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1 Language & Culture
Greetings The Hobbit by JRR Tolkien A special kind of English ...
Capitals of culture Towards a definition of culture

2 8 Lost & Found

Lives& Legends
Ghostwriting White Teeth
·by Zadie Smith Hansel
and Gretel Grimms' Fairy
Tales Three legendary
places
Life of Pi by Yann
Martel The Voyager
Golden Record Top
five inventions and
discoveries made
by accident Finding
treasure

Hot&Cold
7 Supply&.
3 Desert survival
Endless energy?
Coming in from the cold
... four Alaskan bloggers
vvoather ups and
downs
Demand Love & Hate
A good swap
Trash or
treasure?
The relationship
between the French
and the English A Short
Tulipmania History of Ti-actors in
Maslov's theory Ukrainian by Marina
of human Lewycka 1984 by
motivation Three Georqe Orwell Classic
men on a sporting rivalries .
desert island

4 Friends & Strangers

A creative friendship: Pablo Picasso and
10,
Henri Matisse Guardians of the Kingdom
by Tom Gauld Strangers on a Train Average man
Beginnings & Ending,s
Great opening lines Birthday
traditions Death in sixteenth-century
England Unhappy endings: the wives
of Henry VIII Famous farewells

5 Law & Order

Asimov's Laws of Robotics Laws of
bureaucracy I'm a Teacher, Get Me Out of
Here by Francis Gilbert An orderly lunch
by David Crystal

6 Seen 8t Heard
Famous doctored photos
Optical illusions Overheard
~\1@1~
~~~
-~

in /\Jew York Surveillance

methods
 Grammar Reading texts Listening texts Vocabulary Speaking and Pronunciation

L<!nguage State and actior. verbs The Hobbit (p6) Greetings (p6) Greetings (p6) 0 Intonation and cJifle1·ent n1eanings (p6)
(p6) Englisl1 for a Englist1 for specific purposes Fantasy stories and films (p7)
page6
Present simple and
present continuous (p9)
specific purpose
(p8)
(p8) 0 Wore! stress (p8)
Languages (p9)

Culture Questions (p11) Towards a delinition of Capitals of Collocations lor clesc1'ilJing 0 I/Vorel stress (p11)
Subject/object questions culture (p12) culture (p I 0) places (p11) Nominating a town (p11)
page l 0
(p12) EV tco« (p 1 0) Towards a definition ol culture (p 12)
Culture quiz (p13)

Function globally: Making recommendations (pl4) Writing: Culture quiz (pl3)

Globnl English: A world lull of Englishes (plS) A report (pl6)
Study skills: Understanding your learning style (pl7)
Lives Past simple and past While Teeth (p20) An mtervlew with -ing and -ea acljeclives (p 19) Ghostwriting (p 18)
page l B continuous (p19) a gl1ostwriter
(p18)
Relationsl1ips (p20) 0 Word stress (p19)
Past simple and past
perfect {p21)
0 Weak forms (p21)

Legends lv1oclifiers (p22) Grimrns' fairy tales (p23) A fairy tale [p22) Extreme acljecllves, sentence A fairy tale (p22)
Page22 used to & would (p25) Leqendary places - stress (p23! 0 Sentence stress (p23)
modem rneanlnqs (p24) Prepositions (p24) Grimrns' rairy tales (p23)
EV Ways of talking about
rneaninq \p24)

Function globally: Generalisingand giving examples (p26) Writing: Ghostwriting a partner's experience (pl9)
Global voices: An important influence (p27) A mini sago (p25)
A narrative (p2B)
Study skills: Improving your reading skillls (p29)
Hot Future forms: plans & Endless energy? (p32) A clesert survival I lv1alerials (p31) Tall1ing about a photo from different
inlenbons (p31) expert \p30) Enei·gy (p32) points or view (p30)
Rage 30
will & IJe going to lor Energy sources EV Worcls lhat go with
Planning a frip (p31)
predictions (p33) (p32) pro/Jlem (p32)
Cold so & such (p34) Coming in from t11e cold In a department cold (metaphor) p35 Talking about ll1e cold (p34)
page 34 Real conditionals (p37) (p34) store (p36) Words lo clescribe statistics 0 lntonalion (p36)
Weather ups and downs (p36)
(p36)

Function globally: Requests and offers (p3B) Writing: An online comment: giving opinions (p33)
Global English: Caribbean English (p39) A list poem (p37)
A lormol leller (p40)
Study skills: Writing o learner diary (p41)
/
Friends Present perfect and past A creative lriendsl1ip I Acljective suffixes: -ive, -iul, 0 Contrastive stress (p42)
page 42
simple (p42) (p42) -OLIS (p,13)
0 Wore! stress (p43)
Present pertect with vet & Guardians of the Expressions wlt11 what (p44) Telling a friencl yo';.ir news (p45)
already (p44) l<ii1gdom (p44)

Strangers Modals of deouctlon (p4 7) Strangers on a trali1 Strangers on a Crime (p46) Making preclictions about a lilm (p47)
page 46 somebod;,~ anybody, (p46) Iietn (p46) EV stranger and foreigner usual ancl unusual (p48)
~ no/JodJ; everybody (p49) Average UI< Man (p48) Wl10 is Average (p47) The class Average lv1an or Woman (p49)
Man? (p48) usual and unvsuat \p4B)
Function globally: Starting a conversation (p50) Writing: Giving your news (p52)
Global voices: A good friend (p51) Study skills: Worlting with mistakes (p53)
Law Modats of obliqatlon and Asimov's laws of Laws of ev -ios and -otogy (p54) Government (p56)
page 54 permission (p55) robotics (p54) bureaucracy Governn1en1 Collocations (p56) Bureaucratic situations (p57)
Past moclals of obligation (p56)
(p57)
Order Present perteci simple I'm a teecne: Get Me An orderly lunch Education compound nouns 0 Eclucation compound nouns (p58)
and continuous, for & Out or !-/ere! (p58) [p60) (p58) Order in the kltchon, phrasal verbs willl
page 58
since (p59) EV control (p58) up (pGO)
Separable phrasal verbs
(p61)
Order in l11e kitchen. phrasal 0 Phrasal verbs. sentence stress (p61)
verbs wilh up (p60)

Function globally: Giving advice and warnings (p62) Writing: Cartoon captions (p55)
Global English: Legal protection for languages (p63) My school years (p58)
Giving instructions (p64)
Study skills: Using your dictionary: pltrosal verbs (p65)

Contents
 Grammar Reading texts Listening texts Vocabulary Speaking and Pronunciation
Seen Passive voice (p67) Now you see it ... now Optical illusions take (p66) Photography (p66)
Articles (p69) you don't! ijJ66) (p68)
page 66 Colours and shapes (p69) G.)the(p69)
Optical illusions (p68)
Colours and shapes (p69)
Heard Reported statements and Overheard in New York Ways of speaking Ways of speaking (p?O) What did she say? (p71)
questions (p71) (p70) (p70)

1. page 70
Reported requests and
commands (p 73)
Wl1at clid she
say? (p71)
An intervie\1V
EV listen and hear (p 70)
Electronic equipment (p72)
Describing equipment (p72)

about U1e Stasi

(p73)
Function globally: Asl<ing for and giving opinions (p74) Wriling: A description of o place (p76)
Global voices: Good news (p75) Study skills: Developing fluency in speaking (p77)
Supply Defining relative clauses A good swap I Trash or Tuliprnania (p80) Inexact numbers (p79) Bartering (p79)
(p78) treasure (p 78)
page 78 Ev -mania (p80) Tl1e best way to make money (p80)
~lon-clefining relalive
Wo1'cllJuilcling: trade (p81) G.)worcl stress (p81)
clauses (p81)

Demand Countable & uncountable Meeting our demands Three 111en on Abstract nouns (p82) Somet11ing you were motivated to do

Iii page 82
nouns (p83)
wish (p85)
(p82) a clesert island
(p84)
EV other ways of saying funny
([184)
(p83)
G) The letter i (p85)
.Jokes (p85)
Function globally: Making formal phone calls (p86) Writing: Describing objects for on auction (p78)
Global English: A global language for business lp87) Giving your opinion lp88}
Study shills: Learning word families lp89)
Lost wou/cl (p91) Life at Pi (p90) Sencling objects Expressions will1 /ose & /osl Describing a picture (p90)
page 90 Second conclillonal (p93) Losl in space (p92) into space (p93) (p91)
A guessing game (p93)
Found ll1ircl connltiona' (p94) Top five inventions and Bulgaria's Expressions with mal<e & do G) Intonation (p95)
page 94 Past rnodals of deduction discoveries made by Tnraclan (p9'1)
Fi11cli11g treasure (p96)
accident (p94) treasures (p96)
(p97) EV with or wnhout a plan (p94) Speculating about treasures (p97)
Finding treasure (pg6) Treasure (pg7)
Function- globally: Expressing sympathy (p98) Writing: How would your life hove been different? (p95)
Global voices: Lost and found lp99) An essay (pl OD)
Study shills: Using your dictionary: learning fixed expressions (plOl)
Love Verb patterns: verbs A Sharl /-listory of The reiatiooship Stereotypes (p102) English and French satlrlcal Images (p102)
followecl IJy -ing ancl Tractors in Ukrainian between t11e
page 102 EV t mean (p105) (!)word stress (p102)
inlinilive wi1h to (p103) (p104) Englisll and the
French (tYI 03) Love (p105) A 511011 /-listory of Irsctou: in Ulffa1il1an
Comparatives and
(p104)
superlatives (p104)

1· Hate
page l 06
Verb patterns: verbs
followecl by prepositions
(p106)
Room 101 (p106\
Classic sporting nvalries
(p108)
' Sports (p I 08) G) Sentence
Categories (fJ107j
Sports (p 108)
stress ancl meaning (p·106)

Function globally: Giving and accepting compliments [p l 10) Writing: Expanding sentences lpl09)
Global English: Strong language [p l 11) An informal email lpl 12)
Study skills: Improving your listening skills [p l 13)
Beginnings Verb form review (p117) Famous opening lines Descipllons of EV Beginnings and endings G) Silent letters (p114)
(p1'14) novels (p114) (p114)
page 114 Reacting questionnaire (pi 15)
Birthday CUSIOlllS (p116) Books ancl reading (p115) Bi1111day customs (pl 16)
Celebrations (p 116\ Ver I) form review IP11 7)
Endings Reflexive pronouns (p 118) Unhappy endings: the Death in sixteenth Death (p118) A presentation (p1 I 9)
page 118 wives of Henry VIII century Englancl EV farewell (p120)
(p118) (p118)
Leaving (p1 20)
Famous farewells (p120)

Function globally: Saying goodbye (pl22) Writing: A thank-you letter (pl17)

Global voices: A favourite film (pl 23) A farewell email or speech lpl21)
A speech (pl24)
Study skills: Using your dictionary: exploring synonyms (pl25)
Communication activities: Additional material: (p 130) Grammar locus: (p 132) Audioscript: (p 152)
Student A: (p 126) Student B: (p 128)

EV - Extend your vocabulary G.)- Pronunciation

Contents
 Part 1
Listenin.g & Vocabulary
Greetings
] How many different ways can you say
Reading
Hello in English? Make a list.
The Hobbir
'2 d§l 1.01 Listen to four situations where
Pronunciotion
people are greeting each other. For each
Intonation O!ld situation answer the questions.
different meanings
1 Is it a formal or informal situation?
Grammar 2 Do the people know each other?
State & cction verbs,
3 Where could they be?
present tenses 3 Listen again. Write all the greetings you
hear and put them in two categories: formal
Speaking
and informal. Then answer the questions.
Fan~asy stories and
films
1 How many of these expressions are in
your list from exercise 1?
2 Which expressions are longer - the
formal or informal? Which expressions
use contractions?
3 What does this tell you about formal and
informal expressions in English?
!Readlorng
~ Read the information about The Hobbit
and JRR Tolkien on page 7. Have you heard
about his books before?
2 ~ 1.02 Read and listen'to A good
morning, an extract from The Hobbit. Then
answer the questions.
What are they talking about?
2 Who wants to finish the conversation?
3 Read the text again and look at the
sentences. Which ones are not mentioned as
possible meanings of Good monzing'
The weather is good this morning.
2 I don't like mornings.
3 I hope you have a good morning.
4 If I like it or not, it's a good morning.
s I feel good this morning.
6 We should be good (well-behaved) this
morning.
7 I don't want to talk to you anymore.
s I don't feel well this morning.
Unit 1 Language
~ • 1.03 Listen to four people saying
Good morning. Decide if they sound friendly
or unfriendly.
2 Listen again and repeat. Copy the
intonation.
3 Workin pairs. Try saying phrases 1-5 in
these different ways.
e with neutral intonation
" polite and friendly
" rude and unfriendly
1 I'm sorry, I don't understand.
2 Thank you very much.
It doesn't matter.
4 Would you like something to drink?
s Nice to meet you.
Grernmcr
] Look at these pairs of sentences. Which
sentence in each pair is correct? Can you
explain why?
1 a Wha t do you mean?
b What are you meaning?
2 a We aren't wanting any adventures
here.
b We don't want any adve~tures here.
The sun shines there every day. The sun is
shining today.
What do you mean? What tweyeu
'HU!fl'lling.2
• we use action verbs to describe things
that happen. Action verbs are used
in the present simple or the present
continuous
• we use state verbs to describe states like
being, possessing, feeling and thinking.
State verbs aren't usually used with the
present continuous
• some common state verbs are: agree,
appear, be, believe, belong, contain, like,
feel,ji.t,forget, have, hate, last, love,
matter, mean, need, own, prefer, reaiise;
remember, seem, understand, want
2 Read the information
about The Hobbit. Decide
if the underlined verb forms
are correct or incorrect. Then
correct the mistakes.

at last (phrase) - finally

at once (phrase) - at the same time
@ Grammar focus - explanation & more practice cross (adjective) - angry
of state & action verbs on page 132
gaze (verb) - to look at someone or
som7thing for a long time
get rid of (phrase) - to make someone
go away because they are annoying
Work in pairs and ask each other the
move off (phrasal verb) - go away
questions.
till (conjuaction)- until
e Do you like fantasy stories or films?
o Have you seen any of The Lord ofthe Rings
films? What did you like about them?
o Have you read The Hobbit? Would you
like to?

JRR Tolkien (1892'-19113) was an

English wrHer and teacliet af langu.age
and literature at tlie Univel'Slty: at ©.xfai'.Q.
He· is most famous far his wanks
The Hobbit and llhe Lard eff the
Rings, Which ha11e sold more t~n 50
million c_opjes and are published In 30
language.l?. iJ'hese boeks started a.whale
new perlod af fantasy writingir.i EnglisJ:1>

- . .. . -
 l n ua
Port 2

Vocabulary & Pronunciation

English for specific

Voic:<C11bOJ~all"y end Pll"oin!Ulndatnoin lDsiening
purposes, word stress 1 Work in pairs and ask each other the 1 § 1.05 You are going to
questions. listen to an interview with
Listening
o Do you (or did you) use English at work? Herny Emery, who teaches
English for a specific
If so, what for? a specific kind of English.
purpose
e Is English used in your couno.y in any Listen to an example of
Grammar particular jobs? this English. Which type of
Present simple &
English is it?
present continuous
2 Match the words in the
box to definitions 1-4.
Speaking 0 I use English at work to ...
Languages o I sometimes I often use English because . air traffic control officer emergency
e People who work as I in ... use English to .
engine safety

2 Match jobs 1-6 to the pictures. Then

an unexpected and dangerous situation
match the jobs to the types of English
2 the part of the plane that makes it move
spoken a-f
3 a person who organises the movement of
1 chemist medical planes
2 engineer b legal 4 being safe and protected from danger
3 pilot c scientific
4 lawyer d aviation 3 o§i 1.06 Listen to the interview with
5 manager e business Herny Emery.Tick the correct statement.
6 doctor technical a Aviation English is only spoken by pilots
and air traffic control officers.
3 ~ 1.04 Listen to words a-f from
b Pilots and air traffic control officers don't
exercise 2. Underline the stressed syllable in
speak normal English.
each word. Then listen again and repeat.
c Pilots and air traffic control officers need
to speak aviation English and normal
English.
4 Listen again. Are the sentences true (7)
or false (F)?
1 There is only one type of aviation English.
2 The popularity of English aviation
classes is growing.
Aviation English helps people
communicate safely.
4 Aviation English is the same as normal
English but with some specialist
vocabulary.
s Pilots use a set of standard phrases,
6 Pilots and air traffic control officers need
to have good pronunciation.
7 Aviation professionals communicate
with people who speak many different
languages. -- - ...
5 What facts did you think were most
interesting in the interview?
Grammar
1 Look at the example sentences and
complete the rules with present simple or
present continuous.
I always speak English in meetings.
Pm. learning Aviation English at the
moment.
4 Look at these situations. What would you say?
Use the verb in brackets.
A friend phones and interrupts your dinner
preparation. (cook)
Sorry, I can't talk now, I'm cooking dinner.
1 A friend asks you what sort of computer you
have. (use)
2 You are on the train to work when a colleague

I need to use technical English at w01-!?. phones. (sit)

3 You have rented a flat for six months. An old
• we use the to talk about friend wants to know where you have moved to.
habits and routines, and about things (live)
that are always true 4 You are at a meeting. Somebody asks you if you
• we use the to talk about drink tea or coffee. (prefe1·)
things that are happening now and s A friend asks how often you do sport.
about tempora1y and changing (go! do!pla01)
situations
• we don't usually use the with @ Grammar focus - explanation & more practice of
present simple & present continuous on page 132
state verbs
Speaking
2 Find examples for the three rules in the
1 Work in pairs. Look at this list of the ten most
audioscript of the interview on page 15 2.
spoken languages. Which do you think are the top
3 Complete the text with the present five' Put them in order. Then check your answers
simple or present continuous form of the on page 130.
verb in brackets.
Russian Hindi Arabic English German
Chinese Japanese Bengali Spanish Portuguese

Machine 2 Work in pairs and ask each other the questions.

llleel!)le (e0mm1JJmie~te) l!J§im!iJ
langl!la!iJe. But at the iif;len;iemt the werilC:l e Which Languages tlo you speak? How well do
----(rave)•ae0l!Jl! si!X tll0usamt!l nine you speak them?
humdfed lan!l)l!lages: tlilis (meamj o What other languages do people speak in your
tliiElt lamgl!!age eften l§i:event) country?
e©l1'llil11!Jmieati0m. if@ selve tJilis 11>~0\§lem emlilile,
" What languages are you learning now or
me.~e and m0~e l!leG>ple (stallF) te use
rnaet.iine tf;aJlslatiem. Ser:ne peeple _
planning to learn in the future? Why? ·
(use) machine translation t0 reai:ll wel:isites
ln a foreian lang1:1age. Q.tJ:lers _
(ttamsfate) instamt messages im etder. to talk te
Ji)_e0ple wh0se laJllguage ttiiey (mer • I speak ... (and ... ) as a first I foreign language.
11mderstaf1Q). IA the ~ast macf:line triansl~tien o I'm a native speaker of ...
was l!lmr:eliall>le but trarfslatien seftware e I speak ... quite well I fluently.
---- (geti ll>etter all the time arad at 01 can read ...

preseRt man111 eelli\panies (d.ertelef!)) 0 I can get by in ... I I speak a few words of ...
effieielilt: portal'Jle tr:amslatmFs. 0 At the moment I'm learning .
0 When le_arning a language, is really important for me.

Language Unit 1
Part a
Listening

Capitals of Culture liste01orog 3 Work in pairs and answer the questions.

Then listen again and check.
~ Do you know what a Capital of Culture
Grammar Which city ...
is? Read the introduction and then discuss
Ques•ions review 1 was modernised?
the questions below with a partner.
2 has the shape of a bird?
Vocobulory & 3 had a lot fewer visitors in the past?
Pron_unciotion
4 has many buildings by the same
Collocations for architect?
describing plcces, 5 attracts business people?
word stress
6 has belonged to different countries?

Specking 4 Work in pairs. Look at the pictures.

Nominating a town Which of the two places would you prefer
to visit? Why?

Does your country belong to a Capital of

Culture programme? If so, do you know
what places have been or are going to be If you look at something, you move your eyes
so you can see it.
Capitals of Culture?
If you look after something, you take care
2 t§:i 1.07-1.08 Listen to interviews about of it.
two Capitals of Culture: Sibiu, Romania and If you look for something, you try to find it.
If you look around somewhere, you see what
Brasilia, Brazil. For which city did becoming
is there.
a Capital of Culture have the greater effect? If you look up something, you try and find it in
a book, a list or using a computer,
Match the verbs above to the correct group
of words.
1 ____ your keys, a lost dog, a job
2 ____ a word, bus times, a
telephone number
3 ____ a painting, a view, a computer
screen
4 a child, the planet, a pet
5 a museum, a new house, a
foreign city ·
Grammar
1 Put the words in the correct order to make
questions from the interview about Sibiu.
1 you I us I can I about the city I tell ?
2 like I what I that year I was ?
3 change I did I how I the city I the year ?
4 in a normal year I Sibiu I visitors I does I
how many I have ?
5 since 2007 I increased I the number of
tourists I has ?
2 Read the rules and match them to
questions from exercise l.
• in questions with be the verb goes
before tire subject
• in present simple or past simple
questions the auxiliary verb do/did goes
before the subject
• questions with medals, questions in
the present or past continuous, present
perfect or past perfect start with the
auxiliary verb (can, will, is, was, has etc)
3 Complete the questions for the interview
about Amman, Jordan.
@ Grammar focus - explanation & more
practice of questions on page 132
Vocab~iary and Pronunciation
1 § 1.09 Match words 1-6 to a-f to make
common phrases from the interviews about
Sibiu and Brasilia. Then listen and check.
1 international a boutiques
2 ancient b events
3 tourist c monuments
4 designer d architecture
5 cultural e airport
6 modern attractions
2 Listen again. Is the stress on the first or
second word? Then listen again and repeat.
3 Which of the phrases in exercise 1 were
mentioned in connection with Sibiu and which
in connection with Brasilia?
4 Work in pairs. Discuss which of the things
in exercise 1 interest you when you visit a new
town or city. What else is important to you?
Specking
1 You're going to nominate a town that
you know well as a Capital of Culture.
First make some notes.
o Where is the town? How many
inhabitants does it have?
o Can you say something about the
town's history and architecture?
e What are the most popular tourist
attractions and cultural events?
2 Work in pairs, if possible with a
partner who has chosen a different town.
A: tell your partner about your town. B:
listen to your partner. Ask three questions
to find out more. Then swap roles.
e I'd like to tell you about ... 0 Does the town have a ... ?
0 It's in the north I east I centre of ... e Can you fly to ... ?
0 ... is famous for its architecture I 0 When was ... ?
restaurants I views I music scene.
3 Decide whether your nomination or your
partner's should be chosen. Then choose one
Capital of Culture for the whole class.
Culture Unit 1

Port 4
Reading & Speaking
Towards a definition of Reading and Speaking
culture
1 Work in pairs. How could you finish this
sentence?
Grommor
Subject I object questions Culture is ...
2 Read Tinuards 17 definition of culture. Is your
Wriling & Speaking
definition in the text?
Culture quiz
3 Complete the text with these sentences.
There is one extra sentence you do not need.
a Everyone knows what it is, but explains it
in different ways.
b say
It is harder to exactly what these are
as they are often changing.
c The United States and Britain today are
multicultural, they have lots of different
cultures. · examples of subject questions?
d One thing we can all agree on is that
culture is about being unique and
different.
e People think this kind of information is
valuable and important.
These tests contain many questions
about the country's 'Culture'.
4 These questions are adapted from a
citizenship test for Australians.Using the
information in the text, categorise the
questions into those about ' cult11re with a
1 Who ... ?
capital C' and those about 'culture with a
small -:
What does the word Australia mean?
2 What happened on 25'" April 1915
in Gallipoli, Turkeyand why is this
important to Australians?
3 Which European explorer arrived in
Australia first?
4 What do Australians like doing in their
free time?
s What colour is the Australian flag?
6 Who designed the Sydney Opera House?
7 Do Australians kiss or shake hands when
they meet each other?
s Where did mm1y of the early Australian
settlers come from?
9 What is Ulurn?
5 Which kind of culture do you think is
more important to learn about, culture with
a capital C or culture with a small c?
Unit 1 Culture
Culture
Grammar
object subject
What do Americans do in their free time?
subject objeer
Wbo wrote Hamlet?
• when a question word is the object of a
present simple or past simple question,
use do/ does or did
• when a question word is the subject
of a present simple or past simple
question, don't use do/does or did
1 Look at the questions in Reading and
Speaking exercise 4. Can you find three
2 Look at these other facts about Australia.
Make questions for the facts, beginning with
the words in italics.
1 The most popular sports Australians
watch on television are Australian
football and cricket.
What sports ... ?
2 The Aborigines lived in Australia before
European settlers arrived. There is still a
large Aborigine population.
3 On 26'" january Australianscelebrate
Australia Day, the national holiday.
Wbat ... ?
4 There are six states and two territories in
Australia.
How ... ?
s Barbecues a.re very popular. A barbecue is
a meal cooked outside.
"What ... ?
6 The summer Olympics were held in
Sydney in 2000.
vVhich Australian ci.t)I - .. ?
3 Turn to page 130 and read the answers
to the questions from Reading and
Speaking exercise 4. Can you remember the
questions?
@Grammar focus - explanation & more - ., .
practice of subject / object questions on page
132
 Towards
a definition
of
How many definitions
of cufiture exist?
Oulture is a very difficult term to define.
-------· For some people it means literature,
music and art. Others define it as beliefs, ways of
t>eh'avimg and the ideas ot a particular group. Another
broader definition says that it is all the knowledge an€1
values ofr a soelety, Lord Raglam, a Britislrl soldier and
author in the 2@1h century, once famously said.' 'Culture is
roughl¥ everything we do and the monkeys don't.' There are
as many deflnitions of culture as ther:e are different societies.

Two kinds of culture

One useful star:t:img point is the Idea of two types of culture:
culture with a capital C and culture with a small c.

Culture with a capital C refers to music, literature and the visual

arts. It also includes-facts and statistlcs about a national group
or society. A person is cultured if they Know
a lot about culture with a capital C. Many Englislil-speaking
countries now have citizenship tests for new imrnigramts.
-------·· examples fililight include W~o wrote Hamlet?
or Wbere does the Prime Minister of Cana<tla live?

Culture With a small c refers to beliefs, values, traditlens

0 and the everyday life of a particular eomrnunity,
Writing and Speaking
] Write between two and four questions
a bout your own national culture. Include a
mixture of 'capital C' and 'small c' questions.
2 Work in groups. Read your questions
to each other and check they are correctly
formed. Choose the most interesting eight
questions. This is your quiz.
3 Work with another group. Read out your
questions. The other group tries to answer
them. Then swap roles. VVhich group got
the most answers correct?
-~~---~· Oulture with a small c can be different
from one part of a country to another. Travellers and
people who do business witlrl people from different
places are often more interested im culture with a small
c. Example questions could include Wlilat time do
Americans finish work? or Do Germans shake hands
or kiss when tbey meet each other?
-------· Culture gives a person a
special identity. Culture gives a community or
a country a different character; Whatey_e.r.the
definition, culture plays an important part in
everybody's life.

Culture Unit 1
Warm up Lcmguoge focus
1 Work in pairs. Look at the pictures and compare and 1 Look at these sentences from the conversations.
contrast them. Who are the people and what do you think Underline the phrases that the speakers use to recommend
they are talking about? something.
1 If you don't want to go far, I'd suggest walking down to
the harbour.
" I think he/she is ... 2 Oh yes, you shouldn't miss the caves.
e He/Sheff hey could be ...
3 I can really recommend the organised tour.
4 Well, what about a concert?
o Perhaps they ...
5 There are lots of good pubs with live music.
o In both pictures ...
6 Or you could try the student union in Chambers Street,
" In the first picture ... but in the second ...
2 Listen to the conversations again. How do the visitors
2 When you visit a new place, what are the advantages and reply to the recommendations? Tick the phrases they use.
disadvantages of ...
Conversation 1
o staying in a hotel? 1 a That sounds good.
o staying in somebody's home? b That's good.
2 a '1 think we'll do that tomorrow.
Ustell1lo111g b I don't think we'll do that tomorrow.

1 l'§r 1.10-1.11 Listen to the conversations. VVhat do the Conversation 2

people in the pictures want to know? 3 a That isn't a good idea.
b That's a good idea but ...
2 Listen again. Tick the three things each speaker
4 a That's great.
recommends,
b That sounds great.
Conversation 1
o a walk to the harbour
Speaking
" a good restaurant
e a trip to the caves Work in pairs. Choose one of the tasks below.
e an organised tour
A You have a teenage exchange student staying with you.
Conversation 2 Give him/her some tips about what to do in your area. Use
e a concert the new expressions you have learnt.
o pubs with live music
o the symphony orchestra B A business visitor wants to know about places to- -
e the students' union visit in your town or somewhere you know well. Make
recommendations. Use the new expressions you have learnt.

Unit 1 Function globally

 'iNhy <l:l© we have language? ]'0 tall< and wrrite to eaera other, But what ao we talk and wnite
asout? lihis is wfier.e culture comes ir:i. Glossary
Langl!lage erflables us te say wh0 w.e are and h0w we live. It's rnatur,al, therefore, to find adapt (verb) - to change something to make it
more suitable for a new use or situation
Ernglish-teacliiirng courses tellimg us aseut loc;;al snow~. l'lational events, arne famous l'!laces.
W.nile stl!ldy,irig i;i0imts ©f li)rDlill!lnciatiol'l, grra1mnnar, arric;J veeabulary, learners take ifl a great enable (verb) -to give someone the ability or
opportunity to do something
deal of cultural il'lf©Frmatioll. If the eewrse feeuses Ofl IBllitish IEf'ilglism, the seftin§s may be
outsider (noun) - someone who does not
sueh places as Qx,ford Street aiad the Tower of t.endon. It h\lililef.iGan Ehglish, they lillight l;!e
belong to a particular group or" organization
!Brea<ilway, amCi.l Times 8<11t:Jare.
unconscious (adjectiw~) - used about ttiings
you do without realizing you are doing them or
without intending to do them
personality (noun) - a famous or well-known
person

The first r.i·ati0nal C:nglish dlalects appearec im Britain im the l'\Aiddle Ages, wheri tlile ~Aglislil
of $c0tlai;i<d l!>egai;i to Glitter. fmm the Emgilish 0f ~ngland. Later, Alifi!er.iealil amd IBrritislil 5qQJlisli1
div.ergeQl. Tnen loeal varieties dexrel0peci in Australia, S'outm Aftiica, a)ilci 0tlrler temterles of the
Br.iti$11 clililpire. Lc;iter still, newly- independent nations such as Niger.ip. <>0ratirnl!lec;J ttiie !flF©eess,
a<!laJi)tirag !fnglisfrl to suit their meeds. Today, we have to lDe prepared for a wod<4 fUJll of 'Erriglishes'.

Warm up
1 These sentences use different varieties of English. Guess
the meaning of the cultural terms in bold from the context.
l If the weather's nice we'll get some hamburgers and
have a barbie in the park. (Australian English)
2 I'm not paying twenty-five bucks for that CD. That's
crazy. (American English)
3 Just give me a wee bit of cake, I'm not that hungry.
(Scottish English)
4 Turn left at the robots. (South African English)
s Do you want to see these photos of my daughter's
shaadi? Aren't they a lovely couple? (Indian English)
2 Think about your English studies from previous years.
What cultural information did you learn? Think of two
examples and tell a partner.
R.eadnll1lg
] Read A world full of Englishes. Are these statements true
(7) or false (F), according to what the author says?
1 Learning about culture is part of learning a language.
2 English-teaching courses should use cultural
information from Britain.
3 An American English course may include cultural
information about New York.
4 The most noticeable change in world English is changes
in vocabulary around the world.
5 It is easy for a foreigner to understand local cultural
references in language.
6 There are many different kinds of English ~the world
now.
~ Read the text again. Find examples of ...
o two features of everyday life that might cause a change
in vocabulary.
e two examples of local culturally specific words.
o a newly independent country that uses English.
Speoi~dRilg
~ Work in pairs. Think of examples of ...
e your language changing across regions according to
culture.
o English being used in your language. Why are the
English words used?
e local things or places that you would not translate into
English.

Global English Unit 1

 Reading Writing skills: planning
1 Read Mehrnoosh's report on languages in Iran. Which Before writing it is useful to organise your ideas into
fact do you find the most interesting? paragraphs. A paragraph is a group of sentences about the
same idea or topic. A good way to plan paragraphs is using
The most widely-spoken langu4ge in Iran is Pers.iall. It is also a spidergram.
semetimes callee Farsi, or Parsi. Persian is the official 1;3.r:iguage of lrar:i
and it is used in government; the media, and education. It is the mother Look at the spidergrarn for Mehrnooshs report. Add the
tongue ofabout.halt of.the population but most people in Iran can paragraph titles a-c to the notes.
speak and understand it. Persian is also spoken in parts of Afghanistan, a Languages in Iran
Tajikistan, and Uzbekistan, b Description of Persian
In addition to Persian, there are over sixty other languages or dialects ih c The status of Persian in Iran
Iran, Some p~ople ln the north-west.speak Turkish or Kurdish, because
(1) _
the north-westoftran is close.to Turkey, and the (Jeople·of the West are
Kurdish. In addition; there are cities in the. south where people speak Persce«. (Faru/ParT,i)uurs-t widefy-~ ~IM.je
Arabic because the south of Iran is near the-Emirates.
offtcW ~UP.je
Persian is a very old language, but it has changed over: many centuries.
Nowadays, ouralphabet is the same as the Arabic alphabet, and the
UUJther tflnjue 50%of
language is written from dght to left. We·also have 'different words from aUo ~in, A/J~,
other languages as well as Persian words, For example, for 'thank you'
we·say 'rnerci' (a Frer:ich word) aswell .as 'tashakor' or 'i:notehshakeram'
(t.he traditional Persian words). For 'hello' we si:iY 'salaam', Which means
Tajildfttw_, U~.
------
'peace' in Arabic. Mally people.speakcEnglish, but are very pleased if
(3) _
visitors call use some Persian words aswell.
ofd ~IM.je
2 Read the report again and answer the questions. (2) _
~
1 What is the main language of Iran? 60 ~iM.jM/dialear Ut1YtUt writtm rijkt to uft
2 For what pmposes is it used? TMkhf.t,KMd/dt,, Ara/J:ic 'W17YrMfro-vu. other !aYljU.P..jM
3 Where else is it spoken?
4 What other languages or dialects are spoken?
5 How does Persian differ from English? Preparing to write
6 Which languages does Persian borrow words from?
] Makes notes in a spidergram about a language from
Laroguage focus: making cdditionol your country or another language you know about. Use the
questions in Reading exercise 2 to help you.
points
1 Read the report again. Find three examples of where
2 Work in pairs and share your ideas.
Mehrnoosh uses also, two examples of in addition and three
examples of as well.
<> Most people have English as their first language I
2 Choose the correct words to complete the rules. Use the mother-tongue.
examples in the text to help you. 0 English is the official language I the most widely-spoken

1 We usually use in addition at the beginning I end of a
sentence, and as well at the beginning I end of a sentence.
2 We can use as well as or in addition to before I after a noun.
3 We usually use aL1·0 with a verb in the middle I at the end
of a sentence.
3 Write three sentences about English using also, in
addition and as well.
language I the medium of education.
.. Some people are bilingual I speak another dialect.
Writing
Write a report on languages in yom country. Use your
notes and the useful phrases above to help you. Remember
to organise your ideas into paragraphs.

Unit 1 Writing
Gram mall"
1 Complete the text with the present simple or present
continuous form of the verbs in brackets. People learn languages in different ways. This
may be because of their personality, culture or
My name is Andy and I (1) (come) from Scotland.
past learning experiences. If you understand your
At the moment I (2) (spend) a week in Liverpool, learning style it can help explain why you find some
which was the European Capital of Culture in 2008. activities easy or difficult, and can help you study
Liverpool is a fantastic place and I (3) (have) a more effectively.
great time. The Jocal people, who are called Liverpudlians,
(4) (have) a great sense of humour and the
night life is fantastic. I (5) (not I usual61 I go) ] Complete the quiz. Then check your answers below
museums because I (6) (prefei-) sports, but here to find out what type of learner you are.
I (7) (visit) a lot of interesting places - there is
A Global or analytical? Tick the three things that help
a fascinating Museum of Slavery, and the Beatles Museum you learn the best.
and the TateArt Gallery are fantastic.
a reading and listening in the foreign language
2 Choose the correct words to complete the sentences. b studying language rules
1 What kind of book The Hobbit is I is The Hobbit? c doing exercises
2 Who did write I urrote the Hobbit? d doing communicative activities
3 When did Tolkien die I died Tlil!cien? e studying corrections
4 What kind of English speak pilots I do pilots speak? f staying in a com1try where the language is used
s Where I can Learn I can I learn aviation English?
B Visual, auditory or kinaesthetic? Tick the three
things that help you learn the best.
Vocoilbukuy a repeating new words or sounds
] What type of English to these people speak? b activities which involve moving around
1 lawyers 4 doctors c diagrams showing how language works
2 chemists s engineers _ d listening to songs or recordings
3 ma11agers 6 pilots c activities which involve cards er objects
f spider diagrams for vocabulary-learning
2 Complete the missing words. g doing dictations '
1 The Great Wall of China and the Forbidden City are h using pictures
important tourist a in Beijing. 1 doing a variety of activities
2 There are designer b in Venice where you can
buy clothes, jewellery and handbags. c Impulsive or reflective? Are the statements true CI)
3 The International]azz Festival in Montreal is a popular or false (F) for you?
cultural e . a When I read, I like to understand everything,
4 The Sydney Opera House is one of the most interesting b I don't mind guessing if I don't know an answer.
examples of modern a . c I like to have time to plan what I am going to say.
d I always try to answer questions in class.
Speaking end Wrotong e I prefer to be accurate rather than fluent,
f I prefer to be fluent rather than accurate.
1 Choose a town you have visited or know about and make
notes about it. Then work in small groups and describe 2 \iVork in small groups and compare your answers.
the town. Your group try to guess the name of the town, or
where it is. Learning styles
Most people have a mixture of learning styles.
2 Write a question or problem you have about learning A Global: a, d, f Analytical: b, c, e
English, on a piece of paper. Then swap your paper with B Visual: c, f, h Auditory: a, d, g
another student. Write recommendations about how they Kinaesthetic: b, e, i
can solve their problem. c Impulsive: b, d, f Reflective: a, c, e

Global review & Siudy skills Unit ·J

 11or·t 1

Spsokinq

Ghostwriting Specking Ustellilnng

1 ~ L12 What do you think a ghostwriter ] ~ 1.13 Listen to how Andrew Crofts
~islening
is? Choose a definition. Then listen to the became a ghostwriter. Choose the correct
An inter:view with a
first part of an interview with Andrew Crofts, explanation.
ghostwriter
a ghostwriter, and check your answer. 1 An important businessman needed to
Grammar 1 Someone who writes novels under a 'pen write some books but his English wasn't
Past simple IJ, past name' instead of their real name. ve1y good, so he asked Andrew to help
continuous z Someone who writes frightening stories. him.
Someone who writes a story for someone z An important businessman needed to
Voc:abulary & else in the other person's voice. write some books but he was too busy, so
Pronunciation
he asked Andrew to write the books.
·ing and -ed
2 Work in pairs and discuss the questions.
adjectives, word 1 What sorts of people use a ghostwriter? 2 You are going to listen to the rest of the
stress Why? interview with Andrew Crofts. First check
2 What do you think the advantages and the meaning of the words and phrases in the
w,itii:ig
disadvantages are of being a ghostwriter, box in a dictionary.
Ghosl'writing a compared to being an author of novels or
partner's experience be a suckerfor something journalism
a journalist?
resist skin
3 Look at some of the books that Andrew
Crofts has 'ghosted'. Which one looks the
most interesting? 3 11§.i 1.14 Listen to the rest of the
interview. Tick the reasons why Andrew
enjoys being a ghostwriter.
o He finds other people's lives and stories
interesting.
e He gets out of the house and meets lots
of different people .
e He likes writing about film stars.
o He likes living somebody else's life for a
few months.
4 Work in pairs. Do you think being a
ghostwriter is an interesting job? Why I
Why not?

Unit 2 Lives
Grammar
1 Look at the sentences. Mark completed
actions in the past with e and actions in
progress in the past with 4 . Then complete
the rules.
__.
Jimi Hendrix was jzm starting to become
famous when Kathy Etchingham bec:me his
girlfriend.
He discovered a group of people were
planning to steal all the money in his
countrry ~ banks.
Wba: uiere you doing before you became a
ghos-tw1ri.ter?
• we use the past simple for
the past
• we use the past continuous for
-~--in the past
2 Complete this summary of Noiubere to
Hide, another book ghosted by Andrew
Crofts. Use the past simple or the past
continuous form of the verbs in brackets.
Susan Francis (study) to be
a nwrse in England when she
(meet) and (marry) a young Iraqi
civil engineer. She (return) with
him to Iraq. While they (/i1te) in
Baghdad, the Gulf War (start).
This is Susan's story of what she and
her family (experience) while
American and British forces
(attack) Baghdad.
Vocabukary and Pronuncicfien
1 Write the missing adjectives.
People and things Feelings
fascinating
confused
inspiring
shocked
embarrassing
disappointed
2 ~ 1.15 Listen to the words. Underline
the stressed syllable in each pair. Then listen
again and repeat.
3 Write six sentences about your life using
m the adjectives in exercise 1.
I had an extremely embarrassing experience
when I started my first job.
Writing
~ Work in pairs with a partner you don't
know very well. A: Tell your partner more
about an experience you wrote about in
Vocabulary exercise 3. It doesn't all have to
be true! B: take notes. Then swap roles.
_ 2 'Ghost' your partner's experience using
your notes. Write a paragraph that starts
with I was ... when ...
I was talking to a friend,at a party when ...
3 Read your partner's paragraph. Are all
the facts correct? Is it easy and interesting to
_ read?

3 Work in pairs and complete these

sentences. Imagine they are the opening lines
of a book and make them as interesting as
you can. Then th.ink of two more sentences.
1 She was sleeping peacefully in her bed
when suddenly ...
z We were watching a rather boring film at
the cinema when ...
3 They were sitting on the plane on their
way to Tokyo when ...
(@Grammar focus - explanation & mare
practice of past simple & past continuous on
page 134
 Port 2

Vocabulary

Relationships Vocab11JJ~ary
~ Work in pairs. Explain the cliffereuce ~ What are some common reasons for
Reading
between ... family disputes? Think of one or two and
White Teeth tel1 a partner.
o a grandfather and a great-grandfather.
" a friend and an acquaintance.
Grammar 2 ~ 1.16-1.17 Read and listen to the
e a colleague and a boss.
Past perfect &. past summaiy and extract from FVbite Teeth.
simple " a fiancee and au ex-wife.
Summarise what the extract is about in
" a stepbrother and a half-brother.
one sentence. Compare your sentence with
Pronunciation
2 Match the sentence beginnings 1-6 to other students.
Weak forms the endings a-f.
3 Read the texts again and decide if the
1 My brother and I have a lot
sentences are true (7), false (F), or if the text
2 We sometimes arg·ue, but
doesn't say (D).
we usually get on
3 He puts 1 Alsana wants her son to stay in England.
4 We've argued but we've 2 Samad wains his son to have a
never reallyfallen Bangladeshi education.
5 We live in different cities 3 The son doesn't want to go to Bangladesh.
but we keep 4 Alsana doesn't speak to her husband for
6 I hope I don't lose eight years.
5 Alsana's punishment has no effect on
a in touch by email. Samad.
b out with each other.
c quite well. 4 Work in pairs. Choose one of the tasks
d touch with him. below.
e m common.
A Read the questions and answers between
up with my bad temper.
Samad and Alsana in the extract. Then
3 Use the phrases in exercise 2 to make invent three other questions that Samad
sentences about a person in your family or a asks Alsana and write her answers.
person you know well.
B What do you imagine Samad and Alsana
I have a lot in common with my mother. are like? Write a description. Include
I can't put up with my flatmate's mess. physical characteristics and personality.
4 Work in pairs and compare your
C Was Samad wrong to send his son to
sentences.
Bangladesh? WasAlsana right to punish her
husband? Think of reasons for and against
each decision.

Unit 2 Lives
 Alsana bad decided to stop speal<ing directly to the Iqbal house, there weuld never
her husband. Througl:I the next eight 11ears she again be a strraight answer.
would determine never to say yes to him, 'Alsana, have you seen my
never ta say ne to him. That was her promise, slippers?'
that was her curse upon Samad, ancl it was 'Possibly, Samad Miah.'
exquisite revenge.
'What time is it?'
r:l:JP 'It could me three, Samad Miah,
It got to the point where if semebody said but Allah l<nows it coetd also be
'yes' er 'no' to Samacl in the street or irn the four.'
restaurant, he hardly knew how ta respond,
'Alsana, Where have you put the
he had come to forget what those
remote central?'
two elegant little signifiers meant
'It is as likely to be in the drawer,
He never heard them frern
Grammar Alsana's lips. Whatever
Samad Miah, as it is behind tlile
sofa.'
1 Look at the sentences about White Teeth. the question in
In each sentence underline the event in bold And se it went.
which happened first.
Glossary
1 Samad put his son on a plane to India ] How are the underlined verbs curse (noun) - an unpleasant
and then told his wife. pronounced? 'situation or influence that continues
2 Alsana didn't answer her husband. She 1 She had stopped speaking to her husband.
for a long time
had decided to punish him. 2 He hadn't seen his son for eight years. slipper (n0un) - a soft comfortable
3 When the son came back home, he had shoe you wear in the house
3 She can talk to her son on the phone.
changed and Samad was disappointed straight answer (noun)·- a direct
4 She's very angry with him. They can't be answer
with him. in the same room together.
2 Complete the rules. 2 ~ 1. 18 Listen and check your answers.
Then complete the rules with the words in
Alsanahad decided to stop speaking directly
the box.
to her husband.
affirmative sentences negative sentences
• we form the past perfect with has/had
and a past participle questions short answers
• we use the past perfect to talk about
o We usually use the weak form of an
an event in the past that happened
auxiliary verb (or be) in _
before/ after another event or a specific
o We usually use the strong form of an
time in the past
auxiliary verb (or be) in _
____ and _
3 Read these sentences about other family
situations. Write what you think happened 3 § 1.19 Listen and repeat the quotes
before. Think of reasons. Use the past about family life. Pay attention to the weak
perfect. forms.
1 The husband moved out of the family 1 You can choose your friends but you can't
house. choose your family
1 The daughter stopped keeping in touch 2 Blood is thicker than water.
with her mother. 3 A son is a son until he takes a wife, a
3 The two brothers fell out. daughter is a daughter all her life.
4 The grandmother refused to babysit for 4 Absence makes the heart grow fonder.
the grandchildren. 5 Out of sight, out of mind.
5 The son's girlfriend didn't answer his 6 Like father, like son.
calls anymore. 4 Work in pairs. Do you agree with the
@ Grammar focus - explanation & more quotes? Are there similar quotes i11 your
country? Can you explain them in English?
practice of past simple & post perfect on page
134

Lives Unit 2
Port 3

Speaking & listening

A fairy rale Speaking 011nd Listeninig Grammar
1 Look at the picture on the left from the
Grornmor The children were .quite tired.
fairy tale Hansel and Gretel. Do you know
Modifiers The uoodaater was terribly. sad.
this story?
They liued very happily, togethe1:
Vocabulary &
2 Work in pairs. Describe the picture.
Pronunciation • use werds like quite, ve1.y and terribly to
e Who can you see?
Extreme adjectives, make adjectives and adverbs stronger
wor.d stress
e Where are they?
or weaker
o What is happening?
• the modifiers a bit and really are mostly
Reading & Speaking
used in spoken language
Grimms' fairy tales

0 There's a forest I cottage I witch. 1 Put the modifiers in the box into the
o The picture shows ... correct column.
e In the foreground I background ...
"' It/He/She looks ... a bit extremely fairly quite rather
really terribly very
3 Read the questions. Do you know the
correct answers?
1 Why were the children alone in the to make words to make words
forest? stronger ( +) weaker(-)
a Their parents took them into the a bit
forest and left them there.
b They went for a walk and got lost.
z What happened at the witch's cottage?
The witch killed Hansel but Gretel 2 Complete the fairy tale. Use modifiers to
escaped. make the words stronger(+) or weaker I-).
b Gretel killed the witch, Then work ill pairs and read your stories to
each other.
4J, ~ 1.20 Listen to the story of Hansel and
Gretel and check your answers to exercise 3.
Little Red Riding Mood
.5 Listen again. Think of at least one
adjective to describe each of the characters
in the box. Then work in pairs and compare
your answers.

Gretel Hansel the stepmother

the witch the woodcutter

@ Grammar focus - explanation & more

practice of modifiers on page 134
Vocab1LJJ~ary
a1111d Pronunciction
~ Look at the sentences from the
Listening. Complete the meanings of
the words in bold.
The forest was enormous (very
__ ) and they couldn't find the way
home.
2 Their father was delighted (very __ )
to see them.
3 He had been miserable (very __ )
since he had left the children in the
forest.
2 Match adjectives 1-6 to definitions a-f.
r ancient a very angry
2 filthy b very bad
3 astonished c very old
4 exhausted d very surprised
5 furious e very dirty
6 terrible f very tired
3 ~ 1.21 Listen and repeat the
sentences. Which words are stressed?
r His house wasn't just big, it was
enormous.
2 I wasn't just pleased, I was delighted.
3 She wasn't just sad, she was miserable.
4 Work in pairs. Make similar sentences
using the words in exercise 2. Practise saying I

them, paying attention to your intonation. ~e©Jdnirog end Spe©Jki01191

5 Complete the sentences so they are true
for you.
1 I get furious when ...
2 I'm always astonished when I ...
3 I get exhausted when ...
4 I'm always delighted when ...
s I sometimes feel miserable when ...
6 Work in pairs. Read three of your
sentences from exercise 4 to each other. Tell
your partner if you feel the same.
A: I get furious when people eat on the bus or
train. It's bad manners!
B: Me too. I hate that. I Really? That doesn't
bother me.
] What problems do children have
to deal with today? Do you think
fairy tales can help children to deal
with real-life situations?
2 I§ 1.22 Read and listen to the
text. Choose the best subtitle.
a Escape from reality
b Learning for life
c For adults only
l Work in pairs and discuss the
questions.
" Are fairy tales frightening?
e Are children too protected today?
o Do fairy tales still have an

important place in your culture?

Legends Unit 2
 Legends
Port 4

Vocabulary

Prepositlons

] Look at the picture and complete the ] Look at the names of three legendary
Reoding
description with the prepositions in the box. places in the box. What do you know about
Legendary places
these places?
above against beside around
Grom mar
beneath beyond within Atlantis El Dorado Shangri-La
used to & would
There is a tall, dark tower. In front of the
Writing 2 Work in three groups.
tower is a horse. the horse there
A mini saga
is a man.There is a princess the Group A: read about Shangri-La on page 25.
tower. the tower there is a secret Group B: read about Atlantis on page 126.
tunnel, the tower wall there is a Group C: read about El Dorado on page 12 8.
ladder. the tower there is a circle Answer the questions for your·text.
of trees. the trees there are some 1 Where is the place?
mountains. the tower there is a 2 Where does the legend come from?

dragon. 3 What does me legend mean today?

Language note: the prepositions beneath
and within are more common in literary or
formal texts
2 ~ 1.23 Listen and check your answers.
3 Choose the correct word to complete the
sentences.
1 The secret garden was deep within I above
the forest.
2 We couldn't see the tower, it was behind I
in jront of the mountains.
3 At the top of the hill, far above I within
the village, there was a single house. '
4 The travellers saw a group of trees and
beyond I beneath them, some red hills.
s The legendary city of Atlantis was
beneath I around the sea.
3 Work in groups of three, with one student
from group A, B and C. Tell yom group
about your place.
4 Work with your group and answer the
questions.
Which place ...
suffered a natural disaster?
2 was written about first in a book?
3 represents a place where you can get
rich?
4 is a place of great natural beauty?
s was based on the story of a ~cing?
6 was rnled by dishonest people?
When you want to talk about meaning, you
can use the following verbs.
mean: It means 'Golden One' in Spanish.
represent: This colour represents good
things, happiness.
symbolise: The marks on the wall symbolise
protection.
Do these things mean anything special in
your culture? Use the verbs above to talk
about their meaning.
1 the colour green
2 the number i 3
3 a red rose
4 a snake
 -Legendary places
- e •
The mountain paradise Shangri-La is an imaginary valley
deep within the Himalayas. It was described in the 1933 novel Lost
Grammar Horizon by Br;itish author James Hilton. The main character of Lost
Hor-izoA is a Eurol!)ear.i called Mugh Ceraway. Colilway used to be a
Conway used to be a British diplomat.
The Ancient Greeks used to talk abous Atlantis. Br.itisn <:fill)lornat li>ut aisap>pear.ed after a lili!Y.Sterioll.lsplal'ile eraslit
The king would cover his body in gold.

• use used to to talk about habitual states

or actions in the past
• use would to talk about habitual actions
in the past. We don't use would to talk
about states
• the negative of used to is didn't use to
• the question form of used to is Did ...
use to? We don't usually use would in S~liT:l~eli·ses a @erisoR"s lite~l©lil~ €11Yest
questions about the past Glossary
paradise (noun)- a perfect place for illaJl)pililess amdl teve.
quest (noun) - a long difficult searcli
1 Complete the sentences with used to or
would. Sometimes more than one answer is
possible.
1 One of the most famous legendary places
in Britain is Camelot. According to the
legend, King Arthur __ live there.
2 He meet his lmights at the Round
'fable.
3 They sit around the table and
share stories.
4 Historians believe that the Round
'fable really existed, but they now say it is
probably just a legend. ] Read the
2 Choose three topics and write down the definition of a mini saga.
I

information.
2 You are going to write a mini saga
o a place you used to live in I work at about a legendary place. You can write about
<> a place you would visit with family when a place you know, or you can invent one.
you were younger Make notes for your story. Use the ideas in
o an activity you would do when you were the table to help you.
younger
o an activity you didn't use to do, but you Places People Phrases
do now
a tower a very poor woman Once upon a time .
" a person you used to be afraid of
a mysterious city and her father There used to be .
o something you used to believe was true,
a cemetery a cruel lung People used to say .
but you don't now
a castle a lonely millionaire Nobody lmew where ...
3 Work in pairs. Tell each other about the an old house two twin brothers It was a mystery I a
things you wrote in exercise 2. Ask your a lonely actor legend ...
partner questions.
3 Wr:iti: your mini saga. Then work in
groups. Read out your sagas and decide
which is the best.
Wairm up
] Work in pairs. Look at the pictures and compare and
contrast them.
o Who are the people in the photos? Describe them.
o Where are they? What do you think they are
listening to?
o How would you describe their mood?
2 Write down what you think one of the people in each,
I difficult to live in the way that Confucius expected;
picture is thinking. Then work in pairs and compare what
you wrote.
lustell1long
] ~ 1.24 Listen. What is the situation? Who is speaking?
2 What is the speaker talking about? Choose one of the
topics in the box.
lcmiguage focus
~ Match the general statements 1-3 from the listening to
the examples a-c. Then listen again and check.
1 Generally speaking he believed that people have
obligations rather than rights,
2 On the whole, Confucius's students were young men
from good families,
3 Most of the time, however, these students found it
a such as the sons of bankers or officials.
b for.instance, Confucius thought people should always
think of the interests of other people.
c for example to one's family and one's elders.
'.2 Underline the phrases used to make general statements
and the phrases used to give examples in the sentences in
exercise 1.

company news economics maths philosophy

sales techniques time management
3 Listen again. Are the sentences true (1) or false (F)?
1 Confucius thought duties were ve1y important.
2 Most of Confucius's followers were educated men.
3 His followers had no problems living the way Confucius
expected.
4 He expected his followers to be unselfish.
5 His favourite student was the son of a rich man.
Specking
Work in pairs. Choose one of the tasks below. Use the new
expressions you have learnt.
A Tell your partner about ...
o something you generally like and give examples.
e something you don't generally enjoy and give examples.
B Tell your partner about a member of your family or-a·· ·
friend. Make three general statements and give specific
examples.

Unit 2 Function globally

Warm up
Work in pairs and discuss these questions.
" How much influence do parents and older family
members have in your culture?
e Are famous people important role models in your
country? Do you think they influence people's lives?
listening
1 ~ 1.25-1.28 Listen to four people talk about people
who have had an important influence on their lives. Who
influenced them?
1 Martin, Czech Republic
2 Eva, Switzerland
3 Abdul, Sauclia Arabia
4 Erica, Italy
2 Listen again. How did these people influence the
speakers? Read the sentences and correct the two that are
false.
1 Martin: They encouraged him and helped him in his
career.
2 Eva: She talked to her about art.
3 Abdul: He encouraged him to learn more about the
theoretical side of computer science.
4 Erica: She taught her how to study at university.
language focus: stuff
1 Look at the word stuff in these sentences from the
listening. Then work in pairs and answer the questions.
o My parents really influenced me a lot in my career, in
my goals for all this stuff
o They helped me if I had some problems or stuff
o. We spent a lot of time together, just going out and see
exhibitions and just stzqflike that.
1 What does stzqf mean?
2 Is it a formal or informal word?
3 Do you think it's a countable or uncountable noun?
2 Rewrite these sentences using the word stziff
1 Put all your bags and coats in the back of the car.
2 Most people have too many belongings.
3 Our supermarket sells all sorts of products.
4 I gave all my baby equipment to my sister.
s Who put all these things on my desk?
6 There are a lot of good articles and tips on her website.
Speaking
1 Think about someone who has had an important
influence on your life. Think about these questions and
make some notes.
o What are they like?
e How did you meet them?
o How have they influenced you?
2 Workin pairs. Tell your partner about the person, Use
your notes and the useful phrases to help you.
e He/She has a very ... personality .
e He/She has always encouraged me to ...
co He/She was a big influence on my life because ...
o He/She taught me lots of stuff about ...
0 He/She helped me with ...
o We used to ... and stuff like that.
Global voices Unit 2
 ~ ReadJiwon's version of a traditional Korean folk tale. A clause is a sentence which has a subject and a verb.
Choose the best title.
Their father died. No/bu inherited his house and land.
a The injured bird
b A tale of two brothers Use aaul, but, so and when to join clauses together to make
c The magic gourd a complex sentence. With but, so and when, we often use
commas to separate the clauses.
When their father died, No/bu inherited his house and land,
but Hungbu received nothing.

After and, it is not necessary to repeat the subject if it is the

same in each clause.
He took the bird home and looked after it carefully.

1 Underline other places in the story where Jiwon has

used and, but, so and when to join clauses.

2 Join the clauses with the words in brackets to make

complex sentences.
Hungbu sold the treasure. He bought an enormous
house. (and)
2 Hungbu opened the door. The bird flew away. (when)
Hungu found the bird. He felt sorry for it. He took it
home. (when, so)
4 Hungbu worked hard. He gave money to his family. His
brother was lazy. He never gave money to anyone. (and,
but, and)

Preparing to wrote
Think of a traditional folk tale from your country or story
you b~ew when you were a child. Make notes about the
story. Then work in pairs and tell your partner the story.
2 Read the story again. Are these sentences true for
Hungbu (H), Nolbu (N), or both?
He became rich. o Long ago ...
2 He did not work hard. 0 Once upon a time ...
3 He found an injured bird. 0 They lived happily ever after.
4 He broke a bird's leg.
s He received a seed from a bird.
6 He found treasure inside a gourd.
7 All his money was stolen. Write your story. Use your notes and the useful phrases to
8 He felt sorry because he had behaved badly. help you. Use complex sentences and time expressions.
9 He was kind to his brother.

3 Do you think the story teaches a lesson? If so, what is it?

Unit 2 Writing
Grammar
~ Delete the verb forms which are not possible. 1 Work in pairs and discuss these questions.
Sometimes more than one verb form is correct. 0
Do you enjoy reading? What have you read recently
As a child, I (1) used to love I would love I loved fairy tales, and in yoUF own language? ·
my mother (2) often told I would often tell I often used to tell 0 Which of these have you read in English?
me the story ofJack and the Beanstalk.jack and his mother Give details.
(3) tuere I would be I used to be ve1y poor. I newspapers magazines
One day,Jack (4) used to exchange I exchanged /was websites novels or graded readers
exchanging the family cow for a magic bean. That night, letters instruction manuals
he (5) planted I had planted I was planting the bean and the emails internet chat sites
next morning he was astonished to see that it (6) grew I had brochures biogs
grnwn I used to grow into an enormous beanstalk as high as text messages menus
the sky. Immediately,] ack (7) was climbing I climbed I had
climbed up the beanstalk, and soon he (8) came I was coming There are different ways of reading a text:
I had come to a giant's house. While the giant (9) would sleep * Intensive reading: reading a text carefully in
I was sleeping I had slept,] ack (10) stole I was stealing I had order to understand everything in detail
stolen the giant's treasure. But suddenly the giant (11) woke * Skimming: reading a text quite quickly to
up I was waldng up I had woken up. He (12) used to be I had understand the main ideas
been I was furious that his treasure (13) disappeared I had ~<r Scanning: looking through a text in order to find
disappeared !would disappear. But while the giant (14) followed a particular piece of information
I was following I had followed Jack down the beanstalk.] ack
(15) had cut I cut I would cut it down.
2 Match the types of text with a way of reading. What
The giant (16) died I had died I wns dying and] ack and his
would the way of reading depend on? Then work ra pairs
mother (17) lived I were living I had lived happily for the rest
and compare your ideas.
of their lives.
0 a poe1n 0 a newspaper article
2 Complete the modifiers. e a recipe 0 a grammar page
Strong: e ly, r__ly,t~--~ly,v y 0
a bill 0
a holiday 1ir0<d1UFe
Weak: qu e, f ly, r -, a b _ 0 a blog " a Ioce letter
1 Read it intensively, perhaps more than once.
Vocabu~ary 2 Skim it then read it intensively,
\i\Thich word or phrase .is differentin each group? Why? ;i Skim it then. move on.
colleague acquaintance fiancee great-grandfather 4 Scan it then read part 0f it intensively.
z ancient furious dirty astonished s Scan it then move on.
3 inspmng disappointing shocking embarrassing 6 Read it aloud.

4 while within against beyond 3 Work in pairs and discuss these questions about the
5 disappointed confused exhausted shocking ways of reading in exercise 2.
6 mean protect symbolise represent
e For which way(s) of.reading d0 you need to
7 fall out have a lot in common get on keep in touch
understand every wordr
s grandfather fiancee stepbrother ex-wife 0
In which way(s) of reading do you look for keywords
(rhe most important words, often repeated)?
Speaking end Writing 0 How do you use a dicci0n:aiy for each way of reading?
1 Write four sentences about when you were a child, using " Jin which ways did you read the texts .in this unit?
used to or would. Write one false sentence.
4 How can y0u improve your reading skills in t:he
2 Work in small groups and read your sentences. Your future? Try to think of two ideas. Then work in patrsand
group ask questions about the sentences and guess which compare.
sentence is false. I'm g0ing to ...

Global review 8, Study skills Unit 2 ••

Port 1'

Speakirrg

Talking oboul· o Speaking Listening

photo from different
points of view
1 Work in pairs. Look at the picture and 1 You're going to listen to Tony Nester,
discuss the questions. a desert survival expert, talk about his next
Listeni~g o Where do you think this place is? trip to the desert. What do you think he is
A desert survival Describe the picture in as much detail going to take with him? Make a list.
expert as possible.
" Have you ever visited a desert? Would
Grammar you like to? Why I Why not?
!Future forms: plans & • What are some of the advantages and
intentions disadvantages of living in a desert?
vocobulory 2 Work in groups of three. You are going
Materials to talk about the picture from different 2 ~ 1.29 Listen to the interview. Did
points of view. Tony mention any of the things on your list?
Speaking
A: You come from a desert country but 3 Listen again and complete the missing
Planning a trip
you hate hot, dry weather. It makes you information.
uncomfortable and cross. Describe your
reaction to this place. Give details.
Ancient Pathways, LLC
B: You live in a cold, rainy country. Your
dream is to live near the desert. Describe
your reaction to this place. Give details.

C: You have been stranded in this desert for

four days. There is very little food and water
left. Describe your feelings about this place.
Give details.

4 Work in pairs. Choose one of the

questions and discuss your answers.
" What three adjectives would you use to
describe Tony or his work? Why?
" Would you like to go on a course like
this? ~1y I VVb.y not?
" Do you think there are survival skills-that
people need in a city? What are they?
Grammar Vocabu!ary
1 Look at the sentences below. Then 1 § 1.30 Tony always takes a wool sweater
complete the rules with be going to + with him to the desert. Look at the materials
infinitive, present continuous or will. on the right and listen and repeat the words.

I'm taking a group on one of our most

popular courses.
We''Te going to be in the desert for three days.
Ji think we'll leave at 7ani.
• we use and the
talk about future plans and intentions
• we usually use the for
arrangements with a: date and time, for
example plans with friends or travel
arrangemen ts
• we use to talk about future
plans which are made spontaneously,at
the time of speaking
2 Complete the sentences with the correct
future form of the verb in brackets. Use the
present continuous when possible.
1 We (leave) tomorrow morning
at 7am.
z We (not go) by car.
3 We (walk) two kilometres into
the desert, it isn't far.
4 I'm not sure what to take - but I think I
____ (take) my phone.
5 We (learn) exactly what to do if
you get lost.
6 We (learn) how to find and
prepare food in the desert.
3 Choose three sentence beginnings and
complete them. Then work in pairs and
compare your sentences.
e After class I'm ...
" I'm not going to ... next year.
" I think I'm going to ... next summer.
o I'm not ... this weekend.
.. I'm definitely going to ... soon.
o I'll probably ... after the course.
2 How many of these materials do you have
with you or are you wearing today? vVorkin
pairs and tell your partner.
I have a leather handbag. I am wearing a cotton
shirt.
to 3 What material or materials could these
be made of? Choose one likely and one
Unlikely material for each thing.
e a scarf e a house
o a jacket " ahammer
o a pair of shoes " a toy
o a T-shirt
4 Work in pairs and compare youT answers.
Likely: a cotton T shirt; Unlikely: A wool T-shirt
Language note: whem we use wool or
wood te descnbe an object we can also say
woollen or woode«
Speaking
1 Work'in pairs. Follow the instructions.
Yoti are going on a ,tliip aeross the desert
for three days. You can take a map, a
bottle ef water, a knife and tin.Fee of
the obieets below, Decide which three
things you are going' to take. G.1ve
reasons for y0ur &hoices.
o a hat <> a mobile phone
e sunglasses ., a compass
., matches
o a Jlllrror
2 Work with another pair. Explain which
things you are going to take with you and why.

@ Grammar focus - explanation & more

practice of future forms on page 136

Hot Unit 3
 H
Purt 2

Listening & Vocobulory

Energy ~ostell1lnU'llg and Vocal!:n.11~01ll"y Readill'l g

~ What electrical appliances or things that ] Work in pairs. Look at the pictures
Reading
need energy have you used today? on page 3 3. Discuss how they could be
Endless energy? connected to creating energy.
2 § 1.31 Listen to the words in the box.
Grammar Notice how the underlined sounds are 2 ., 1.33 Read and listen to Endless ene1gy?
will & be going to for pronounced. Then listen again and repeat. Were your ideas correct?
predictions
cQal ggothermal energy h~dropower 3 Read the text again. Note down the main
Writing
natural g_gs nuclear gnergy oil arguments for and against each process.
An online comment:
solar energy wind power "Which of the processes ...
giving opinions
e is the most interesting?
e works best on a small scale?
3 ~ 1.32 Work in pairs. Add the energy
o works best on a large scale?
sources from exercise 2 to the diagram.
Then listen to a lecture about energy 4 Add words and phrases from the text to
sources and check your answers. your energy diagram. Find ...
o words for other energy sources:
biomass, ...
e verbs that can go with energy: produce, ...

We're g0ing to face a big problem.

How can we solve the problem?
What caused the problem?
We've found a solution to our problem.
We need to tackle the problem.
Work in pairs. Choose one, of the tasks.
A What problems do people tace in their
everyday lives (work/study, family,
relationships, time, money etc)? How can
you help to solve them?
B What problems does your country need to
4 ifuisten again and answer the questions. tackle? What are possible solutions?
t ~ch energy sources can cause global
w.am:ning?
1! Which energy source is clean but can be
da.JiJ.gerous?
3' Which energy sources are clean but do
!El©l! supply large amounts of energy at the •
i.nmment?
S W©11k in pairs. Which sources of energy
aas asdd. in your country? Which doesn't
y@liU: <>0untry use? Why not?

• m0st Ii s~omecars rium om .

• t\10wses am JD,©wer.e€l hly .
Grammar
1 Look again at Endless energy?
and find ...
o two predictions about the future
with will.
.. two predictions about the future
with be going to.
2 Complete the rules.

• we use will and be going to for future

predictions
• we usually use when a
prediction is based on strong evidence,
for example when we can see that
something will happen
• we use , perhaps and to
shew how likely- the prediction is

3 Work in pairs. Look at the charts and

discuss the questions.
o What will be the most important energy
sources in the future?
" Will we use less oil?
e Will we still use nuclear power?
Hydro 2.9%
.. Wtll we use more renewable energy? Other
How much? 14.0%

4 What is going to happen in each of these 2006

situations? Use going to and the verbs in
brackets.
You're on a playing field. A football is
coming towards your friend. (hit)
2 You friend is stroking a neighbour's dog.
The dog growls and shows its teeth. (bite)
You're walking across a pedestrian
crossing with a friend. A car is driving
very fast towards you. (not stop)
4 You're on a busy underground train.
A young girl is reaching out for your
friend's bag. (take)
5 You're walking along the street. Your
friend hasn't seen a lamp post. (wallc into)
@ Grammar focus - explanation & more
practice of will & going lo on page 136
Coal/peat
23.4%
31.1%
2030
Writing
abundant {adjective) - existing or
1 Do you ever comment on articles or
available in large guantlties
biogs you read online?
break down (j:Jhrasa/ vert5) - to
separate samething Into parts
2 Write a comment about the opinions in
drawback (noun) - a disadvantage
Endless energy? or other energy sources that
inventor (noun) - someone who
you know about.
creates something that ais not exist
before
3 Work in pairs and read each other's
source (noun) - a place or thing that
comments. Do you agree?
provides .sornethlnq that you need
or want
waste '(noun) - rubbish; what Is left
gf something after the_~~I~ parts
0 Reading this article (I realised that) ... have· been used
o I personally believe ... will I is going to ...
e I don't agree with the part about I The problem is that ...

Hot Unit 3
Part 3

Speaking

Talking about the Specking 3 Read Coming in [ron« the cold again and
cold complete the text with sentences 1-6.
1 Choose four questions and note your
I knew there was coffee in the building
answers.
Reading just a few feet away.
1 What temperature is cold for you?
Coming in from the 2 Most of us have never seen a polar bear.
cold z Do you feel the cold easily? 3 No one wants anyone to freeze to death.
3 Does it get very cold where you live?
4 Sometimes my dogs even wear boots.
Grormncr How cold? s They make them out of huge blocks
so & suc/1 4 What do you do to protect yourself
of ice.
against the cold? 6 I wanted to get right back on that plane!
Vocabulmy s Where is the coldest place you have ever
cold (metaphor) been? 4 Work in pairs. Would you like to visit
Alaska? Can you imagine living there?
2 Work in pairs. A: tell your partner the
number of a question you chose. B: ask your
partner the question. Then swap roles.
Grammar

Imagine it's so cold that it's hard to breathe.

Reading Alaska is such a cold place that anythivg
1 Work in pairs. Tell your partner what above zero Fahrenheit (-17°C) feels warm.
you know about Alaska. Then read the
information below. Which statements are • so essucb has a similar meaning to very
facts and which are opinions? Which of the • use so before an adjective
facts did you already know? • use such before a noun phrase
• after the adjective or noun phrase we
2 Read Coming in front the cold. Which use a that clause to talk about a result
topics in the box do the Alaskans mention?
] Here are some other things the Alaskan
friendly people sports tourists
bloggers said about the cold. Combine the
typical jobs the weather
sentences with so or such.
1 Alaska is a cold place. People use electric
heaters to keep their cars warm at night.
z The temperature is low in winter. Rubber
tyres freeze.
3 It's a cold day. The hairs in your nose
freeze when you breathe.
4 It's cold in Alaska. Even dogs wear snow
boots.
2 Choose three of the adjectives in the box
and think of a time when you felt that way.

angry bored cold hungry tired

3 Complete the sentence for each adjective

you chose. Then work in pairs and compare
your sentences.
I was so ... that ...

@Grammar focus - explanation & more

practice of so & such on page 136
 II •

1ng

Ian Herriott

Stefan Milkowski has a blog about climate

change and energy issues called Northern Flux.

line ccfilC:lest I l:'iave experienced is -55°F (-48°C).

I was Ji>hatag~(!)hing a lang-distance dog sled
naee, I was insiae the sehoal hau5e trying to laok
-at that day1s i:ihetos an my eernputer; but was
ve!1y tired. • So I put on my
lleavy parka anc;j ran outside. I wasn't wearing
gloves and grabbed onto tile metal deorknob.
My fta111cl stuck to it~ well, froze te it actually, and
I last the first layer of skin.

Im my humble exl!)erience, Alaskans are

weleeming for the most part. Especially if you
are here in the winter. It's lil<e we're all in this
to!!:)ether during tfle cold and dark mamhs.
Voe a bu lo ry Jillian Rogers has a blog on dog racing in
Alaska called A Girl and her Dogs.
1 Complete the
expressions with the words in
the box. Use a dictionary to help yon. Glossar:y
breathe ·(verb) - to take air into your
blood ice icy in the cold body through your nose or mouth and
let it out again'
reception shoulder
igloo (noun) - a building made from
4 My boss isn't a very friendly snow or ice
1 He's not talking to me. Is he givingme
the cold __ ? person. In fact, he's as cold as ---· naive (adjective), - a naive person
s The others in the group didn't like her, Jacks experience of life and melieves
2 He was murdered in cold ---· things too easily
3 Her voice was cold, and she had an and they left her out --·
parka (noun) - a big heavy winter coat
6 When I arrived late to dinner, my family
___ stare. plug into (phrasal verb) =to-connect a
weren't very happy and I got a bit of a
piece of equipment into an electricity
cold __ . supply

2 Workin pairs. Are there any similar sled (noun) - a vehicle that you sit on
to travel over snow
expi:essi0ns ~bouli cold in NQUF famguag;~?-
 Cold
Part 4

Reading & Pronunciation

Reading and Pronunciation 3 Complete the sentences with the
Weather ups and downs,
prepositions in the box.
intonation 1 Work in pairs and discuss the questions.
• Do you have four different seasons in by in of to
Listening
your country? What is the weather
In a department store
usually like at different times of the year? 1 Sales will grow 10 % .
Vocabulary
11 What products do you think sell well z There will be an increase 5% .
when the weather is hot and when it's 3 Sales will rise from 2 million __ 3
Words to describe
statistics cold? Make two lists. million.
4 There will be a decrease sales.
2 ~ 1.34 Read and listen to Weather ups
Grom mar
and downs. Compare your lists from exercise 4 Look at the graph. Complete the sales
Real conditionals presentation below with words from
1 with the products mentioned in the text.
What things didn'tyou think of? Add them exercises 1- 3.
Writing
to your lists.
A list poem 500,000

3 ~ 1.35 Listen to these sentences

400,000.
including lists from the texts. Mark where
the voice goes up (") and down (~). "'
.!!!
300,000
1 In a good sales year in the US, there
"'
U)

u
=>
"O
is a warm sunny spring, a hot and dry e 200:000
summer, a cool autumn and a cold winter. "'"
z People wait to buy warm winter clothing 100,000

like wool jumpers, warm coats, gloves

and hats.
3 Other typical items sold in winter are
hot-water bottles, medicines against
colds and flu, car batteries and heating
appliances.
4 Work in pairs. A: read out the list for
product sales in hot weather. B: read out the
list for cold weather. Pay attention to your
intonation. Are these things you usually buy?
Vocabulary
1 Find three verbs in the text which mean
go up and three verbs which mean go down.
winter summer autumn
'T!Ms 'W:iauter we1ru-e .g@ililg t© !Fhl!ID. a speeiail
a:clV:e:ntis]&gJil.li©llID'.©uJ©EJ. ]If tilliat goes welll
we 1r0]!e sa!les wi:l!I {1) __ fl© allD.©lillt
~2) ---· NeXtt yea.tr, 11£ ~e)J"e~S' a waitm
s.wniim.g, safos sh:©l!lild {3~ __ ·_ t0
~~1 -- iroeElll$. ']'Jil".e~ We tfil.©£l€ ~Gt i@
S1!iiffilililller liID,eJ;e WiillL be an (5) -- ©J
~6» ---· TE. all!l!lll!l!Iif.lllil, we 1')11em€t -rlfilat
sales, w.iitlf €71 __ ~y~~~ __ % -
1llhai: mems sales wilil ~99 __ t0 aiTu0:mt
(llJli©v --- ~trems.'

2 § 1.36 ·write the nouns for the verbs in

exercise 1 and answer the questions. Use a
dictionary to help you. Then listen and check.
1 Which noun and verb don't have the
same form?
z Which nouns and verbs have the same
form but a different word stress? Listen
and check.
Listening
1 c:§J 1.37-1.39 Listen to three
conversations in a department store and
look at the pictures. Which products do the
customers buy?
2 Listen again. Write the words or phrases
that helped you with the answers.
Grammar
1 Look at the sentences from the listening
and reading and complete the rules.

If the autumn is warmer tha'n usual, people

wait to buy warm winter elothing.
If the weather doesn't fit the ZlS'ltal pattern,
there will be piwblems with the 'SUpply of
particula» produets.
!fl change 711:Y, mind, can I get my rmoney
back?

• use the zero conditional to talk about

things that always happen: use the
present simple in the if clause and use
____ in the main clause
• use the first cerrditional to talk about a
possible fu:mre situation: use. _
in the if clause and use , can,
should or might plus the verb in the
main clause

2 Look at these sentences. Which are false?

1 a If you heat ice, it melts.
b If ice melts, it becomes water.
c If you heat water to l00°C, it becomes
ice.
2 a When it gets cold, people drink more
hot drinks.
b If you drink hot drinks, you feel cold.
c If you drink hot drinks, you feel warm.
3 Workin pairs. Write three facts: two
true and one false. Then read yom facts to
5 Do you know the
proverbs? Are they true? Do
another pair. They say which is false.
you know any other proverbs
4 Complete the proverbs with the correct which predict the weather?
form of the verbs in brackets. Use the first
conditional.
@ Grammar focus -
explanation & more practice
1 If it (be) a year of snow, fruit of real conditionals on page
___ (grow). 136
2 If the sun (set) in grey, the next
____ (be) a rainy day. Writing
3 In February if you (hear) 1 Choose hot or cold. Make
thunder, you (see) a summer a list of all the things you
wonder. associate with this word.
4 If crows (.fly) low, the wind
___ (blow), if crows (fly) 2 Turn to page 130 and
high, the wind (die). follow the instructions.

Cold Unit 3
Wo11rm 1UJ I? lall'ilguage focus
] Work in pairs. Look at the pictures and compare and ] Match requests 1-5 to offers a-e.
contrast them. Who do you think buys clothes in these 1 I'd Wee to try this on, please. a Let me have a look.
places? What do you think the service is like? 2 Could you tell me how much b I'll let you have them
these jeans are? for £25.
'.2 Put these things .in order of importance for you. Then
3 Would you mind helping me c I'll ask the manager.
work in pairs and compare your lists, giving reasons for
find a size 8? d I'll get them.
your choice.
4 Could I try these shoes in e Shall I show you
service black please? wher.e the changing
price s I wonder ifI could have a room is?'
brand of clothes refund?
fit of clothes
quality of clothes 2 Which phrases can you use in polite requests?
Underline them in sentences 1-5. Which verb do we often
use in offers?
Ustell'ilnll1lg
~ ~ 1.40-1.44 Listen to five conversations. Match each
one to picture a orb.
Speakong
Work in pairs. Choose one of the tasks below. Use the new
2 Listen again. Tick the things that the customers ask for. expressions you have learnt.
<> a different style
o a different colour
A Role play a conversation in a clothes shop.
., a different size
A: y©rn are a cl!lst©lililer.
e the price
B: Y©lll are a1:1 umlilelpfoJI assistamt.
o a refund

o a rnrrror
e the changing room B Role play a conversation at a market stall.

/JI.: y,0w are a lliiffi~ult eustomen

El: ¥-©IJI are a tr.ierirnlly as·sista11it.

Unit 3 Function globally

 Cari1b1bean, c,rnglish ~ ..

ID¥ Oa\li€1 C!fll'Sfal

!~~,.,· ·
~~~·
\,,.,
..·.

. ~ I
f ' ~· ..

Glossary
colonist (noun) - one of the people who establish
a colony [=a country that is controlled by another
country) or who go to live in it
crucial (adjective) - extremely important
idiom (noun) - an expression whose meaning is
different from the meaning of the ihdividual words
leak - (verb) if something leaks, liquid or gas·
comes out of it throuqh a hole or crack

Warm 11.Dp Speaking

Work in pairs. Imagine you are colleagues who are standing 1 Work in small groups. You are going to give a short
in a lift. Make small talk about the weather today. presentation called A guide to the weather in ... (your
country or countries). Answer these questions and prepare
Reado01g the presentation.
" Are there any particular weather features in your
1 Read Caribbean English. Put the main ideas of the text in
country?
the correct order.
e Do you have different ways of talking about.certain
a Caribbean English borrows words from the kinds of weather in your language (different kinds of
languages of the people who came to live rain, snow, hot weather, wind, fog, storms etc)?
there from other countries. e How could you explain these in English?
b The weather of a place affects the way language
is used there. 2 Give your presentation to another group and answer any
c Sometimes common words can have new questions.
rnearungs.
d There are many specific expressions for the
weather in the Caribbean.
o The weather in ... is usually ... in the winter I summer
2 Read the text again and complete the sentences with the months.
correct words. e We have ... seasons.
e In ... we have a special type of wind I rain I snow called .
1 a dry-ueatber house stays d1y I does not stay d1y wben it
e On some days it rains I snows in a special way. It's like .
rains
and we call it ...
2 going pasial means going for a walk I going away for some
time
3 It making hot hot hot means this makes things hot I it's ve1)1
hot today.
4 In Caribbean English tea is coffee with cocoa I any hot
drink.

Global English Unit 3

 Reading 3 Work in pairs. Role-play the interview for the job and
.invent answers to Stefanie's questions.
1 Read Stefanie's letter. What type of work is she
applying for?
Writing skills: a formal letter
Desmond Reyes
1 Read the rules about writing a formal letter. Which rules
Director, Tanzania Community schools
12 Fish Lane
has Stefanie broken?
London 1 Start by writing the purpose of the letter.
SW25AA 2 Write your own address at the top of the letter on
3"'· June 201'0 the right.
Larchenstrasse 22 3 Write the name, title and address of the recipient on the
CH - 8442 Hettlingen left, before Dear ...
Dear Mr Reyes, 4 Write the date after the addresses.

I'm writing in reply to your advertisement for volunteers to teach sports
at a community school in Tanzania. I'm interested in working at the
school and I'd like to know a little more about the work.
I'm from Switzerland and I'm currently training to be a primary school
teacher in Zurich. Before that, I was employed as a sports shop
manager for ten years. During that time, I taught the staff about sports
equipment and also worked as a tennis coach at a local tennis club.
I believe I have the right qualities for the job because I'm friendly and
empathic, I like children, and I can work well in a team. As well as
playing tennis, I am good at athletics, basketball, and swimming. I
speak fluent German, good French, and intermediate English. I'd like
to do something useful after I graduate. I also believe it'll be a good
opportunity to learn about other cultures and to gain more experience
of teaching.
I have some questions about the work. First of all, how old are the
children and what languages do they speak? Regarding the volunteers,
which sports will we teach? Also, where exactly will we live and how 1
long will we work at the school? In addition, could you please send me
information about visa requirements and travel arrangements?
I'm willing to attend an interview at any time.
Yours faithfully,
s If you write Dear M1· Turner or Dear Ms Bravo, finish
with lours sincerely. If you write Dear Sir I Madam; finish
with Yours faithfully.
6 To make a request, write Please send me information ...
7 To finish the letter, write I look for'i.vrtrd to hearing
from you.
s Do not use contractions (e.g. It's, I've, doesn't).
2 Use the rules to improve Stefanie's Jetter.
Preparing to write
Work in pairs. Look at the job advertisement and discuss
the questions.
o What skills, qualities or experience do you need for the
job?
o Why would you like to do it?
o What questions would you like to ask? '

SfeJ:rm ie Juc.kev-
Stefanie Jucker

2 Read the letter again and complete the form.

Stefanie Jucker " I am currently studying I working as a I training to be a ...

Name
0 Before that, I I After leaving school I I During that
Nationality: time I taught I I was employed as a .
Teaching experience: e I believe I have the right skills I qualities for the job
Sports played: because ...
Personal qualities: 0 I am good at ... I am interested in ...

Reason for applying:

Availability for interview:
Writing
Write a letter to apply for the job. Describe your
experience, qualities and skills and ask questions.
m-J Unit 3 Writing
Grammar Writirng a learmerr d1iary
~ Complete the sentences with the correct form of the 1 Think about your experience of strucd~g this unit of
verbs in brackets. Global. Wmk in pairs and discuss these qnestions.
1 If the weather (be) cold, I generally _ ~ What was most enj<'i;yable? Who/'?
(p1-efe1·) to stay indoors. 2 What was least eB.joyable? Wl:iy?
z If we (continue) to use non-renewable energy 3 \.Vihat didlycm learn about Eng1ish\?
sources, we (face) big problems in the next few 4 \Vb.at did y0~ find out about yourself as a learner?
years. s What else did you learn?
3 I (probably I :;top) using my cal" if the price of 6 What questions do you still have?
petrol (not I go down) soon. 7 H0w do yo11 think your English has improved]
4 It's raining outside. You (get wet) if you s What do you need to do to improve further?
____ (not I take) an umbrella.
s Tomorrow I (go) to the city centre to look for Writing a learner diary is a way of recording and
some clothes for my holiday in Alaska. I (buy) thinking about what you are learning, how you
some warm gloves and a wool hat, and I think _ learn, and how you feel about learning. It is also a
good way of practising your English. You can use
(get) a new coat, too.
a notebook, mobile device, or computer. It doesn't
2 Put the words in the correct order to make sentences. matter if your English is sometimes incorrect.
1 them I that I so I jeans I I I were I buy I expensive I the I
didn't. 2 Read tlae examples of tilii.Rgs you could. WFit;e in a
z such I went I day I fans I that I a I hot I of I it I was I learner diw. Match them to die <!J.[llesci0ns iin exercise 1.
up I sales. a I leo..rl\ed tho.:± All16k.o.. IASed to bel0"1 fo RM>i'&;.
3 a I dry I grow I is I there I such I place I few I plants I
llid '~ reo.:lly strn"1e !
the Sahara desert I that .
h 1 v;eally eV\)0Lfed d0iY,\q f.l<te Y"0le-(il1acrr i'(,\ ifhe s~0p. Jla'(,\ av.itfl
4 freeze I so I it's I winter I that I in I car tyres I cold .
Ji ivw:eY,1t€d 'PCAY,\V\L.f s,ift(a+ioVI? CIY,\d lal!.lqhedl a le$.
c I think I learn best when I ~o mle-pllil!iJ5 CJK' @'liker ),peakin~
Vocabulary mrtivities bemuse they help me to uge En§lis~ in Jfeal lif.e.
] Cross out the word in each group that cannot be used' d D11<ve t0ld IAS tho..t it's bet{eirr to IA>e , I'll' "0il: , I
with the word in bold. will' fop >peo..K.i"1·
cold weather reception shoulder mood e I'~ nGt lOmp\ete<\i Sure about t\1e differemce betweera going TO or
energy solar environmental nuclear renewable the pm;el"lt continuous to talK ali>0ut plans.
a problem face tackle supply solve f 1 Pelt embaw..ass@d w~en Dave asked me fo '!'€ad rlli!.f
toy plastic rubber 1cy metal p0em f.0 f"1€ class. 1 didn't f,hi'(,\k if was v:ev i;i q00.d.
jacket wooden leather cotton wool g I -lihil\k. 'MY, >pMki"~ i> i"Mprovi'"1 "' bit. I'.,.,. 1\0.t
So w0~ried o..bolA7t "MGl.k.i "1 "Mi>to.:k.e>. Mo..ybe tko..<t,'!i
2 Complete each sentence with a preposition.
beEo..lA>e I Kl\ow 'MY do..ss.....o.te> l\ow.
1 The price of petrol will rise 20%.
h I need to r.e.ad about going to amd the pnesel"lt tar.i'tillllllG'us illl' m~
2 Last year there was an increase sales of comfort
grammar boo\:..
food
3 There will be an increase 10%. a Plan. to Stant a learner diary. Answer the questions and
then. work in paics and discuss y0:ur plans.
Speaking 1 How often are ycni going to write your diary?
1 Write down an item of clothing that you want to buy, 2 Where are you going to write it?
3 What are y(im going to write about?
either for very hot or very cold weather. Then work in pairs
and role play the situation in a clothes shop. 4 How much are ym1 g0ing to write each time?

2 Work in small gToups and discuss yom plans for the

weekend. Try to find three plans that are the same for
everyone.
Global review & Study skills Unit 3
 ~art 1

Speaking & Pronunciution

Comparing two Speaking and Pronunciofion Grammar
paintings, controsrive
1 Look at the pictures. What is the same in ] Choose the correct words to complete
stress
both pictures? the rules.
Reading
2 ~ 1.45 Listen to two differences Since then there have been two more major
A creative frieodship
between the pictures. The speaker stresses exhibitions.
two words in each sentence to contrast People '1ave often described the two artists
Grornrnor
them. Which words? as rivals.
Present perfed &
past simple The Frenchman and th.e Spaniard met for the
3 Listen ·again and repeat the sentences.
first time in 1906.
Vocabulary & Speaking 4 Work in pairs and discuss other
Adjective suffixes: differences between the pictures. Remember • we use the present perfect for a specific I
-ive, -ful, -ous to stress the things that you want to an unspecific time in the past. The exact
contrast. time is not important
• we use the present perfect to talk
about experiences ill a period that has
~ finished I continues up to the present
• In the first picture ... , whereas I but in the • we use the past simple for a specific I an
second picture ... unspecific time in the past
• the colours are bright I dark I rich ...
e the style is modern I simple I complicated I 2 Complete the text with the present
realistic ...
perfect or past simple form of the verb in
e The mood is calm I disturbing I
brackets.
harmonious ...
Im the 11!'l!iJ©s a @r®lll@ ef
5 Work in pairs and discuss the questions. aritist friem!ils _
• Do you Wee the pictures? Why I Why not? (liv:e) al'le _
o What do you know about the artist? (w0nk) im am al\tists'
I
11illa!!Je im Beijimg, 81ilirta.
Several 0f these artlsts
Reading ____ (eee0frl'le)
1 Read A creative friendship quickly and very suscessful,
imelw!il1Ag Yil!le Mil'ljul'l, wti0 _
complete the table.
(exhi/!Ji~) piaimtir:i@s am€.! SGl!!lpturns all even tme
w0r.la. Mfnjum's werk always f§f;!tUres hls ewn
Matisse Picasso lawglilim§ faee whieh he (Jpaint) im
filllamy different sltuatiens. Im 2(i)©7 $0timelJJys
Nationality ____ (sem one et Mis [:)aimtim@s fer
Born $5.!9 milli0n.
Died
Personality 3 Work in pairs and ask each other the
questions.
2 § 1.46 Read and listen to the text again
Have you ever ...
and make notes about the questions below.
o been to an art exhibition or gallery?
Then work in pairs and compare your notes.
e bought a painting or an art poster?
How did the two artists meet? e given somebody a piece of art?
2 What effect did they have on each other's o drawn or painted pictures yourself?
art? .. read a book about a famous artist?
3 What was their relationship like?
4 How did Picasso show his feelings about @ Grammar focus - explanation & more
practice of the present perfect & post simple on
the death of Matisse? poge 138

Unit 4 Friends
VotablUl~aryand Speaking
] Look at A creative friendship again. Find adjectives in
the text that end .in -iue (2), -ous (3) and -Jul (2).

2 ~ 1.47 Listen and check. Mark the stress in each

word. Then listen again and repeat.

3 Match the definitions to the adjectives you found

in exercise 1.
unhappy because someone has something that
you would like or can do something that you
would like to do __
2 has a lot of influence _
3 able to decide what to do quickly and
confidently __
4 has done well in their career _
5 has a lot of new ideas _
6 determined to do well _
7 something or someone a lot of people
know about or have heard about _
4 Use the suffixes in exercise 1 to make
adjectives from these words. Then check your
answers in a dictionary.
religion competition
attract help
forget 1magme
humour faith
mystery
5 Look at two English sayings. Do you know
any relationships like these? Which saying do
you agree with more?

Birds of a feather fl©ck together,

(people who are similar often spend rime
together)

~ Opp0s~s a1!tita et.

2 j
(people who are very different often find each other
interesting)
6 Work in pairs. Describe a friendship that is
important to you. Think about these questions.
o How long have you been friends?
e How did you meet?
o How would you describe your friend?
(Use words from exercises 1 and 4.)
o Are you and your friend 'opposites' or 'birds of a feather'?

" Have you ever had any disagreements?

o What's the nicest clung your friend has ever done for you?
 fr~ n & il=·

Port 2

Reading

Guardians of rhe Reading Grammar

Kingdom 1 Do you enjoy reading comics and graphic 1 Look at these sentences from Guardians
novels? Are graphic novels for adults of the Kingdom. What is the best description
Vocabulary
popular in your country? of their use?
Expressions with what
I've memorised it.
2 Read the extract from Guardians of the
Grammar
Kingdom and answer the questions. I've forgotten which side is which.
Present perfect with yet
1 What are the men's jobs? 1 They are about actions that finished a
and already long time ago.
2 Are they friends or enemies?
3 What is the problem? 2 They are about finished actions that are
Speaking
important or relevant now.
Telling a friend your 3 Read the text again and find these words 3 They are about unfinished actions.
news and expressions.
Haveyou memorised it yet?
a positive adjective
2 a negative adjective I've already forgotten which side is which.
3 a question to check understanding
• we can use (not) yet and already with the
4 an expression of surprise
present perfect
s a criticism • use yet to ask if something has
4 Work in pairs. Did you enjoy reading the happened
text? Is the author trying to make a point? • use ah·eady to say that something has
What could it be? happened earlier nhan you expected

Vocabulary 2 Imagine these exchanges between the

guards from Guardians of the Kingdom. Write
1 Match sentences 1-7 to the correct
Guard B's answers.
responses a-g.
1 A: Can I read your book?
1 I've forgotten which side is which.
B: Sorry I not finish I it I yet.
2 I don't have anything ni,ce to wear.
2 A: Is it coffee time?
3 I need a new jacket.
B: We I already I have coffee]
4 I've prepared the sauce. Now what? _
A: The radio isn't working.
s We should have lunch together.
B: you I break I it again?
6 I'm getting married.
4 A: Where are the other guards?
7 Are you ready to go or what?
B: They I already I go home.
a You have to wait until the meat is ready. s A: What happened to my chocolate?
b What for? You've got one already. B: Sony I I I eat I it.
c Good idea. What about Tuesday?
3 Make a list of ...
d You're what? Who to?
e Just a minute, just putting my shoes on! • three things you haven't done yet, but
You've what? want to do.
g So what? You always look lovely. o three things you have done this week that
you are happy about.
2 ~ 1.48 Listen and check your answers. a three things you have already done to
Answer the questions for each conversation. improve your English.
1 What is the relationship between the
4 Work in pairs. Tell your partner about
speakers?
the things in your list.
2 What do you think happens next in the
conversation? @ Grammar focus - explanation & more
practice of the present perfect with yet & already
on page 138

Unit 4 Friends
 - 1'vE foR.GolT!:N WHtCH
- SIDE WE:'!lE SuPPoSED
10 BE: GuA~D1NC7
FlloM Tl-\E 0 TH ER.

10 ovP.
Hf\\/E auµ. <;LoR.1ovs
\401"\Ell\ND i:>.NI> 'TO
1HE
WAH~ S

~ rt Cf\N11 f\LWA'IS
Guardians ofi~Ile Ktngdom Rt ON YovR R.I GIH
wanrrlltl IJlfD itu1snvi'(tlU~ '1'm1 u.<ltl n BECAUSE IF '(ou
1\JllNED /\ROVND
WHt>..T l)''lov MEAN T~IE.N Youll ~IGKT
'Now'? f\OMI: IS WOULD BE. WHEP..E
HWA'(S ON M'I YoVR i.er t 1$.
1\1 GH1- ~~NI)- SIDE
\1Vf:- MEMolltS£.[> 11.
£::;~~~
~~
~

Speaking
Work in pairs. A: turn to page 126. B: turn to page 128. Follow the instructions.

Friends Unit 4
 Part 3

Yocobulary
Crime Voe a bu ~airy Ustenorng and Reeding
1 Match the words in the box to the groups ~ Do you ever read crime novels or watch
Lisjj,11ing & Reoding
of words. Use a dictionary to help you. these types of TV programmes or fiLns? Are
Strangers cm a 'Train
they popular in your country? How realistic
be commit evidence have do you think they are?
Grammar
prison a suspect'
Modals of deduction
2 Strangers on a Train is a thiller by Patricia
1 innocent/guilty/against the law Highsmith. Look at the scene below from
Speaki11g
2 find/plant __ the film directed by Alfred Hitchcock. Work
Making predictions
3 a crime/murder in pairs and discuss the questions.
about a film
4 go to/be in _ G What do you think the men are talking
s a motive/an alibi about?
6 catch/arrest __ -_ o Do you think they like each other?
2 Complete the facts with words or phrases G Do you think the men are similar or
from exercise 1. different?
e What do you think the film is about?
3 ~ 1.49 Listen to the film script of the
scene. What do you think Brw10 means
when he says 'criss cross' in the last line?

4 Turn to page 131 and read and listen to

the scene again. Complete the swnmai-y of
the conversation.

Bruno tells Guy about his idea to swap

(1) :he could murder
(2) and Guy could murder
Guy Haines (3) . They won't be caught
• well-known tennis because (4) _
player
• unhappily married to
Miriam; wants to divorce
her and marry his Bruno
girlfriend Anne Anthony
• son of a rich man
• hates his father

3 Work in pairs. Are you surprised by any

of these facts? Tell your partner
.5 Work in pairs and discuss the questions.
0 How would you describe Bruno? Find
sentences in the script that support your
ideas.
" What does Guy th.ink of Bruno's idea?
What does he say to Bruno?
" Imagine you are on the train talking to
Bruno. What would you say to him?
A stranger is someone you don't know.
The man who rang the doorbell was a
complete stranger.
A stranger can also be a person who doesn't
know a place.
We,re strangers to this area.
A foreigner is somebody from a different
country,
Not many foreigners visit our town.
To emphasise that someone is a person who
you don't know at all, you can say a perfect I
total I complete stranger.
Werk in pairs and answer the questions.
• In what situations do you enjoy meeting
strangers?
o Hew do you usually start a conversation
with a complete stranger?
0 Wtien do you not enjoy meeting or talking
to strangers?
Have you ever visited or lived in a
different country? Mow did it feel to be a
foreigner?
2 Complete the sentences with the correct
modal verbs. Then decide who could say
each one, Guy or Bruno.
1 I know you, I've seen you before. You
can't I must be that tennis player.
2 Listen to this. You must I might be
interested.
3 You have lots of detective novels. You
might I must like murder stories.
4 What do you mean? You could I can't be
senous.
5 It's quite a good plan. It must I could work.
6 I think you wanted to meet me on the
train. This might I can't be an accidental
meeting.
@ Grammar focus - explanation & more
practice of models of deduction on page 138
Speaking
1 Work in pairs. Read the sentences about
Strangers on a Train and decide how likely
you think each one is. Discuss your reasons.
1 Guy forgets the conversation.
2 Guy kills Bruno's father.
3 Bruno kills Miriam.
4 Bruno tries to plant evidence on Guy.
s Guy goes to the police.
6 The police arrest Guy.
s Guy and Anne start a new life together.
2 ~ I.SO Now listen and find out.

Grammar
1 Read the sentences and complete the rules
with the modals may, might, can't and must.

Bruno talks about murdering his [atber: He

can't like his father.
Bruno has a plan. He might be serious.
Bruno talks about Miriam. He must 'know her.
Guy doesn't want to listen. He could be angry.
• use when ynu think something
is :very li:kely, biased on present evidence
• use when you think something
is very unlikely, based on present
evidence
• use , 0r could when you
are not certain about something
Strangers Unit 4
 Strangers
Part 4

Speaking & Vocabulary

Usual and unusual

Speaking and Vocabulary l.istening and Reading
1 Read the sentences. Are the words in 1 Do you think being average is a good or
Listening & Reading
italics describing someone or something bad thing? Why?
Average Man usual or unusual? Use a dictionary to help
you. 2 t§:i 1.S 1 Listen to the talk Wbo is Avemge
Grammar Man? and answer the question.
1 My fiance is avemge-height, avemge-
somebody; anybody,
weight and avenzge-looking. But .hes Who or what is Average Man?
nobody, everybody
special to me. 1 the real name of Adolphe Quetelet, a
Speaking 2 It's uncommon for our family to eat in Belgian mathematician
The class Average Man restaurants. 2 an invented person with average
or Woman 3 My brother is a typical Canadian: he likes characteristics
hockey and baseball. 3 a real person who has the exact average
4 Her name is Sian. It's a common name characteristics of the population
where we come from. 4 a British 40-year-old man
s Our teenaged son got a very weird haircut
3 Listen again. Are the sentences true (7)
yesterday. We don't know what to say to
or false (F)?
him.
6 The baby's makingfimny noises. Is she all
Quetelet studied the history of Belgium.
right? z Average Man was invented by Quetelet.
3 AverageMan never commits any crimes.
7 She's wearing the most bizarre clothes. It
4 It is impossible to find one person who is
must be a new style.
s He was an odd little man. He would Average Man.
always wear a black suit and tie even on s A British television show looked for the
the hottest days. Average Man in Britain.

2 Choose three of these questions. Then 4 Look at the characteristics of Average

work in pairs and ask each other your Man for the United Kingdom on page
questions. 49. Then work in pairs and answer the
questions.
o Do you know anybody with a bizarre
name? e Which characteristics do you think are
e What are typical weekend activities for
the most interesting?
you? o Do you think these are similar for men in
e What's the usual weather for this time of
your country?
year? o What things do you think would be
o What customs in your country do
different for women?
foreigners find odd?
• What are the weirdest clothes you've
ever worn?

(}: Unit 4 Strangers

Grammar

If somebody had all those characteristics tbey

would be ideal.
Anybodywho diil,n 't have all those crtJe1~age·
characteristics was an error:
Noboi!J has these characteristics.
Everybody wants to know tbe anstuet:

• we use the pronouns somebodJI, anybody,

nobody, everyb9dy when we don't want to
refer to a specific persc;m or when we
don't know who the person is
• we use somebody in affirmative sentences
and questions when we expect a
particular answer
• we use anybody in negatives and
questions when we don't know what
the answer will be
• anybody also means it doesn 't matter who
in affirmative sentences
• nobody means no people and eve1ybody
means eve1·y person in affirmative
sentences
• we use these pronouns with singular
verbs, but use they to refer back to them

Speaking
1 Complete the sentences with the correct
word. 1 Work'in two groups. You are
going to conduct a survey to create
1 Everybody I Anybody looked the same.
a class Average Man ~r Woman.
2 Anybody I Nobody is the perfectly average
man. It's impossible. 2 Write questions using the categories in
3 Th.is is so easy thatsonzebody I anybody the box. Then add two more questions of
could do it. your own.
4 Is I Are everybody here?
5 Can sonzehody I nobody help me please? age children contacts on mobile phone

2 Complete the sentences with your own foot size height hours sleep/night
ideas. Then compare your ideas in pairs. hours study English/week
hours work/week married
Everybody in my country ...
minutes' exercise/week
Nobody in my country ...
I don't know anybody who ...
There is somebody in my class I town I 3 Ask the students in the other group your
questions and note their answers. Then
country who ...
combine your notes so you have information
Anybody in the class can tell you ...
about the whole class.
@Grammar focus - explanation & more
practice of somebody, anybody, nobody & 4 Calculate your results. What is class
everybody on page 1 3 8 Average Man or Woman like?

Strangers Unit 4
 Warm up language focus
1 Work in pairs. Look at the pictures. Choose two and 1 ~ 1.54 Read and listen to these phrases for starting
compare and contrast them. conversations. Which phrases can you use with ...
e Where are the people? o complete strangers?
" Are they friends or strangers? Why do you think this? e people you think you know?
e What could they be talking about? " friends?
1 Have you heard they're going to reorganise our office?
~~i
-------
'" In picture a they are ...
2 Do I know you from somewhere?
3 You work at the supermarket, don't you?
0 They must I might I can't ... 4 By the way, I meant to ask you about your father.
'" They could be talking about ... 5 Excuse me, do you know what time the next bus is?
6 You don't recognise me, do you?
7 It's a nice day, isn't it?
2 Work in pairs. Write a short conversation for one of the
pictures. Then read or act it out to the class. s You're Lucy's neighbour, aren't you?
9 Have you got the time?
10 Are you on holiday here?
Lnsternong ,
2 Underline the phrases in exercise 1 that you use to check
1 '!IP 1.52-1.53 Listen to two conversations and match
information.
them to the correct pictures. What helped you decide?
3 Complete the rules about question tags (phrases you can
2 Listen again. How do the people start the conversations'
add to questions to check information) with the correct word.
Tick the things they talk about.
After a positive verb use a positive I negative question tag.
Conversation 1 Conversation 2
2 After a negative verb use a positive I negative question tag.
the weather changes in their personal life
the woman's job changes at work
the price of food their health
Speaking
waiting somebody else's health Work in pairs. Choose one of the tasks. Use the new
expressions you have learnt.

A Imagine you are the people in photo a. Start a conversation.

B Think about what you know about your partner (job,

family, where they're from, likes and dislikes etc). Then .start
a conversation and check what you know about them.

;ti Unit 4 Function globally

Warm up language focus: describing positive
1 What do you think makes a good friend? Complete this characteristics
sentence in two different ways.
1 Complete the sentences with the words in the box.
A good friend ...
count honest kind make take care trust
2 Work in pairs and compare your sentences. Do you
agree? 1 For me a best friend is someone yon can on -
they'll always be there for you.
Listening 2 My friends always of me when I'm ill or unhappy,
3 I can tell my good friends anything - I know I can
1 ~ 1.55-1.60 Listen to six people talk about what makes ___ them.
a good friend. Do any of them have tbe same ideas
4 A friend is someone who is loving and to you.
as you?
5 Good friends are people who __ you feel happy.
2 Listen again. Match tbe ideas of what makes a good 6 I think a good friend should always be with yon
friend to each speaker. and tell the truth.
1 Anna, Russia 2 Write sentences beginning with A good ... about the
2 Sofia, Argentina people in the box.
3 Elodie, Switzerland
4 Sara, Italy boss parent politician
s Alena, Czech Republic
6 Matt, US 3 Work in pairs and compare your sentences.
a someone who understands you
b someone who is honest with you Specking
c someone who is not easy to find
Work in pairs. Choose three questions and ask and discuss
d someone who takes care of you them.
e someone who makes yon laugh
f someone you feel is your friend .. Are you always honest with yom dose friends? Do you
think they are always honest with you?
" Who do you count on for advice when you have a
problem or have to make an important decision?
., Do yon find it easy to give yom friends advice?
e Who always makes you feel happy? How do they do
this?
• In what ways are your friends kind to you? How do you
try to be kind to them?

Global voices Unit 4

 1 Read Rosana's entry for her old school's website. 1 full stop s exclamation mark
Match topics a-d to the paragraphs. 2 comma 6 colon

a Working and studying c The future 3 question mark 7 semi-colon

b Introduction d A change of direction
Helloevenone,
11ve wantedto writesomethingfor the Collegewebsitefor ages, butI
1 2 to separate parts of a sentence?
haven'tmanagedto find the timeuntil now. Life is so hectic!Anyway,
here is my news, at last.
As mostof youknowafter leavingSan MiguelCOiiegeI wentto
Madridto studyphysiotherapy.AfterthatI wasluckyen.oughto fihda
job as a physiothe~pistin a healthcarecentrewhereI stayedforten
yeats. It was a good job and I w~ happywithmy lifebutI wanted
to broaden my horizonsso I decidedto go backto universityand
studyhumanities.AtthfJsame timeI continuedwofkingwhichwas
quite stressful:universityin the morning!Unchin my ear workin the
afternoonand eyenlngand thenhousework at the enJt of the day! I
was exhausted butIn the end it was worthit, At universityI metmr
husbandRafaeland we gotmatJiiedtwoyears later.
After.finishing1my studies,I gota grnntto do a Mastersin
InternationalRelationsand I leftmy job. It was a hara decision,but
I don't regretif'. Atnongother thin!(~, the grantallowsme totravel
abroai:Ito do researeh, It's been a wondenul opportunityto have new
experiencesand to meet1'.!ifferentpeoplefromall over the· world. I've
been to eanada, Mexico, the ur< and the Nethertands;rightnowI'm
livingin Malaysia,whichis a reallyfascinatingexpe~ien.ce.
And nowfor rny main news: I'm expectinga baby! Can you believe it?
The baby,a boy, is dueimAugustand I can't wait to havehimin my
arms:-)
That's all tor now. Bestwishesto everyone,
Rosana
2 Read the text again. Are the statements true (7) or
false (F)?
1 Rosana is very busy at the moment.
2 She did not enjoy her job in the Healthcare Centre.
3 She worked and studied at the same time.
4 She regrets leaving her job.
5 She is currently studying for a Masters.
6 She does not want to travel.
7 She is enjoying living in Belgium.
8 She is looking forward to having her baby.
Writing skills: punctuation
1 Match the punctuation marks in the box to the names
1-7.
? :-)
4 emoticon
2 Which punctuation mark do we use ...
1 to finish a sentence?
3 to ask a question?
4 to emphasise something?
s to add feeling in informal writing?
3 Find examples of each type of punctuation in the last
two paragraphs of Rosana's website entry.
4 In which example are commas used ...
1 to separate items in a list?
2 to separate extra information?
3 after adverbial phrases?
4 to separate clauses?
a I've been to Canada, Mexico, the UK and the Netherlands.
b It was a hard decision, but I don't regret it.
c Among other things, the grant allows me to travel abroad to
do research.
d The baby, a boy, is due in August. Right now I'm living in
Malaysia, which is a really fascinating experience.
When using commas to separate items in a list, use and
between the last two items. The use of commas after
adverbial phrases and to separate clauses is not obligatory,
but often makes writing clearer and easier to read.
5 Add commas to the second paragraph of Rosana's
website entry.
Preparing to write
Work in pairs. Ask questions to find out about your
partner's life after leaving school or college.
•I've wanted to write for ages, but ...
• Anyway, here is my news.
• As some I most of you know, ....
• And now for my main news ... I My main news is that ...
Writing
Write a website entry for your old school or univer~ity.- .. ·
Give your news and describe your experiences. Use the
useful phrases to help you.

~ Unit 4 Writing
 Grammar
Find two correct sentences. Then correct one mistake in
each of the other sentences.
When have you bought your jacket?
1 pairs and compare yc;mr answers.
I don't know nobody who has been to Scotland.
2 • I hate making mistakes when I speak Bnglish,
3 Everybody in this class have studied English before.
4 Have you ever met anybody famous?
5 She doesn't know his name, so he must be her best friend.
6 I've seen an interesting film last week.
7 Can somebody call the police, please?
s I haven't already finished my homework.
9 Anybody in my family speaks French.
10 Take an umbrella, because it can rain later.
Vocabulary
1 Put the letters in the correct order to spell words.
1 a word that means strange. diwer
z the opposite of typical nocnomurn
3 a word meaning odd riberaz
4 the adjective from succeed cuscufless
5 able to make decisions civ:iseed
6 the adjective from mystery tosyrusime
2 Put the events in the order they happened.
The police caught the suspect.
The man went to prison.
The man had a motive.
The man committed a crime.
The police found evidence.
Speaking and Writing
1 Work in pairs. Write three questions beginning with
Have you ever ... to ask your partner.
2 A: ask your partner one of your questions. Then ask
more questions and decide if they are telling the truth.
B: answer your partner's questions. Give either true or false
answers. Then swap roles and repeat.
3 Work in pairs. Decide if you think these sentences are
true for anyone in the class. Explain why.
1 He/She must work in an office.
2 He/She can't be a student.
3 He/She might be in a good mood.
4 He/She can't be tired.
s He/She might have a big family.
6 He/She can't live close to the school.
7 He/She must like learning English.
4 Compare your ideas with another pair. Do you agree?
Workingwith mistakes
1 Read these statements and for eaoh one decide if y0u
agree (.I'), disagree (;<) or aren't sure (?). Then work in
• I like being corrected by the teacher.
8
i[ always try to correct my raist;al£es when l Speak.
• Accuracy is morn important in writrng than in
speaking.
• It is helpful when.students correct each oilier.
• Students shouldn't make mistakes witill grammar; cliey
hase studied in class.
" I speak tee slowly because J; try not to maK.€ mistakes,
• Sometimes people don't undenstand me because I
make t00 many mistakes. ,
• It's mpossible te foarn. a langarngewithout making
:mistaMes.
11
Grammatical mistakes am more serious than mistakes
with vocabulary ©F pronanciation.
• I can use my mistakes 1'.0 improve my English.
2 Some speakers of Engilish are more fluent than
accurate. S0m:e are more accurat€ than fluent. S--0rne are
in 'the middle.
Where would you. place yourselfon this line?
~~ ~~~
irtauur-ate not l\uent
3 Read the strategies for dealing with mistakes, Tide the
ones that ysm WQU:ld like to try. Thea work m pairs and
compare your ideas.
If you don't correct yourself enough ...
* make a note of mistakes that you often make
when speaking. Concentrate on one of these
each time you speak.
* study corrections to your homework. Write and
learn the correct sentences.
* ask your partner to correct you when you speak.
* record yourself speaking. Play the recording and
note your mistakes.
If you correct yourself too much ...
* practise speaking for one minute without
stopping to correct yourself.
* practise writing for two minutes without stopping
to correct yourself.
Global review 8, Study skills Unit 4