ions

4 Doctors

.i.
...;

3 Professional
ballet dancers

Within limits

;HH<
' t>E.
lmehh;

fashion
models

-i /

Heads
of state

i Sumo wrestlers

Introduction

A Look at the people in the photographs and discuss your answers to these questions.
1 Who has the hardest life?
2 Who has the easiest life?
3 What makes these people's lives harder or easier than the others?
People's lives are governed by a variety of restrictions, from naional laws to rules and
regulations associated with their jobs. Think about the special restrictions which
govern the lives of some of the people in the photographs and compare ideas.
Examples Ceremonial guards have to wear special uniforms and take part in official
ceremonies.
Heads of state can't go anywhere without bodyguards.
B Can you think of people whose lives are restricted in other ways?
RESTRICTIONS

UNIT 10

fc

131

it

5 Vocabulary

In English there are a n u m b e r of adverbs which have two forms. In some cases
the forms have different meanings. For example rough and roughly.
. . . teenagers who sleep rough.
in the open air, outside
Their parents treat them roughly.
violently, cruelly
Here are some more pairs of adverbs. Decide which form should go in which
sentence.
1 a He
refused to help his mother with the housework.
b He tripped and fell
on his face.
flat,flatly
2 a In some countries od people travel
on the buses.
b There's no one listening, so we can talk quite
freejreely
3 a Some people work
and get very little money.
b Other people
do any work and are paid a fortune.
hard, hardly
4 a Where's Gloria? I haven't seen her
b Don't worry, she's coming. She always arrives
late, lately
5 a It is
k n o w n that the President is about to resign.
b At the dentist, you have to open your mouth
wide, widely
6 a Be careful not to drive
the edge of the cliff.
b Someonelknow
had a terrible accident last week.
near,nearly

6 Over to you

Look at these two photographs of the supermodel Claudia Schiffer. Which

image do you prefer and why? Discuss ideas in pairs or groups and then write
60-80 words expressing your ideas.

Grammar and practice

1 Modal verbs
A Obligation a n d n e c e s s i t y
Read these sentences from the listening extracts
and underline the verbs which express obligation
and/or necessity, or absence of necessity.
1 You don't have to worry abotit what to put on
in the mornings.
2 Pupils must wear ties at all times.
3 Boys must not wear earrings while at school.
4 You must come and see my n e w collection.
5 I have to lose a couple of kilos for the next job.
6 You mustn't let the press attention go to your
head.
7 I need to get right away from the business.
Which sentence or sentences express:
a a necessity?
b a strong suggestion, a piece of advice or an
invita tion?
c a rule, law or prohibition?
d a personal obligation outside the speaker's
control?
e a lack of necessity or obligation?
B Rewrite these sentences, without changing their
meaning, and without the verbs in italics. The first
one has been done for you.
1 You mustn 't drive if you've drunk too m u c h
alcohol. It's against the law to drive ifyou've drunk
too much alcohol.
2 You shouldn't sunbathe for too long. It can
damage your health.
3 British people needn't vote in general elections if
they don't want to.
4 Soldiers don 't have to wear uniforms when
they're off duty.
5 You mustn't worry about me. I've travelled on
my own before.
C didn't n e e d / n e e d n ' t h a v e
What is the difference in meaning between these
sentences?
1 I didn't need to hurry. There was plenty of time.
2 I needn't have hurried. There was plenty of
time.
In which sentence did the speaker hurry?

134

UNIT 10

RESTRICTIONS

D Fill the gaps in these sentences with didn 't need to

or needn 't have and the correct part of the verb in
italics.
1 I went to the airport to meet him. Unfortunately
he was ill and liad to cancel his trip, so I
drive all that way.
2 I was about to go shopping, w h e n Dad arrived
home with everything we needed, so I
go after all.
3 The car was really dirty, but then it rained for a
couple of hours, so I
wash it.
4 I carried my umbrella round all day but it didn't
rain once. I
take my umbrella.
5 Last year my father w o n 1 million. He
work any more, so he gave up his job.
6 That was a lovely meal, but you
go
to so much trouble.
E Check your understanding of these verbs in the
Grammar reference on page 209.
2 Practice
A Read this extract from a speech made by a
college director talking to a new group of students.
From the list below choose the best verb to fill the
gaps. Sometimes more than one answer is possible.
In these cases, give the alternative verbs and
explain any differences in meaning.
must mustn 't
will need to

should

don 't have to

First of all, and most importantly, you (1)

enrol and pay your fees today, otherwise you will
not be allowed to start your course. According to
the college regulations, you (2)
attend a
m i n i m u m of 80% of your classes, but actually, if
you want to do well in your exams, you (3)
try to attend all your classes. If you have no classes
on a particular day, you (4)
stay at the
college. You can stay at home if you like. If you are
planning to come by car or motorbike, you
(5)
get a permit from the college office. And
lastly, please remember that this is a no-smoking
college, which means that you (6)
smoke
inside the building at any time.

B This leaflet gives tourists information about

driving on British motorways. Must is used for all
legal obligations, should for anything which isn't
law, and need for things that are physically
necessary. Read the leaflet, and fll the gaps with
the affirmative or negative form of one of the
three verbs.

D r i v e
c a r e t u l l y .

Although motorways are safer than other roads,

nevertheless accidents do sometimes happen and they can nearly always be avoided.

3 Permission

A This chart gives information about the ages at

which young people in Britain are allowed to do
certain things. Study the information and make
sentences using can and be allowed to.
Examples

When you 're 12 you 're allowed to buy pets.

You can 't buy pets untilyou 're 12.
<? XC-

Age
12
13

/
/

14

15

Before you leave

16
If you are feeling tired, you
drive.

17

Learner drivers2
not use
motorways.
Petrol stations may be up to 80 miles apart
on some motorways. You 3
make

sure you have enough petrol before jolning

the motorway.

As you go
Drive at a safe speed. You 4_
under any circumstances drive faster than
70 m.p.h.

If you have a mechanical problem and you

5
stop, puii on to the hard
shoulder and switcn on your hazard
warning lights. You 6.
use the
hard shoulder for casual stops.
If driving long distances makes you feel
sleepy, you 7
stop regularly at
service stations and walk about.

hard shoulder - area at the side of a motorway

where drivers are allowed to stop in an emergency

a r r i v e

A<> xP

s a f e l y

18

/
/

19
20
/

21

B Check your understanding of ways of talking

about permission in the Grammar reference on
page 210.
C Make a similar chart like this for your country.
Compare charts with other students.
4 Fluency
Working in pairs, act out
this situation. Instructions
for Student B are on page
198.
Student A
You are a famous sumo
wrestler training for the
world championships.
You are tired of weighing
180 kilos, and want to be
slim. Tell your trainer you
have decided to go on a
diet, and explain why.

RESTRICTIONS

UNIT 10

fc

135

Writing
Exam training: Articles 2 Paper
1 Model

2 Part 2

A Look at this e x a m question.

You see the following announcement in an English-language magazine for young
people and decide to write an article.

B As you read the model a n s w e r t h i n k a b o u t these

questions.
First paragraph
How does t h e writer attract
y o u r a t t e n t i o n and p e r s u a d e
you to read t h e rest of t h e
article?
Last p a r a g r a p h
W h a t effect does this
p a r a g r a p h h a v e on y o u ?

You're

noi

going

oui

like

ikai!

Have your parenls ever said: 'You're only wearing

Ihose clolhes Io embarrass
aren'l you?" This is
whaI my molher said lo me Ihe olher day, when she
saw my lom jeans.
Ii1 my case, I Just wanled Io look like everyone
e/se, bul many people believe lAal c/olhes reflecl
children's alliludes lo Iheir parenls. I have gol
friends u/ho deliberalely buy Ihings Ihey know Iheir
parenls will dislike. In my opinion, ehildren wan! Io
prove Iheir independence and parenls don'l wan! Io

2 Analysis

sS=sas
The th r pp

admil Iheir ehildren are growing up.

In addilion lo Ihis, I Ihink Ihal people's clolhes
indcale Iheir social silualion. For example, people
of my grandparenls' age, who remember being poor,
prefer Io mend clolhes Ihan Io buy new ones. By
conlrasl, Ihose who were leenagers in Ihe 1960s are
used Io having money Io spend on Ihemselves.
However, Iheir ehildren definilely prefer Ihe secondhand look.
Lel's face ii, when ii comes Io fashion, we all
laugh al Ihe generalion before us and are shocked
by Ihe generalion Ihal follows.

A Here are s o m e c o m m o n t e c h n i q u e s used in t h e first p a r a g r a p h s of articles.

W h i c h of t h e m are used in t h e m o d e l ?
v

1 Giving a n interesting e x a m p l e to Mustrate t h e topic of t h e article.

2 Describing a n u n u s u a l scene or situation.
3 Addressing t h e r e a d e r in a direct w a y a b o u t s o m e t h i n g r e l e v a n t to t h e m . This
m a y include asking p e r s o n a l q u e s t i o n s .
4 Surprising t h e r e a d e r w i t h strong opinions.
5 Describing a puzzle or a p r o b l e m w h i c h n e e d s an a n s w e r .
B W h a t is t h e m a i n p u r p o s e of t h e last p a r a g r a p h ?
1
2
3
4

136

UNIT 10

9 | v mg us your views

To
To
To
To

RESTRICTIONS

s u m m a r i z e t h e m a i n p o i n t s of t h e article.
leave t h e r e a d e r w i t h s o m e t h i n g to t h i n k a b o u t .
express a final p e r s o n a l o p i n i o n o n t h e t h e m e of t h e article.
r o u n d off t h e article.

3 Practice

Here are some more first and last paragraphs of articles.

A Match a beginning with an appropriate ending.
B Which techniques are used in the first paragraphs?
C W h a t is the main purpose of the last paragraphs?

Beginnings

Endings

Are you still wearing your Reeboks or your Nike

Airs? I replaced mine with a pair of black boots six
months ago, when I heard that trainers were out of
fashion
2

I have ciianged my mind on many subjects in the

last few years, but school uniform is not one of
them. When I had to wear it, I thought it was
ridiculous and I still do.

l'm in a restaurant and this is the scene. A young

Englishman with clothes full of holes is ordering a
meal. At a table, a Japanese couple are talking to
their baby. A German professor is leaving hurriedly.
What have these people got in common? They're all
wearing blue jeans - Levis to be precise.

So, clothes that started in the 1850s as tough trousers

for American workers have become an important part
of a world uniform. Whatever happens in the world of
high fashion, it is likely that blue denims will last for
another 150 years.

The test of any fashion is, will people wear it even if it is

extremely uncomfortable, like mini skirts in winter?
Recently l've seen young people walking about with
their boots undone. It reminded me of how I wore my
trainers. Now, where did I put them?

If wearing uniform is really about preparing kids for

adult life, they should all be wearing oily overalls, or
dark suits. Perhaps T-shirts and jeans would be more
suitable, like those worn by the thousands who can't
find work?

4 Think, plan, w r i t e

A
In
1
2
3

can you tell about

=rson from their
rs^eaudthe.r

B Plan
1 Will the readers belong to one age group? Choose an appropriate style.
2 Work out a suitable title for your article.

at

gWingusyout.^
L m o s t o n g m a l articles
S

spnng issue.

Think
pairs or groups discuss this topic. Here are some points to think about.
W h a t do you first notice about a person?
Do you look closely at people's clothes?
Do people's hairstyles reflect their personality?

4 "TmxK. pacxhaiy caieVe5\y t>ou\

paragiain.
5 Start a n e w paragraph for each m a i n idea. How will you link the paragraphs?
6 Ttonk about your \ast paxagiaph. "What eftect w o v M y o u Yvke \t t o Yvaw?
C Write
1 Write a first draft of your opening paragraph and exchange it with a partner.
Tell your partner w h e t h e r their beginning makes you w a n t to continue
reading.
2 Rewrite your first paragraph if necessary. Then complete the article and
check grammar, spelling and punctuation.

Articles 2
First paragraph Together with the title, this should
attract readers and make them want to continue the
article.
Last paragraph This should round off the article,
by summarizing, reaching a conclusin or expressing

Articles 1
a personal opinion; it may also leave the reader with
something to think about.
Paragraphing Make sure new deas are given new
paragraphs and that all paragraphs are connected by
linking devices.

RESTRICTIONS

UNIT 10 fc

137

Space

Introduction

A Imagine yourself in the position of the astronauts shown in the photographs.

How safe would you feel? What could go wrong?
B How do you think your daily routine would differ from the normal routine
on earth?
C How would you occupy any free time you had?

1 Think ahead

If you saw an advertisement for the job of an astronaut on a future space flight,
would you apply? Why? Why not? What mental and physical qualities do you
think an astronaut needs to have? How many of these qualities do you have?

2 Reading

Read the article quickly to find out whether you do have any of the qualities
needed to be an astronaut. Don't worry about the missing sentences yet.

138

UNIT 10

RESTRICTIONS

What it takes to be an astronaut

O

ne afternoon in the summer of

1989, a 27-year-old food

technologist called Helen Sharman was
listening to the radio. She heard an
unusual position being advertised:
'Astronaut wanted - no previous
experience necessary.' Quickly she
wrote down the phone number and
the next day sent off her application.
Sharman was one of 13,000
hopefuls who applied to become
Britain's first astronaut when the
British government agreed to cooperate with the Russians in the Juno
space mission. Applicants for the Juno
Project had to take tough
psychological and physical tests. They
needed to be scientifically trained, had
to speak a foreign language and had
to be able to deal with difficult
situations without panicking. 11
|
Sharman was a highly trained scientist,
could speak several languages and was
well-known for her ability to remain
calm. Obviously, physical fitness was
also important and aithough Sharman
often played squash and regularly
went cycling and swimming, she now
admits that she was no great athlete
when she applied. [2
[ In space

3 Comprehension

there's almost no gravity, so the

movement of food through the
stomach is entirely dependent on
muscle power.
To Sharman's surprise, her
application was successful and six
months later she was in Russia
beginning 18 months of training at the
Yuri Gagarin Cosmonaut Centre.
I3
l 'Actually, it's extremely
difficult to do this on earth,' explains
Sharman, 'because to weigh absolutely
nothing you have to be positioned
between two planets so that the force
of their gravity is pulling you in
opposite directions.' The nearest it is
possible to get to these conditions on
Earth is in a plane that is flying in
enormous loops. 'We used huge
freighter aircraft.l 4
| Each
experiment only lasted about 23
seconds - not very long, otherwise it
would hit the ground.' Once she was
aboard the space shuttle, Sharman
found it easy to get used to
weightlessness, despite a little iniial
discomfort.
Another important part of
Sharman's preparation included
learning about the technical aspects of

space travel. There were only three

people in the spacecraft, and they are
all needed to be able to operate it.
5
I.
On 18 May 1991, Sharman
boarded the Soyuz spacecraft in the
Kazakhstan Desert with two Russian
cosmonauts. Once it was in space, the
craft was going at a speed of 29,000
km/h.j 6
|. She says living up
there was not as frightening as it
sounds. 'Eating wasn't too difficult.
W e sucked coffee and tea out of tubes
and ate a lot of tinned food.' The onboard lavatory was an interesting piece
of environmentally correct technology
- amazingly a proportion of the waste
matter produced was recycled.
In space Sharman carried out
experiments on various materials to be
used for new drugs and electronics.

I.

Aithough she would like to go

back into space, these days Sharman is
happy enough working as a part-time
consultant to a company making
satellites. The rest of her time she
spends trying to persuade
schoolchildren to take up a career in
science and technology.

A Choose from sentences A-H the one which fits each gap in the article.
Remember, one of t h e m does not fit anywhere.
A But the Russians wanted to make sure Helen could operate all the systems
she would need to survive on her own in an emergency.
B One of the most interesting parts of her preparation was a set of tests which
simulated weightlessness.
C The results were brought back to earth for analysis by the Russians.
D The experiments that she would be doing in space were tested in towers
where the conditions also simulated weightlessness.
E It docked with the Mir Space Station two days later.
F When the plane gets to the top and starts to fall, you fall with it, so you feel
as if you're weightless.
G A strong digestive system was also vital.
H Helen Sharman turned out to be ideal.
B
1
2
3

Reading b e t w e e n t h e lines
Why do you think so m a n y people wanted to become astronauts?
Why do you think it is so important for astronauts to be able to stay calm?
What arguments do you think Helen Sharman uses to try to persuade
ehildren to take up careers in science and technology?
RESTRICTIONS

UNIT 10

fc

139

Grammar and practice

1 Adverb and prepositional phrases
Here are some adverbs and prepositional phrases
from the article about Helen Sharman. Group them
under these six headings:
m a n n e r (how)
place (where)
time (when)
frequency (how often)
degree (how much)
viewpoint (what the writer thinks)
six months later
obviously
quickly
very
one afternoon
amazingly
in space
often
almost
the next day
on earth
regularly
now
extremely
entirely
absolutely
to the
top
actually
these days
2 Position of adverbs
A The position of adverbs in sentences is tricky in
English.
The adverbs or adverb phrases in bold in most of
the lines in this text are in the wrong place. For all
the wrong lines mark the place where the adverb
should be. An example is given.
Sharman feels strongly that Britain needs
more qualified scientists and technologists, so
she is hard "workiri^o do everything she
can possibly to persuade people that science
5 is fun. She spends a lot of time talking n o w to
schoolchildren. 'We need to get t h e m
g e n u i n e l y interested in science from an early
age/ she enthusiastically says , 'Primary
school teachers have o f t e n no scientific
io background and cannot make science
interesting. D e f i n i t e l y I think children should
learn about space w h e n they're very young it's a good way of teaching t h e m basic science.'
Sharman knows q u i t e w e l l that scientists
is themselves a l w a y s aren't the best people to
talk about their subject. 'Many of t h e m are
e x t r e m e l y shy people who are not great
communicators.'
B Now look at the rules for the position of adverbs
in the Grammar reference on page 210.

140

U N I T 10

RESTRICTIONS

3 Too, enough, very

A Fill the gaps in these sentences from the space
text with too, enough or very.
1 Each experiment only lasted about 23 seconds
- not
long . . .
2 Eating wasn't
difficult.
3 . . . at the m o m e n t Sharman is happy
working as a part-time consultant...
B Which of the three words, too, enough and very
1 intensifies an adjective or adverb?
2 means more than is needed or wanted?
3 means sufficientl
Which of the three words can come
4 before an adjective or adverb?
5 after an adjective or adverb?
6 before an uncountable n o u n or a plural
countable n o u n ?
C Use the information given to complete the
unfinished sentences. If possible, complete the
sentences in two different ways, with too and
enough.
1 When I was sixteen, I fell in Iove with a boy of
18. We wanted to get married, but my parents
said no. They wanted me to wait for-two or
three years.
My parents thought we
.
2 We've been looking for a n e w fat for ages.
There's a fantastic one right in the town
centre but we can't afford the rent.
Unfortunately, this fat
.
3 I was thinking of going to India for my
holiday next year, but I don't think I could
stand the high temperatures.
I think India
.
4 My brother started training to be a teacher,
but he gave up after a year because he found
he didn't have the patience necessary for the
job.
My brother gave up the idea of teaching
because
.