the situatioru
9

Work with a partner and complete these
sentences with passive infinitives or gerunds.
1
One day
we'd like
2
We enjoy
3
We're used
to

4
We're afraid of.
5 We used to be
6 We
hate
                                          Unit
8        103

disasters in developing countries between 1991 and 2005. Are these statements
true (T) or false (F)?
1
One-tenth of the victims
were killed by storms.
2
Fewer people were killed
by epidemics than by storms.         TIE.
3
One-third of the victims
were killed by floods, storms or ep'demics,
4
One in ten of the
victims were killed by storms.
5
Over two-thirds of the
victims were killed by earthquakes and tsunamis.
6
Floods and storms were
responsible for a quarter of the victims.
7
The majority of people
were victims of earthquakes and tsunamis.
2a Express the fractions as percentages and vice versa.
4 66.6%
2b LISTENING 02.14 Listen and check. Then practise
saying the fractions and percentages.
3 Look at this graph. It shows the
number of people affected by natural disasters between 1991 and 2005. Read the
text below and check that you understand the words in bold.
zoo.ooo,ooo
300.000.000
2m.ooo,ooo
The number of people
affected by natural disasters rose gradually between 1993 and 1995. It fell
sharply from 1995 to 1997. but then there was a sharp increase the vear after.
The number of people affected fluctuated jn the next two or three years, It rarely
stayed the same. There was a dramatic rise in numbers in 2002. The number of
victims more than tripled. The following year there was a significant decrease.
Between 2004 and 2005 there was only a slight increase.
104
4a SPEAKING Work with a partner. Describe the chart
and graph using words and expressions in the Speaking Bank.
Number of people reported killed
by natural disasters 1991—2005
Least
developed countries
Slide X /Drought& related
disasters 1%
Earthquake
& tsunami 4%
Wind storm
                   58%                                                                                Epidemic
Flood 8%
300,000
250,000
200 ,ooo
150,000
100,000
50,000
4b Comment on the information in the chart and graph.
Compare the information with the other statistics on this page.
Practice makes perfect
5 SPEAKING Work with a partner and look
at page 166. Take it in turns to talk about the topic using the stimuli.
Remember to use expressions from the Speaking Bank.
STUDY
SKILLS
When you don't know or can't remember how to say a word in the middle ofa
conversation, don't panic. Explain what you want to say using other, simpler
words. Whatever you do, don't stop speaking and don'tjust say the word in your
anguage.
STUDY SKILLS page 148
Develo in writin An o inion essa 2
1      SPEAKING
Work with a partner and look at the photos.
Describe what you can see and what you think about
them.
2      Read
the question. Think about your own opinion and make notes.
Why should we give money to countries that have
suffered natural disasters on the other side of the world when there are people
who need help closer to home?
3      SPEAKING
Discuss the question in 2 with the rest of the class. Are most people in favour
of giving money and help, or not?
4      Read
this essay. Is the writer's opinion similar to yours?
Sometimes disasters happen close to home but there are also many
disasters in faraway countries. In _my 9Qinion, we should always do what we can
to help countries affected by natural disasters. It makes no difference if the
countries are our neighbours or on the other side of the world.
The firstffl0int to make is that I consider that my country is lucky
because generally we have enough money to cover our basic needs. Not everybody
is rich, but most people have at least enough money to survive. However, not
all countries are so lucky. When a natural disaster happens in one of these
countries, basic human survival becomes impossible. What is more, it is not the
people's fault that they are in this situation.
Another thing to bear in mind is that in countries like ours, people
waste too much money. Isn't it better to help people than to buy things that we
don't need? Although they may be on the other side of the world, that does not
make the suffering and need less important. Furthermore, one day we might need
help ourselves. If we never help other countries, they won't help us when we
need it.
In conclusion, I think that we should do everything we can to
help save human lives in any part of the world. The help we send may save
thousands of human lives. I believe that it is a small world. We must help any
country even though it is on the other side of the planet.
5
Read the essay again. Put the underlined words and expressions in
the correct list.
Expressing opinions: Adding ideas:
Putting ideas in order: Contrasting ideas:
Concluding:
6
Look at how even though, although and however are used in the
text. Which words join two halves of a sentence? Which words introduce a new
sentence? Now read the information in the Writing Bank and check that you
understand the meaning of all the linkers.
Writin Bank
Using
linkers correctly
Some
linkers join two halves of a sentence. They can go at the start of the sentence
or in the middle of the sentence. Although/Even though the country is a
long way away, we must help it.
We must help the country although/even though
itis a long way away.
Linkers which join two halves ofa sentence: and, and so, although, as,
because, despite, though, since, so that, when, whereas, while
Other linkers introduce a new sentence which refers to the previous
sentence. These words are usually followed by commas.
The
country is a long way away. However we must help it. Linkers which
introduce a new sentence:
afl things considered, as a result, as far as I'm concerned,
consequently, fina//y, firstly, furthermore, however, in addition, in
conclusion, in the end, in my opinion, meanwhile, nevertheless, on the one
hor;d, on the other hand, moreover, personally, secondly therefore, to sum up,
what's more
7 SPEAKING Work with a partner. Look at this
statement and brainstorm ideas. Then organize your ideas and make a paragraph
plan (see 2 on page 27).
Everybody is worried about global warming and the future of our planet,
but nobody is really prepared to change their lifestyle to help the situation.
Practice makes perfect
8 Individually, write your essay. Include linkers and
remember to use the information in the Writing Bank.
STUDY
SKILLS
When you finish your first version of
a text, check for mistakes and then edit your text. Look for unnecessary
repetition, irrelevant information or confusing examples and details. Cut them
from your text so that it becomes clearer and easier to follow.            STUDY
SKILLS page 148
Language reference
Grammar reference
The passive
Form subject + be + past participle (+ by + agent) Warnings aregiven.
(present simple)
The hospitalhas been built by thegoverymtent. (present
perfect) This program is being watchedby mi(/ions ofpeop/e. (present
continuous)
volcanoes weren't understoodin the middle ages. (past simp e) New types
ofenergy wi/(be t.CSee/iM thefuture. (will)
We make
the passive with the appropriate tense and form ofthe verb to be and the past
participle of the verb.
• To
make questions in the passive, we put the first auxiliary verb before the
subject.
Is the
net-VS beinggiven on TV?
Has the earthquake been shown on TV?
We use
the preposition by to introduce the agent, that is, the person or thing which
does the action.
Use
We use
the passive when:
1
we are more
interested in the action than the people who do the action.
The city was destroyedin 1755.
2
we do not know
who exactly does the action. Many objects have been stolen.
3
it is obvious or
understood who did the action. Thepatient was cured.
The passive — verbs with two objects
Form
Some
verbs are followed by two objects, one usually a thing and the other a person.
They
tow me the truth.
When
this happens, we can make two different passive sentences. was tow the truth.
The
truth was tow to me.
It is
more common to make passive sentences with the person or people as the subject.
Here is a list of common verbs which are followed by two objects: bring,
buy, give, lend, offer, owe, pay, promise, refuse, send, show, tell, teach
and revision
The passive with say, know, believe, etc
Form
•
It + be + past participle of believe, know, think, say, expect,
claim, report + that
It is said that
dolphins can communicate. It was claimed that thepresident knew abont the
situation.
•
Instead of using
the impersonal pronoun it, we can use this structure:
Subject + be + past participle of believe, know,
think, say, expect, claim, report + to + infinitive/have + past participle
Dolphins are said to be
awe to communicate. Thepresident was claimed to have knotvn about the
situation.
Use
We use
this structure to talk about what people in general say, think or believe about
something. Passive infinitives and gerunds
Form
We make
passive infinitives with to be + past participle. We make passive gerunds with
being + past participle.
Use
The decision whether to use an infinitive or gerund depends on the
preceding verb, preposition or structure (see page 16).
              My          loves being
taken for a walk.
My car
needs to be serviced.

106 Unit 8
Grammar revision
The passive                                                                                The
passive with say, know, believe, etc

1 Rewrite the sentences. Change the form from active to

3 Find the
  mistakes in these sentences and rewrite

passive or passive to active.

them correctly.

1 A boat rescued the boy and girl.

It is often claimed Paris to be one
  of the most beautiful

2 A Japanese company is going to rebuild the damaged
  towers.

cities.

3 The airport had been designed by a famous architect.

2 Galileo Galilei is said to invent
  the telescope.

4 The waves won't have destroyed the
  port.

3 It was reported to have started the fire an accident

5 Angelina Jolie is presenting the awards tonight.

4 Ava anches are said that they are
  caused by loud noises.

6 They
  should have written a report about the catastrophe.
       WORKBOOK
  page 66                                               / 6 points

5 A long time ago the moon is
  believed to    of cheese.
         WORKBOOK page 69                                        /5
  points

The passive — verbs with two objects

Passive infinitives and
gerunds

2

Put the words in the correct order.
  Then make the

sentences active.

4

Complete the sentences with the
  correct form ofthe

1

will sent be an email You important

verbs given.

You witbe
  sent an important email We                        an
important email.

1
2

That tennis player isn't very happy
  about (be/interview).
They asked            (be/give)
  another chance.

2

was a birthday camera given for I my

3

I remember        (be/wake) up by a
  loud noise last

3
4

disasters They being shown a are
  about natural film parents stories children Young often are told their by

4

They had hoped         (be/find) by
  the rescue team.

5
6

has mil ion been a actor dollars The paid sister lent I by
  money was some my
WORKBOOK
  page 66                                                / 5 points

WORKBOOK      page 66/69                               /4
  points
Prepositional phrases with verbs

Vocabulary revision

Natural
  disasters
Write simple
  definitions or explanations for these words.
       flood                  4 drought
2 epidemic
  5 forest fire 3 landslide
WORKBOOK page 64

3

Match the
  verbs and prepositions.

Verb
1 apologize 2 belong 3 rely

Preposition

a b
c

about
to with

/ 5 points

Words
  connected with natural disasters
2 Match the definitions to words on
  page 106.

4
  Complain
5
  dream

d

on
for

1
  a small earthquake or
  movement of the earth
2
  someone who is injured
  or killed in an accident
3       harm something physica ly so that
  it is broken or not in perfect condition

6
  agree
7
  spend

f

of

4
  gradually cover or
  affect a larger area
5
  move in the direction
  of something or someone
6       leave a place because it is
  dangerous

WORKBOOK

page 67

/7points

7      when something does this it breaks
  suddenly because of the pressure of water or air
8
  grey powder left after
  something has burnt
        WORKBOOK
  page 64                                                                   / 8
  points

/40 points
 Unit 8
Gateway to exams Units 7-8

Reading

Tip for Reading Exams

In multiple-choice activities remember . If you
  aren't 100 per cent sure which answer is best, take away any answers which
  you know are not correct.
EXAM SUCCESS page 152

1      Work in pairs. Would you go on
holiday to an area where a natural
disaster
was happening? Why?! Why not?
2      Read the text and choose the best
answer.
1
Because of the start of the eruption a people who were on holiday in
Iceland would almost certainly need to leave.
b     all
present and future trips to Iceland were disrupted.
c      the writer and his team had to
explain to their customers what was happening.
d     the
writer's team told people not to go out to Iceland.
2
The writer's company a wasted no time in organizing trips to see the
eruption.
b     didn't
think people would be interested in trips to see the volcano.
c      already had information about
previous volcano visitors.
d     sent its first passenger to visit the
volcano less than fortyeight hours after the eruption.
3      The
writer went to Iceland a out of curiosity. b because of his work. c by accident.
d to be with his children.
4      After arriving at the volcano by
helicopter, the writer and his children a left almost immediately. b wanted to
stay longer.
c     thought
it was the most incredible thing they'd ever
seen.
d    couldn't move because they were so
amazed.
In the
early hours of the morning of 21 5t March I was awoken by a text
message from Iceland — an eruption had occurred close to the
Eyjafjallajökull glacier. I knew this could cause serious disruption for
some school groups and individual travellers either in Iceland or about to leave,
so the rest of the night was spent trying to find out the extent of the eruption.
By 9 0'clock on Sunday morning our team was in the office, making sure everyone
travelling with us in Iceland and those who were about to travel were fully
briefed of the situation. Luckily by midday it was established the eruption was
located on a small deserted pass between two glaciers and there was no danger
outside the immediate area. Roads were then reopened, flights were allowed to
leave, our website was updated and our team were free to enjoy what was left of
their weekend!

On the Monday we contacted all those
on our Volcano Hotline and started making travel plans for those wanting
to see the eruption. The first passenger left that evening. As the week went on
we found there was a great deal of interest in going to see the eruption, which
was understandable as it is truly one of nature's most impressive spectacles —
something Iceland has more than its fair share of! Ten days later I found myself on a
plane bound for Keflavik with two of my children, Ben (16) and Gemma (13) — we
had also been bitten by the volcano bug. After a comfortable night in the
Northern Light Inn, we had a relaxing dip in the famous Blue Lagoon. The
weather was a little chilly but wonderfully bright and we took the seldom
travelled southern route along the Reykjanes Peninsula — which I would really
recommend. By mid-afternoon we arrived at my favourite hotel in Iceland — the
ranch-style Hotel Ranga. It is from here that our visits to the volcano would
start the next day. That night in the restaurant we enjoyed some wonderful food
with more views of the eruption, which as darkness fell became even more
spectacular.
Just after lunch the next day we took
one of the helicopters based at the hotel for the most amazing flight I have
ever experienced in my life. We flew over spectacular plains, followed the edge
of the glaciers and finally came to the site of the eruption we had come to
see. It certainly did not disappoint and we landed on a hill close by the
volcano and stood in awe as the volcano belched out molten lava and thundered
away in an amazing display. All too soon it was time to go and the helicopter
returned to collect us. We bid adieu to the volcano and returned to Hotel Ranga
— but I had a little surprise arranged for later in the day! A few hours later
we boarded a Superjeep, which was to take us in comfort over the glacier to
approach the volcano from the ground. Driving Superjeeps is an Icelandic art
and our driver, Ragnar, was both skilled and great company.

Before we knew it we could see the evidence of the
volcano all around us in the shape of ash which had added a grey speckled
appearance to this normally virgin white world. We traversed amazingly steep
slopes, but the traction of this super beast just seemed to cope with
everything the glacier could throw at it and before we knew it the volcano was
in front of us again. As evening came, the twilight made this gigantic firework
display even more spectacular and then something even more amazing happened — a
second fissure opened and we were now looking at a volcano with two vents! The
new vent was some 450 metres long and as it burst into life we felt privileged
to be amongst the handful of people on the planet who have witnessed such an
event.
As night fell and temperatures
dropped to around -20, it was time to head back to civilisation. It was just
amazing to have time to reflect in the warm comfortable vehicle, as it blasted
across a glacier with only a satnav display to confirm we were going in the right
direction. And before we knew it we were back at base. Time for a bowl of soup
and a chat about the day before we crashed. The next day we were to return home
— but this night we lay awake thinking about the amazing spectacle we had
witnessed.

5
The
Superjeep      Writing

Tip for Writing Exams

In reviews, remember ..
The important thing is to give a
  clear picture of the thing reviewing and to make your own opinion clear. To
  do this, usea variety of adjectives and adverbs and use expressions of
  opinion-

a
was
something the writer didn't know about.
b
performed an
incredible job.
c
was
chosen because it was so comfortable.
d
could
only be driven by a talented

Icelandic driver.
6
The writer's
trip to the eruption was special because
a
they
saw something nobody had seen.
b
they were there
at just the right time for an incredible sight.
c
they did it
without proper equipment or a compass.
d
the
trip was short but really spectacular.
 Listening

Tip
  for Listening Exams

In True/False/Not given activities, remember ...
You can usually hear the recording twice. Ifyou
  don't hear the answer to one question, start listening immediately for the
  answer to the next question. Use the second listening to find the answers you
  didn't

 hear the first time and to check the
answers you already have. EXAM SUCCESS page 152

1
  One service is offering evacuation from areas hit by hurricanes by

luxury
  helicopter.
2
  The same service offers luxury

T/F/NG

        vacations throughout the year.
3 The creator of this service got
  the idea when he couldn't find

T/F/NG

a seat on a normal
  plane.
4 The people who are
  likely to use this service usually book flights

T/F/NG

on normal planes.

T/F/NG

5     The
  service is only for members.
6     You can pay for a service that
  can protect your house from

T/F/NG

forest
  fires.
7 One company they talk
  about runs your business while you

T/F/NG

escape a hurricane.
8 Another company
  promises to keep you stocked with food and

T/F/NG

water
  during a hurricane.

T/F/NG

3
LISTENING
02.15 Listen to two people talking about new rescue services in the USA. Are
these statements true (T), false (F) or is the information not given (NG)?
4
Work
with a partner. What do you think of the services they talk about? Are they
fair? Why?/ Why not?
5

6

7
8
9
EXAM SUCCESS page
152
Discuss these questions with a partner.
1       What
websites do you visit regularly?
2       If
you had to choose one favourite website, which would it be and why?
Individually, do this task. Follow this
paragraph plan.

Paragraph
  l: Introduction/basic information about the website
Paragraph 2: More detailed information about the
  website
Paragraph 3: What you like about the website
Paragraph
  4: Who you would recommend the website to and re-state why

You
  recently saw this notice in Help!
We want to know which websites are
  Send  us  a
  review ofyourfavourite like about it.
We'll publish the best reviews next
  month! Write your review.

In activities where you have to discuss
  something, remember ...
If you are working with other students, be
  sensitive. Don't talk for too long without giving your partner a chance to
  speak.
EXAM
  SUCCESS page 152

Speaking
Look at these expressions. Which do
we use for giving emphasis and which do we use to give examples?
1       Take
..., for instance.
2       You have to remember that .
3       1 really do think that .
4       You
can't deny that ... 5 You only have to think of .
6 Just to give you an idea
Look
at this statement. Decide what your opinion is and make notes.

There
  should be more control of what you can see and do on the Internet.

Work in threes. Discuss your opinions.
Remember to use expressions to give emphasis and examples.
109

                                                                                Grammar         Defining
  and non-defining relative clauses
Nominal clauses with that, what and
  al/
 High-tech heaven Phrasal verbs
  connected with technology and computers Vocabulary Everyday technology
  Aerbs connected with technology
                                                                                Speaking
           Discussions 2
                                                                                Writing      >
  A report

Vocabulary

                       Verbs
  connected with technology
device       flash drive             4
  In each sentence, choose the correct alternative to uch screen     wireless and
  then say what the other word means. In two cases, both alternatives are
  correct.
that does a particular thing          1
  You switch the phone on by pushjgng/pre.½/ng. the connected to each
  other, for example          'on' button.
2
  When you
  dcŽwn/.0Qd15treanp a video, you watch it phone that you touch in order
  to but you don't save it onto your computer.
next
3
  Oh no! My battery has
  .reç.h.Q.rged(gQne..deçd.. giving power to a battery
4
  I'm not surprised you
  can't see the film. You've numbers and letters, used for putting
forgotten to /tver.t/p.(ug.jt). the
  disc!
5
  In
which
  stores information and that you can                  an emergency in the UK,
  diQ/[Ïy.ne. 999.
6
  My computer is really
  old. It keeps çr.qsh/ng[freezj.n.g..
Internet that allows you to receive
  or send a                       7 I need to ins.(Q///.upg.r.Qde. my computer
  so that it's faster and more powerful.
using electronic signals, not with wires 8 Can you help me
  to set/d.e/e(e. the alarm on my mobile phone from your network mobile phone
  so that I wake up early tomorrow?
piece of equipment to an electricity supply 9 You need to
  selectZ.Qdjus.t this option from the menu on the computer screen. these questions.
with
  touch screens? Why?/Why not? 5 LISTENING 02.16 Listen to somebody giving
  replaced by touch screens and voice- instructions. What exactly are the
  instructions for?
6
  Imagine that your mobile is switched off and the do you use it
  for?
battery is dead. What different steps
  do you need technology at home or at school? What is it? to take to call a
  friend? Work individually and write mobile phone networks where you live?
  instructions.
like in the area where you live?    p(vcy
  in the charger an/connect thephone. Internet connection at home or at school?
7
  SPEAKING Work with a partner. Read your in your country are
  similar to or     instructions to your partner and compare them.
countries?                                                                        Are
  they the same?

Everyday
  technology
1       SPEAKING
  Work with a partner. Match the words in the columns to make everyday
  inventions. What do you use each invention for?

dish washing remote m'cro lap mobile laser
cam vacuum hair digital sat

control dryer
wave washer printer top cleaner nav camera phone machine
    corder

2
  Match these
  words with the
broadband              charger  coverage keyboard network                 plug
1
  a machine or
  piece of equipment
2
  when a set of
  similar things are computers or mobile phones
3
  a screen on a
  computer or mobile choose what you want to do
4
  a piece of
  equipment used for
5
  a piece of
  equipment with information into a computer
6
  a small piece
  of equipment carry around with you
7
  a type of
  connection to the

lot of information very quickly
8
  this technology
  communicates
9
  the strength of
  the signal to your
10
  an object used
  to connect a
3
  Work with a partner. Discuss
1
  Do you prefer
  mobile phones
2
  Do you think
  keyboards wi be operated technology?
3
  Have you got a
  flash drive? What
4
  Have you got any
  wireless
5
  Which are the
  biggest and best
6
  What is mobile
  phone coverage 7 Have you got a broadband How fast is it?
8 Do you know whether the plugs different from plugs in
  other

1       SPEAKING
Work with a partner. Look at the photos. What do the inventions do?

Professor Ulf Leonhardt, who is a
  physicist at the University of St Andrews, believes he can make real progress
  towards a cloaking device in just two years. The professor, who names the
  Invisible Woman and J.K. Rowling as sources of inspiration, will use the cash
  to develop a

material that bends light around itself, making it invisible to the
  naked eye. Normally, when light hits an object, it bounces off the surface
  and into the naked eye, making it visible. An invisibility cloak would make
  light pass like water flowing around a rock. 5  Money for the two-year project
  comes from the Royal Society's Theo Murphy Blue Skies award. 6 The work,
  which the professor calls broadband cloaking, could lead to devices that make
  things easier to see, too. In 2010, New Scientist magazine predicted that
  invisibility cloaks could be part of everyday lives in thirty years.

10        But it won't be long now
  before all our mobile phones are not just letting us hear from our friends
  and family. We'll be able to smell them too. As far back as in 2006,
  engineers had developed a system that could record smells of various fruits
  in a hand-held device. Simply push a button and you reproduce them. Maybe
  phones of the future will be able to transmit the smells around the person
  who is calling to the person being called. Great if you're enjoying an
  amazing meal in a restaurant, but there may be other moments when the smell
  might not be so good. Other experts claim that smells from phones could be
  therêpeutic and help you to relax. Another application is to assign a
  different scent to each of your contacts. 11             Or you could send a
  romantic text message with the smell of roses or your partner's favourite
  perfume or scent. One problem with smell phones is that they will probably
  need heat to warm up the scent. 12   Is it worth having it go dead just to be
  able to smell romantic messages? The public will no doubt decide.

2       Read
the texts and match the texts with the photos. Which text does not have a
matching photo?

This is a British-designed gadget to help you find lost
    keys, phones, wallets, remote controls and even lost children. The Locator
    Plus is a hand-held device which comes with four tagq which you attach to
    the things you're afraid of losing. 1
Simply select the object which you
    want to locate from a personalized menu. 2  It can even detect it through
    doors and walls. A beeping sound and lights tell you how close or far you
    are from the object, and which direction it is in. If you're one of those
    people whose memory is particularly bad, you can buy twenty extra tags
    since up to twenty-four tags can be tracked independently. One of the tags
    has a panic button. That's a button which a child can use to call for help
    in case of emergency. When they press it, an alarm goes off on the
    hand-held device. The device has just been upgraded and now works at a
    maximum distance of 183 metres and can guide you to 2.5 centimetres from
    the 'lost' object. The device runs on batteries and can be used indoors and
    outdoors. There are no monthly charges. 3     But don't lose it!

               Their latest is an invention which is
    perfect for those of who have a dog but don't always understand what it
    wants.
for those
    moments when your dog goes bow wow, woof, arrf!' it could be because it
    wants to eat, go for a walk or something completely different. Yes,
    Bow-lingual is a device which translates sounds into normal, human words.
    There's a microphone which attach to the dog's collar and a receiver for
    the owner. Switch on and the next time your dog barks, you hear 'I'm
    hungry', me' or 'I'm tired', or you can read it on the receiver's screen.
The answer is that dog 'experts' have made a
    database of sounds and matched each one to a human equivalent. 9 is not an
    exact science, as you can imagine, so don't let the message 'I'm lonely.
    Please play with me more.' hurt your feelings much. The device was
    originally sold for $150, but now it's for between $40 and $50. So if
    you're confused by your dog not give it a try?

7     you It'S but
dog you them 'Walk 8 dog This
too selling why

When you
  read a text, pay spec•al attention to reference words like this, that, there,
  it, they. Look backwards and forwards in the text to find out what the words
  refer to. This w•ll help you to get a better understanding of the text. STUDY
  SKILLS page 148

invisibility cloak.

d

'How does •t do th's?' I hear you ask.

4

What do the highlighted words in the
  text refer to?

e

Just charge the battery, switch it on, and go.

Text I: it = the object

f

You would know who was calling you just from the smell.

g

The handset will pickup that tag's signal,

5

Work out
  the meaning of the underlined words

h

This would make the object vanish.

in the texts by looking at the
  context. Use a

The gadget is incredibly easy to use.

dictionary to check your answers.

j

Different companies have been talking about it for a long
  time.

6

SPEAKING What about you?

k

Takara is a Japanese toy company wh'ch specializes in
  unusual gadgets,

Give each invention a mark from one to ten depending

This could use up extra battery power.

on how useful you think it is.

3       Read
the texts again and put these sentences into gaps 1—12.
a

So the translator only works if
the experts have interpreted the sounds correctly.
b
This is given to
researchers working on original and ground-breaking projects.
        A British scientist has been given
more than £100,000 to develop an
Unit 9

Grammar in context
GRAMMAR GUIDE
Relative clauses
1
Look at the sentences and answer the questions below.
Bow-lingual
is a device which translates dog sounds into human words.
b      The professor, who names the
Invisible Woman as a source of inspiration, will develop a material to bend
light.
c       Select the object which you want to
locate.
d      This invention is perfect for those
of you who have a dog.
e      The company, which is Japanese, makes
unusual gadgets.
f
This gadget,
which I love, is not so expensive now.
1
Which relative clauses
are defining, giving us essential information about someone or something? Do
they have commas?
2
Which relative clauses
are non-defining, giving us extra, non-essential information about someone or
something? Do they have commas?
3
When do we use the
relative pronoun which and when do we use who?
4
When do we use whose,
when, where or why?
5
Can we replace which with
that in sentences a, c or d?
6
Can we replace which with
that in sentences b, e or f? Why?/Why not?
7
Can we omit the relative
pronoun in sentences b, e or f? Why?/Why not?
8
Can we omit the relative
pronoun in sentences a or d? Why?/Why not?
9
Can we omit the relative
pronoun in sentence c? Why?/Why not?
GRAMMAR REFERENCE page 120
2
Delete the relative pronouns where possible.
Takara, (a) which is the company that makes the Bow-lingual dog
translator, also makes a machine (b) that is designed to give you sweet dreams.
This is for people (c) whose nights need to be made more pleasant and relaxing.
The person (d) who uses the machine needs to spend a few minutes preparing the
machine before going to bed. They select a photo (e) which they want to dream
about and they attach it to the machine. They record key words and phrases (f)
that they associate with their dream. Then they choose a scent (g) that has
some type of connection to the photo and select a piece of music (h) which
relaxes them. This is the moment when you turn the machine on and start to
relax. The device is set to activate during REM sleep, (i) which is when it is
thought we dream the most. Peter Harwood, (j) who works for Takara USA, says
the machine really works.
3
Complete the sentences with the correct relative pronoun(s). Write if
you think no pronoun is necessary.
There is
a Japanese device helps you to have sweet dreams.
2
My favourite
moment ofthe day is  I switch my computer on and surf the net.
3
The gadget             she
likes the most is her MP3 player.
4
That inventor,
some people say is mad, is really a genius.
5
The shop                I
bought my laptop is quite cheap,
6
The satnav, is a
relatively new invention, has become an essential device for many drivers.
7
The school             we
used to go to didn't have computers.
8
My friend, degree
was in information technology, is brilliant with computers.
9
I don't know he
was so angry, because we didn't do anything wrong.
10      The people design new mobile phones
must be really creative.
4      Decide
if the sentences are correct. Rewrite the incorrect sentences.
1
A: Which book did
you lose?
B: The
book, which is about computer science.
2
Mark's printer,
that is wireless, is really expensive.
3
I'm not sure, but
I think that's the email that I sent it.
4
Here on the left
is the room that we study in.
5
I could see there
was a problem the moment which he walked through the door.
6
She's the person
who I spoke to on the phone.
7
Do you know the
reason which this computer isn't working?
8
They're the two
people who's invention became really popular.
9
I've got a mobile
phone that takes great pictures.
10      I've bought the CD which we were
listening to last night.
5

Rewrite the sentences as one sentence using a non-defining relative clause.
1
The inventor of
the remote control didn't like watching TV. His name was Robert Adler.
2
Remote controls
were originally called 'space commands'. They first appeared in 1956.
3
Robert Adler went
to university in Vienna. He was born there.
4
Adler was a
brilliant physicist. He invented more than 180 different things.
5
Adler was
especially proud of his work on the technology used in computer touch screens.
His most successful invention was the remote control,
6
His remote control
used ultrasonic frequencies. It was replaced by infrared systems in the 1980s.
7
In 2007 Robert
Adler died. He was ninety-three that year.
8
Adler wasn't very
interested in his own invention. It changed the

6a Look at these sentence halves. What does the word
which refer to in each case?
          Some people change mobile phone
every six months, which .
2       I read that we'll all be using
helicopters instead of cars one day, which
3       One day cars will use electricity not
petrol, which
4       They say that the Internet is growing
too fast, which .
5       In some science-fiction novels
technology begins to control humans, which ..
6       Soon mobile phones will be able to do
everything computers can, which .
6b Complete the sentences in 6a with your own ideas.
7       SPEAKING
Compare answers in groups. Do you have similar answers?
Phrasal verbs connected with technology and computers
1
Look at these sentences. Match the phrasal verbs with their
meanings a—j.
           Don't forget to back up all your
documents.
2
An alarm goes off
when you press the panic button.
3
Can you print out
a copy for me?
4
You can log
in/on/out/off using my password.
5
Someone tried to
hack into the school computer,
6
My mobile phone
isn't picking up a signal.
7
I'm going to have
to stop because my battery's running out,
8
This device runs
on batteries.
9
This laptop uses
up the battery really fast.
10      With the mouse, you can scroll up,
down or across really easily.
a start/finish using a computer by typing a particu lar word b use all of
a supply of something

d use something for power or energy e produce a copy of a document from a
printer f make a copy of information that is on your computer g move information on a
computer screen in order to read it h use all of something and have nothing
left connect to someone's computer secretly and maybe illegally j start making a noise
2 SPEAKING Look at the pictures and answer the
questions using a phrasal verb.

          Why would you click on this icon?

2
And this one?

3
What is the problem with
the mobile phone?

1

4
What's the problem with
the battery?

5
What's happening with
the alarm?

1
Con-tputer
safety
onto,"

Cross-curricular — Computer science

Literature

The world of hackers

Hybrids by David Thorpe

(4

1 Work with a partner. Why do people
  hack into

6 Read the information from

computers? Make a list of possible
  reasons.

the back of a novel and

2 Look at
  the words in this notebook. They are all

answer these questions.

related to the world of hackers. Do
  you know anything

1

What type of novel is it?

about the words or what significance
  they may have?

2
3

A hybrid is
  something that has been produced by mixing two different things. Why is the
  word used as the title of this novel?
Who are the main characters in the story?

viÈ

black l,tAts,                             kiÅÅies,
        106)ÔVÇ_
(Q s oo

4

What are
  these characters afraid of?
Are you a slave to your computer? Welded
  to your mobile phone?

3

LISTENING 02.17 Listen
  to a radio programme about hackers. Check your ideas in 2 and make notes
  about the words and their significance.
Listen
  again and take more notes. Then work with a

Joined at the
  hip to your MP3 player? Maybe, one day, you will be
Johnny Online and Kestrella are
  hybrids, victims of
'creep', a virus which causes
  sufferers to merge with

items of technology. As hysteria
  grips the nation, they

partner and complete these
  sentences.

live in fear of being sent to the mysterious Centre for

1 DEF CON is an occasion when

Genetic Rehabilitation, never to be seen again

2 Las Vegas is the place where

Compelling, contemporary and thought-provoking,

3 White hats are hackers who .

prize-winning author David Thorpe's
  sci-fi thriller is essential reading for the cyberspace generation.

4       Black hats are hackers who .
5       1234 is a password which
6       Script kiddies are people who .
7       Key logging is when . 8 IP spoofing
is when .
5 SPEAKING What about you?
1
Do you think it
is right that white hats are paid a lot of money?
2
How safe do you
think your password is? Are you going to change it?
INSIDE INFORMATION
• Some
experts have calculated that, because of bad passwords, a hacker can gain
access to one new account every second. Here are some more suggestions for how
or how not to choose a password
Never use a single word that you might
find in the dictionary. Hackers often use an automated program, known as a
'dictionary attack', to try to find words used as passwords. Short passwords
are particularly easy to find.
Don't allow your computer to remem ber your passwords. Even if no one
else uses your computer, if it is stolen the thieves will be able to access
your private information and even hijack your identity.
Change your passwords on a regular
basis — experts suggest every month.

All my childhood I'd lived in a house devoid of expressions of love,
devoid of decoration and family  photos. There was nothing unnecessary
and those essentials were all tidily in their place and maintained purely for
function.

In this blank space my parents came and went, observing rituals
exclusively connected with work; but
what
this work was I was never permitted to know.
Children should be seen and not heard so I was sent to boarding school
from the age of seven. For companionship I had the Internet. I watched
everything from a distance. My parents lived their lives like machines.
 Unsurprising that I should now be turning into a machine. My mother had
told me that I was becoming less and less human by the day. Yet I could still
hear my heartbeat, the regular pumping of my pulses, the rasp of breath in
bronchial tubes, the gurgling of my digestion, the blood pounding in my head.
But then
I wasn't turning into a machine but into a different kind Of living organism.
Was I a pioneer or
the last of my kind, the end of my race? Was I alpha or omega? Was I a
fruitless branch on the evolutionary tree or the budding of a strong new trunk?
Qyite frankly, I didn't care. I just wanted to get the hell out of there.
It goes without saying that from the
moment I'd been brought to the Centre for Genetic Rehabilitation I'd been
trying to detect a network to hack into. Naturally, security was tighter than a
bank's and any networks were well hidden. That didn't stop me from running a
program which checked every five minutes to see if one became   available. It was on the third day
that I finally found
one. Soon I was able to tunnel down its signal. But not very far. Instead,
something was coming the other way. Something big and fast, some kind of Trojan
giant and

7 Read the text and answer these questions.
1
Why do you think Johnny
became so interested in the Internet?
2
Is Johnny turning into a
machine? Explain your answer.
3
Why do you think Johnny
is trying to connect to the Internet?
4
What happens when he
connects to the Internet?
5
Does Johnny suffer from
a physical virus or a computer virus or both? Explain your answer.
6
How does Johnny beat the
virus?

WORD BOOSTER

Match the words and
1
  devoid of a
2
  companionship
3
  budding
4
  faint          b
5
  stand by  c
6
  root-level  d
7
  back-up restore
  e
8
   goner      f
9
  up to scratch             g
h

definitions.
start using a copy of information on your computer
  that could have been lost good enough to do something without any friendship
  basic-level wait someone who is certain to die very soon sick, about to lose
  consciousness

before I knew what was happening it had bypassed me and my firewalls,
bolting the door behind it, and spread out into my system, installing itself,
making itself at home.
It
wasn't long before I began to feel faint. I lay down.
A sweat broke out and I started to shake uncontrollably. It was getting
hard to think. Memory blocks began to cut out. I was losing the ability to
remember the name of things. I was forgetting words. I was forgetting who I

was. Blackness.
System
shutdown.
Hello.
Welcome to Johnny Online.
Please type in your password.
Thank you.
Where would you like to
go today? Please stand by while root-level security runs a system check, virus
check, security installation A dangerous and unauthorised program
named Creep4.exe residing in the system folder has been  found and isolated,
do you wish to delete it?
Deleting
Initiating back-up restore. Please wait.
I am Johnny Online, aged fifteen. I
was born on a Thursday. My favourite colour is brown. I hate rice pudding and
fish. Thank goodness for that. I thought I was a goner. But my immune system
was clearly up to scratch. The convulsions had gone.
INSIDE INFORMATION
•       Hybrids won a competition that was
searching for a new author. It beat 882 other stories. It was published in 2007
and won other prizes.
The
author, David Thorpe, had written comics before writing his first novel.
In this text from the novel, Johnny
Online has been caught and is inside the Centre for Genetic Rehabilitation,
This place is a mixture of a prison and a hospital, Johnny is not allowed to connect to the
Internet, so that he can be 'cured.
8       Look
at these two sentences and check any words you don't know in a dictionary.
Which sentence emphasizes the physical side of Johnny and which emphasizes the
technological? How and why does the writer do this? 1 Yet I could still hear my
heartbeat, the regular pumping of my pulses, the rasp of breath in
bronchial tubes, the gurgling of my digestion, the blood pounding in my head.
2
Something big and fast, some kind of Trojan giant and before I knew what was
happening it had bypassed me and my firewalls, bolting the door behind it, and
spread out into my system, installing itself, making itself at home.
9       SPEAKING What about you?
1
What do you think
the writer is suggesting about young people and technology with the idea
of hybrids?

2
Do you agree with
what the author is suggesting?
•       PROJECT
10 Design a computer safety poster with tips for the
classroom.

GRAMMAR GUIDE

Complete            sentence
  similar meaning to the first sentence.

1

people don't talk face-to-face anymore. That's the

1 SPEAKING
  Work with a partner. What is the problem in each

problem.

situation? What could or should you
  do in each case?

The problem

2
  LISTENING 02.18 Listen and match the situations a-d with

    anymore

speakers 1—4. Are any of the
  situations similar to your ideas

2

People don't look after their mobiles. That's

in 1?

surprising.

      a            c

It's
  surprising

      b                d

3

More and
  more people are using the Internet. That could be problematic.

       Listen
  again. Which situation does each statement refer to?

The fact that

         1 You need a type of food to solve
  the problem.         Situation q/.b(ç/d

4

Some people take their mobile to the beach. That

     2 You need a change in
  temperature to solve the  Situation q/b/c/d

seems crazy to me.

problem.

It seems

3

You should
  quickly disconnect the device from the electrical source.

Situation

5

Some people are addicted to the Internet. That's a fact.

4

You need to make something to solve
  the

Situation

The fact is

problem.

6

I'm not really interested in new gadgets and

5

Warmth is not helpful in this situation.

Situation Q/b/.ç(d

devices. That's the truth.

6

This problem happened to the
  speaker.

Situation

The truth

7

The
  speaker warns us not to touch the device because it can make the situation
  worse.

Situation Q/.b/ç/d

7

He spent all day surfing the net.
  That was unusual.

8

You should wait at least two days to make the

Situation

It was unusual

situation better.

8

I can use my mobile to take photos. That's the

9

You probably won't be able to solve the problem on your own.

Situation Q(b(dd

good thing. The good thing

10

The solution was suggested by someone close

Situation q(b/.ç/d

3

Complete the sentences so they are true for you.

            2                      the
second               so that it has a
to the speaker.

1

It seems incredible to me that .

4

SPEAKING Work in groups. Make notes
  about one of the

2

The fact that so many people use

situations.
  Then explain it to the rest of the class. Does

social-networking sites .

everybody
  agree that the information is correct? Listen again

3

I think it's terrible that .

to check if necessary.

4

The good thing about new technology is that

5

What about you?

5

One of the problems with computers is ..

1 Have any of these things happened to you? What did you
  do?

6

The best thing about the weekend is
  that .

2 Do you have any tips about what to do when you have a
  technical

7

The fact is that I

problem with a computer, laptop, mobile, MP3 player, TV,
  etc?

8

Doesn't it seem amazing that ...?

4 SPEAKING Work with a partner. Compare sentences.
Ask follow-up questions to find out more information.
It seems incredible to me that people spend so much time texting each
other.
Why?

6      Rewrite
the sentences with what or all.
1       The thing I want to do next year is
rest.
2       The only thing I want when I finish
school is to start work.
3       I don't listen to the things they say
in adverts.
4       The thing that happens to me at the
weekend is get up really late.
5       The thing I don't understand is why
peop e prefer virtual sports to real sports.
6 The only thing I do to help at home is make my bed.
7      The on y thing I need to be happy is
my health.
8      The thing that makes me really angry
is when I have to wait for other people.
ÃÑs
message is not irnportanx.
7      SPEAKING Which sentences in 6 are
true for you? Discuss

with a partner.
8      Read
the text. What is the general topic of the text? What suggestions does it make?
People talk about protecting the environment but the
fact is we could all do more to help. What better place to start (2) by thinking about how we can save
energy on computers. Imagine how many computers are being used right now in
offices and homes around the world. Imagine how much energy that takes.
The
first thing you can do to cut down on the energy used is tÕ switch your
computer off when you're not using it. This may seem obvious, but not everybody
does it. Some people have the idea that switching a PC on and off will damage
it, (4) is just not true. What's you should unplug your computer and
printer when you're not using them. Even when they are switched off, they use (6)  electricity.
Another
way you can save energy is by not using a screensaver.
These used to be useful (7)screens used a different type of technology. Nowadays,
LCD monitors do not need them. When they are sleeping, LCD monitors use 90 per cent less electricity than when
active. That huge saving (8) lost when you use screensavers, which keep monitors running on full
powerl
One other simple tip is to check (9) applications you are using at any
particular moment. We may left videos or other types of media open and active unnecessarily. (11)
happens is your computer has to work harder and it consumes more power. Closing
applications (12)you are not using saves energy and makes your computer less
ikely to crash
9 Read the text again. Choose which answer (A, B, C, best
fits each gap.

1

A

that

B

which            C what

D

because

2

A

that

B

which           C than

D

as

3

A

be

B

being            C been

D

have

4

A

which

B

what             C that

D

why

5

A

most

B

interesting C furthermore

D

more

6

A

on

B

up                 C out

all

7

A

where

B

when            C how

D

which

8

B

is                   C goes

D

has

9

A

what

B

that               C why

D

when

A

have

B

has                 C be

D

not

I l

A

It

B

That              C Which

D

What

1 Read this newspaper article. Underline
  any arguments in favour of students taking mobile phones into class. Circle
  any arguments against.

12 A what                       B             C because             D he use of
mobile phones and video games machines is prohibited in most UK schools and
some do not allow pupils to bring them through the gates. Others allow pupils
to carry phones if they do not use them during the school day, and most expect
electronic equipment to be put away at the start of each lesson.
Schools
are afraid that phones could be lost or stolen and that pupils will interrupt
lessons. Schools also worry about misuse of the technology and point to several
cases of videos of teachers being placed on the Internet and of pupils bullying
by text messages. Modern mobiles are so small that children can use them under
their desks to text each other instead of concentrating on the lesson.

But one head teacher thinks that
prohibiting mobile phones in schools is wrong. He thinks that schools should be
making the most of modern technology. He gives the example of a student who
used his phone to take a photo of the homework written on the board instead of
copying it into his book. The phone was taken away from the pupil. This
particular head teacher thinks that this is a mistake and claims that it is
more important for pupils to use the latest technology than learn dates in
history. In his opinion, we should use in class the good things that mobile
phones can offer — audio and video technology and access to the Internet. In
some schools, children have been given handheld computers with phone and
Internet access to use in lessons. In these schools, teachers have reported
very little misuse. The students see the smart phones as something useful for
class and homework and so they look after them.

3
LISTENING 02.19 Listen to two people discussing whether students
should be allowed to take mobile phones into class. What is each person's
opinion?
4
Which expressions in the Speaking Bank are used by:
1       the person who is explaining or
checking that their partner has understood them?
2       the person who wants clarification?

Speaking Bank

Clarifying
  and checking understanding Useful expressions for: 7/2
Do you see what I mean?
Do you get what I'm saying?
Are you following me?
Are you with me?
What I mean/meant is/was
Yes, that's exactly what I mean/meant.
No,
  that's not quite what I mean/meant.
Useful expressions for: 1/2
Are you saying that
If I understand you correctly, In other words ...
What do you mean when you
  say .2 I'm not sure what you mean by .
Could you go over that again?
Sorry, I'm not with you.
I don't understand what you're getting at.

do you think the boxes represent? Do you set what I mean?
5b Mark where you think the boxes should go in the
other sentences in the Speaking Bank.
5c LISTENING 02.20 Listen and check.
Listen again and repeat. Pay attention to
the stress and intonation.

STUDY SKILLS

Remember that sentence stress is important when you are speaking in
  English. By stressing important words in the sentence, you make your meaning
  clear. Your aim is for listeners to be able to understand you without them
  having to make a special effort. STUDY SKILLS page 148

6 Work individually. Prepare notes about
the topic in 1. You can use arguments from the article and the listening
exercise as well as your own ideas.
Practice makes perfect
7 SPEAKING Discuss this question in groups. Remember
to use expressions from the Speaking Bank.

Should students be
  able to use mobile classroom?

Develo in     writing A re ort
SPEAKING Work with a partner. Compare and
contrast the photos. What are the advantages and disadvantages of using new
technology at school?
2
Read this writing task. What style do you think you should use for this
task — formal or informal?
A magazine for teenagers wants to know
about new technology in schools. You have been asked to write a report about
what technology you use in different subjects at your school and what students
think about using this technology.
3
Read this student's report. What style is it written in? Is the
student's situation and opinion similar to yours? Why?/Why not?
Report on the use of new technology at school
Introduction
The aim of this report is to explain how
technology is used at our school and to outline our opinion of the current
situation and our hopes for the future. The current situation
At the moment, the main way in which we use
technology is via computers and the Internet. We have a special room where
there are a lot of computers which we use for many different subjects. Not all
of the classrooms have a computer, but most do. Each classroom that has a
computer also has an interactive whiteboard, which we use mostly for English
lessons. Our opinion
Nearly all students
enjoy lessons with computers and the interactive whiteboard. The only drawback
is that the Internet connection can be slow and at certain times of the day a
few of the computers always crash. In the future, it would be ideal if each
student could have a laptop that they could use at school or for homework.
Conclusion
In conclusion, I think that most students
prefer using computers and interactive whiteboards in class since they can help
to bring lessons alive. At the same time, few students would disagree that
computers and whiteboards are important, but so is the teacher.
EXAM SUCCESS
When you write reports, give the report a title. CYvide the report into
paragraphs and give each paragraph a heading.
EXAM
SUCCESS page 1 53
4 Are the words in bold used correctly? Rewrite the
incorrect sentences. Use the information in the Writing Bank to help you.
Each
students think that it's a good idea.
2
All of the students are
happy using computers.
3
None students wanted to
use mobile phones in class.
4
Every student in the
class was interested in using laptops for homework.
5
Computers use up a large
number of electricity.
6
No students are allowed
to take school computers home.
7
We use computers at
school every day.
8
Most of the people in
our class has a computer at home.
Writing Bank
Using
determiners and quantifiers
•
a (large/small)
number of (+ plural countable nouns) all, a I of (+ singular countable, plural
countable, and uncountable nouns) most, most of (+ singular countable, plural
countable, and uncountab e nouns)
•
each, every (+
singular countable nouns)
•
each of, every
one of (+ plural countable nouns) no (+ singular countable, plural countable,
and uncountable nouns) none (without ofthis is a pronoun and cannot go with
another noun)
•
none of (+ plural
counta ble and uncountable nouns) Remember also: some, any, (a) few, (a)
little, many, much, a lot (of), lots (of)
Practice makes perfect
5 Choose either the task below or the
task in 2 and write your report. Remember to use words and expressions from the
Writing Bank.
An international
electronics company wants to know more about how teenagers in your country use
new technology in their free time. You have been asked to write a report about
what gadgets are most popular amongst teenagers in your country, what teenagers
typically use these gadgets for, and what problems or drawbacks teenagers find
with this new technology.

Language reference and revision
Grammar reference
Defining relative clauses

Form

Instead
    of where or when we can use which/that.

William Gilbert was the firstperson who/that
    investigate/electricity scientiPica'.

in.
That's theyear when / was
    born.

We use who and that for
    people, which and that for things, whose for

That was theyear which / was
    born in.

possessions, where for places, when for times and why for
    reasons.

That's the city where / was
    born.

•

In defining relative clauses we can omit who, which or
    that when followed

That's the city that / was
    born in.

immediately by a noun or pronoun.

We do not use commas in defining
    re ative clauses.

That's the device that she
    invented = That's the device she invented.

Use

That's the device which / use the most. = That's the
    device / use the

We
    use defining relative clauses to give essential

mast.
but

information
    about the person, thing, place, time or reason in the other half of the
    sentence.

That's the device that is popular.
  NOTHats-the-device-zwpnfnr.
That's the device that helps me the most.
  NOTHats-thvåevive-h-#-

Non-defining relative clauses
Form
Wi/(iam
Gilbert, who was born in 1544, investigated electricity scientiftca/(y.
We use
who for people, which for things, whose for possessions, where for places and
when for times.
We do
not use that in non-defining relative clauses,
• In
non-defining relative clauses we cannot omit the relative pronoun or adverb.
Nominal clauses with that
Form
Theproblem is rd)/ too mach on technology. thefact is that we
couldn't survive without modern technology.
It's amazing that mobi(ephones haven 't existedfor re'/ /t seems
unusual that nobody has come to the meeting. The fact thatyou've
never usedthe device before isn't important.
Use
Nominal
clauses can start with that. They function as nouns in the sentences.
We always use commas in non-defining relative clauses. We can use which
to refer back to the whole of the sentence. people spendal their money on
mobilephones, which / think is ridiculous.
Use
We use non-defining relative clauses to give extra, non-essential
information about the person, thing, place or time in the first half of the
sentence. The commas work in a similar way to parentheses, showing that the
information is not vital to the sentence.
Nominal clauses with what and all
Form
/ don't remember what / said
Thanks
for at/you did
/ know is that it was working before.
What happens is thatpeople use mobiles
when there's MO redneed
Whatyou shod/do is take the laptop back to the
shop.
0you need to Ho is cal
Use

Nominal clauses can start with
what and all. What means the thing(s) which. All is more emphatic and means the
only thing(s).

Grammar revision

Relative
  clauses 1
Choose the correct alternative. If
  you think both are possible, choose both.
1
  The man who/—. came to
  fix the TV knew about computers too.          5 The blog th.Q.t17 she writes
  is really interesting.
2
  The other day,
  when(..whi.çh was my birthday, I bought a new DVD.    6 Last month,
  when(.w.h.içh it rained every day, I couldn't play 3 The classroom
  where/.whiçh. we leave our bags in is only used by the    football
  outside.
      English department.                                                                                7
  Does anybody know who.'s/.w.hQ5e. pen this is?
This unusua invention, t.h.q.th.whiçll comes from
  Japan, could be really popular one day. WORKBOOK page 76 / 7 points
Relative clauses 2                                              Nominal
  clauses with that, what and all
Complete the
  definitions with defining relative 3 Some of these sentences are not correct.
  Find the mistakes and clauses for these people, places, times or things.       rewrite
  them correctly. Tick the correct sentences.
     Iceland is a country .                                                                        That
  you need is a rest.
2
  1492 was the year .     2
  The fact is that more and more people are becoming unemployed.
3
  Pizza is a type of
  food 3 It seems really surprising what nobody wants to do this job.
4
  Football is a sport        4
  All what you need to connect to the Internet is a computer and a modem.
5
  Marie Curie was a
  scientist ..          5 The fact that Paola hasn't arrived worries me.
6
  Coffee is a drink ...          6
  What I mean is that computer viruses can be very dangerous.
7       Apple is a company.
                                                                                WORKBOOK
  page 79                                                                       /
  6 points

/ 7 points

WORKBOOK page 76

Vocabulary revision
Everyday technology
Write the names of the objects.
                                         2                                      3
Verbs connected with technology
4                                       5                                       6
              WORKBOOK page 74                                                    /
6 points
Phrasal verbs connected with
technology

                           words
with the definitions. There are five extra words.            and computers
2
Match these
3
Choose the correct alternative.
       adjust       delete       download       go
dead       insert       install
                                                                                He
backed          the files on a CD in case he lost them.
       press       recharge       select       set       stream
      upgrade
2 It's
strange that my mobile can't Q/c.k/_ß/ll up a signal
1
make a computer
more powerful or effective      here because there must be coverage.
2
when a battery,
phone or other piece of equipment stops working               3 Can you print
Qut[up. a copy of those lyrics so I can keep
3
get sound or
pictures from the Internet to your computer so that you can               them?
4
 hear it or
see them before all the information has been received by your         To begin
your session you need to /Qg/.sçr.Q/l on by
typing your
name and password.
computer
4
put something
into something else         5 Cars of the future will run Qtl/.up. electricity
5
puta new program
or software into a computer so that you can use it          6 Criminals hacked
into/Q,n. the computers at work.
6
change or move
something slightly so that it's better or more effective       7 That sound is
the alarm on my mobile. Why is it going
7
remove information
stored in a computer    off/out if I didn't set it?
         WORKBOOK
page 74                                                                    / 7
points                       WORKBOOK page 77                           / 7
points
/ 40 points
101

                                                        Grammar           Inversion
  y Participle clauses
Indirect questions > Question
  tags

10

Breaking

k—ëocabulary Newspaper
  sections > Newspaper headlines news Collocations connected with the news—
                                                         Speaking
          Presentations 2
                                                        Writing            A
  magazine article

Vocabulary

Cup

w,

Newspaper sections                                                                     Clue
nail!! cclcgrapll

1

SPEAKING Work with a partner. Look
  at the different sections

theguardian

in a
  newspaper. Discuss what you think each one is.

It's
  Cameron and Clegg

business and finance          classified ads entertainment
  and the arts              features foreign news gossip column           home
  news          letters to the editor

10

life and style     obituaries      opinion       sports
  news

tilu mail

weather forecast

                               INDF
              ENT                      mbracing chan

2

Match the words in 1 with these
  definitions.

an article that concentrates on one particular subject

Vocabulary

2 a report that announces someone's
  death and gives a short

Headlines use words that are short and dramatic, Look at
  this list

description of their life and achievements

of frequently used words. Many can
  be both nouns and verbs

3 a short advertisement that you put in a newspaper when
  you

aid = help                                       key
  = important, essential

want to buy or sell something

axe = cut                                          link
  = connection

4 a section that includes articles
  about food, fashion, health,

back support                                 move
  = step towards a goal

fitness, the home

ban = make illega                          plea
  = request

5 news about other countries, not the one where you ive

b ast = explosion                            pledge
  = promise

6 a regular article that gives details of the private lives
  of

blaze = fire
PM = prime minister

famous people

boost =
  increase, encourage probe = investigation boss/head = manager, director

3

SPEAKING Work with a partner and
  discuss these questions.

clash = disagree violently            quit
  = leave, resign

1 What stories are in the news at the moment? In which
  section

cut reduce                                          riddle
  = mystery

of the newspaper wou d you expect to read about them?

drama tense situation                       spark
  = cause

2 Which are your favourite sections in a newspaper? Why?

hit = affect badly                            wed
  = marry

Newspaper headlines

5

Match the headlines 1—4 with the
  topics a-d.

4
  Newspaper headlines need to catch people's attention

1 PM pledges flood aid

quickly using little space. Look at
  how they do this.

2 Bank boss to wed in style

Grammar

3
  Phone company axes
  1,000 jobs
4       Hospital blaze kills 10

Man arrested in busy

Words like articles or auxiliary verbs

a A promise made by a politician

supermarket

are omitted.

b A tragic fire c Somebody who is going to get married d Bad news for
  some workers

Queen opens

The present simple

high-tech hospital

is used for current

6

Work with a partner. Explain what
  these newspaper stories

or recent events.

are about.
1 Government plan backed by universities

Britain to help Haiti

The infinitive is used

2 I quit, says football star following clash with boss

for future events.

3 New virus sparks safety fears

The headlines are

4 Police probe corruption claims

VOLCANO

not usually com plete

5 Spy riddle behind city centre blast

sentences. Nouns are

6 Government moves for complete smoking ban

ERUPTION

used as adjectives

7 Key politician in plane drama

FEAR

and are often put

7

LISTENING
  02.21 Listen to three stories. Match each story

one after another.

to a headline in 6.

I'm not quitting,

Direct speech can

c

says United boss

be used without inverted commas.

8

SPEAKING Work with a partner. Which
  of the stories in 6

would you be most interested in reading about? Why?
Reading
1
SPEAKING Look at the photo and

headlines. Invent a short newspaper story
that could match each headline. 1 Polish dog becomes bilingual
2
Honest taxi
driver becomes national hero
2
Read the real newspaper stories. Are they similar to your
invented stories?
3
Read the articles again. Are these statements true (T), false (F)
or is the information not given (NG)? When the answer is true or false, write
the number of the line(s) where you found the answer.
I Cent had to leave his last home
because the people who looked after him were getting too old.        T(F/NG.
2
By watching Cent's
behaviour, the staff realized that he understood polish.
3
The dog's
background made the Mroz family particularly interested in him.
4
The RSPCA made TV
adverts with Cent so that somebody would adopt him.         .T[7NG 5 Jolanta
needed encouragement before deciding to call the RSPCA. T/.F[.NÇ
6
Santiago Gori was
given a reward by the people whose money he found.
7
Despite the
donations made, Gori would be richer now if he had kept the money he found.
8
The original aim
of the website dedicated to the taxi driver was to aid him financially for his
honest action.   TO/NG.
9
Gori didn't want
to make a record. T[F/NG. 10 Returning the money was a long, hard choice for
Gori to make. .T[B/NG.
EXAM SUCCESS
A dog
which only responded to 35 his new home, where his new owners
new home
thanks to the RSPCA said, 'He understands Polish really (Royal Society for the
Prevention of well and he'll immediately react to
5
Cruelty to Animals) animal protection 40 though and he understands English as
organization. well now, so we speak to him in both Cent has settled in with his
new owners, languages. We had been looking for a the Mroz family fëom
Chelmsford, after dog already, but we spotted Cent on sixteen-year-old Dominic
and his mum the television and because we are of
10Jolanta
saw the dog's unusual story on 45 polish origin, his story really stuck with
the television. us. As we live down in Essex and Cent Staff at the RSPCA centre
in Oldham was up near Manchester, I didn't think were originally baffled when
Cent it would be possible for us to have him, arrived back in Sepfember, when
his but Dominic and his cousin told me
15
previous owners could no longer look 50 to ring up and ask. The RSPCA were
after him. fantastic and someone from the local Since he did not react to commands
branch in Essex came to see us at our such as 'sit' or 'come', they were home
before we went up to see Cent worried that the dog may have been in Oldham.'
20
deaf. 55 Having watched a clip of him on the Only after looking at Cent's
records Internet about fifty times before they did they find that he had come
went, they already felt like they knew from a Polish family and could only him
by the time they actually got to understand Polish. Had they known meet him.
Mandy Tierney, manager of 25 this from the start they would have 60 the RSPCA
Bury, Oldham and District spoken to him in his own language. Branch, said, 'He
had been with us for Realizing the situation, they looked four months and we
spent so much up basic commands in polish on the time with him, so it was very
sad to Internet, although they weren't very see him go. He couldn't have gone
65 to a more perfect home though. The

In
True/False activities, read the text quickly once to get a general idea. Then
read the statements. Find the sections of the text where you think the answers
come and read these in more detail. EXAM SUCCESS page 153
4
Work out the meaning of the underlined words in the texts by
looking at the context. Use a dictionary to check your answers.
5
SPEAKING What
about you?
1 Do
you think there are enough 'good news' stories in newspapers?
The
RSPCA spent four months training Cent, who is now able to respond to many
commands in English. However, his language skills won't be wasted in
An Argentinian taxi driver has made the headlines after
returning a bag full of money to its owners. The taxi driver has received
thousands of dollars in donations after returning the $32 cash he found in his
taxi to the people who accidentally left it there.
Having read about the story, people all
over the world are calling Santiago Gori a hero. A website set up in his honour
has so far received donations of over $14,580 to reward him.
Gori, who drives a taxi in
the Argentinian city of La Plata, made his discovery after drppping off an
elderly couple who had travelled a short distance in his cab. According to
reports, they had left a bag filled with thousands of dollars on the back seat.
No sooner did Gori find the money than he
began to look for the couple. He finally managed to track them down several
days later and immediately returned their bag to them with its contents
complete. Many newspapers around the world have run the story and,
unsurprisingly, it has made a huge impact on many people. Hearing the news, two
young Argentines decided to set up a website dedicated to congratulating
Santiago Gori for his principles and integrity. Thousands of people visited the
site, leaving
minute
Jolanta started speaking to him in polish he instantly responded and was doing
whatever she said.'
money, messages and offers of snowboarding
lessons, satnavs, pizzas and kilos of ice cream. Thanks to another offer, the
taxi driver could have recorded a CD had he been interested in starting a music
career. Most of the messages thank Gori and say that they wish that more people
were like him. Meanwhile Gori is said to be baffled by the whole thing. At no
time did he think of taking the money for himself. He claims that he simply did
what he thought was the right thing. The turn of events in his story clearly
prove the old saying that 'honesty is the best policy'.
In

GRAMMAR GUIDE

3

Find the mistakes in these sentences and rewrite them correctly.

Inversion

Seldom I have read such an inspiring story.

la Look at these sentences. Are they statements or

Rarely I read the newspaper.

questions?

Only after the event we did realize how important it

 Only
  after that did they find that he had come from a

was.

PO ish family.

Not only I buy the newspaper every
  morning but I

No sooner did he find the money than he began to look

also watch the news on Tu

for the couple,

Little he knows that I've bought him a present.

Scarcely had people read about the incident when they

Not only she sent a message but she also sent a

started sending money.

present.

Rarely do newspapers print stories
  that give good news.

On y when did she arrive did we start to eat.

At no
  time did the driver think of taking the money for himself.

Hardly had the match started.

Had they known this from the start they would have

4

Complete the sentences with the
  correct form of the

spoken to him in his own language.

subjects and verbs given.

b Are
  these statements true (T) or false (F)?
In the expressions in bold the first verb goes

1

On no account        make
  photocopies here without permission. (students/can)

before the
  subject, like in questions.
The expression in bold in sentence 6 could

2

Under no circumstances       allowed
  to hurt the animals in a zoo. (you/be)

be rep aced by Ifthey had known
After No sooner we use ... than ..

3

At no time
  Car at school yesterday. (we/see)

After Scarcely we use when .

4

In no way to cause problems. She
  just wants to express her opinion. (she/want)

lc These common expressions are followed
  by inversion when they go at the start of a sentence. Check their

5

No sooner my
  homework than my friend called to invite me out. (l/finish)

meanings in a dictionary if
  necessary.
At no time, Hardly (... when) In no way, Little, Never, IVO
  sooner

6

Not only but he also eats a lot of
  junk food. (my cousin/smoke)

than), Not
  only (... but o/so/too), On no account, Only, Rarely, Seldom, Scarcely (...
  when), Under no circumstance(s)

7

At no time in my life             committing a crime.
  (l/consider)

GRAMMAR REFERENCE page 132

8

Rarely the net, just once or twice a month. (my parents/surf)

2

Choose the correct alternative.

5

Rewrite the sentences using
  inversion.

No sooner had the film started t.hqn/..wh.en. my little
  brother fell asleep.

If I'd known, I would have told you.

Scarcely had I opened the newspaper
                     my dad came in

Had/ known, / wouldhave towyou.

and asked if he could read it.

If animals were able to talk, I would be fascinated to

Hardly does my head touch the pil ow than(.w.hen I fall
  asleep.

hear them.

Scarcely did we arrive home
  when(.thgn we had to leave again.

If we'd been there at the time, we would have been

No sooner did Michael make his suggestion .vhen(thgn. we
  all agreed

terrified.

to it.

If you should see Lucy, could you give her this

Hardly had he finished listening to the CD when/..thgn he
  started

message?

playing it again.

6

5
  If I had gone
  to the shops, I would have bought you a newspaper.
6
  If I were
  famous, I would hate being followed by paparazzi.
7
  If I had wanted
  to write for a newspaper, I would have studied journalism at university,

Grammar in context

SPEAKING
Complete the sentences so they are true for you. Then compare with a partner.
1
Had I wanted to
last year, I ..

2
Not only do I
butl also
3
Never do I 4
Rarely do my parents . 5 At no time have I ..
6 Little do people realize that I .

GRAMMAR
    GUIDE

Participle
    clauses
7 Look at
    the sentences and answer the questions below.
a Realizing the situation, they looked up basic commands
    in Polish, b Having watched a clip of him about fifty times, they already
    felt like they knew him.
c
    Hearing the
    news, two young Argentines decided to set up a website.
d
    Having read
    about the story, people all over the world are calling him a hero.
1 Is the subject ofthe participle clause the same as in
    the other half of the sentence?

2
  In which sentences are
  the actions happening at the same time?
3
  In which sentences are
  the actions happening one before the other?
4
  Which structure do we
  use when one action happens before the other: doing or having done?
GRAMMAR
  REFERENCE page 132
8
  Choose the correct ending for each sentence.
1
  Walking through
  the park, a the rain started. b he got wet.
2
  Looking out of
  the window, a I saw the bus.
b
  the bus
  appeared.
3
  Having corrected
  the exams, a we all passed.
b
  our teacher
  congratulated us.
4
  Having given me
  the prescription, a I said goodbye to the doctor.
b
  the doctor said
  goodbye to me.
5
  Having made ten
  films, a I don't want to see that actor again. b the actor is thinking of
  retiring.
9
  Complete the sentences with the correct participle form
  (doing/having done) of the verbs given.
the news, she went to bed. (watch)
2
  to school this
  morning, I met my cousin. (walk)
3
  football, my friend
  broke his leg. (play)
4
  the book, I wanted to
  see the film. (read)
5
  their homework, they
  went out with their friends. (do)
6
  a very shy person, he
  finds it difficult to make new friends. (be)
7
  in the city, my dad
  doesn't listen to music because it stops him from concentrating. (drive)
8
  the film twice, we
  don't want to see it again. (see)

Collocations
  connected with the news
1
  Work with a partner. Look at the expressions in bold in these
  sentences. What do you think they mean?
1
  This new band is
  making headlines all over the world!
2
  Read about the dog
  that became front-page news!
3
  A famous footbal player
  is trying to stop the newspapers from running a story about his wife.
4
  The next item of news
  is great news for drivers but terrible news for cyclists.
5
  Nobody keeps you informed like us!
6
  There has been a very
  surprising turn of events in the peace talks.
7
  Our website is the
  best for breaking news, bringing you news updates every moment of every day.
8
  We're interrupting this
  programme for an important newsflash
2
  Match the expressions in bold in 1 with their meanings a—i.
a reports containing all the latest news b news that is appearing for
  the first time c piece of news, individual story or article d publish a story
  e become famous by being reported in the news f important enough to appear on
  the first page of a newspaper g a short broadcast of an important piece of
  news in the middle of a TV or radio programme h an unexpected change in a
  situation tell you all the essential information
STUDY
  SKILLS
The expressions in bold in 1 are all examples of collocations. Col
  locations are typical combinations of words. Learning collocations helps you
  to speak and write English in a more natural way. STUDY SKILLS page 148
3     SPEAKING
  Work with a partner. Discuss these questions.
1
  How do you keep
  informed?
2
  What do you think
  about receiving news updates on your mobile phone?
3
  What type of news is
  important enough to get a newsflash and interrupt normal programmes?
4       Who is front-page news at the
  moment? 5 What stories are making the headlines?
6 What is the latest breaking news? 7 Are there any funny items of news
  in newspapers at the moment?

 Developing vocabulary

British newspapers
ont01'(
International cultural knowledge

Tabloids
  and quality papers
1
  Read the Inside Information box. Do tabloids exist in your
  country? Are they popular? What sort of stories do they print?
2
  LISTENING 02.22 Listen to two people talking about the press in
  Britain. Complete the sentences. Use a maximum of four words in each space.
Many British tabloids               for
  stories about famous people.
2
  In the
  documentary that the girl saw, they stories about famous people.
3
  Some newspapers
  bought the stories and printed them without behind the stories.
4
  Later the
  invented stories appeared in other newspapers and on

INSIDE INFORMATION
•British
  newspapers are often divided into two broad categories: quality newspa pers
  and tabloids.
•Quality newspapers are newspapers that contain serious news and
  articles. Examples are The Guardian and The Times. Some of these quality
  newspapers are called broadsheets because they have large pages.
However, many quality newspapers are
  now compacts, with smal pages.
•Tabloids
  are newspapers that have small pages. They often contain a lot of photographs
  and news that is not considered very serious, such as celebrity gossip or
  scandal. Examples are The Sun and The Daffy Mirror.
3 SPEAKING Work with a partner. In
  their conversation, the two speakers talk about a TV documentary. Discuss
  what exactly the TV documentary was about, what it proved, and what you think
  of this.

websites.
5
Of all newspapers in
English, the        has the biggest circulation.               4 SPEAKING What
about you?
6
The speakers think
newspapers may disappear in the future because of              1 What do you
think about free news websites and their possible effects on

7 Without quality newspapers, there may be no money for

journalism?

which could mean the end of the news and newspapers.

2 How do you find out about the
  news?

Cross-curricular — Media studies

6 Read
  this story from a newspaper. Put the missing

Comparing
  newspaper stories

paragraphs A—C in the correct place in the story.
Story A
1
Prehistoric women who spotted red-coloured fruit would have been the
  star equivalents of male animalkillers, according to two British
  neuroscientists, who have found a consistent liking for pink in surveys of
  women volunteers.
Although blue was by far the most popular 'simple' colour among men and
  women, the study showed a striking difference in the sexes when follow-up
  experiments tested reactions to mixed colours.

WORD BOOSTER

2
'They appear to give biological and not simply cultural

Match the words and definitions.

substance to the old saying: pink
  for a girl and blue

         1 gender                  a
  female leaders of a family or a

for a boy.' Using rapid reactions to cards, the survey,

         2 overwhelmingly         community

published in today's issue of Current
  Biology, is the first to show that human colour preference can be

         3 shifts                      b
  moves, changes

broken down into two ranges:
  red-greenness and

        4 overall                     c
  in a big, strong way

blue-yellowness. While men chose a
  wide variety of

        5 matriarchs            d
  people who look for and find

favourite tones across both, women overwhelmingly

         6 gatherers                       things,
  in this case food

went for the red end of the
  red-green axis.

e general, complete

'This shifts their colour
  preference slightly away from

f the fact of being either male or
  female

blue towards red, which tends to
  make pinks — and

1 2       Unit 10
                                                                                C
Chinese participants                          Work
B
Women's liking for the were tested for possible 8 in pairs. Each choose a text
A 'We expected to find colour pink is so deeply cultural differences in and
answer the questions for gender differences, but fixed that it may have been
colour preference, but their that text.
we were
surprised at how formed by evolutionary results were similar to the Story A
strong they were,' said history, according to overall findings. The theory 1
What possible reason does the Anya Hurlbert, professor scientists whose study
is encouraging for Barbie text give for a female preference of visual
neuroscience at of colour preferences is enthusiasts, who have seen for pink?
     Newcastle University.                  published
today.                            the doll attacked for her
2 Who conducted this research
'anti-feminist' pink clothes into colour preference? and decor.
7 Now read this story from a different newspaper.
What is         3 Were the researchers surprised the main thing that it has in
common with Story A?             by the results of their
                                                                                Story
B                           investigations?
4 The researchers separated all A campaign backed by
a Government Richard Dodd, of the British Retail colours into two main groups:
minister which strongly advises parents Consortium, which represents high-
red-green and blue-yellow. not to buy girls pink Christmas gifts street stores,
said, 'This is a pointless Which did men prefer and which was called
'pointless' yesterday. campaign. Shops stock goods in did women prefer?
MP Bridget Prentice warned that pink response to
customer demand.' 5 How did the researchers decide clothes and toys were
'funnelling girls The Pinkstinks pressure group also that the preference for
pink was into pretty, pretty jobs'. She has thrown claims girls' job prospects
are hit not just a question ofEuropean her weight behind the Pinkstinks
because they are encouraged to stick to or western culture?
Internet campaign, which calls for
a    traditional women's careers later in life. boycott of stores selling
'sexist' toys.        But Mr Dodd added, 'Our members The Early Learning Centre
chain is   provide good jobs, flexible working among those that have been
accused              and training — things that make a real of forcing girls
down 'pink alleys' that difference to women's ability to develop reinforce
stereotypes.      successful careers. Two-thirds of retail
But a spokesman denied the allegation,
staff are female.' saying: 'Customers can choose a red Pinkstinks was founded
by Emma kitchen, a blue kitchen or a yellow doll's Moore. She argued pink, for
girls, house.' signified 'passive and pretty' while blue, for boys, meant 'bold
and challenging'
WORD BOOSTER
Match
the words and definitions.

Story B

1
Why is the politician
Bridget Prentice against pink toys and clothes?
2
How does the Early
Learning Centre justify the fact that it sells pink toys?
3
Why does Richard Dodd
think that it is OK for shops to sell pink products?
4
Why does Richard
Dodd point out that two-thirds of people who work in shops are women?
5
What is the problem with
'pink for girls and blue for boys', in
1
pointless          a
useless, a waste of time Emma Moore's opinion?
2
b a protest
against something by not buying something
3
funnelling        c
member of Parliament
4
boycott             d
relating to the selling of goods to the public
5
retail pushing
something (in this case, someone) through a narrow
6
stock tube or
passage
7
pressure group f
have available for sale
8
job prospects  g
organized group of people who try to persuade people about

SPEAKING Work with your partner. Explain your text in
detail to your partner. When you finish, discuss these questions.
1
Which section of
the newspaper would you expect each of the texts to appear in? Why? something
2
Which text do you
think came
h chances of getting a job                                                                                from
                                   and

sometimes lilacs — women's real favourites,' said Prof
Hurlbert, who carried out the study with research neuroscientist Yazhu 3 Ling.
'The differences were so substantial that experienced the data are usually able
to predict the sex
a quality newspaper which
came from a tabloid? Why?
What do
you think would be a good headline for each story?

researchers using of a participant by checking their favourite colour.'
10 What about you?
3           1 What do you think about the latest variant of the survival
idea of 'pink for a girl, blue for a The strategy may be just the of the
fittest methods used by fruit-hunting matriarchs. 'It boy'?
is speculative, but women were the primary gatherers
and         2 Should pink toys be banned, in would certainly have benefited
from an ability to find ripe, red            your opinion?
fruits,'
said Prof Hurlbert.
Unit 10 27
  Listening                                                               Grammar
in context

GRAMMAR
  GUIDE

Indirect
  questions
la Look at these
  sentences. They are all indirect questions. Write the direct questions.
a      I'd like to ask you why.yçu
  were dressed up as Batman at the time.
b
  I wonder if you
  could tell us what exactly he was trying„.tQ steal.
c
  I wonder what
  thei[ reaction was when they came and saw what was going on.
d
  Have you any
  idea how many.. people were iñ. the shop at the time?
e
  Do you know if
  he was on his own?
f
  Could you tell
  us how you stopped the man?

BATMAN ARRESTS corvllc BOOK THIEF

2
  LISTENING 02.23 Listen to some journalists interviewing the
  shop owner. Tick any of your questions in 1 which they ask.
3
  LISTENING            Listen again and choose the correct
  answers.
1
  The comic book
  shop was celebrating a a national holiday.
b
  a day when
  comics are given to customers as presents. c Ha loween, a day when everybody
  wears fancy dress.
2
  The people
  wearing special costumes a were all working in the shop.
b
  got a free
  comic.
c
  included staff
  and customers.
3
  The shop owner paid special
  attention to one customer because a the customer was acting in a suspicious
  way. b he had never seen this customer before.
c the customer was older than most
  of the regular customers.
4     The thief was trying to steal a
  about $200 in cash.
b somewhere between $450 and $800 in
  goods. c a whole collection of rare Batman comics.
5     When he first saw the shop owner,
  the thief was a surprised.
b
  angry and
  violent.
c
  calm and
  resigned.
6
  When the shop
  owner first asked for help a a big group of 'superheroes' came to help him. b
  people didn't believe him. c everybody laughed.
7
  The police
  officers who came to the shop a saw the funny side of the situation.
b
  didn't arrest
  the thief.
c
  didn't want to
  give the shop free publicity.

EXAM SUCCESS

Remember that you may hear a word
    or words that come in one of the possible answers, but this does not mean
    it is definitely the answer. The word(s) may be there just to

        distract you.                             EXAM
  SUCCESS page 153

10

1       SPEAKING
Work with a partner. Read this headline. What questions would you ask 'Batman'
to find out the full story of what happened? Make a list.
Shop owner dressed as Batman stops robbery
1b Answer the questions.
1
In the underlined
part of each sentence, does the subject come before the verb (like in a
statement) or after the verb (like in a question)? Why?
2
Sentences a-c do
not have a question mark at the end of the sentence but sentences           do.
Why?
3
Are indirect
questions usually more formal and polite than direct questions or less formal
and po ite?

                                                                                GRAMMAR
REFERENCE       page 132
2       Complete
the second sentence so that it has a similar meaning to the first sentence,
using the word given. Use between two and five words.
                                                                                1 How
long did the police take to arrive? TOOK
Can you
tell me howto arrive?
2 Was anybody hurt in the incident? WHETHER
I'd
like tohurt in the incident.
3
Why did he want to
steal those comics? IDEA
                                                                                Have
you     to steal those com•cs?
4       What do the police think of inc'dents
like this? WONDER of incidents like this.
5       Is it the first time this has
happened? IF
Do you
knowfirst time this has happened?
6       Why did you decide to dress up as
Batman? WHY
Can I
ask dress up as Batman?
7       How many comics does the shop sell on
Saturdays? SELLS
I'd like
to ask how many comics
3 Write indirect questions using the words given.
How long have you lived in this area? I'd like to know ...
2       What do you thinkofsuperhero films?
Can you tell me ...
3       What are you going to do when you
leave school? Have you any idea ...
4       How often do you buy a newspaper? Can
I ask ...
5       Are you interested in foreign news? I
wonder if you could tell me ...
6       How many people read comics in this
class? Do you know ...
7        Have you ever worn fancy dress? I'd
like to ask ...

4 SPEAKING Work with a partner. Take it in turns to
ask and answer the indirect questions in 3.
5a SPEAKING Look at
this strange news headline. Work with a partner. You are reporters. Write six
indirect questions to ask this teenager.
Teenager gets stuck in washing machine
Mother has to call 999 for help
5b One of you is the reporter and the other is the
teenager from the story. Roleplay your conversation for the class.
GRAMMAR GUIDE Question tags
6 Look at these sentences and the
question tags they contain. Decide if the statements below are true (T) or false
(F).
a
That isn't something that
you do regularly, is it?
b
You saw the thief on a
camera, didn't you? c You'd never seen this guy before, had you?
d Nothing like this has happened before, has it? e This type of thing
can't happen often, can it? f I'm right in saying that, aren't l?
g
Nobody expects something like that to happen, do they?
1 We use question tags when we want somebody to confirm what we are
saying. 2 We use subject pronouns at the end of question tags.
3
We use auxiliary or
modal verbs in question tags, not main verbs.
4
Usually the question tag
in an affirmative sentence is negative and the question tag in a negative
sentence is affirmative.
5
In sentences with lam
the question tag is am not l?
6
In sentences with nobody,
somebody, everybody, we use the pronoun thei/
GRAMMAR REFERENCE page 144
7
Match sentences 1—10 with the correct question tags a—j.
1
You love comics,
2
You aren't
interested in the news,
3
You've got a lot
of DVDs,
4
You don't believe
that things like that could happen,
5
You haven't stolen
anything,
6
You will help me
tomorrow,
7
You told me that
story,
8
You hadn't
thought about that,
9
You didn't try to
stop him,
10      You can call the police if there's
trouble,
a have you? b are you? c had you? d can't you? e didn't you? f did you?
g won't you? h do you? haven't you?
don't you?
8      Complete
the sentences with question tags.
1
Everybody likes the
summer,
2
I'm right,
3
We shou d use question
tags,
4
The news will be on
soon, 7
5
We're going to be on TV
one day,
6
You read the news
yesterday,
7
She never comes late,
8
We've got homework
tonight,
9      LISTENING
02.24 Listen and check your answers.
loa 0 2.25 PRONUNCIATION You will hear this sentence
twice. What is the difference in pronunciation? In which case does the speaker
seem very certain that he knows the answer to his question?
Everybody
likes football, don't they?
10bO Listen to the sentences in 8 again. Does the
intonation go up or down? Write or —N.
IOC  Listen again and repeat. Pay special attention
to the intonation.
11     Write
three sentences about your partner that you know or think you know, and three
things that you aren't sure about. You love watching SCt•-ftF/wt5.
12     Add
a question tag to each sentence.
You (ove watching sci-fiPms, don'tyou?

Remember to
  use falling intonation when you are quite certain of your partner's answer
  and rising intonation when you aren't so sure.
You love watching sci-fi films, don'tyou? Yes, I do. They're my
  favourite type offilm.

13     SPEAKING
Now ask your partner your questions.
Developing
speaking Presentations 2
1
SPEAKING Work with a partner. Discuss these questions.
1       How popular are gossip columns or
magazines about famous people in your country?
2       Why do you think people are interested
in the private lives of celebrities?
3       Do you read stories about famous
people? Why?/Why not?
2
SPEAKING Look at this statement. Work with a partner and think of
arguments for and against the statement.
Celebrities
get what they deserve. They use the press to become famous, so it's normal that
the paparazzi continue to follow them around when they are famous.
3
LISTENING 02.26 Listen to somebody giving a presentation on this topic.
Do you agree with what they say? Why?/Why not?
Listen again and complete the expressions in the
Speaking Bank.
Speaking Bank
Opposing
points of view
Presenting opposing points of view It is true that
You
can't deny that ..
                  There's no                                  that
             . You can't                                  with
the fact that ...
I
accept that
Responding
to opposing points of view
But
that doesn't mean that
However,
                  Let's not.                                 that
. I
would still say that
Even
so, I still believe that
                  Having                                 thatr
That
doesn't alter my opinion that
5      Choose
one of these statements. Think of arguments for and against. Then decide what
your opinion is.
We shouldn't blame newspapers for invading celebrities'
private lives to write stories. We should blame the public for buying the
newspapers and reading them.
The press should always be free to
write what they like. Famous politicians or writers have more right to privacy
than famous actors or singers.
'If you
don't read the newspapers you are uninformed. If you do read the newspapers you
are misinformed.' (Mark Twain)
6      Make
notes for a presentation. Follow this guide.
                    I-n+-rodac+i04-1.
State             opi-ni04,t.
2
Mage  poi4•t+s
MtdJus+i1Cð
3
Preseot+ 041B or
fwo opposi4•tÛ poi4•t+s.
            14- Respoa,td +0          opposi4tÛ
poi±t+s.
              S C04•tcPusi04t. Res+a+e
             opi-nio-n.
7      Think
of expressions that are useful at each stage of your presentation and make
notes.
Practice makes perfect
8 SPEAKING Give your presentation to the class.
Remember to use expressions from the Speaking Bank and 7.

Developing writing A magazine
  article

SPEAKING Work in
groups. Brainstorm any stories that are in the news this week. Then choose the
stories that you think are the most important, interesting or funny.
1b Compare answers with the rest of the class. Have
you chosen similar stories?
2      Look
at this writing task. Underline the key information that you need to include in
your article.

You have seen
  this announcement in your school magazine. We need fresh, young reporters to
  tell us what's going on in the world!
Choose a story
  that's in the news that you think is particularly interesting, important or
  funny. Give a clear explanation of what the story is and tell us why you have
  chosen it.
The best
  articles will be published in the next issue of the school magazine.
Write your article.

3      Read
this article. Does it include all the necessary information? What do you think
of the story that it talks about?
Have you ever thought that money could be
spent better? Then let me tell you about one of the most important local items
of

news this week. This is the story of an
    Oxford college which wants to spend £15,000 on flowers instead of
    spending it on otherr more academic things.
This week a college announced that they
    want to collect £15,000 from ex-students and spend the money on 20,000
    white flowers for  the college. (a) Despite/Despite the
    fact. that the current financial crisis is affecting the world of
    education, college officials decided that it would be a good idea to spend
    money on the flowers, which only come out for two months in the winter. (b)
    As a. result/And so, students at the college are angry. They have decided
    to make a protest (c) as/therefore they feel that the money could be spent
    on more important things like teaching.
(d) However/A/though this story may not
    seem so important, I think it raises some key points. (e) Firstly/At first,
    I think the students are right to be unhappy (f) sinçe/whereas in
    times of crisis, money should be spent carefully and sensibly. (g)
    Furthermore/ Nevertheless, in my opinion the college
    should have asked the opinion of the students before making their decision
    because the college is not only for the people who run the college but also
    for the students who study there.
All in all, I think this item of news is significant
    because it demonstrates how important it is to use common sense when
    dealing with important financial questions that affect education.

4      Look
again at the article and choose the correct alternatives. Think about the
meaning of the words and how they function in a sentence.
5      Put
these titles in the right places in the Writing Bank.

a Addition

d
  Sequencing arguments

b Consequence

e Reason

c Opinion

f Contrast

Writing Bank

Linkers — a review

firstly,
  secondly, lastly
 2  however, nevertheless, although,
  despite, whereas, on the other hand

3       what's more, furthermore, moreover,
  in addition, not only but also
4       therefore, and so, as a result,
  consequently
5

because,
  as, since
6       as far as I'm concerned,
  personally, in my    opinion

6      Work
with a partner. Put these stages of writing a text in order.
1       Organize your notes into logical
paragraphs.
2       Make notes.
3       Check your text for mistakes, edit
it, and check that you have answered the question.
4       Write the first version of your text.
5 Brainstorm ideas.
6 Write
the final version of your text.

Practice makes perfect
7 Write an article for
the task below. Remember to use linkers from the Writing Bank and follow the
correct procedure in 6.
You have seen this
announcement in your school magazine.
What would life be like without knowing what's
happening in the outside world?
Imagine a week with no TV, no radio, no newspapers and
no Internet.
Write an article telling us how different and difficult
you think life would be.
We'll print the best articles in the next school
magazine.
Write your article.

Language reference and revision

Grammar reference
Inversion
Form
       Only                        Hardly                    Scarcely
      No sooner            Not
anti(               Rare"
Seldom + auxiliary verb + subject + main verb
       At no time                       Not
0M/' (but also)
     1M no way                      Under
no circumstance
      On MO account               Little
When the phrases above (which all have a negative
meaning) go at the start of the sentence, we invert the subject and verb like
in a question.
With No sooner we use than. No sooner had / ca(/edhim than he came
running.
With
Scarcely and Hardly we use when.
Hardy had/ calledhim when he came running.
Participle clauses
Form the netVS, / heardabout the accident. the news,
/ switchedofthe TV.
With only and not until, be careful which verb you invert. Only when he
arrived we start eating.
On/' as the 1m endeddidwe understandtheplot.
Little
usua lly goes with verbs of thinking. It means I didn't know/think/
realize/suspect.
Little did/ know/think/rea(ize/suspect that he was a
spy.
We can
also use inversion as an alternative to second and third conditional sentences,
but only with was/were/had/should.
Had/
known, / wouldhave come sooner. = If I had known, I would have come sooner.
•
Were he here now, / him exactly what / think. = If he were here now, I would
tell him exactly what I thin(.
Use
We use
these phrases to give emphasis. They are generally more formal and are more
common in writing than in speech.
Indirect questions
Form are/rom.
                       /
wonder   could te / us whatyou thought o/the show.

The
subject of the participle clause must be the same as in the other half of the
sentence.
Getting offthe bus; / was shoutedat by the driver.
Use
•
We use present
participles (doing, watching, walking, etc) to talk about actions happening at
the same time.
playing
tennis, /fe//. = When I was playing tennis, I fell.
•
We use perfect
participles (having done, having watched, having walked, etc) to say that this
activity happened before the next activity in the sentence.
•
Havingplayed tennis
almorning, / was tired = After I had played tennis all morning, I was tired.
We can
also use participles to explain the reason for something.
•
Being tired, / decide/
toyo to bed = Because I was tired, I decided to go to bed.

Vocabulary

Newspaper sections
business and finance classified ads entertainment and the arts features
  foreign news gossip column home news opinion letters to the editor life and
  style obituaries sports news weather forecast

3
  Collocations
  connected with the news
breaking news front-page news item of news keep somebody informed make
  the headlines newsflash news updates run a story turn of events
4
  Other words and phrases page 143

Question tags (see page 144)
(ike to
know whyyou came.
/ wonder whatyouprefer.
Haveyou
any idea what time he's coming?
Doyou know whether they won?
      Cou(d/Canyou
           u.'hat theproblem is?
In the
second part of these sentences we do not put the verb before the subject
because they are not direct questions. We use question marks when the first
part of the sentence is a question (eg, Doyou know ...3 Can you tell me ...?).
Remember that the second part of these sentences is not a direct question. When
there is no question word (who, what, etc), we use if/ whether
17(ike
to know whetheryou agree.
Use
We use indirect questions in more
formal situations and to be more polite. We can also use indirect questions to
ask a big favour from someone we know well.
        Dad, / was wondering if/             take
the car tonight.

Put the
  words in the correct order and add a at the end of the sentence if necessary.
  can felt had hardly no never sooner me tell want what you
you can
           than          when would
Can
1
  Nohad he said
  hello he left.   2 are I to would know how like you

2
                                                                                I been there, I      have
  helped you.
3had the match startedhe injured
  himself.                                                          3 know you
  what is time it do
4
  Undercircumstanceyou smoke in a hospital.     Do
4
5
  have I              so
  angry.               you idea coffee any whether have he drinks
Have

/ 5 points

WORKBOOK page 845 to how know want
  you I did that

/ 5
    points

                    WORKBOOK page 87
2 Some of these
  sentences are not correct. Find the mistakes and rewrite them correctly. Tick
  the correct sentences.
1
  Parking the
  car, the driver got out.
2
  Getting on the
  bus, she found a seat and sat down.       4 Choose the correct alternative.
3
  Having written
  the email, I checked it for mistakes before sending 1 Nobody knows how to do
  it, does he/dQthey? it.              2 You never arrive on time, do/dQn't
  you?
4
  Speaking to us,
  the waiter brought our dessert,      3 He's made a lot of mistakes,
  hasn't/isn't he?
5
  Having eaten
  fruit and vegetables, you stay healthy.     4 I'm not ready to do the exam,
  am/aren't l?

/ 5 points

5 There's a lot of
  good news in the paper today, isn't It/there?
WORKBOOK page 84
WORKBOOK
  page 87

Newspaper sections Collocations
  connected with the news Match the stories and the section of the newspaper
  you would expect to find them in.    3 Choose the correct alternative.
1    organized crime.
        I   For sale! Mountain
  bike. Never used.                                            a life and style                                               They're
  running a about
2
  Japanese
  multinational takes over Swedish company                b opinion
2
  There has been an
  interesting turn of
3
  Top Hollywood star to marry
  childhood sweetheart? c gossip columnin the negotiations4 How the richest man
  in the world made his fõrtune d business and finance
3
  We have an interesting
  of
5
  Fashion trends
  for this summer        e featu res
news now.

/ 6
    points

6
  What the
  government should do about the financial crisis        f              classified
  ads        4 You can get news your mobile.
WORKBOOK page 82                                                                                5
  We'll keep you new developments.
Newspaper
  headlines                                                                                6
  Because of one stupid mistake become
2 Match the words.
Headline word                                                                                WORKBOOK
  page 85
       1 axe        2 plea        3
  wed        4 back        5 key        6 clash        7 quit        8 blaze
More common equivalent a disagree violently b marry c request d
  important, essential e support f fire g leave, resign h cut

/ 8
    points

             WORKBOOK
  page 82

Total

10
Gateway to
exams Units 9-70

Tip for Reading Exams

In
  True/False/Not given tasks, remember .
When there are three possibilities: True/Fa/se/Notgiven,
  choose Not given if you can find no information in the text to prove or
  disprove the statements.       EXAM SUCCESS page 153

 Reading
1 Read this newspaper article and write a headline
for it. When you finish, compare headlines with a partner. Explain why you
chose your headline.

eep inside millions of computers is Many
computers sold to businesses and       'The risk is manageable, and you are a
digital Fort Knox, a special chip        consumers have such chips, though
users    just attacking one computer,' said Joerg      with the locks to highly guarded               might
not turn them on. Users are typically Borchert, vice president of Infineon's
secrets, including classified government      given the choice to turn on a TPM
chip         chip card and security division. 'Yes, reports and confidential
business plans.              when they first use a computer with it.         this
can be very valuable. It depends on Now a former US Army computer-security If
they ignore the offer, it's easy to forget   the information that is stored.
But that's specialist has devised a way to break             the feature
exists. However, computers       not our task to manage. This gives a those
locks.           certain strength, and it's better than an
needing the
most security typically have
The attack can force heavily secured         TPM chips
activated.          unprotected computer without encryption.' computers to
spill documents that perhaps 'You've trusted this chip to hold your  The
Trusted Computing Group, which sets were presumed to be safe. This discovery              secrets,
but your secrets aren't that safe,'    standards on T PM chips, called the
attack shows one way that spies and other richly            who runs the
Flylogic         'exceedingly difficult to replicate in a said Tarnovsky, 38,
financed attackers can acquire military      real-world environment'. It added
that the
security consultancy in Vista, California, and trade secrets,
and comes as worries and demonstrated his hack last week group has 'never
claimed that a physical about state-sponsored computer espionage at the Black
Hat security conference in attack — given enough time, specialized intensify,
underscored by recent hacking Arlington, Virginia. equipment, know-how and
money — was attacks on Google.  impossible. No form of security can ever
The chip
Tarnovsky hacked is a flagship
   The new attack discovered by
Christopher    model from Infineon Technologies AG, the    be held to that
standard.'

Tarnovsky is difficult to pull off, partly       top
maker of TPM chips. And Tarnovsky       It's possible for computer users to
because it requires physical access to a     says the technique would work on
the          scramble data in other ways, beyond what computer.               of
Infineon chips based on               the T PM chip does. Tarnovsky's attack
entire
family
But laptops and smart phones get lost and the same design. That includes
non-TPM would do nothing to unlock those methods. stolen all the time. And the
data that the chips used in satellite TV equipment, But many computer owners
don't bother, most dangerous computer criminals would Microsoft's Xbox 360 game
console and figuring the T PM security already protects

    seek would probably be worth the
expense smart phones.                                                       them.

of an elaborate espionage operation. That means his attack could be used
to Tarnovsky needed six months to figure Tarnovsky figured out a way to break
chips pirate satellite TV signals or make Xbox out his attack, which requires
skill in  that carry a 'Trusted Platform Module', or peripherals, such as handheld
controllers, modifying the tiny parts of the chip TPM, designation by
essentially spying on without paying Microsoft a licensing fee, without
destroying it.
them like a phone conversation. Tarnovsky said.    Using
off-the-shelf chemicals, Tarnovsky Such chips are billed as the industry's          The
technique can also be used to tap text soaked chips in acid to dissolve their
hard most secure and are estimated to be in as messages and email belonging to
the user outer shells. Then he applied rust remover many as 100 million
personal computers        of a lost or stolen phone. Tarnovsky said      to
help take off layers of mesh wiring, and servers, according to market research      he
couldn't be sure, however, whether his   to expose the chips' cores. From
there, firm IDC.            attack would work on T PM chips made by  he had to
find the right communication When activated, the chips provide an        companies
other than Infineon.      channels to tap into using a very small

additional layer of security by encrypting, Infineon
said it knew this type of attack or scrambling, data to prevent outsiders            was
possible when it was testing its chips. Even once he had done all that, he said
from viewing information on the machines. But the company said independent tests              he
still had to crack the 'huge problem' An extra password or identification such
as determined that the hack would require          of figuring out how to avoid
traps a fingerprint is needed when the machine          such a high skill level
that there was a           programmed into the chip's software as an is turned
on.            limited chance of it affecting many users.    extra layer of
defence.

2      Read
the article again. Are these statements true (T), false (F) or is the
information not given (NC)?

1 This new attack coincides with a recent

6

Infineon said it was not going to make any

growth in fears about computer
  spying.

T/F/NG

changes to its chips following the discovery

2 Theft of the victim's computer is
  essential for

of this hack.                                              T/F/NG

this new type of attack to work.

T/F/NÇ

7

The real problem with T PM chips is

3 You have to ask the computer
  manufacturer

that
  people over-rely on them.                          T/F/NG

for TPM chips to be activated for
  them to work.

T/F/NG

8

You can do this attack with materials

4 Using this technique you can read
  messages

that are
  quite easy to find.                                   T/F(NG

someone has sent to another mobile
  phone.

T/F/NG

9

The difficulties involved in making this
  kind of attack are all related to the complicated

5 Infineon is not very confident
  that this attack

physical
  operations you need to perform. T/F/NG

will really work in the real world.

T/F/NG

So you're
thinking of starting up a scr—

In
  multiple-choice activities, remember
When you listen, you may hear the correct answer but
  expressed in different words from the ones used in the

      question.                                         EXAM
  SUCCESS page 153

can workings. It's essential that
  (4)

3 LISTENING 02.27Listen to a
  podcast about the

know that they are taking on a big
  responsibility.

Antikythera mechanism, an ancient piece of

Of course, the main aim of your newspaper will be to

technology, and choose the correct answers.

(5)  people informed of recent events at
  school, so you'll need reporters from different

1 The object

classes to feed you relevant items of
  news. But

a was immediately regarded to be
  of great

(6)                               newspaper
  is complete without

importance.

reviews, editorials, letters,
  puzzles and photos, so find

b was broken by a museum curator.

people
  who are interested in helping out in those areas.

c attracted somebody's attention
  when they could see inside it.

(7) it might be
  difficult, it would be a

d only stayed in the museum for a few months.

real advantage to find somebody to sponsor your newspaper, a local
  business for example. Decisions,

2 A British physicist called Price

decisions!
  (8)                                is the life of a newspaper

a discovered
  the basic function of the mechanism. b was an expert in X-rays.

editor for you!

c
  understood all the functions of the object.

4

Read the
  text. Decide which answer (A, B, C or D)

d invented a thing called epicyclic
  gearing.

best fits each gap.

a Archimedes designed and built the
  invention.

b
  the mechanism
  was used as a clock.
c
  Archimedes may
  have had a connection with of the invention.

5 Read the task and write your report.

The
first thing to think about is all the time takes it's all time well spent, but
have all your amount of time to spare? One problem with your paper too
frequently is that you can run (1) of ideas fast. (2) is that you hold an
introductory meeting to find many people are interested in working on the paper
(3)when you know how many people have on board you realistically plan the
day-to-day
3
Modern X-rays of the device
                                                                                C
When          D Then
a     have
revealed what it was used for. b have provided important information to
understand more about it.
c     will
reveal more about it in the future.
d    were taken in New York.
4      Understanding
the text on the object was a the result of collaboration between two people.
b    slow because there was no consensus
about its meaning.
c      almost impossible because there were
too many thin fragments.
d    possible because the people working
on it were experts in ancient Greek astronomy.
5      The experts think
the building d the invention was built around 212 BC.
Your school wants to start a school newspaper. They have asked you to write a
report with suggestions about:
6      The device was what to include/who
should
a     used
purely for astronomical functions.              write it/how often it should
appear b used to predict eclipses and to
show the timing of the next Greek games. Write your report.

c designed purely to work on a
four-year cycle. d more significant socially and culturally than
scientifically.
Wordlists

(adj) = adjective
(adv) = adverb
(conj) conjunction
(det) = determiner
(n) = noun
— phrase
(prep) = preposition
(pron) = pronoun
(v) = verb

The
  most common and useful words in English are marked according to the Macmillan
  Dictionary 'star rating'. This is so that you can easily recognise the vocabu
  ary you need to know especially well
               = very common words             = common
  words * = fairly common words
If there  is nc star   next to the word, this means that
  it is not very common.

Unit 1

assignment (n)

/alsarnmant/

cheat (v)

/tfi:t/

continuous

/kan,tmjuas

assessment (n)

alsesmant/

course (n)

/ko:s/

degree (n)

/dllgri:/
/fell/

grade (n)

/greld/

graduate (v)

/igræc13ue1t/

lecture (n)

/llektJa/

mark (n)

/ma:k/

notes (n)

/naots/
/pa:s/

research (n)   resit (v)

/r11sg:tJ,
    i ri:s31tf/

/rllvarz/

term (n)

/tg:m/

tutor (n) tutorial (n)

/ltju:ta/

undergraduate
    (n)
Life at university

(Andalgrædwat/

become independent

/bllknm Indalpendant/

extra-curricular

(ekstra
    kalrlkjula(r)

activit•es

ækltlvatlz/

hall of residence

(ho:l
    av

make new friends

(melk
    nju: 'frendz/

student facilities

               foisllatlz/

student loan

               'laun/

study abroad

/,stAdi
    albro:d/

Studying
at university

accuracy (n)

/'ækjurasi/

ages (n)

/le1d31z/

already (adv)

/o:llredi/

annoy (v)

/alnor/

anyway (adv)

Peni,wer/

arrange (v)

/alre1nd3/

attempt (v)

/aitempt/

avoid (v)

/alvôld/

balance (n)

lbælans/

base (v)

/bels/

be like (somebody) (v)

/bi: tlauk
  (snmbadi)/

brave (adj)

/brew/

break (n)

Ibrelk/

Other words and phrases
bus fare
(n) by the way can't stand career (n) choice (n) chore (n) come up (=appear) (v)
concentration (n) details (n)

d•ve (v) don't mind duration (n) earth (n) encourage (v) environmental (ad)

exclamation
mark (n) expect (v) experience (v) find out about flight (n) fluency (n) for (prep) force (v) forum (n) gap year (n) grateful (adj) hand something in helpline (n)
highlight (n) humanitarian (ad) improve (v) in theory instead of interrupt (v) •rritate (v) issues (n) just (adv) 00k forward to (v) look up (v) manage
(v) motivate (v) nerves (n) never (adv) noise (n) occasion (n) option (n)
/lbAS ,fea/
"bal       lwei/
/lka:nt Istænd/
/kalrla/
/tf01S/
/tfo:/
/lk,xm IAP/

/ldi :tellz/
/dllskns/
/dalv/
"daunt 'marnd/

/1nlkAr1d3/

Peva/ ma:k/
/lk'spekt/
/lklspuarians/
/lfamd laot abaot/
(flan/
Pflu:ansi/
/fo:, fa/
/fo:s/
/lfo:ram/
/lgæp jla/

/,hænd
snm911) '111/
('help Jam/
Phalllalt/

/lmlpru:v/
1,111 '(hari/
[mi sted av/
/.lntalr,xpt/
/'lrltelt/
/llfu:z/
/d3Ast/
110k ifo:wod tu:/
110k IAP/
/lmæn1d3/
/'mautrvelt/
/i13:vz/
/lneva/
,/nolz/

quiet (adj)

/kwarat/

realize (v)                              relationship (n)

/ll*lalalz/

risk (v)

frisk/

route (n)

/ru:t/

save up (v) sensible (adj)

/seuv IAP/

since (adv)

Isms/

specific (adj)

/spal Slflk/

stand on one's own

/,stænd on WAnz taun

two feet

tu: 'fi:t/

straight away (adv)

/,strelt alwel/

take one's mind off something

/ltelk WAnz 'maund of

topic (n)

/ltnplk/

uni (n)

/tju:ni/

unspecified (ad)

/nnlspeslfald/

valid (adj)

/lvælld/

volunteer (n)

/NDlan' t10/

wallet (n)

/lwollt/

wet

/wet/

WOU d rather

/,wod Ira:òa/

yet (adv)

(jet/

orphaned (adj) practical (adj)
Unit 2

be on flexi-time

(bi on Ifleksi
  tarm/

be responsible for

(bi
  risponslbl fa/

deal with (v)

/ldi:l
  IWIð/

do shift work
  earn (v)

(du: Tift wa:k/

employee (n)

hmlp101i:,
  lemp1011i:/

experience (n)

/lklsprarians/

from nine to five

/from ,narn ta ifarv/

full-time (ad)

/,fUl Italm/

good/bad/dangerous conditions

/god/bæcl/lde1nd3aras

indoors (adv)

/lnlda:z/

long hours

/IDI) laoaz/

manual (adj) * outdoors (adv)

/lmænjual/

overtime
  (adv) paperwork (n) *

/loovo,tarm/

part-time (adj)

/tpa:t Itarm/

Work
conditions and responsibilities

1
36

qualification (n)

grow (v)

/grao/

frustrating (adj) *

/lfrn,streltlngl

salary (n)

/lsælari/

headline (n)

/lhed,larn/

fulfil (v)

/fullfll/

self-employed (ad)

(self 1m'p101d/

however (conj)

/hau'eva/

gradual (ad)

/lgræd3ual/

skilled (adj)

/sklld/

hurry (n)

/lhnri/

lucky charm (n)

/lIAki ltJa:m/

2-3

Stages of
  a job

jargon (n)

/'d3a:gan/

politics (n)

/lpolatlks/

apply for a job

/a'plar far a Id3Db/

jellyfish (n)

/ld3eIi,f1f/

stimulating (adj)

/lst1rnj011e1t11)

be fired/sacked/

/bi 'falad, 'sækt,

job seeker (n)

Iid3Dbsi:ka/

linguistic (adj

/lll)lgwrstlk/

dismissed (v)

drs'mlst/

last (v)

/la:st/

be made redundant

/bi Imeld rl'd"vndant/

line graph (n)

/llarn gra:f/

be offered a job

/bi ,Dfad a Id3Db/

location (n)

Unit 3

become unemployed

/b1,kAm IA111m'plô1d/

luxury (n)

/lIAkfari/

get promotion

/get pra'maoJn/
I

majority (n)

/mald3Drati/

Space and space travel

look for a job

/,IUk far a d3Db/

migrant (n)

/lmargrant/

asteroid (h)                     /læsta,rôld/

resign (v)

/rllzaln/

miner (n)

Tmama/

astronaut (n) *

retire (v)

/rlltara/

model (ad)

astronomer (n) /alstrnnama/
  atmosphere (n)  /'ætmos,f10/

stressful (adj)idealistic (adj)
/al,dlallßtlk/ memorable (adj) training (n)immigration (n)open one's eyes
/pupon wnnz 'arz/ well-paid (adj) (wel 'percl/ in additionpainful (ad) incident
(n)passionate (adj *

land (v)   /lænd/ landing
(n) /llændll)/ launch (n, v) /Io:ntJ/ man-made satellite (n)/,mæn
meld isætalart/
meteorite (n) /imi:tiaralt/ mission
(n)

as well as

/az 'wel az/

single (adj)

spacecraft (n)

bar graph (n)

/'ba: gra:f/

soaking wet

/,saukllj 'wet/

telescope (n) *

behave (v)

/bl lherv/

sociologist (n)

(saufilDIad31st/

universe (n)

bite (v)

/balt/

software designer (n)

         dluzalna/

border (n)

/lbo:da/

solve (v)

/SDIv/

Prefixes

boss (n)

Ibos/

           spare (adj)

/spea/

cooperate (v)

candidate (n)

/lkændldelt , ikændldat/

sting (nr V)

1st 113/

co-pilot (n)

caretaker (n)

/lkealtelka/

sum up (v)

/SAm IAP/

disable (v)

channel (n)

surgeon (n)

disadvantage (n)

complain (v)

/kamlplem/

tie (n)

Ital/

disagree (v)

                                      criticism (h)

tour (v)

/toa/

disappear (v)

crowd (n)

/kraod/

trek (v)

/trek/

disobey (V)

decent (adj)

turn down (v)

(t3'.n Idaun/

ex-cosmona ut (n)

demonstrate (v)

/ldemon,strelt/

unlock (v) *

/rvnllDk/

ex-president (n)

distraction (n) *

upload (v)

/hp,laud/

illogical (adj)

diversify (v)

/cla11v3:s1fa1/

villa (n)

/'vlla/

impatient (ad)

re-enter (v) /ri:lenta/ re-entry (n)
/ri:ientri/ space shuttle (n) /'spers space stat'on (n) lispers
"tell, skaup/
/'ju:n1N3žs/
/kaðopare1tJ

"kao pallatí
/,d1sa'grW
/,d1saLp1S

/,dlsa'betð /,eks
leks
13

cosmos (n)

/lkozmos/

crew (n)

/kru:/

gravity (n) *

/lgrævoti/

nevertheless (adv)/,nevaòalles/
Phrasal verbs: work                                                                   'bersrs
av/

keep at (v)

/lki:p 'æt/

passenger (n)

/pæ sind30/

set up (v)

(set IAP/

personal assistant (n)

take over (v)

/,terk lauva/

pie chart (n)

/'pal tJa:t/

turn down (v)

/lt3:n Idaon/

press conference (n)

/lpres

work on (v)

/lwg:k on/

promote (v) promotional (adj)

/pralmaut/

on the basis of (on ða fill in (v)       /fll 'In/ get ahead (v) /get
Shed/ ostrich (n) /tnstr1tJ/l

natural satellite (n)

/,nætfral i sætalalt/

orbit (n, v)

/lo:blt/

accommodation (n)

raise (v)

/rerz/

afford (v)

/alfo:d/

rubbish (n)

/lrAb1J/

all things considered

/p:1 611JZ kan lsldad/

        scheme (n)

/ski:m/

Other words and phrases properly
(adv)/lpropali/ a la carte (a: la: Ika:t/ quote (n) * /kwaut/
apply to (v)                                                  /alplal
to/share (v)Tea/

educated (adj)

/ledju,keltld/

well-off (adj)                      (wel
  bf/

improbable incapable (ad)

equal (adj)

/'i:kwal/

what is more                    /,WDt
  IZ Imo:/

incomplete (ad)

firefighter (n)

/'faralfalta/

flexible (adj)

Gateway to exams

international (adj invisible (ad)

food processing (n)

/'fu:d tprausesll)/

for instance

/far irnstans/

Units 1—2

irregular (ad)

furthermore (adv)

academic (adj)            /,ækaldemrk/

irresponsible Z)

get ahead (v)

"get Shed/

campus (n) *                      /kæmpas/

miscalculate (V'

get on somebody's

(get on tsrxmbacllz

constructively (adv)           Ikon'
  strnktrvli/

misunderstand

nerves

1113:vz/

cultural perspective            /,kAltJaral
  paispektlv/

overbooked

golf buggy (n)

PgDIf bAgi/

Erasmus project (n)            /l'ræzmas
  tprnd3ekt/

overpop•J.ZEd ad)

ground (n)

/graond/

exchange (n)              /1ksltfe1nd3/

postgrad-äž

driving licence (n)  /tdrarvrn wealthy
(adj)/'we19i/           impossible (adj) economic recess•onweapon (n)/lwepan/ (adj)

post-1990
(adj)
prehistoric (adj) reconsider (v)
rewrite (v) * unbelievable (adj) underestimate (V) -k underpaid (ad) unexpected
(adj) unlike y (adj) unnecessary (adj) unstoppable (adj unsuccessful (ad)
ClnUSUal
Other words and
adaptation (n) adversary (n) appointment (n) assumption (n) at close range be in a hurry breakup
(n) cable (n) chain reaction (n) clogged with (v) col ide (v) *
colonize (v) confront (V) consecrated to (v) cope with (v) crater (n) crush (V) damage (v) debris (n) defeat (v) destroy (v) discontinue (v) flee (v) flight (n) fooled (adj) fragment (n) * frantic
(adj) fuel tank (n) fugitive (n) gadget (n) general (n) grave (adj) gravity (n) impact (n) inescapable (adj) junk (n) manned (adj) one fifth (n) one sixth
(n) outburst (n) pile up (v) positive (adj) pregnant (adj) purpose (n) put on weight ra'lroad track (n)
reinforce (V) relatively (adv)
I QA

(paust narnti:n inamti/
(Andarlestl,melt/
(Andalpeld/

/,nnlklspektld/ Anllalkli/
phrases

/alporntmant/
lat
iklaos 'rernd3/

/lbre1kAp/

/ltlern
/l klngd
Wið/
/kallard/
/'kDlana1z/
/kanlfr,xnt/
/l konsakreltld
to/
/l k0UP
WIð/
/lkrelta/
/krnf/
/'dæm1d3/
Pdebri:,
idelbri:/
/dllfi:t/

/dllstror/

/fli:/
/flalt/
/fu:ld/
Pfrægmant/
/lfræntlk/
/lfju:al
tænk/
/lfju:d3atrv/
/lgæd31t/

/grerv/
/lgrævati/
/hmpækt/

/d3A1)k/
/mænd/
/,wnn If1f9/
/,wnn Islks9/
/'autþ3:st/
/pall
Áp/
/'pozatlv/
'pregnant/
/'p3:pas/
(pot on
'welt/
/'rell,raud
træk/
Prelatlvli/

reputation (n)

rise (n)                 route (v)

/rarz/

ruin (v)

Pru:rn/

scout (v)
  sensation (n)

/skaut/

simulated (adj)

(Islmjurleltld/

split up with
  startling (adj)

/spllt IAP WIð/

supremacy (n)

/sðpremasi/

surface (n)

(Isa:fls/

swell (v)

(swell

tear (v)  theoretical (adj)

/tea/

to my mind

/tU 'mar Imarnd/

track (v) trample (v)

/træk/

trivial (adj)

/'trwial/

uproot (v)

/np'ru:t/

vanguard (n)

/lvænga:d/

vivid (ad) *

/lvlvld/

weather forecast (n) *

/lweða

ambitious (ad)

/æmlblfas/

arrogant (adj)

/læragant/

assertive (ad)

/al sa:tlv/

big-headed (ad)

(bug lhedld/

bossy (adj)

/'bosi/

broad-minded (adj)

/þro:d
  'malndld/

brusque (adj)

/bru:sk,
  brosk/

determined (ad)

/d11t3:rn1nd/

easy-going (adj)

/li:zi 'gaurrj/

frank (adj)

/frænk/

generous (adj

/id3enaras/

gifted (adj)

/lglftld/

immature (ad)

/llmaltjua/

insecure (ad)

/onsl'kjua/

mature (adj)

/ma'tJua/

modest (ad)

/lmodlst/

narrow-minded (adj)

/,nærau Imarndld/

nervous
  (adj)  outgoing (adj)

/lœ:vas/

pushy (ad)

/IPUJi/

reserved (adj)

/rllzra:vd/

self-confident (adj)

/self

slow (adj)

IsIOU/

stubborn (ad)

/IstAban/

Unit 4 Personality adjectives

tight-fisted (ad)
Noun suffixes

(tart Ifrstld/

ability (n)   action (n)

/a'bllati/

activity (n)

/ækltlvati/

actor (n)

/lækta/

appearance (n)

/alplarans/

confidence (n)                    creation (h)

/kDnf1d(a)ns/

creativity (n)

(kri:el'tlvati/

inventor (n)

/mlventa/

investigation (n)

/m,vestl

madness (n) *

/lmædnas/

musician (n)

/mju

performer (n)

/palfo:rna/

professor
    (n)  relevance (n)

/pralfesa/

tactful (adj tactless (adj creator
(n)/krilelta/ darkness (n)/lda:knas/ difference (n)/'dlfrans/ education (n) educator (n) /ledju,kelta/ electrician
(n) electricity (n)lek l trlsati/ employer (n)hm Iplôla/ employment
(n)hrn'plõlmant/ happiness (n)  Phæpinas/ importance (n) improvement (n)hmlpru:vmant/ invention (n)
scientist (n)/'sarantlst/ violinist (n) /,varalhmst/

acquire (v)

/alkwa10/

authority (n)

/o:lÐnrati/

bottom (ad)

/lbDtam/

bushy (ad) collaboration (n)

/lbofi/

courage (n)

/lknr1d3/

distinguish (v)

/dl' strngwlf/

drop out of (v)

(drop
  'aot av/

effortlessly (adv)

/'efatlosli/

elite (ad)

/llli:t/

encouraging (ad)

hnlknr1d31n/

Other words and
phrases
equation (n) expertise (n)

flow (n)

/flao/

fortune (n)

/lfo:tJan/

hardly (adv)   intelligences (n)

/lha:dli/

kinaesthetic (adj)

/lk1ni:s'9et1k/

light bulb (n)

/llart bAlb/ i

make a point          (melk pomt/
mathematician (n)

/lme3a/

merry (ad)
  myth (n)

/lmeri/

navigate (v)

/lnævrgelt/

neurologist (n)

/njolrDlad31st/

opportunity (n)

/ppStju:nati/

outstanding (ad)  paw (n)

/autistændll]/

physic' st (n) potential (n)

/lfizrsrst/

prejudice (n)

/lpredwdls/

prestigious (adj)

/preist1d3as/

prodigy (n)

PprDdad3i/ /pru:v/

rebe lious (adj)

/rllbeljas/

roughly (adv)

/lrAfli/

run up (v)

   IAP/

sensitive (adj)

/lsensatlv/

shock (v)

/fDk/

soloist (n)
    spatial (adj)

Psaulaulst/

spectacular (ad)

/spekltækjulo/

stick one's tongue out

/,stlk
    wAnz itA1] aut/

stream (n)

/stri:m/

supportive (adj

/salpo:tlv/

talented (adj)

/ltælantld/

touch (n)

/tAtf/

Gateway
Units 3—4

to exams

abundance (n)

/a'bnndans/

achievement (n)

/a'tfi:vmant/

adaptability (n)

/a,dæptalbllati/

alumni (n) ancient (adj)

/a'lnmnal/

ascendancy (n)

/aisendansi/

aspire to (v)

/alspara tu:/

beneficiary (n) conventional (adj)

/þemiflfari/

diminish (v)

/dllmrnlf/

disdain (n)

/dlsideun/

duel (v)

/ldju:al/

elevate (v)

Telavelt/

excel (v)

/lk'sel/

genetic mutation

/d3a,net1k mj

house (v)

Ihauz/

luxurious
    (adj marvel (v)

/lngizjoarias/

meritocracy (n)

(merrtDkrasi/

nurture (v)

/'ng:tJa/

odyssey (n) on closer inspection

PDdasi/

outgrow (v) sensation (n)

(autigrau/

time capsule (n)

/ltalm kæpsju:l/

transform (v)

/trænslfo:m/

youngster (n)

/ljA1jsta/

4-6
Unit 5

afford (v)

/alfo:d/

bargain (n)

/lba:grn/

cash (n)

/kæf/

change (n)

/tJe1nd3/

discount (n)

/idrs,kaunt/

receipt (n)

/rrsi:t/

refund (n)

Pri:fnnd/

sale (n)

/sell/

value for money

             /,vælju: fa

waste (v)

/welst/

Buying
and selling
Money and banking

bill (n)

/bll/

cashpoint (n)

/lkæf,pomt/

credit (n)

/lkredlt/

current account (n)

/lknrant a,kaunt/

debit (n)

/ldeblt/

get into debt

(get Inta idet/

bank charges/fees (n)            /lbænk interest (n)/hntrast/ lend money/give     /Jend
Imnni, 'grv somebody a loan       swxmbadi a 'laun/ overdraft (n)          savings account (n)         /'servlljz
a,kaunt/ withdraw money      /wlðldro: 'mnni/ Phrasal verbs: money and
shopping
come to (v)                      /,kAm
ltu/
cut back (v) /,kAt lbæk/ give away (v) /.g1V alwel/
pay back (v) lapel 'bæk/ pick up (v) /1P1k 'AP/ save up (v) (serv IAP/ sell out (v) Isel iaot/
splash out (v) [splæJ 'aut/

issue (v)

/11Ju:, IISju:/

jackpot (n)

/Id3æk,pnt/

MA (n)

I.em tell

massive (adj)  monetarism (n)

/'mæsrv/

note (n)

Inaut/

Other
words and phrases

a great deal of abbreviation (n)

/a greit idi:l av/

aghast (adj)
  amusing (adj) *

/alga:st/

apology (n)

/a'pDlad3i/

applause (n)

/SpIo:z/

argue (v)

/la:gju/

assurance (n)

/alþ:rans/

astounded (adj)

/alstaundld/

be worth

(bi IW3:9/

bid goodbye

(bld ,gud'bal/

bleep (v)

/bli:p/

branch (n)

/bra:ntf/

brink (n) civil servant (n)

/brll)k/

clap (v)

/klæp/

coin (n)

/korn/

confer with (v)

/kanlf31 Wið/

contestant (n)

/kanltestant/

demand (v)

/dllma:nd/

designer (n)

/dllzalno/

doubt (n)

/daut/

driving licence (n)

/idralvll)

empty-handed (adj)

(empti lhændld/

finances (n)

/lfa1næns1Z/

grin (v)  handwriting (n) *

/gnn/

headquarters (n)

/hedlkwo:taz/

ID (n)

/,alldi'./

incentive (n)

AnIsentlv/

insert (v)

/rnlsg:t/

numismatics (n) optional (adj) *

IOU/

philatelia (n)

/flla'telia/

posterity (n)

/po'sterati/

preserve (v)

/prllzo:v/

proof (n)

/pru:f/

provided that

/pralvaldld
  ðæt/

reach (v)  redl-lCe (v)

/ri:tÿ

resume (v)

/rl'zju:rnl

retain (v)

/rl'tern]

reveal (v)/rllvi:l] rupee (n) scan (n) *             /skæn/
sign (v)/sarn/ signature tune (n)      /lswnatfa

sinister (adj)

P M msta/

skim
(v)   /sklm/ speleology (n)

stunned (adj)

/stnnd/

sum (n)

/stvm/

swallow (v)

P swolau/

terminal illness

               'llnas/

terms and conditions

/it3:mz æn(d) kanldlfanz/

trace (n)

/trers/

transaction (n)

/trænl

unattended (adj)

Il Analtendld/

unpleasant (ad) vending machine (n) /'vendll)

whereas (conj)

/wearlæz/

whisper (v)

/lwlspa/

without further ado

/wlð,aot

aldu:/
Unit 6
Parts
of the body

ankle (n)

artery (n)

/la:tari/
/baun/

chest (n)

/tJest/

chin (n)

/tJ1n/

heart (n)

/ha:t/

heel (n)

/hi:l/

hip (n)

[hip/

kidney (n)

/lkldni/

liver (n)

/llrva/

lung (n)

/IAI)/

skin (n)   thigh (n) throat (n) tongue (n)

/skln/

vein (n) wrist (n)

/vern/

Words
connected with health
be allergic to be in danger of be
painful
break (v) dislocate (v) fatty food feel dizzy fracture (v) get over an
getfcatch

ration

13

6-7

get/give a prescription    (get, glV a

go for check-up

/,gao fa(r) a ltJekAp/

have a balanced diet

/,hæva ,bælanst Idalat/

have a temperature /,hæv a have
an operation /lhæv an have/give an injection /lhæv, grv an
increase the risk of injure yourself

processed food

[prausest ifu:d/

put on/lose weight

(pot on, Ju:z 'welt/

relieve symptoms

/rllli:v islmptamz/

shiver (v) *

/T1va/

sprain (v)

/sprem/

suffer from heart disease

/,SAfa fram Iha:t

take your blood pressure /,telk jo: lblAd
preJa/ treat somebody (for) (v) /ltri:t ,snmbodi twist (v)      /twrst/ work out (v)               /wg:k
'aot/
Idioms:
health and illness

be as right as rain

/bi az iralt az ,rern/

be back on your feet

(bi lbæk on ja 'fi:t/

be as fit as a fiddle

/bi az Jflt oz a

be on your last legs

/bi pn ja 'la:st legz/

be/feel under the

/bi, ifi:l Ando ða

weather

lweða/

drop like flies

/ldrop laik Iflmz/

keep in shape

/iki:p In 'lerp/

Other
words and phrases

as long as

/az 1101) az/

aspect (n)

/læspekt/

availability (n)

/ayellalbllati/

available (adj) avoidance (n)

ban (v)

[bæn/

beat (v)

[bi:t/

black out (v)

[ablæk 'aut/

body (n)

/lbDdi/

boil (v)

[boll/

brain cell (n)

/lbreln sell

calcium (n)

/lkælsiam/

chronic (ad) *

/lkrnnlk/

computer file (n) convulsion (n)

/kamlpju:ta fall/

deadly (ad) *

Pdedli/

deficiency (n) deprivation (n)

despite (prep)

/dllspalt/

dessert (n)

/dllæ:t/

dietary (ad) disabled (adj

encourage (V)  ensure (v)

/1nlk,xr1d3/

equipment (n)

/llkwrpmant/

exceed (v)

/lklsi:d/

exclude (v)

/lklsklu:d/

eye chart (n)

Pal

fibre (n)

/'falba/

flexibility (n)

/,fleksalbllati/

frying pan (n) gluten (n)

/ fra111J
    ,pæn/

accuse (v)

/alkju:z/

Gateway to exams

admit (v) advise (v)

/odlmlt/
/adlvmz/

Units 5—6

agree (v)

/olgri:/

caffeine (n)             /ikæfi:n/ amino acid (n)                                                                   'æsld/ energy drink                 Penad3i

amazing (ad)

/alme1z„11J/

                                                                                amusing
  (adj             announce (v)       /alnauns/

go blank (v)
  governmental (adj)

/,gao lblærjk/

Unit 7

hay fever (n)

/'hel Ifi:va/

Music and film

heavy industry (n)

/,hevi 'Indastri/

acting (n)

/iæktll)/

in case

/,111 'kers/

crowd (n)

/kraud/

in spite of

4111 'spart av/

gig (n)

injure oneself (v)

/'1nd3a wnn,self/

lighting (n)

Pla1t10/

inner-city (adj

Pina ISIti/

live (adv)

[larv/

intake (n)

/hntelk/

lyric (n)

Plll*lk/

iron (n)

Paran/

performance (n)

/pa'fo:mans/

keep in shape

(ki:p In 'lerp/

plot (h)

/plDt/

lack (n)

/læk/

record (V)

/rllko:d/

long-grain (adj)

/llnngrern/

role (n)

/raol/

main course (n)

{melli Iko:s/

scene (n)

/sim/

multiply (v) *

,/lmAlt1pla1/

soundtrack (h)

neighbourhood (n)

/lnelba,hud/

stage (n)

/ste1d3/

nutrient (n)

/lnju:triant/

Star (v)

/sta:/

oily (adj)

('Olli/

track (n)

/træk/

operation (n)

Media habits

organic (adj) *

/o:lgænlk/

buy ringtones

/,bal irrngtaunz/

overall (adv)

download mus•c/films

/.daunlaod imju:zrk,

packed lunch (n)

/.pækt 'IAntf/

    'fllmz/

persistently (adv)

/palsrstantli/

file-sharing sites

/lfallfearll) ,sarts/

pollen (n)

/lpolan/

make purchases

/,merk

portion (n)

on the net

on ða 'net/

poverty (n)

/lpovati/

pirate games/films/

(pan-at lgelmz,

prawn (n)

/pro:n/

music

I fllmz, imju:zlk/

proud (adj)

/praud/

send video messages

/lsend 'vrdiau mes1d31z/

provided/providing
(that)

/praivaldld, pralvaldll)
  (dæt)/

switch TV channels

/lSW1tf ti: 'vil tfænlz/

push to the limits

/,pof ta ða '11m1ts/

transfer music (to portable music players)

/ltrænsf3: Imju:zlk/

reduce (v)

/rlldju:s/

tune in to the radio

In ta ða
  ireldiau/

regret (v)

/fllgret/

visit social networking

/,VIZ1t

remove (v)

Irrimu:v/

Sltes

'netwg:kll) salts/

requirement (n)

/fllkwaramant/

researcher (n)

/r11 s3.'tfa, Iri:s3'.tJa/

Compound nouns

restrict (v)

/rllstrlkt/

blockbuster (n)

/lblDkþAsta/

saturated (adj)

Psætfatrertld/

box office (n)

/lbDks ,Df1S/

SCree n (n)

/skri'.n/

download (n)

Pdaunlaud/

semi-skimmed (adj)

"semi sklmd/

drawback (n)

/ldro:þæk/

skimmed (ad)

/sklmd/

feedback (n)

/lfi:dbæk/

source (n)

/so:s/

generation gap (n)

              gæp/

spot (v)

/SPDt/

MP3 player (n)

(em pi: Ori: 'ple10/

standard (n)

/lstændad/

outcome (n)

/lautIkAm/

takeaway (n)

/ltelka,wel/

takeover (n)                   /ltelkpova/

teaspoon (n)

turnout (n)                      /'t3:naut/

therefore (adv)

/lðeafo:/

tolerance (n)

/'tDIarans/

Compound adjectives

trust (n)

/trnst/

brand-new (adj) -k           /þrænd
  Inju:/

un ess (conj)

/anlles/

old-fashioned (adj)          /pold

varied (adj) *

/lvearld/

Online (adj)                        /lonlarn/

vomit (v)

/lvnrmt/

thought-provoking (ad) /190:t
  proyaukll]/

wok (n)

/wDk/

Other words and phrases

woodland (n)

Pwudland/

receiver (n)

/rllsi:va/

Verbs

regardless of

               av/

burst (v)                            /b3:st/

regret (v)

/rllgret/

collapse (v)                /kallæps/

relaxing (ad)

/rlllæksll)/

damage (v)                /'dæm1d3/

release (n)

/rllli:s/

evacuate (v)               /llvækjuelt/

reluctant (adj)

/r111Aktant/

head towards (v)              (hed
  talwo:dz/

remind (v)

/rllmamd/

panic (v)                                              /'pæmk/

revenge (n)

/r11vend3/

put out (v)                        (pot
  'aut/

ride shotgun

/,rald IIDt,gnn/

spread (v)                                     /spred/

rousing (adj)

/lrauzll)/

sweep across (v)                    Skros/

scary (adj) * season (n)

/lskeari/

Prepositional phrases with verbs

sensitive (adj)

Tsensatlv/

agree with
  (somebody) /algri: WIð ('sAmbadi)/

shrink (v)

/frll]k/

apologize for                   /SlpDIad3a1z
  fa/

smog (n)

/smng/

believe in                        /bllli:v
  In/
1

belong to                                                /b11D1)
  to/

soothing (ad)

complain about                /kamlplem
  a,baUt

spectacular (adj)

/spek'tækjula/

   (something)                     (l
  sAm91n)/

stardust (n)

/lsta;dAst/

depend on                        /dllpend
  pn/

store (v)

/sto:/

die from                          /ldal
  from/

stream (v)

/stri:m/

dream of                        /ldri:m
  av/

stunni ng (adj)

listen to                            /lllsn
  to/

stupid (adj

/l stju:pld/

rely on                            /rl'lal
  Dn/

Stir (v)                /sta:/       soap opera
(n) strength (n)/streTJ9/             soundtrack (n) 7-8

claim (v)

/klerm/

clever (adj)

/kleva/

clichéd (adj)

/lkli:feld/

cog (n)

/kDg/

colleague (n)

PkDli:g/

confess to (v)

/kanlfes to/

congratulate (v) *

/kan'grætfulelt/

convincing (adj) credible (ad)

/kanlvrnsll)/

criticize (v) deafening (adj

/krltlsauz/

deep (adj)

/di:p/
/dl'nal/

disturb (v)

/dist3tb/

 earplug (n) emotiona (adj)

11101 plng/

fascinating
  (adj)  fast-moving (adj)

/'fæsuneltll)/

festival-goer (n)

Pfestlvl,gaua/

forbid (v) fundamental (adj)

/falbrd/

gripping (adj)

/lgrlpll)/

head iner (n)

/lhed,lama/

hilarious (adj)

/hlllearias/

apologize for (v) /alpDIac13a1z
fa/ appealing (adj)/alpi:111J/ awful (adj) beside (prep)(bl'sald/ bomber
(n)/lboma/ bother (v)/lbDða/ brilliant (ad)/lbrlljant/ bury (v)/lberi/
catchy (ad) /lkætfi/

inspiring (ad) instruct (v)

finI spararll)/

intricate (adj) intriguing (adj)

/lrntrlkat/

invest (v)

hnlvest/

line-up (n)

/llarntvp/

lively (adj

/llarvli/

loyalty (n)

/ilôlalti/

malicious (adj)

/ma'11Jas/

moving (adj)

/lmu:vln/

mud bath (n)

/J mAd ba:9/

muddy (ad) *

/lmAdi/

mysterious (ad)

/ml'strarias/

object to (v)

/abld3ekt to/

on a w•cie scale

(on a wald iskell/

on the go

Inn òa •gaw

order (v)

/lo:da/

pack (n)

/pæk/

perceptive (adj)

/palseptlv/

perform (v) portable (adj) -k

/palfo:m/

pose a threat to

/,paoz a Oret to/

incredible
(adj) indie (adj)

proportion (n)

tremor (n)

/ltrema/

realistic (adj)

/,rra'llstlk/

victim

/ivlktlm/

prallmerali/

profit (n)

"profit/
/lpromrs/

unconvincing (adj)

/,nnkan'vrnslrj/

uninspiring (adj)

/„xnrn'spalarrn/

Other words and phrases

vivid (adj) *

/'vn'ld/

alleyway (n)

/læliwel/

warn (v)

/wo:n/

asteroid (n)

/læsta,rold/

well-produced (adj)

(welpraldju:st/

atmosphere (n)

/lætmas,f10/

wild (adj)

/warld/

bee (n)  black hole (n) blast (n)

/bi:/
/blæk 'haul/
/bla:st/

Unit 8

burn (v)  burst (n)

/b3:n/
/b3:st/

Natural
  disasters

catastrophic (adj)

Ilkætalstroflk/

avalanche (n)

/lævaJa:ntJ/

collapsed (adj

/kallæpst/

drought (n)

/draut/

collide (v)

/ka'lald/

earthquake (n)

(13:01kwe1k/

collision (n)

epidemic (n)

(eprclemlk/

core (n)

/ko:/

flood (n)

/flAd/
l

critic (n)

/krltlk/

predictable (adjj primarily (adv)
terrible (adj)spend on/'spend on/ thrilling (adj)wait for/welt fa/

forest fire (n)/forlst
Ifaua/crop (n)

volcanic eruption (n)       /vnllkæmk

dramatic (adj)

/dralmætlk/

elderly (adj)

/teldali,/

evaporate (v)

/l'væparelt/

fall (n, v)

/fo:l/

famine (n)

/'fæmrn/

first aid (n)

/f3:st 'eW

freeze (v)

/fri:z/

fumes (n) *

/fju:mz/

gamma-ray
  vision (n) genre (n)

/gæmarer

glacier (n)

Pglæsia'

go missing (v)

ígao arn.rs.'

hurricane (n)          /'hnrlkan, thnrlkern/               decrease
(n) landslide (n)decrease (v) tsunami (n) /tsu:'na.wmi/         double (n,v)
goo (n) gradual (ad) half (n, v) ice
age (n) icecap (n) impact (n) increase (n)
14

Words
connected with natural

disasters
Nouns
ash (n)       /æJ/ casualty (n)    /lkæ3uaIti/
damage (n)         /'dæmrd3/ destruction (n) injury (n)    Illnd3ari/ mo
ten lava (n)       lla:va/ mud (n)/mAd/ panic (n)/lpænlk/ refugee
(n)(refjuld3i:/ survivor (n)/salvarva/ prom'se (v)             torrential rain
(n)Ireln/

8—9

increase (v)

hnlkri:s/

inland (adj)

/llnland/

light year (n)

Plait jla/

low (adj)

/lao/

magma (n)

/lmægma/

magnetic field (n)

(mægnetlk 'fi:ld/

meteorite (n)

/imi:tiaralt/

microscopic (ad)

(malkralskopuk/

migrate (v)

/mal'grelt/

mutually assured destruction (n)
nanotechnology (n)                /lnænautek,nDlad3i/
nuclear weapon (n)            'wepan/ oxygen (n) ozone layer (n) /lauzaun
IleL0/ parcel (n) particle (n)

plot (n)

/pIDt/

powder (n)

/lpauda/

proximity (n)

/prnklslmati/

punishment (n)  reversal (n)

/lmmfmant/

reverse

Irrv3:s/

rise (n, v)

/ra1Z/

rocket (v)

Troklt/

scenario (n)

/salna:riao/

seismic (adj)

/lsalzmlk/

self-replicate (v)

(self 'repllkelt/

settle (v)

Tset(S)I/

sharp (adj)

/fa:p/

Sheet (n)

/fi:t/

shockwave (n)

TJDkwerv/

significant (adj)

/srglnrflkant/

slight (adj)

/slalt/

slightly (adv)

Tslaltli/

solar wind (n)

/,saola 'wrnd/

smog (n)

/smng/

spectator (n) *

/spekltelta/

steady (adj)

/lstedi/

steadily (adV)

/lstedllij

steam (n)

/sti:m/

storm (n)

/sto:m/

stream (v) *

/stri:m/

sunset (n) *
  superpower (n)

Tsnn,set/

swallow (v)

/lswolau/

tectonic plate (n) triple (n, v)

/tek,tomk 'plelt/

undetected (ad)

(Andlitektld/

unsnkable (ad) vitrzion (n)
                   /werv/
Gateway to exams

disrupt (v) -k

/dlslrnpt/

estab ish (v)                          evacuation (n)

/llstæbllf/

extent (n)

/lklstent/

fair share of

(fea Tea(r) av/

fissure (n)

/iflfa/

impressive (adj)

hmipresrv/

occur (v)

/a'k3:/

pass (n)

/pa:s/

privilege (n)

/lpr1v011d3[

ranch-style (adj)

Pra:ntfstall/

site (n)

/salt/

skilled (adj)

/sklld/

to be in awe
  of traction (n)

/ta Ibi 111 'Ol(r) av/

traverse (v)

/tralvg:s/

vent (n)

/vent/

Unit 9
Everyday
technology

charger (n)
  coverage (n)

/ltfa:d3a/

device (n) digital camera (n)

/dllvals/

dishwasher (n)

/ld1fYDJa/

flash drive (n)

/'flæJ draw/

hairdryer (n)
  keyboard (n)

Thea, draw

laptop (n)

/llæp,top/

laser printer (n)

/'lerza ,prrnta/

microwave (n) *

Pmalkra,werv/

mobile phone (n)

/,maubarl 'faun/

network (n)

Pnetwg:k/

plug (n)

/plng/

remote control (n) *

/rl,maut kanl traul/

satnav (n)

Psætnæv/

touch screen (n)

/'tAtf skri:n/

vacuum cleaner (n)

/lvækjuam Ikli:na/

washing machine (n) *

/lwDJ11)

wireless (ad) *

/lwaralas/

broadband (ad) camcorder (n)
Verbs connected with technology

adjust (v)

/atd3Ast/

crash (v)

/kræJ/

de ete (v)

/dllli:t/

download (v)

/,daunllaud/
/fri:z/

go dead (v)

/gao Ided/

insert (v)

/1nIs3:t/

install (v)

hn'sto:l/

plug in (v)

/tplng 1m/

press (v)   /pres/ push (v)          /PUJ/

recharge (v)

select (v)

/slllekt/

set (v)

/set/

stream (v)

/stri:m/

upgrade (v) *

/Ap'gre1d/

Phrasal
verbs: technology and computers

back up (v)

/.bæk IAP/

go off (v)

/.gao IDf/

hack into (v)

/.hæk 'Into/

log in/on/out/off (v)

(Jog 'In,
  on, 'aot, I Df/

pick up (v)

/,P1k IAP/

print out (v)

/,prlnt laut/

run on (v)

          Inn/

run out (v)

           laut/

scroll up/down/across (v) (skraol IAP,
'daun, alkrns/ use up (v)          /lju:z IAP/
Other
words and phrases

access (v)

/lækses/

assign (v)

/alsam/

attach (v)

(altætf/

automated (adj)

/lôlta,meltld/

backpack (n)

/lbæk,pæk/

back-up (n)

/lbækAp/

bark (v) battery (n)

[ba:k/

beep (v)

[bi:p/

bend (v)

(bend/

boarding school (n)

/lbn:dlt)

bolt (v)

/bault/

bronchial tubes (n)

(IbrD1)kial 'tju:bz/

budding (adj)

/lbAd11J/

bully (v) bypass (v) *

/lboli/

character (n)

/lkærlkta/

cloak (n)

/klauk/

cloaking device (n)

/lkIaok11J dl,vars/

collar (n)

/lkDIa/

companionship (n)

/kamlpænjanftp/

compelling (adj convulsion (n)

/kamlpe111J/

cut down on (v)

/IkAt 'daun on/

database (n)

/ldelta,bers/

devoid of (adj)

/dllvold av/

drawback (n)

/ldro:þæk/

faint (adj)  firewall (n)

/fernt/

foil (n)

/fôll/

folder (n) *

Tfaolda/

fruitless (adj)

/lfru:tlas/

goner (n)

/lgona/

ground-breaking (adj)

/lgraundbrelkll)/

gurgling (adj) handset (n)

hijack (v)

Thald3æk/

hire (v)

Phara/

hybrid (n)

Thalbrld/

immune system (n)

/llmju:n ,slstam/

isolate (v)

/larsalelt/

key (n)

/ki:/

LCD monitor (n)

/el si: 'cli: ,monlta/

load (v)

(laud/

merge (v)

/mo:d3/

naked eye (n)

/anelkld 'al/

outline (v)

(lautlaln/

pick up (a signal) (v)

/lP1k IAP/

pioneer (n) *

(palainra/

9-10

pound (v) *

/paund/

pulse (v)
  pumping (n)

/PAls/

rasp (v)

/ra:sp/

receiver (n)

/rllsi:vo/

replace (v)                            reproduce (v)

/rliplers/

restore (v)

/rll stôl/

root-level (adj)

/iru:t Jeval/

router (n)

/lru:ta/

scent (n) *

/sent/

screensaver (n)

/'skri:n ,selva/

short-circuit (n)

/lJo:t I sg:klt/

shutdown (n)

/TAt,daun/

slave (n)

/slerv/

Source

/so:s/

stand by (v)

/,stænd 'bal/

supply (n)

/salplal/

tag (n)
Trojan (n)

/tæg/

turn into (v)

/itg:n 'Into/

up to scratch (ad)

"AP ta 'skrætf/

upside down (adv)               /lApsa1d Idaon/
we ded (adj /'weldld/ wire (n)/'wara/
Unit 10
Newspaper sections
business
and finance (n) /,blznas an(d) ifamæns/

classified ads (n)

/.klæsrfald 'ædz/

entertainment

lento, temmant

and the arts (n)

an(d) òi la:ts/

features (n)

/lfi:tJaz/

foreign news (n)

/,fnrltl Inju:z/

gossip column (n)

/lgosrp IkDIam/

home news (n)

Ithaom nju:z/

letters to the editor (n)

/Jetaz
  to ði: ledlta/

life and style (n)

/llalf an(d) 'stall/

obituaries (n)

/Sb1tJuariz/

opinion (n)

/al pmjan/

sports news (n) /lspo:ts weather
forecast (n) /iweðo Newspaper headlines

/eld/

axe (v)

/æks/

back (v)

/bæk/

ban (v)

/bæn/

blast (v)

/bla:st/

blaze (n) *

/blew/

boost (v)

/bu:st/

boss (n)

Ibos/

clash (v)

/klæJ/

cut (v)

IkAt/

drama (n)

/idra:ma/

head (n)

/hed/

hit (v)

/hlt/

key (ad)   link (n)

/ki:/

move (v)

/mu:v/

plea (n)

/pli:/

pledge (n)

/pIed3/

PM (n)

(pi: 'em/

probe (v)

/praub/

quit (v) * riddle (n)

/kwrt/

spark (v)

/spa:k/

wed (v)

(wed/

Collocations:

the news

breaking news

/lbrelkll) inju:z/

front-page news

/lfrAnt peld3 Inju:z/

item of news

/,altam ov Inju:z/

keep somebody

              snmbadi

informed

Inlfo:md/

make the headlines

/,melk
  ða ihedlalnz/

news updates

/l nju:z ltvpderts/

newsflash
(n) run a story       a Isto:ri/ turn Of events av livents/
Other words and phrases

achievement (n) allegation (n)

/a'tJi:vmant/

alley (n)

/'æli/

alter (v)

/lo:lta/

as (conj)   baffled (adj)

/æz, az/

(beg/

blame (v)

/blerm/

bold (adj)

/bauld/

boycott (n)

/lb311kDt/

broad (ad)  broadcast (v)

/bro:d/

campaign (n)

/kæmlpem/

challenging (adj)

PtJæ11nd311)/

clip (n)

/k11P/

conduct (v)                         controversial (ad)

/kanldAkt/

costume (n)

/lkostju:m/

deaf (ad)

/def/

décor (n)

/ldelko:/

desperate (adj)   donation (n)

Pdesp(a)rat/

drop off (v)

(drop bf/

experiment (n)

/lksperrmant/

fancy dress (n)

/,fænsi Idres/

follow-up (adj) funnel (v)

PfDlau AP/

gatherer (n)

/igæOara/

gender (n)

/ld3enda/

gossip (n) hysterical (adj) *

/lgosrp/

integrity (n)

hnltegrati/

ironic (adj)

lairomk/

job
  prospects (n) matriarch (n)

lic13Db
  ,prospekts/

moreover (adv)

Imo:rlouva/

principle (n)

print (v)

/prlnt/

privacy (n)

/lprrvasi,
  Iprarvasi/

protest (n)

/lpraotest/

publicity stunt (n)

/pAb111sati ,stÁnt/

publish (v)                                 reinforce (v)

/lpnbllf/

resigned (adj)

/rllzaund/

retail staff (n)

/'ri:tell

ripe (adj)

/rarp/

scarcely (adv)

/'skeasli/

seldom (adv)                settle in (v)

P seldom/

shift (v)

/J1ft/

shoplifter (n)

Plop,llfta/

since (conj)

/sms/

spokesman (n)

lispauksman/

spot (v)

/spot/

stereotype (n)

listeria,tarp/

stock (v)

/stDk/

striker (n)

/lstralka/

striking (adj) * substantial (adj)

/lstra1k11J/

suspicious (adj)

/sa'sprfas/

tabloid (n)

/ltæb101d/

variant (n)

/lveariant/

villain (n)

,/lvllan/

Gateway to exams
Units
9-10

acquire (v)

/alkwala/

activate (v)

/læktlvert/

be on board (v)

(bi on Ibo:d/

claim (v)

/klerm/

confidential (ad) *

/IkDn

consensus (n) cycle (n)

/kanl sensas/

devise (v)

/dllvalz/

eclipse (n) elaborate (adj)

/l'kllps/

encrypt (v)

,/ln'krrpt/

espionage (n)

/'espiana:ý

feature (n)

/fi:tJa/

figure out (v)

/,ftgar taut/

flagship (adj)

TfIægJ1p/

fragment (n)

Tfrægmant/

hack (v)

,'hæk/

hacking (adj)

Phæk1VJ

handheld (ad) know-how (n) modify (v) museum curator (n) pirate (v) presume
(v) pull off (v) purely (adv) scramble tv)

nevertheless
(adv) no sooner /,nao Isu:na/ on no account Ion Inau alkaont/
overall (ad)/povarlo:l/ overwhelmingly (adv)/puvalwelmll)li/ paparazzi (n)
/,pæpalrætsi/ pillow (n)  /lpllau/ pointless (adj) /lporntlas/
policy (n)/lpnlasi/

prescription (n) pressure group (n)

     Vowels                                                 Consonants
                /a:/ arm, large                                     ha/
  ear here                                          /b/ hag, rubbish                                   /s/       say,
  this

               /æ/ cap, bad                                    /D/     not,
  watch                                              desk, cold                               /t/      town,
  city
                /al/ ride, fly                                                  cold,
  boat                                                 fill, laugh                                  /v/      yery,
  liye
/ara/ diary, science /o:/ door, talk /g/ girl, big /w/
  water, ayay how mouth /01/ point, bu /h/ hand, home /z/ zoo, his
              /aoa/        shower                            /U/      foot,
  could                                            yes, ¥0ung                               If/      shop,
  machine

              /e/       bed, head                                /u/      annual                                                                           cook,
  backusually, television
              ,/el/
  day, grey                                   /u:/ two fQQd                                      Il/                               like,
  fillthank, doing
                /ea/ hair there                                              sure
  tourist                                                         1m/ mean,
  climbcheese, picture
/1/ give, djdIn/ new, wantthing, north /i/ happy, honeymoon/p/ park,
  haggythat, clothes
              /i:/     we, heat                                                          actor                               /r/      ring,
  bogow                            /d3/ leans, bridge

Grammar reference Unit 10

      Question
  Tags
Form
I'm (ate, aren't I?
/'m not late, am /?
You like
  rock music, don'tyou?
You don't like classical music,
She coulddo the exercise, couldn't
  she?
They enjoyed theparty, didn't
  they?
Everybody likesgoing to the cinema, don't they?

• In question tags we use pronouns, not names or nouns.
We make question tags with auxiliary or modal verbs, not main verbs. If
  there is no auxiliary or modal verb in the first part of the sentence, we use
   the appropriate part of the auxiliary do.
In affirmative sentences, the
  question tag is negative. In negative sentences, the question tag is
  affirmative.
With I am, the question tag is
  aren't l?
With
  everybody, nobody and somebody, we use the pronoun they
We reply to question tags using the auxiliary or modal verb, not the
  main verb. You don't (ike classicalmusic, doyou? No, / don't./Yes, / do.
            She couldHo the
  exercise,                she? Yes, she cou(d./No, she couldn't.

Use
We use
  question tags to change a statement into a question. The question is to
  confirm what we are saying.
When we are very certain of the answer

that somebody is going to give us, the intonation
  falls in the question tag.

you're
  Mike's sister, aren'tyou?
      When we aren't  so sure ofthe answer, the

       intonation  rises in the question tag.
Thepm hasjust started, hasn't it?

1 94 ,'

Unit 1

VOCABULARY: Using a dictionary

Dictionaries can be very useful. Here
are some ideas for using them well.
•   Don't just look at the first
definition for a word. Many English words have very different meanings. Look at
them all and choose the right one for your context.
•   Don't just think about the meaning of
the word that you look up. Think also about the type of word, the form and
spelling of the word, and the other words it often goes with (eg, listen to).
•   Look at the introduction to your
dictionary to find out how it gives information about types of word,
pronunciation, etc.
•   Dictionaries give much more
information than just explaining words. For example, the dictionary in the
Gateway Workbook marks the most common and useful words with stars.
•   Dictionaries are very useful but it
is nota good idea to depend on the dictionary too much. Practise guessing words
from context (see page 6). You can use your dictionary to check latec
•   When you are reading, don't use the
dictionary to look up every word you don't know. You don't need to understand
every word in a text to do the exercises or to understand the general meaning.
Only look for words which appear important or appear frequently.
Unit 2
VOCABULARY: Learning phrasal verbs
•   Phrasal verbs are verbs that consist
of a verb and one or two particles (particles can be prepositions or adverbs).
•   The meaning of a phrasal verb is not
often obvious from the verb or the particles. Look at the context or use a
dictionary to find out the meaning of phrasal verbs. But be careful when
looking in the dictionary. The same verb (egr get, come, take) may have lots of
different phrasal verbs, and the same phrasal verb may have more than one
meaning.
•   In your vocabulary list or notebook,
make a note of the meaning of new phrasal verbs as you meet them, the same as
with any new vocabulary. Sometimes it can be confusing to write all the phrasal verbs
together because in the end we can't distinguish between them. Find out which
is the best way for you to learn them.

SPEAKING: Accuracy and nee—tv

•   Spoken language is different from
wrt-ž••
writing we have more time to plan want to say. We have to be more see or
speak to the person we are understand us, we cannot help them.
•
When we speak we have less time
to sometimes make mistakes. Sometimes we bear and stop, go back, and change or
clarify what We use expressions like 'rnmm', 'errr', 'errn', 'thethi-c E mean is'. We use these expressions
simply to think of what we want to say. Normally we repeat more in speaking than in writing.
•   We use the word ACCURACY to talk
about how correcï of grammar is when we speak. If we speak quickly in Enzis— but we make
lots and lots of mistakes it will be difficult far
people
to understand us.
•   We use the word FLUENCY to talk about
whether we can speak continuously in English without stopping frequentfy to
think about what we want to say next. If our use of grammar is perfect but we
have to stop again and again to think of what we want to say, then people will
get tired of listening to us.
•   To speak English well we need to have
a balance between accuracy and fluency. To do this we need to practise speaking
as much as possible and try to correct any frequent mistakes.
WRITING: Paragraphs
•
A paragraph is
made up of several sentences which are grouped together. They are grouped
together because they talk about, and develop, one main topic.
•
Paragraphs help
to make your writing more organized and structured. This makes your composition
easier to understand. When there are no paragraphs, compositions can become
confusing and repetitive.
•
When you have
brainstormed the content of what you are going to write, stop and organize the
content into logical paragraphs. You should do this before you start to
write, not while you are writing.
14

3-4

Unit 3

     GRAMMAR: Learning from your
  mistakes

•  When we study grammar we need to know
the meaning and when to use the structure. For example, with too +
adjective, we need to know that we use it to ta 1k about people,  things, actions or situations that
are excessive. We also need to know the form and spelling.  For example, we need to know that
the word too comes before adjectives and is different from to.
•  Each person has their strong and weak
points learning a language. These are usually different for each person.
Reflect on how well you do different types of activities when you

finish them. Was the activity easy or difficult? Did
you do it well or not? This can help you to identify your own weak points. Once
you know what your weak points are, you can look for help to improve in those
areas. Mistakes are a natural part of learning but we must work constructively
on the mistakes we make in order to improve.
•  When you have a lot of mistakes with
a structure, check to see if the mistakes are generally mistakes with the form,
spelling or meaning. Find out what the problem is exactly.
•  Keep a list of common mistakes that
you make with the correction, and an explanation. Make it a routine to study
this list from time to time. See Writing: Checking for mistakes below.

•  In Gateway there are grammar
explanations in the Grammar reference at the end of each unit. These explanations help you to
understand the correct meaning and form of the
grammar.
•  After reading about the grammar you
can check that you understand by doing the Grammar revision exercises on the
page opposite the explanation. Another way of using the Grammar reference is to try to do
the practice exercises first and only look at the
LISTENING: Before and while listening
•  Before you listen to a text, think about
the topic of the text and predict some of the ideas and vocabulary that may
come in it. Look at any illustrations, titles or questions if there are any.
This
way,
you will feel more confident and will understand more when you listen for the first time. While you are listening and there is a
section you do not understand, stay positive. If you stop listening or if you
get nervous and panic, you won't understand anything more.
•  Remember that usually it is not
necessary to understand every word to do a task well. If you get lost, look at
the next question or two and listen out for words or ideas associated with the

explanations
when you have a problem.
Unit 4
VOCABULARY: Vocabulary records
•   Keep a record of the meaning of new
words bywriting a synonym, a definition, an example sentence, a translation, or
even by drawing a picture if appropriate.
•   Some words are similar to others but
they also have significant differences (eg, pretty and handsome have similar
meanings but pretty is usually for girls and women and handsome is for men). It
is important to make a record of these differences.
•   It is also important to write down the
type of word (noun, verb, adjective, adverb, preposition, pronoun, etc) and any
other special information (e.g., pronunciation, irregular forms, etc). You can
note down the prefixes and suffixes that go with a word too (e.g., patient —
impatient, tactful — tactless) or opposites of words (e.g., broad-minded —
narrow-minded, insecure — self-confident).
•   It is a good idea to learn words in
groups. Write down vocabulary in the
groups
that appear in this book, e.g., 'Personality', 'Jobs', 'Travel', etc. One word in a group can help you remember
others in the same group.
•   Some people write down new vocabulary
using diagrams like this.

•   Frequent revision is the best way to
learn new words. Look at your vocabulary records every week and test yourself
to see how much you remember. It is very difficult to learn vocabulary by
revising just once before an exam or test.
question(s).
WRITING: Checking for mistakes
•   It is normal to make mistakes when we
write. That is why it is important to read your work carefully when you finish.
Check for mistakes with:
•   punctuation
•   capital letters
•   word order
•   spelling
•   tenses
•   vocabulary  missing words
•   agreement between the subject and
verb (e.g., He go. He goes. V).
•   You can learn from your mistakes.
Make a list of mistakes that you make with the correction next to it. Use it as
a checklist when you are checking your compositions. Look at this example.

Mistake

Correction

Expla nation

In general, I think the money is
  important. x

In general, I think money is important.

When we talk
  about things in general we do not use the definite article.

•   Remember that if you aren't sure how
to write something, simplify it. Clarity is one of the most important criteria
when writing.

                        5-7
Unit 5

   READING: Skimming and scanning

WRITING: Planning

•   We read in different ways, depending
on the type of text and why we are reading it.
•   Usually, the first time we read a
text, it is a good idea to read it quickly. Do not stop if there are words you
do not understand. Just try to understand the general meaning. We call
this skimming. To help you to skim properly, give yourself a time limit
the first time you read. It can help you to get a general understanding and not
look at details. The first reading task will usually help you to do this.
•   The next task usually checks that you
understand specific information. When you read for specific information,
read the question carefully and then find the exact place where you think the
answer comes. Read this section in more detail than the first time you read it.
We call this scanning.
•   Good writers always plan what they
aregoing to write before they begin writing.
•   Writing a plan takes some time, but in
the end it saves you time because it stops you from including irrelevant or
inappropriate information.

Unit 6

READING: Prediction

•   When you plan, you have clear ideas
about what you are going to say and what order you are going to say it in
before you actually begin. This gives shape and structure to your text and
makes it more coherent and less repetitive.

•   Efficient readers look at all these
things before actually reading the text.
•   the pictures or photos that go with it
. the
layout
•   the title
•   By doing this you start to think about
the topic of the text and to predict some of the ideas and vocabulary in it. A
useful first reading task is to skim the text (see above) to check if your
predictions were correct. By testing out your ideas, you will understand more
when you read the text for the first time.
When
it's your turn to speak and you can't think of what to say, use this advice.
•

Use fillers
to give yourself time to think of what you are going to say next (e.g., Err,
The thing is, Well, You know
•   Use language of speculation (It
mightbe, I'm not sure, / think, etc).
•   Use the questions What? Who? Where?
Why? When? etc, to think of ideas for something to say.
•   If you are worried because you don't
know a word, think of similar words, more basic or general words, or explain
the word.

that opinion clearly, giving
  reasons.
Unit 7

Remember that there is usually no real
right or wrong answer in most tasks. The important thing is to have an opinion
and express

Often
when you are reading, you will not have access to a dictionary. When there are new words in a text, you can often
find out something about the words by looking at the context. Sometimes you may
not find the exact meaning, but the context often gives you at least an
approximate idea.
•   Look at the words that come just
before or after. They will probably tell you if the word is a noun, verb,
adjective, etc.
•   By looking at the words and sentences
around the new word you can probably deduce something about the meaning (e.g.,
if it is a positive thing or a negative thing, if it is a word connected with a
particular topic, etc).
•   Think whether the new word has any
prefixes or suffixes. Prefixes can help you guess the meaning of the word
(e.g., re tells you it is doing an activity again).
Suffixes can tell you the type of word (e.g., a word ending in -ion will
be a noun).
•   Is the word a compound (a word made
up of two or more words)? If it is, do you know the meaning of one of the
words?
•   Look at the word and think if there is
a similar word in your language.

LISTENING: Listening for gist and specific information

•   The first time you listen to a new
text, the idea is to understand the gist (the general meaning), not to
understand all the specific details. The first listening activity will usually
help you to do this by asking more general questions. Don't panic if you don't
understand all the information the first
time you
listen.
•   The second time you listen, you will
need to listen for more specific information. Remember to read the questions
carefully so that you know exactly what you should be listening for.
147
Unit 8

> SPEAKING: When you don't know a word

•
When you don't know a
word when you are speaking, don't stop and don't use a word in your own
language. Here are some things you can do.
•
Usea synonym or similar
word.
•   Use a more basic or general word or
expression.
•
Say'/t's the opposite of
•
Explain the word with
different words.
•
Remember that we often
use these techniques (called paraphrasing) in our own language. Don't worry
about using them frequently.
Unit 9

WRITING: Editing your text

•   When you finish writing yourfirst,
rough version of a text, check it for mistakes and then edit it.
•   See whether you have unnecessary
repetition of words or ideas in the text.
•   Make sure there is no irrelevant
information.
•   Check whether there are any confusing
examples or details.  Cut all these things from your text so that it becomes clearer and
easier to follow.
•   Finally, check that you have answered
the question and ask yourself if the person reading your composition will
understand it easily and find it interesting/funny/informative/exciting.

SPEAKING: Sentence stress

READING: Understanding references in a text

It is important to look at words like he, it, this, that, etc, carefully
so that we know what they refer to in a text. This can help us to understand
the information in texts more clearly.
•   Demonstrative pronouns and adjectives
(this, that, these, etc), personal and possessive pronouns (she, her, hers,
etc) refer to people, things or concepts in a text. They can either refer
forwards or backwards, to something mentioned previously or later in a text
Look at what comes before and after these words to work out what they are
talking about, e.g., It was going to rain and this worried him. (this refers
back to the fact that it was going to rain); This might come as a surprise but
/ can't swim. (this refers forwards to the fact that the person can't swim).
•

It is particularly important to
look closely at these words in exercises where we have to put sentences in a
text (see page 1 1 1). Check that all reference words make sense in relation to
the sentences that come before and after.
Unit 10

VOCABULARY: Collocations

•   Collocations are typical cornb•nations
of words that'go together'. For example, we can say Happy Christmas and Merry
Christmas. We can say Happy Birthday, but we can't say Merry Birthday because
those two words do not 'go together' or col locate.
•   When we learn typical collocations,
it helps us to speak and write in a more natura way. For example, people would
understand Merry Birthday but it would not sound at all natural.
•   Learn collocations the same way as
other expressions or phrasal verbs. Make a note of the complete expression and
its meaning. When one word collocates with other words you could use this type
of diagram.

 For most students, the main goal in
terms of pronunciation should be that the person you are speaking to does not
have to make a special effort to understand you.
•   In any sentence in English, we tend to
stress the most important words, the words that communicate the message that we
want to send. This means that usually (but not always) we stress nouns,
adjectives, main verbs and adverbs. We do not usually stress articles,
prepositions or auxiliary verbs.
•   In general, the main areas of
pronunciation to work on are:
•   individual sounds, for example /9/
the sound in think, or /ð/ the sound in then.
•   word stress, for example photo,
photographer, photographic.
•   sentence stress, for example WHAT are
you going to DO?
•   intonation, for example Why don't we
go out?

Stage 1:

Read the title or question carefully to make sure you know what you
  have to write.

Stage 2:

Brainstorm ideas to include in the
  composition and write them down as notes.

Stage 3:

Decide how to organize your notes
  in a logical way. Group similar ideas into paragraphs.

Stage 4:

Write a first version of your text.

Stage 5:

Check your work for mistakes with punctuation, capital letters, word
  order, spelling, tenses, vocabulary, missing words, agreement between the
  subject and verb.

Stage 6:

Edit your work. See whether you have
  unnecessary repetition of words or ideas in the text. Make sure there is no
  irrelevant information.

Stage 7:

Check that you have answered the question. Also, ask

yourself
if the person reading your composition will (a) understand it easily (b) find
it interesting/informative/ funny.

1

READING: Matching activities

In this
type of activity, you have to say which text or part of a text contains a piece
of information or answers a question.
Step
1 : Read all the texts or parts of the text quickly to get a general
understanding.
Step
2: Read the piece(s) of information that you need to find. Are there are any
special words that help you to find the text or part ofthe text which contains
the information? Remember that in the text the same information will probably
be expressed with different words.
Step
3: Read again in more detail the specific text or part of the text where you
think the information comes.
Step4:
If you are not sure that you have found the correct answer, read other sections
again in more detail.
Step 5: When
you finish, check that you have an answer for each question. Never leave
answers blank in an exam.
Unit 2
LISTENING: Matching
speakers and statements
In this type of activity you match different speakers with the ideas that
they express.
Before you listen:
•  think about the topic of what you are
going to listen to.
Think of
words that could appear in the listening text.
•  read the questions and underline
important information. This can help you to know what the people may say and
helps you to concentrate more while you listen.
While you listen:
•  remember that the speakers may say
the same things as in the questions, but using different words or expressions.
Remember also that other speakers may use the actual words that come in the
questions but there is only one correct answer for each speaker.
•  don't worry if you don't understand
everything the first time you isten. Usually you listen twice. Use the second
listening to find the answers you didn't hear the first time and to check the
answers you already have.
After you listen:
•
check that you have an answer
for each question. Never leave answers blank in an exam.
WRITING: Transactional tasks
•    Transactional writing tasks are you
who you are writing to and what
•    When a question asks you to put
specific text, you lose marks if you do not includetrž
•    Sometimes the information you need to
£ the form of notes written on the letter or expand the notes and give
extra informatjorc note is 'Say when you can come', do the summer.' Explain why
the summer is the
•    In your reply, you can ask questions
too.
•    Remember that when you write letters,
invitatO-s and notes it is essential to write in the correctne write to a
friend, use contractions and informs When you write a formal or semi-formal
letter. message or note, do not use contractions or infor—a If your letter is
grammatically correct but not in you will lose marks.

SPEAKING: Stimulus-based discussions

In this type of activity you have to talk about differentthir•as graphs, photos,
charts, statistics, headlines and quotes all usually connected to one general
topic.
Step 1: Look at all the stimuli and decide what the generà Step 2:
Check that you understand the content of each stimulus.
Step 3: Make notes with your ideas. Look at these notes and
them when you speak, but do not read them aloud what the examiner asks you.
Remember:
•    Give your opinion or interpretation
of the topic and stirr-nñ is not usually a right or wrong
answer. The examiner wants z rear you speak English,
•    If you don't understand what the
examiner says, ask him/her in
English
to repeat or to speak more slowly. Use expressions
Sorry, can you say that again? or Sorry, could you speak moresjow+y? •
Speak loudly and clearly so that the examiner can hear you• Don't worry
excessively about vocabulary. When you don't know a word, explain it or use a
simpler word.
•    Don't let mistakes stop you from
speaking. Correct your own mistakes if possible, or start the sentence again,
but don't stop completely.
•    Use Well, Hmm or Let methink to give
you time to think of what you want to say next.

READING: Missing sentence activities

                                         3-4

3

In this type of exercise you have to find the best place to put different
sentences taken from a text. The sentences are often the first in each
paragraph and there are usually more sentences than spaces.
Step 1:
Read the text to get a general idea of the overall meaning.
Step
2: Read the missing sentences and identify the key information. What is the
sentence about? Do you remember anything connected with this topic when you
read the text for the first time? Look again at this part of the text in more
detail.
Step
3: Look for words and phrases in the sentence which connect with the information that comes in the text
just before or after each gap.
Step 4: Try out each sentence in the most probable space and continue
reading. Is the meaning logical? Do pronouns like this or it make sense, or
linking words like and, but or although?
Step
5: If there are gaps which you cannot complete, continue with other, easier
gaps first and then go back later to the difficult ones.
Step
6: When you finish, read the completed text again to check that it makes sense.
Check also that you have an answer for each question.
WRITING: Stories
•  Before you write a story, make a
plan. Make sure that you have a beginning, a middle and an end. Sometimes you
can change the order of these three sections in a story, but always make sure the sequence of events and the ch
ronology are clear. We can use linkers of time and sequence to do this.
•  Make the main events of the story
clear. What happened? Why? What happened later? How did the story end? We
usually use the past simple for this.
•  Give background information so that
we know about the characters and the situation. We usua ly use the past perfect
simple and continuous for this.
•  Make the story interesting by
describing scenes in detail. We often use the past continuous for this.
•  For more information on writing
stories, see page

Never
leave answers blank in an exam.
Unit 4

USE OF ENGLISH: Word formation
  cloze activities

In this type of activity you must use
the word given to form a word that fits in the gap. The words can be any type —
noun, adjective, adverb or verb.
Step 1:
Read the text once quickly to know the general meaning.
Step 2:
Look at the words just before and after the gap. They can
help you to decide what type of word you need. Usually to change the type
of word you will need a suffix (e.g., -ion to make a noun, -b' to make an adverb).
Step 3: Look at the words just before
and after the gap and make sure you understand the whole sentence. This will
help you to decide if you need to change the meaning of the word,
e.g.,
making it negative. Usually to change the meaning of the word you will need a
prefix (e.g., irn-, re-).
Step 4: Remember that you may need to
change the spelling of the word given. For example, from the word strong you
may need to make the noun, strength. Also, look carefully to decide if your
word needs to be in the plural form.
Step 5: Read the completed sentence and check your answer. Check that you have an answer for
each question. Never leave answers blank in an exam.
159 of
the Writing Bank.

In this type of activity, you have to talk about a topic. This could be
in the form of a question, title, text or photo. You usually have a fixed
amount of time to prepare the presentation and to give it.
•   Make notes with the information you
want to give in your presentation and use them when you are giving it.
However, don't just read your notes aloud.
Look at your audience. See if they understand you and are interested.
•   Don't speak too fast. If you speak
too quickly, people will not be able to follow you.
Try to speak for exactly the right amount of time. The more you practise the easier it will
become.
•   Use intonation to show that you are
interested and to make others interested.
•   Don't worry excessively about
vocabulary. When you don't know a word, explain it or use a simpler word.
•   Don't let mistakes stop you from
speaking. Correct your own mistakes if possible, or start the sentence again,
but don't stop completely.
5—6

5

LISTENING: Completing notes

In this type of activity you have incomplete notes.
You listen to a recording and complete the notes with the correct information.
•
Always read the
incomplete notes before you listen.
This he ps you to know what to listen for. Look carefu lly at the words that
come just before or after each space and think about what type of word is
missing (noun, verb, adjective, adverb, etc). But be careful: if you know that
you need a number, for example, do not simply write the first number that you
hear.
•
It is not usually
necessary to understand every word that you hear. Listen out for the sections
which correspond to the information in the notes. Then pay special attention to these sections.
Remember that you may not hear the exact words that appear in the incomplete notes.
•
For most spaces you need
to write between one and
three
words. Write the words you actually hear. Be careful with spelling and your
handwriting.
• Don't worry if you don't understand everything the first time you
isten. Usually you listen twice. Use the second listening to find the answers
you didn't hear the first t•me and to check the answers you already have.
Unit 6
I n this type of activity you have one or a question or questions about
• Listen very carefu lly to the
examiner' depend on completing the w+,oJe part, you will lose marks. Ifyou
aren't what the examiner says, ask him/her to
• If you have two photos, it is not usualty a good photo i n great detail. The important
thing is z the two photos.
•   Try to speak for exactly the right
amount of practise the easier it will become.
• Give your own opinion justify your opinions. There exam Iner wants to
hear you speak English.
•   Do not worry toc much about
vocabulary for things that in the photos. When you don't know a word, explain
it or use word. You can also use language of speculation when you sure what you can see (e.g., It
mjght/maybe. , ltmustbe---.ltø-á it's probably
•   Speak loudly and clearly so that the
examiner can hear you• Don't let mistakes stop you from speaking. Correct your
own mistakes if possible, or start the sentence again, but don't stop
completely:
•   Use Well, Hmm or Letme think to give
you time to think of whatyou want to say next.

USE OF ENGLISH: Sentence
  transformation activities

In this
type of activity you have a sentence and you must complete a second sentence so that it means the same as
the original sentence. Usually you must use a word that is given. In this case,
you cannot change the form of this word. In most exams, you can only use
between two and five words, including the word given.
Step
1: Read the original sentence carefully. Think about the meaning of the
sentence, the type of structure(s) used, the tense(s) used, etc.
Step 2: If a word is given, think about its meaning. Think
also about the grammatical function of the word. Does it always or usually go
with another word or tense?
Step
3: Write your sentence. Do not add or change words unnecessarily. They may
change the meaning ofthe sentence or make you write too many words.
Step 4:
When you finish, check that you have:
•
not changed the meaning
from the original sentence.
•
not changed the form of
the word given.
•
not written more that
the maximum number of words permitted. Contractions count as two words, apart
from can't which is written as one
word
(cannot).
WRITING: For-and-against
essays and opinion essays
•   In for-and-against essays you must
present both sides of the argument. In opinion essays you can just give your
own side of the argument.
•   In for-and-against essays and opinion
essays, you should have a number of relevant points to make. Think about how to
organize these points in a logical way-
•   The style in for-and-against and
opinion essays should be formal.
•   Remember that there are no right or
wrong answers. The exa miner wants to see that you can write and express
yourself clearly and effectively.
•   For more information on writing
for-andagainst essays and opinion essays, see page 162 of the Writing Bank.
151

7

    SPEAKING: Discussions and
      negotiating

WRITING: Reviews

In
speaking exams, sometimes you have to talk to one or more students about a
topic. You must be ready to express and justify your opinions, especially if
somebody disagrees with you.
•   Make sure you understand the topic
that you are to discuss. If you aren't sure, ask for clarification before you
begin.
•   Make sure you I'sten carefully to what
your partner or partners say. In a discussion we speak but we also listen and
react to what others say. You can agree, disagree, make suggestions or ask
questions.
•   If you are working with other
students, be sensitive. Don't talk for too long without giving your partner a chance to speak.
•   In some discussions, you must come to
an agreement, but in others it is not necessary. Make sure you know what you
need to do before you begin.
•   Remember that there are not usually
any right or wrong answers. The important thing is to have an opinion, to
explain it clearly, tojustify it and to give examples to support it.
•   The important thing in a review is to
give a clear picture of the thing that you are reviewing and to make your own
opinion clear. To do this, use a wide variety of adjectives and adverbs and use
expressions of opinion.
•   The style in a review should not be
particularly formal or informal.
•   For more information on writing reviews, see page 163 of the Writing Bank.

Unit 8

READING: Multiple-choice activities

In this type of activity you read a
text and answer questions about it by choosing the best answer from three or four different
options.
Step 1:
Read the text quickly to get a general understanding.
Step
2: Read all the answers carefully. Sometimes the difference between two options
is just one word.
Step
3: Find the section of the text where you think each answer comes and read it
again slowly, in more detail. You may find the same words in the text and in one of the options but
this does not mean it is the correct answer. The correct option will probably
express the information in the text using different words. The answers usual y
come in order in the text.
Step
4: If you aren't 100 per cent sure which answer is best, take away any answers
which you know are not correct.
Step
5: When you finish, check that you have an answer for each question. Never
leave answers blank in an exam.
159

In this
type of activity you have to listen and decide if answers are true or false.
You usually hear the text twice. The questions are usually in the order that
you hear them in the recording.

Step 1:

Read the answers before you listen. They can give you ideas about the
  topic of the text and the vocabulary you are going to hear in it.

Step 2:

You can usually hear the recording
  twice. Do not panic if you do not understand information the first time. If
  you don't hear the answer to one question, start istening immediately for the
  answer to the next question,

Step 3:

Use the
  second listening to find the answers you didn't hear the first time and to
  check the answers you already have.

Step 4:

When you finish, check that you have an answer for

each
question. Never leave answers blank in an exam.
Note:
In some True/False act•vities there are three possibilities: True/False/Not given. Put Not given if
you cannot hear the information when you listen to the text.

                                          9-10

9

WRITING: Reports

In cloze activities you have a text
with gaps. Sometimes there are different options and you must choose the best
for each space (multiple-choice cloze activities). Sometimes there are no
options (open cloze activities). You must fill in each gap by thinking ofa word
which is grammatically correct and is logical.
Multiple-choice
cloze activities
Step
1: Read the text or sentence to get a general idea of the overall meaning. Do
not worry about the gaps at first. This is to get a general understanding.
Step 2: Read more carefully and try
to predict which word comes in each gap. Look especially at the words which
come just before and after the gap. Do those words need a special preposition?
Is an article or auxiliary verb missing? Th'nl< about the type of word you
need (noun, verb, pronoun, article, etc) and the general meaning.
Step 3: Look at the alternatives. Is one of them the same as
the word you thought of in Step 2? Be careful because often the meaning of the
different options can be very similar, but the difference may be that each word
goes with a different preposition, for example.
Step4:
If you aren't sure which answer is right, think about why other answers are
definitely wrong and eliminate them.
Step
5: When you finish, check that you have an answer for each question. Never
leave answers blank in an exam.
Open
cloze activities
Step 1:
Read the complete text or sentences without thinking about the gaps.
Step
2: Look again at the gaps and especially the words which come just before and
after the gap. Do those words need a special preposition? Is an article or
auxiliary verb missing? Think about the type of word you need (noun, verb,
pronoun, article, etc) and the general meaning. The spaces in cloze activities will often be for
prepositions, articles, pronou ns, auxiliary verbs, modal verbs and
conjunctions (and, but, although, etc).
Step
3: Fill in the gap with the word that you think is best. Read again with your
answer in the gap. Sometimes there is more than one possible answer but you
only need to put one.
Step 4:
When you finish, check that you have one answer for each question. Never leave
answers blank
•  Reports should have a title.
•  Separate reports into sections and
give each one a suitable heading.
•  In reports you should be ready to
make recom mendations or suggestions if they ask you to.
•  Make sure you include all the
Information that they ask for.
•  The style in a report should usually
be formal since you usually write a report for an organization or people that
you do not know personally.
•  For more information on writing
reports, see page 164 of the Writing Bank.

in an
exam.
Unit 10

READING: True/False activities

In this type of activity you decide if statements are true or false
depending on the information in the text,
Step
1: Read the text quickly to get a general understanding.
Step
2: Read the sentences that you need to prove true or false.
Step 3: Find the parts of the text
where you think the information comes. Read them again in more detail.
Step
4: When you finish, check that you have an answer for each question. Never
leave answers blank in an exam.
Note: In some true/false activities there are three possibilities:
True/False/Notgiven. Put Not given if you can find no information in the text
to prove or disprove the statement.

LISTENING: Multiple-choice activities

In this
type of activity you choose the best answer from three or four different
answersYou usually hear the text twice. The questions are usually in the order
that you hear them in the recording.

Step 1:
Step 2:
Step 3:
Step 4:
Step 5:

Read
  the different answers befOre you listen. They can give you ideas about the
  topic of the text and the vocabulary you are going to hear in it. Remember
  that sometimes the difference between two answers is just one word. When you
  listen, remember that you may hear the correct answer but expressed in
  different words, You may also hear a word or words that come in one of the
  possible answers, but this does not mean it is the answer. The word(s) may be
  there just to distract you.
You usually
  hear the recording twice. Do not panic if you do not understand information
  the first time. If you don't hear the answer to one question, start listening
  immediately for the answer to the next question.
Use the second
  listening to find the answers you didn't hear the first time and to check the
  answers you already have.
When you finish, check that you have an answer for each question. Never
  leave answers blank in an exam.

CEFR
Progress checks
The
Common European Framework of Reference was created by the Council of Europe. It
provides a list of descriptors for measuring your progress in language at each level of
the course. These descriptors can be used during your study to review language
after completing every two units in this Student's Book. You can then complete
the progress checks below.
Give
yourself a mark between 1 and 4, and then decide what you would like to review.
You may want to just re-visit the grammar and vocabulary exercises in your
Student's Book, or do the pages suggested as extra practice from the Workbook,
or perhaps speak to your teacher and decide together what would help you to
improve. There are lots of ways of practising your English outside the c
assroom, and extra materia Is that you could use, for example from Gateway
Online.
Further
descriptors with learning targets are available on Gateway Online if you would
like a more detailed record of your progress. The descriptors cover Listening,
Reading, Spoken interaction, Spoken production, Learning strategies, Language
quality and Writing.

1
  How well can you do these things in English now? Give
  yourself a mark from 1 to 4.
a I can talk about
  present situations, routines and actions using          f I can talk about
  past events, situations and habits using a          the present simple and present
  continuous.     wide variety of tenses and structures. b I can use do and
  make appropriately.              g I can use gerunds and infinitives
  correctly.

c     I can understand written and spoken
  texts about studying and I can understand written and spoken texts related to
  the CJ university.       world of work.
d    I can express preferences using a
  variety of structures. I can use different stimuli as the basis for a
  discussion.

e     I can reply to informal emails and
  include relevant information.          I can write texts expressing my
  opinion on topics related to              school and work.

— I can do it very well.
I
    can do it quite well.
  I have some problems.   I can't do it.

2
  Decide what you need to do to improve.
1
  Look again at my
  book/notes.
2
  Do more practice
  exercises. Y WORKBOOK page 18 3 Other:

1
  How well can you do these things in English now? Give yourself
  a mark from 1 to 4.
a
  I can talk about
  the future and the future in the past using I can compare different people,
  things and actions using a different verbs and tenses including the future perfect,
  future va riety of structures, including comparative and superlative
  continuous and future perfect continuous. adverbs.
b
  I can talk about
  space and space travel. g I can form nouns by using suffixes.
c
  I can use
  prefixes to change the meaning of words. [2 I can understand written and
  spoken texts about usual and CJ unusual human behaviour. d I can express
  personal opinions when discussing topics and
              stimuli.                                                                                I
  can give structured presentations on different topics.
e I can write stories using a
  variety oftenses, structures and              j               I can write
  detailed personal descriptions. linkers.

I can do it very well,
2 = Ican do it quite well.   I have some problems.   I can't do it.

2
  Decide what you need to do to improve.
1
  Look again at my
  book/notes.
2
  Do more practice
  exercises. > WORKBOOK page 36 3 Other:

Units 5—6
1 How well can you do these things in English now?
Give yourself a mark from 1 to 4.

           a I can talk about
obligation, prohibition and advice in the Cl            f I can talk about
possible, imaginary and impossible situations and

present
  and past.
b
  I can make
  speculations and deductions about the present, past and future.
c     I can understand written and spoken
  texts on topics related to money, d I can compare and contrast photos.
e I can
  write a formal letter of complaint.
2 Decide
  what you need to do to improve.
1
  Look again at my
  book/notes.
2
  Do more practice
  exercises. > WORKBOOK page 54 3 Other:

their
  consequences using different types of conditional structures g I can talk
  about wishes for the present. past and future
h I can talk about the body and health using a range
  ofvocabuiary and idioms.
In discussions I can negotiate and collaborate with a partner. I can
  express opinions, contrasts and consequences in for-and-against essays,
I can do it very well.
I can do it quite well.
I have some problems. I can't do it.

1
  How well can you do these things in English now? Give
  yourself a mark from 1 to 4.
a
  I can report
  what other people have said or asked using C]  f I can use different passive
  structures to ta k about processes and different reporting verbs and
  structures. procedures and to say what people say, know or be ieve.
b
  I can talk about
  music, film and media habits,       g I can understand written and spoken
  texts about natural                2
c
  I can join words
  to make compound nouns and     disasters.
             adjectives.                                                                                h I
  can use a variety of verbs with the appropriate preposition.
d
  I can present
  solid arguments in discussions.         I can use different words and
  expressions to talk about statistics.
e
  I can write
  reviews using a wide variety of adjectives.          j               I can use
  a variety of linkers in opinion essays.

I can do it very well.
2
    = I can do it
    quite well.
3
    — I have some
    problems. I can't do it.

2
  Decide what you need to do to improve.
1
  Look again at my
  book/notes.
2
  Do more practice
  exercises. > WORKBOOK page 72 3 Other:

> Units 9-10
1       How
well can you do these things in English now? Give yourself a mark from 1 to 4.

a    I can describe or give extra
information about people, things or places using defining or non-defining
relative clauses.
b    I can talk about everyday technology
and computers using a variety of words and phrasal verbs.
c     I can understand spoken texts about
problems with everyday technology.
d    I can clarify and check understanding
when discussing topics.
e    I can write reports using determiners
and quantifiers.
2       Decide
what you need to do to improve.
1     Look again at my book/notes.
2     Do more practice exercises. >
WORKBOOK page 90 3 Other:
f
I can use common
expressions ike No sooner, Scarcely, etc, that need inversion.
g
I can use indirect
questions to be polite.
h
I can understand written
and spoken news stories.
I can
present and respond to opposing views when giving oral presentations.
j  I can write simple magazine
articles.
I can do it very well.
I can do it quite well.
3 = I have some problems. I can't do it.

Asking somebody to repeat Pardon?
Could
you repeat that; please?
Sorry, /
didn't catch that.
Sorry, /
missed that.
Sorry,
can you say that again?

Sorry,
couldyou speak more slowly?
Sorry,
did you say .
I'm not
sure I understood.
Checking understanding Areyou saying that . . . ? f/
understandyou correctly, .
/n other
words .
What do
you mean when you say , I'm not sure what you mean by .
Could you go over that again?
Sorry, I'm not with you.
I don't
understand whatyou're getting at.
Clarifying understanding
Doyou
see what / mean?
Do you
get what I'm saying?
Are you following me?
Are you
with me?
What /
mean/meant is/was .
Yes,
that's exactly what / mean/meant.
No,
that's not quite what I mean/meant.
Filling the conversation Err... We// .
The thing is .
I'm not
(really/tota//y/complete/y) sure but
Maybe .
You
know.
/ think.
I
imagine .
It looks
like .
I
imagine that .
Let me
think.
What do
your think?
When you don't know a word
It's like/similar to It's the opposite of.
It's
when you .
Expressing preferences I prefer going out.
I prefer
going out to staying in.
I'd prefer to watch a film (rather than go to a party).
I'd
prefer not to watch Tu
My parents would prefer me to study at the weekend.
Id
rather have a pizza.
I'd
rather not walk to school.
I'd
rather read than listen to music.
They'd
rather / went with them.

My parents
WOU/d rather didn't stay out late.
Talking about different stimuli The main idea of the material
is .
All the
material is to do with .
The
material here is linked to the topic of
The
newspaper headline states that . .
The
headline suggests that .
The
photo on the right shows .
In the photo, / can see The photo/graph/chart illustrates .
There's
an interesting quote from .
The
quote says that .
We can
see from the statistics that .
The
statistics show that . .
To sum
up .
Talking about statistics
— numbers and proportions a half/third/quarter/fifth/sixth, etc
one in two/three/five/ten, etc the majority
Talking about
statistics — trends rise/fall increase/decrease
stay the
same/change little

steady (ad), steadily

doub/e/triple/ha/f
Expressing and justifying opinions
I
think/believe/fee/
In my
view
In my
opinion
Personally, I think (that) / don't think (that)
I'm
convinced that .
/ don't really know if. . .
As /
see it,
You have
to remember/admit that . .
Don't forget that . .
I
agree/disagree that .
It seems
to me that.
Ifyou
ask me .
It goes without saying that . I'm convinced/positive that .
That's
why I think .
The way/ see it . . . To my mind .
Asking for opinions
What
doyou think?
What do
you think about (running)?
What
aboutyou?
What
about (gymnastics)?
So what
shall we (recommend)?
Why
don't we choose (basketball)?
Do you
agree?
Don'tyou
think so?
What's
your opinion/view?
Agreeing
or partially agreeing / (totally) agree (with you) (that. I agree to an extent
(that )
That's true.
You're right.
You've got a point.
/ take your point.
/ see whatyou mean.
That's a good idea.
Sure. OK.
Talking
about a photo and position in a photo
In the picture I can see .
The
picture shows . This is a picture of,.

Disagreeing
  or partially disagreeing
/ (totally) disagree
  (with you) (that . . , )
I agree to an extent, but , / agree
  up toa point, but .
That's true, but. .
You've got a point, but
  .
/ take your point, but .
! see whatyou mean, but
! suppose so, but
I'm not sure that's true.
Maybe, but .
But
  what about.
On the other hand . .
Giving
  emphasis
You have to remember that. .
Don't forget that
There's no doubt
  in my mind that / really do think that.
/'m
  tota/ly convinced that. You cant deny that .
Giving
  examples
For instance,
Take
  .               for example What about the case of.
look at . .

You only have to think
  of .
such as
A good example ofthat
  is .
Just to giveyou an idea
  .

On the left the top/bottom
  right//eft corner
Comparing and contrasting photos Both photographs
  show.
In both photographs,
In the first/second photograph,
One
  big difference between the photos is that
Another important difference. ..
Compared with .
The
  first photograph shows X whereas/ while the second shows Y
This one is bigger/more
  important/(not) as as/less than that one.
Speculation
  and deduction
I think
/ imagine
(It) must be
(It) may/rnight/could be
(It) can't be
(He/She/lt/They) is/are probably
(It) is probably
It seems that
(It) looks as if/like
I'm not sure but
(It) must have been
(It) may/might/cou/d have been
(It) can't/couldn't
  have been

Another thing is that.
It's also true that .
Furthermore,
What's more,
It's important to remember that . . .
Presenting
  opposing points of view
It is true that
You can't deny that ,
There's no denying that. .
You can'targue with the fact that I
  accept that .
Responding
  to opposing points of view
But that doesn't mean that.
However, .
[etes not forget that
/ would still say that..
Even so, I still believe that.
Having said that,
That doesn't alter my opinion that.
Concluding a presentation
Finally,
To sum up,
       Last but           not
  least,
The point I'm trying to make is .
In short,
Concluding,
In conclusion,

In
the foreground
In the background
At the top of the picture
At the bottom ofthe picture
In the middle of the picture
On the right
Beginning
a presentation I'd like to begin by saying I'm going to talk about.
To
start with .
The first thing I'd
like tosayis
Ordering
arguments
Firstly,
First ofall, Secondly,

Write
an email to a friend. Tell him/her some recent news, talk about your plans, and
ask him/her for some advice.
Model text

14
  Everton Close
Birmingham
  July 12th
   Hi
  Sandra,
Thanks for your
  last email. Sorry it's taken me a while to reply but I was ill all last week
  with flu. Luckily I'm feeling better now.
My big piece of news is that I'm
  going to the USA at the end of August!Our school is doing an exchange
  programme, so we're going to a High School in Michigan for three weeks and
  then, at Easter, the American students will come here to stay with us. I'm really
  looking forward to going.
When we go, we're staying in
  Chicago for two or three days. You've been to Chicago, haven't you? Can you
  give me some tips about where to go and what to see?

Anyway, what about you?
  What are your plans for August? Are you going to work in that supermarket,
  like last year?
Write back soon.Oh, and don't forget to
  tell me about Chicago!
    Best wishes
Ed

                Write
  your address in the top right corner.

Start with Hi or Dear and the name
  (not surname) of the person you are writing to.

   Write
  the date.

Use contractions and the short form
  of words (e.g., Thanks, not Thankyou).

 Begin with
  introductory phrases like Thanks for your last letter, It was great to hear
  from you, Sorry / haven't written for a long time or I'm writing to tellyou
  about .

Use exclamation marks.

Ask questions like How are you? How
  are things? Are you    doing exams/on holiday
  at the momen t?

Use By the way or Anyway to change the subject.

Use
  interjections like Oh and                              Well.

End with phrases like
Write back soon, That's al/ for
  now, All the best, Bye for now, Best wishes.

In my opinion, each different stage of life has good
  and bad moments and so it is difficult to say which the 'best' period in life
  is. Personally, I think that being a teenager is a good time of life as I
  will explain.
  The first point to make is that
  when you are a teenager you have more time to enjoy life. Although you have
  to study a lot, you also have a lot of time to be with your friends and you
  do not need to take care of basic chores like cooking, shopping or doing all
  the housework.
Another
  thing to bear in mind is that, despite the fact that life for teenagers can
  be stressful, I think it is less stressful than life for adults. This is
  because when you are an adult you have more duties and responsibilities such
  as paying bills and being on top of financial matters. Furthermore, if you
  are a parent,. you have the responsibility of looking after your children.
•To
  sum up, I believe that being a teenager is not perfect because teenagers
  often lose sleep over things like school, friends, family and the future.
  However, it is an exciting time when you start preparing for new challenges,
  experiences and opportunities.

Opinion
essays page 27 (Unit 2), page 105 (Unit 8)
Example
question
'Teenage
years are the best years of your life.' Do you agree?
Model text
Suggested
paragraph plan
Paragraph
1:       Introduction. General statement on the topic and state your opinion.
Paragraph
2:      First and most important reason for your opinion.
Paragraph
3: One or two other reasons for your opinion. OR Other people's arguments
against your opinion and why you don't agree with them.

Stories, narratives, anecdotes page
41 (Unit 3)
Example
question
You have decided to enter a short story
com petition in an international magazine. The story must begin with the
following words:
It was not going to be easy but I
knew / had to do it.
Model text

Use direct speech This makes a story come alive.

was
    notgoing to be easy but / knew / hadto do it. / hadnever likedheights, but
    here / was, standing en aplatform in the middle ofa forest, looking down at
    theground20 metres below. How had /got myselfinto this situation ?
I'm
    bored!'said my (itt(e brother, Neil That's how it hada(l started. Neiland/
    were in the middle ofoar summer holidays and we were bothgetting
    tiredofwatching TVandplaying computer games al/day long.
AtFrst
    we'dbeen enjoying doing nothing, but a while wegot tiredofit, andso we
    started to (00k fer something different tv do.
That
    was when we saw an advertfor a place cawed park. It was an adventure centre
    whereyou couldclimb up trees anddo a series ofactivðtiesgettingpast
    obstacles. There were two courses, one easy and the other 20 metres high.
    Being afraid ofheights, / agreed to take Nei(as (ong as he (et me do the
    easy course.
However, when wegot there, we discovered Neil was
    tooyoung to do the big course on his own. Someone had to accompany him,
    andofcourse, that someone was me. That was why / was 'IOW the middle ofthe
    course, about to swing from one treeplatform to another. t can
    't Ho it, / shouted to the monitor.
/
'You have to. There's no other way
    down, 'he replied
Finally,
    / hewonto the rope with al/ my strength, / dosedmy eyes
    andjumpedoftheplatform. The next thing / remember was arms paling me safe/'
    onto the nextplatform. I'ddone it! But /promised that / wouldneverget in
    that situation again.

Say when things
    happened with expressions like: Last weekend, Two weeks ago, On Friday, On
    Sa turday night.

Explain
    the sequence of events with linkers like. At first, First ofall, Next,
    Then, After that, Later, Suddenly, Finally, In the end

Useful
grammar: Narrative tenses, participle clauses and direct speech
1
Past
simple. We use it to tell the main events and actions in the story.
2
Past
continuous. We use it to describe scenes, to say what activity was in progress
when another interrupted it.
3
Past
perfect. We use it for the background of the story, to talk about actions that
happened before other actions in the past, 4 Past perfect continuous. We use it
for the background of a story, particularly when the duration of an activity is
important.
5
used
to. We use it to talk about past habits.
6
must/may/mjght/can't
have. We use these to make speculations or deductions about what happened.
7
was
going to, was doing, would. We use these to talk about future activities in the
past.
8
Participle
clauses. These describe two actions happening at the same time, or in sequence.
Suggested
paragraph plan
First
paragraph:             Explain where and when the story began. Introduce the
characters.
Middle paragraphs: Explain the main
events in the story, and the background to these events. Final paragraph:
Explain how the story ended and what the consequences were.

In
  myfamily, we hardly ever agree about anything. But when we want togo away for
  a weekendbreak, we alhave the same idea. We al/ (ovegoiM3 to Vienna.
As
  everyone knows, Vienna is the capita/ of Austria it's absolutelypacked with
  history, art andculture. That means that wherever yougo there's something
  amazing to see or do. Myparents adoregoing to concerts andthe opera, and
  which cit)' in the worldis better for that than Vienna ? While it may (00k
  (ike the music scene in Vienna is albased0M classical music, it has its
  modern, 21St-century side too. There's a /ive(y music scene
  withplenty ofrock concerts and techno dubs.
Vienna
  can be quite an exhaustingplace to visit because there are so many
  attractions thatyea never know when to stop. But another great thing about
  the city is the food There are types ofrestaurants andcafés where you
  canget anything from tasty snacks to Fling three-course meals. Anddon
  'tforget the incredible cakes thatyou can find near/' everywhere. Don't worry
  though. You can work ofthe calories later doing some shopping in the busy,
  fashionable high streets.
Al in al, the with
  Vienna is that there are so manygreat things to see there that you can never
  see them Thegood news is that it's such a fantasticplace that  want
  togo back again andagain.

Use
  modifying adverbs to make adjectives stronger or softer in order to give more
  accurate descriptions. For example, we use very, extremely and really to make
  'normal' adjectives (e.g., good, bad) stronger. We use totally, absolutely,
  really and completely to make 'extreme' adjectives (e.g., fantastic, awful)
  stronger. We use quite and rather to make 'normal adjectives a little softer.

Example question
Write about your favourite place to go for
a weekend trip. Describe the place and say why you like it so much.
Model text
Suggested
paragraph plan
Paragraph
1.          Basic information about what you are describing.
Paragraph
2:         Main point(s).
Paragraph
3:         Additional
Paragraph
4: Conclusion — restate the most important points and your final opinion(s).

14
  Lemon Tree Grove
Southampton
1st
  October
DVDsRUs
PO Box
  14140
Dear Sir or Madam,
I am writing to complain about a
  DVD that I ordered from your online
  shop two months ago (order number 844XC01 ).
When I ordered the DVD, your store guaranteed that
  you would send the DVD within three days. This was a key factor in deciding
  to purchase the DVD from your store since other stores made it clear that the
  DVD would take two to three weeks to dispatch.
 However,
  despite your guarantee, the DVD was not sent until one month after making the
  order. When I tried to contact you before this date in order to cancel my
  order, all my emails were ignored.
To make matters worse, the DVD
  arrived in a terrible state, The box was completely crushed and when I
  inserted the DVD into my player, it made a highly
  unusual noise and would not work.
I am very
  disappointed with the  treatment I have
  received from your store. I demand that you
  send me a replacement copy of the DVD as
  soon as possible. If this is not possible, I expect you to refund me the full
  cost of the DVD immediately. If I do not hear from you promptly, I shall take
  my complaint to a Consumer Advice Centre.

Yours faithfully
Joanne Howe

Then write Dear Mr (Smith) (for a man), Dear Mrs
  (Smith) (for a married woman), or DearMs (Smith) (when we make no distinction
  if a woman is married or not). When we do not know the name of the person we
  are writing to, we write Dear Sir or Madam.

Formal
letters of complaint

u For-and-against essays

Example
  question
'The best way to learn a language is to go and live
  in a country where they speak it.' Write arguments for and against this
  statement.
Model text

Use
      linkers of consequence: Therefore, Andso, As a result,

Nowadays
      more and' morepeople are (earning languages, perhaps as a result
      ofthegrowth communication andbusiness. Theproblem is that there are
      diferent ways to learn a language, an/not everybody agrees on the best
      way.
On
      one hand going to (ire iM a new count' and speaking the language 24 hours
      a Ray every day, can (earn the rea/(anguage anv(you can (earn it vey fast
      and intensively. Eve' timeyou speak to somebody, watch TV, or evenjust
      readsigns in the street,you are picking up new vocabu(apy andexpressions
      andyou can become more /uent.
0M the other hand,
      ifyon are a 56'personyou might FM/ it difficult to speak topeople atFrst.
      What is more, i/you have a (ow (eve/ whenyou arrive, even basic
      communication is difficult andyou mayFM/ thatyou understandso (itt(e
      thatyou make vež>' slow progress.
a/t,
      / think thatgoing abroad is agreat way to
(earn
      a language but it is certainly not the only way. In your own country,you
      can (earn (Ots by taking classes andby reading and/istenivtg to the
      language, especial)/ 0M the Internet. /n opinion, this is the best
      wayfera beginner to (earn. Ata later dateyou can travel to the count'
      toperfectyour knowledge ofthe language.

Style:
      Formal. Do not use contractions.

Make
      contrasts w•th phrases like On the one hand On the other hand . In
      contrast, However, But, Although, Despite/ln spite of (+ noun/ gerund/the
      fact that s), Nevertheless.

Add
      arguments with phrases like Furthermore, What is more, In addition, Not
      only but also.

Conclude
      with phrases like In conclusion, To sum up, Al/ in all.

Give your own
      opinion with phrases like
Personally,
      think, As far as I'm concerned,

Useful linkers
Introducing and sequencing arguments: firstly,
  Secondly, Finally
Reason: because, as, since Useful
  vocabulary advantage, disadvantage
Suggested
  paragraph plan
Paragraph 1.           State
  the topic of the essay using general statements.
Paragraph 2:         Make
  points for (or against).
Paragraph 3:         Make
  points against (or for).
Paragraph
  4' Conclusion — restate the most important arguments and give your own
  opinion.

My favourite film of all time is New Moon, the second part

of the world famous 'Twilight Saga', The film came
  out in 2008 and starred Robert Pattinson, Kristen Stewart and Taylor Lautner
  It's a fantasy film about vampires and werewolves, but, more than that, it's
  a story about love, friendship and growing up.
This stunning film was adapted from the thought-provoking novel by
  Stephenie Meyer. The basic plot is quite simple. Bella is just a normal
  teenage girl, but she is in love with Edward Cullen, a vampire. Edward loves
  Bella but he wants to keep her from danger and so he decides to end their
  relationship and move away. From this moment on, Bella becomes closer to her
  friend Jacob. When we discover that Jacob is in fact a werewolf, the plot
  becomes more intricate and the final scenes are really th rilling.
What I like most about this amazing movie is the relationship between
  the three main characters, and the other minor characters around them, There
  are spectacular special effects in the fl m, but the development and growth
  of Bella, Edward and Jacob is the most important factor. That is why the
  convincing performance of the three main actors is so important for the filmg
  success.
Because
  of all the publicity surrounding the Twilight films, some people immediately
  have a negative opinion about the films before they've actually seen them. If
  you haven't seen

New Moon yet, do yourself a favour and watch it with an
  open mind. You won't regret it!

We use modifying adverbs to make adjectives stronger or
  softer in order to give more accurate descriptions, For example, we use very,
  extremely and really to make normal' adjectives (e.g., good, bad) stronger.
  We use totally, absolutely, really and completely tÕ make 'extreme'
  adjectives (e.g., fantastic, awful) stronger. We use quite and rather to make
  'normal' adjectives a little softeL

question
Model text
Useful expressions
To give your opinions: Personally, I think, As far as I'm concerned, In
my opinion, / agree/disagree with. To give a conclusion: To sum up, In
conclusion.
Useful
vocabulary amazing amusing appealing awful brilliant catchy clever convincing
credible deafening deep fascinating fast-moving gripping incredible inspiring
intricate intriguing hilarious lively loud moving mysterious perceptive
realistic relaxing rousing scary sensitive soothing spectacular stunning stupid
terrible thought-provoking thrilling unconvincing uninspiring vivid
well-produced
Suggested paragraph plan
Paragraph 1 .        Basic information
about what you are reviewing.
Paragraph 2:        More detailed
information.
Paragraph 3: Your opinion and justification(s) for it. Paragraph 4: Your
recommendation.

Report on sports and recreational facilities
  for teenagers in our area
Introduction
The aim of this is to explain what sports and
  recreational facilities exist an the moment In our al'ea, and to outline
  opinion of them and our recommendations for the future.
Current facilities
At,
  the moment, the main centre for sporats activities is the sports
  pavilion in Fl±mklin Park. Local teams are based in this pavilion, and there
  are courses in cliffeŸent sports such as badminton and volleyball. FOI•
  outdoor sporo, the only local fa,ellitv IS the itself, but, there are no
  organized spoÃLS

     activities there.

Our opinion of the current facilities
In  opinion,
  the spoñs pavilion in Fpanklin Park is now in poor condition. Thig is
  because    it was built in 1960 and has had
  no     done to it, since that date. there ax•e
  very few places on Che courses that are given there, pt•obably due to the
  fact, that Cherae are so few employed. The park has no special
  areas prepared for spol'ts,                  from one football pitch.
Recommendations
In conclusion, we believe that the sports pavilion
  in Franklin Park could be greatly improved if the floor was Tepaïred and
  If more  wel•e employed to give lessons
  in sports such as gymnastics, judo and taekwondo. The park itself needs
  special tt•aeks and ot,hel• areas prepared for trainmg in different athletics
  events for both boys and girls. These changes are needed urgently since in
  the area where we live thepe aa•e no alternative activities on offer for
  teenagers.

Style: Reports are formal when you write them for an
  organization or people that you do not know personally.

Explain and justify your opinion with phrases
  like This is because, For example, For instance.

   Make
  recommendations with phrases like I recommend that X should I would/wouldn't.
It would be a good idea (for X)
  to (+ infinitive), suggest that X should .

Magazine
articles

Magazine articles page
131 (Unit 10) question

You see this announcement in an
  international magazine. Could you live without television for a week?
Would living without TV change your
  life? The writer of the best article will win a prize.
Write your article.

Model text

Give
    your article a title.

A week without TV — is it
    impossible?
Whenyougot homeyesterday aper school           switch
    the
TVon,
    or was it already on ? Didyou hare dinner watching
TV? Let's imagine for a second'
    that there was MO TV. Con(a/ you survive?
Whether we
    like it or Mot, we have to admit that television is part ofour (ives. /
    have time to watch much TIZ Nevertheless, there are certain programmes that
    / enjoy watching each Hay, and' they help me to relax, especia/(y when /
    havejust arrivedhome aper school ///
't watch
    thoseprogrammes, / woulddo something else to help me relax, for example
    reada book or listen to music. Maybe those actt'vðtðes wouldbe
    betterfor ne than watching TV.
However,
    TV is notjust about relaxing. At dinuer time in my house we open watch the
    neWS. /// had to live without TVfor a week, sure / wouldknow (ess about
    what is happening my country andin the world. Television is a window that
    a/(ows us to see what isgoing on anywhere at any time.
/ am sure that / cou(d/ive
    without TVfor a week, but some e/the consequences ofthis wouldbepositive
    andsome negative. What is more, as far as /'n•l concerned it wouldbe much
    more dtŽFcu(t today to live without a computer and the
Internet
    than to live without TIZ

Style:
    Magazine articles should not be very formal or informal.

Make
    contrasts with phrases like However, Nevertheless, Although,
Despite,
    Whereas, On the other hand.

Add
    arguments with phrases like Whats more, Furthermore, Moreover, Fn addition,
    Not only but also.

It
can be very effective to begin with questions to involve the reader.

State
your opinions with phrases like As far as I'm concerned, Personally, In my
opinion

Conclude
with phrases like in conclusion, To sum up, All in all.

Checking
  your writing

O

Editing your writing

Check for mistakes with:

Check for and take away:

•
  punctuation

missing words

•
  unnecessary repetition of

capital letters

agreement
  between the

words
  or ideas in the text

word order

subject
  and verb

•
  irrelevant information

spelling

(e.g., He go. X He
  goes. V)

•
  confusing examples or

tenses

•

style

details.

vocabulary

•

content.

Number of
  work-related injuries per 100 workers

15-17 18-19 20-24 25-34 35-44 45-54
  55-64 65+ Age
Source: National Institute for
Occupational Safety and Health, USA

World distribution of
  disasters by type
                            Earthquake
  &Tsunami               Volcano 2%
Wind Storm
Extreme
  temperature
4%
Wild Fire 4%

Percentage of students who work

9th Graders (14 to 15
    years old)

24%

10th Graders (15 to 16 year olds)

43%

th Graders (16 to 17 year olds)

12th Graders (17 to 18 year olds)

75%

Source: National Institute for Occupationa
Safety and
  Health, USA

Total amount of reported economic damage by continent and
  disaster origin 1991-2005 (US$billion)
                   Hydrometeorological     Geological       Biological
Africa                                         3.93                  6.14                 0.01
Americas                                400.82                 29.98                 0.13
Asia                                        357.70               219.74                 0.00
Europe                                   142.83                 16.17                 0.00
Oceania                                  142.83                  0.87                 0.14

Unit
2, Developing speaking
Exercise
7a, page 26
Unit 8, Developing speaking
Exercise 5,
page 104

'America is the land of opportunity. You can do anything. All you need to do is
to work hard.

Gateway to exams, Units 1-2
Exercise
10, page 31

Number of British students applying
for a place at university this year: 609,155. Number of places available for British
students in UK universities this year: 430,000.

Scientists
warn that the number of natural disasters is increasing dramatically

Irregular verbs

Infinitive                      Past
simple               Past participle                    Infinitive                     Past
simple              Past participle
be was/were been let let beat beat beatenlain
become became become lost lost begin began begun mademade break broke broken meant meant bring broughtbrought met met build built builtpaid
paid burn burnt burntput put buy bought bought read read catch caughtcaught rode ridden choose chosechosen rangrung come came come ran run cost cost costsaid said cut cut
cutsaw seen do did done sold so d draw drew drawn sent sent drink drank drunkset up set up drive drove driven
shone shone eat ate eaten shot shot
fall fell fallen showed shown feel felt felt sangsung find found foundsat sat fly flew
flown slept slept forget forgot forgotten spoke spoken forgive forgave forgiven sped sped
get got gotspelt spelt give gave given spent spent go went gonesplit up split up grow grew grown stood up stood up hang out
hung out hung out stole stolen
havehad had swam swum hear heard heardtook taken hide hid hidden taught taught hit hit hittold told
hurt hurt hu rtthought thought keep kept kept understand understood understood know knew known wake up woke up woken up
lay laid laid wore worn leave left leftwon won learn earned/learnt learned/learnt wrote
written

Macmillan
Education
4 Crinan
Street
London
NI
A
division of Macmillan Publishers Limited
Companies
and representatives throughout the world
ISBN
978-0-230-72356-6
ISBN
978-0-230-41761-8 (plus Gateway Online)
Text ©
David Spencer 2012
Design
and illustration © Macmillan Publishers Limited 2012
First
published 2012
All
rights reserved; no part of this publication may be reproduced, stored in a
retrieval system, transmitted in any form, or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publishers.
Page make-up by eMC Design Ltd.
Illustrated by Rowan Barnes-Murphy (pp9, 25, 47, 77 and
118), Celia Hart (pp75, 78 and 121), Gustavo Mazali (pp70 and 116), Julian
Mosedale (pp21, 61 and 73), Mark Turner (pp7, 35, 41, 43, 64 and 113) and
Laszlo Veres (40, 49, 83, 100, 101 and 111).
Cover design by Andrew Oliver.
Cover images by Getty/ Jerry Kobalenko, Getty/ Ron
Levine, MEIB/ Getty, Nature Picture Library/ Brandon Cole.
Author's acknowledgements
I would
like to thank the whole Macmillan team in Oxford for their dedication and hard
work during the creation of this book. A big thanks also to all the students
that I have had the pleasure of teaching at Colegio Europeo Aristos, Getafe and
to my colleagues there. Finally, writing this book would not have been possible
without the support of my wonderful family. All my love and thanks to Gemma,
Jamie and Becky.
The publishers would like to thank all of those who
reviewed or piloted Gateway:
Benjamin Affolter, Evelyn Andorfer, Anna Ciereszynska,
Regina Culver, Anna Dabrowska,
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Everett/ Rex Features p101(tl), Rex/ David Heerde p114(b); SPL/ MEHAU KIJLYK
p114(t); Still Pictures p105(tr); The Kobal collection/ UNIVERSAL p101(tm),
Kobal/ SONY PICTURES ENTERTAINMENT p101(tr).
Graph p26 reprod uced with the kind authorization of
www.poverty.org.uk/35/a.pdf; Both graphs on p104 and on p166(bottom) reproduced
with the permission of www.unisdr.org; Graphs p166(top) reproduced with the
kind permission Of www.cdc.go•.t Image on p38(t) courtesy of DearFutureMe.com
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The
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Extract
from "Non-EU football stars will have to take English test",
copyright O The Independent 2008, first published in The Independent 07.05.08,
reprinted by permission of the publisher www.independent.co.uk;
A P Watt
Ltd and Jeff Wayne T/A Ollie Record Productions for an extract adapted from 'The
War of The Worlds' by H.G. Wells. Reproduced by permission of A P Watt Ltd on
behalf of The Literary Executors of the Estate of H G Wells; and Jeff Wayne
Music Group trading as Ollie Record productions; www.waroftheworlds.com
Future Me for details about www.futureme.org/ reprod
uced with permission;
Penguin Book Group and Little, Brown and Company for an
extract adapted from
Outliers by Malcolm Gladwell, Penguin Books 2008.
Copyright C) 2008 by Malcolm
Gladwell. By permission of The Penguin Book Group and
Little, Brown and Company;
Random
House Group Ltd for an extract abridged from "Q&A - Slumdog
Millionaire" by
Vikas Swarup, published by Black Swan, 2009. Reprinted
by permission of The Random House Group Ltd;
British Nutrition Foundation for an extract from
'Teenagers', British Nutrition Foundation www.nutrition.org.uk, reproduced with
permission;
Walker Books for the recipe 'Egg-fried rice' from
Cooking up a Storm by Sam Stern 2005, text copyright C) 2005 Susan & Sam
Stern. Reproduced by permission of Walker Books Ltd, London SEII 5HJ.
www.walker.co.uk;
Morgan Stanley for an extract adapted from "Media
& Internet. How Teenagers
Consume Media" by Matthew Robson, 10 July 2009,
copyright O Morgan Stanley; The Guardian for an extract adapted from
"Overturn mobile phone ban in schools, urges union chief" by Liz
Lightfoot, 11 October 2009, The Observer, copyright C) Guardian News &
Media Ltd 2009;
RSPCA for the article "Cent feels a million
dollars", 2 February 2010, www.rspca.org.uk, copyright © RSPCA 2010;
Dot Zinc Ltd for an extract adapted from "Taxi
Driver Receives $14,580 Donations After
Remarkable Act of Honesty" 8 May 2009
www.money.co.uk, copyright © Dot Zinc Ltd;
Extract from "Biologica I components of sex
differences in color preference" by Anya
C. Hurlbertand Yazhu Ling, Current Biology, 21 August
2007, Elsevier, copyright © 2007
Elsevier Ltd. All rights reserved;
Mirrorpix for an extract adapted from "PC minister
backs Pinkstinks campaign telling parents not to buy girls pink gifts" The
Mirror, 8 December 2009, copyright C) Mirrorpix
2009;
WOODSTOCK - Words and Music by JONI MITCHELL, copyright
© 1969 (Renewed) CRAZY
CROW MUSIC.
All rights administered by SONY/ ATV MUSIC PUBLISHING, 8 Music Square West,
Nashville, TN 37203. All Rights Reserved. Used by permission Of ALFRED MUSIC
PUBLISHING CO. INC.
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