vance

asterclass

A
NEW EDITION

Student's Book

Tricia Aspinall
Annette Capel

with Structure
s e c t i o n s by

Kathy Gude

OXFORD
U N I VE RS I T Y PR E S S
Contents I Exam Factfile pages 5-8

Listening and
Reading Speaking Writing Vocabula ry English in Use Struct ure

..... Un it 1 Loud and Clear pages 9-19

12 9 14 10 17 18
Skim reading: The world
ofDoub tespeat:
l Order ing to pics
l Pa rt 4: shor t
· recogniz ing style
and registe r · word building:
adjectives and nouns
Part 3:
e rror correc tion · ove rview of gra m ma r
cove red in uni ts
· introduction to sp eed
·
extract s
· selecting a pp ropria te
vocabu la ry
14

·
reading
vocabulary
co m p rehe ns ion
m atchin g
descript ion s to
sp ea kers
· writ ing a postca rd · com pound ad jec tives
16
S Pa rt s 1 and 3
··int rod uctio ns · words with similar
meanin gs

·
p ictu re discuss ion
turn-laking st ra tegies · phras al verbs :
infor mal/ formal
register

-Y Un it 2 Fighting Fit pages 20-33

28 20 25 23 22 31
Par t 1: multipl e
ma tching: Health and
l Part 1: mon ologue
· se nt ence co m ple tion
Part 1: in formal lett e r _
·· selecti ng information · confusable word s:
stimula nt , stim ulus
Par t I:
voca bu lary doze
··
modals a nd mean ing
modals a nd the
Safe ty ar Work deciding on register treat , cure, Ileal pe rfec t in fin itive
• ma tching hea dings
Style
S Part 3
· discussing
adva n tages and
· checking your a nswer
Part 2:
31
·
use of need
negat ive for ms

· use of the
im pe rsonal it
disad vantages
gra mmar doze

y Unit 3 Getting to Know You pages 34-47

34 41 38 38 45 47
Part 3: m ult lple-chcice
q ues tions: Body
l Part 3: dial ogue
Yes I No sta te me nts
Part 2: acc ount
· producin g a formal · co nfus ab le wo rds :
staid. rebellio us
Pa rt 4:
word for mation ·· ze ro conditional
firs t conditional
Language
· S Part 2
·
register
42 46 · second cond itio na l
vocab ula ry
com p re hens ion · picture discu ssion:
s im ilarities I
organizin g
informa tion · metaphori cal Pa rt 2:
·· elimi na ting options
find ing relevan t
d ifferen ces
la nguage gra mmar clozc

pa rt s of a text
Style
· 'gene ral in tere st '
art ides

~ Un it 4 52
Can You Believe It?
48
pages 48- 61
55 51 49 59
Introduct io n to gap ped
texts: Kaspar Hauser
L Part 4: short
e xtracts
Part 2: co m pe tition
entry · phrasal verb s with up
and out
Par t 3:
e rro r correc tion · ten ses in accounts
a nd narrat ives
··seq uencing
· mat ch in g pictures · use of ad verbs a nd
adjectives 59 · past per fec t
a nd sim ple pa st
·
refe rencing
voca bula ry
comprehension ·
to speakers
answe ring multiple
c ho ice ques tion s
· openings. usc of
quest ion s, de scr ipti on ,
choice of ten se
Part 2:
gra m mar doze · used f or, used 10 be,
get used to , would
Style S Part 3
··
time refere nces
eng aging the read er 's · asking qu estion s
• int errupting politel y
interest

~ Unit 5 66
All Walks of Life
62
pages 62-73
69 64 65 72
Par t 3: mult iple -choice
q ues tions : A Band of
L Part 2: monologue
• co m pleting
Part 1: rep ort writ ing
· s um ma rizing · ad ject ives a nd
ad verbs to desc ribe
Part 5:
registe r tra nsfer · di rec t a nd report ed
speech
Gold programme notes
·
paragraphs
giving a
lifestyles
72 · const ructio ns after
report ing ve rbs
S Part s 2 a nd 4
· picture discu ssion:
co m pa re a nd cont rast
recommendation
·
68
express ions to do
with wea ther
Part 3:
e rro r correction · adverbs a nd rep orting
ve rbs

· talk ing about lifestyle:

e xplain a nd d iscuss · suffixes
 List ening and
Reading Speaking Writing Vocabu lary English in Use Stru cture

y Unit 6 Culture Vultures pages 74-86

74 81 78 76 78 85
Part 1: multiple
m atching:
l Part 2: mo nologue
· co m pleti ng
Part 2: review
· includ ing op inion · order of adjectives:
writin g descript ive
Pa rt I :
voca bulary doze ·· will and goi ng to
p rese nt co nti nuous.
The List pro gramme note s a nd de scription ph rases sim p le present,
· voca bu la ry S Part 2 · pos itive an d ne ga tive
79
83 future con tinuous,
com preh en sion
· pic tu re d iscu ssion:
de scr ibe a nd identify
po ints
· adverbs used to
inte ns ify adje ctiv es
Pa rt 6:
ph rase gap
·
sim ple futu re
about to and on tile
wtso of
· adve rbs use d to
intro d uce I speci fy
info rmation

y Unit 7 Welcome to the Real World pages 87-98

91 87 94 93 90 96
Part 2: gapped te xt:
Tile Ups an d Downs of
s
·
Pa rt s 2 a nd 4
picture di scu ssion :
Part 1: letters
· writ ing two letters · phrasal ve rbs with up
and out
Par t 3:
e rro r co rre ction ·· wishes and reg rets
miss
rile music business
· ident ifying co ntent
·
co m pa re an d co ntras t
developing a
in contrasti ng
re gist er s 96 · if only

·
link s
voca bula ry
discussion
l Part I: monologue
· informal features Part 2:
grammar cloze
comprehens ion
· se ntence co m plet io n

~ Unit 8 102
Going Places
99
pages 99-110
lOS 104 99 108
Part I: multiple
ma tching: Go fo r it!
l Pa rt 2: radio
in tervie w
Part 2: gu ide boo k e ntry
· recognizing · co llocations
105
Part 6:
phrase gap · defi ning an d non-
defining re lative
• ma tch ing heading s • mu lti ple-ch oice differences of style clauses
• ma tc h ing state me nts
Style
q ues tio ns
S Part 3
· co nfusable wor ds:
wor ds rela te d to travel ·· noun clauses
adve rb clause s

· use of co hesive
devices
· pi ctu re d iscu ssion:
sel ecting
· ra nk o rde ring

_I Unit 9 Rites and Rituals pages 111-123

", 11 4 11 8 11 2 11 8 121
Part I: m ult iple
m atc hing : Going back to
S Parts 3 and 4
· discussion an d
Part 2: art icle
· choos ing a n · forc e ful lan gua ge Pa rt 6:
phrase ga p · p rese nt pe rfect vs
sim p le past
the ir roots
• identifyin g topic s
ne goti at ion
l Pa rt 3: radio ·
appropria te title
para gra phing ·
' 16
co nfusable word s · present perfect simple
vs co ntinuo us
Style phone -in 11 9 • f or, since , long, yet,

· style fe a tures of a
ma ga zin e I ne wspa pe r · matchin g sta te me n ts
to s pe a kers · phrasa l verb s with off
a nd down ·
still
future pe rfect simp le
· or gan iza tio n of a n
article
a nd co n tinuous

~
. Unit 10 Who Cares? pages 124-136
124 130 127 130 131 134
Part 2: gapped text:
Fashio n Com passion
l Part 2: mo nol ogue
· se n te nce complet ion
Part L form al lett e r
· se lect ing info rm at ion · phrasal ver bs with all Pa rt 4:
wo rd form a tion ·· ge ru nds
p rese nt partic iple s
· id entifyin g co nt e nt
lin ks
S Part s 3 a nd 4
· disc uss ion a nd
• plann ing yo ur a ns we r
· infinit ive vs presen t
pa rticip le
· vocabulary nego tiati on · ge ru nds a nd
comprehens io n
Style
··rep orting bac k
ra nk o rde ring
infinitives

· m e tapho rical
lang uage
 List enin g and
Readin g Speaking Writing Vocabul ary Engli sh in Use Structure

~ Unit 11 13 7
Today's World
141
pages 137-147
144 14 2 14 0 14 6
Part 3: multiple-choice
questions: The t m e
S Pa rts 3 and 4
• di scussing benefits
Part 2: lea flet
· layou t a nd
· phrasal verbs with
over
Part 5:
register tran sfer ·· th ird conditional
cond it iona l link
vatue of age an d drawbacks organization word s
• find ing relevan t parts
of a texr
L Part 2: rad io
int e rview
· identifying re gister
Pa rt 2:
14 6
· m ixed co nd itio na ls

Style
··giving an op inion ·· co m pleting notes
true I fals e statements
gra mmar doze

speculating
·reporting sta te m e nts

~ Unit12 Let's Get Organized pages 148-158

148 15 5 152 150 150 15 7
Part 2: gapped text:
Small is beautiful
L Part 3: dialogue
Yes f No sta te me nts
Pa rt I : formal letter a nd
no te
· prefixes
15 2
Part z:
grammar doze
·· passive form s
ha ve som ething done
· ide n t ifying co n te nt
link s
5 Part 3
· discuss io n a nd
--;- m a kin g formal
co m p laints · the lan gu age o f
gua ra ntees
ju stificatio n

· ran k o rdering

~ Unit
13 Law and Order pages 159-169
159 16 2 164 16 3 164 168
Pa rt 3: multiple-cho ice
questions: Little Joey's
L Pa rt 4: sho rt extracts
· matchi ng pict ures to
Part 2: character
reference
· ex p ressions wit h get Part 5:
regi ste r transfer ·· in ver sions
con cessio ns
Lost Childhood
· fin d ing re levant parts
·
spe akers
id e n tifying speakers' · giving a balanced
pict ure ·
16 5
confusa ble words: 168

·
of a text
vocabulary
fee lings
S Pa rts 2 and 3
· pa ragraphing sensible, sensitive Part 2:
grammar cloz e
comprehe nsion
·· pictu re d isc ussion
discussion an d
re port ing back

Unit 14 Tomorrow's World pages 170-183

"I 173 170 17 6 17 8 171 180
Part 1: m ultiple
matchi ng : An Overview
L Part 1: monologue
· sentence co m pletio n
Pa rt 2: repo rt
· cho os ing section
· ph ra sal verbs:
m ultiple meanings
Pa rt 3:
error correction
Gra m m ar re view
··medals
ofTeleworking he adi ngs co nd itio na ls
· matching hea dings to
sections
S Pa rt 1
• in tro d uci ng another · writing a n
int ro d uction Part 6:
177
··
re ported sp eech
dependent cla use s

· id ent ifying to pics

Style
stu dent
Part 2
• picture d iscu ssio n:
p h rase ga p

· ·
verb te nses
ge ru nds a n d

· features offact ual

repo rts
spo t the di fference
Part 3 ··
infinitives
passive s

· picture discussion:
evaluating and
in ve rsions

ranking
Pa rt 4
· advantages and
disadva ntages
· develop ing a
discussion

Wri tin g Resource pages 184-192

Vocabulary Resource pages 193- 195

Appendi x pages 196-206

19 6 Stu d ent's Book Answe rs 1 19 7 Stu d ent's Bo ok Activities Tapescript
Exam Factfile

The Certificate in Advanced English (Cam bridge Level 4) has five papers. Each pap er is
wort h 20 % of the to tal marks and you will receive an overa ll grade based on your
perfor ma nce across th e five papers . There are three pass gra des - A, Band C - and three
fail grad es - D, E and U (u nclassified).

Paper 1 Reading (1 hour 15 minutes)

In Pape r I, you have to read four texts and answe r between 40 an d 50 qu estion s. The
length of CAE reading texts can be from 450 word s to 1,200 word s, dep ending on th e task
involved , but th e total amount of reading is always around 3,000 words. The texts are
taken from a variety of sources including magazin es, newspapers and non -fiction
materi al. They are 'authe n tic' texts in that they have not normally been ed ited and are
us ually prese nted in the ir or igina l form. Youwrite your answers on speciai ans wer shee ts
an d mu st do thi s within th e total tim e allowed for the pap er.

Task ty pe Task format Masterclass examllie

Parts 1 and 4 The re are always two sepa rate texts, on e o n a single pa ge (Part 1)
Multiple matching with 8- 12 qu estions, an d on e double page with 15-20 qu estions
(part 4).
The task involves on e or more of the following :
• matching head ings to parts of the text Unit 2, pages 28-29
• matching topi cs to parts of th e text Unit 6, pages 74-75
• m atching state me nts to parts of the text Unit 8 , pages 102-103
Test tow s: abili ty to skim a text for overall meaning,
and to sca n for spe cific information .

Part 2 This is an incomplete text with 6 to 8 paragraphs missin g. Unit 7, pages 92-93
Gapped text You have to select th e missin g paragraphs from a cho ice
which includes one extra paragraph.
Test tows: understanding of the organi zation of a text.

Part 3 A text followed by between 5 and 8 multiple-choice qu est ions Unit 3, pa ges 34-37
Multiple-ch oice with four options.
Test tow s: detailed comprehe nsio n of a text and your
ability to interpret it.

Exam Factfi le I 5
Paper 2 Writing (2 hours)
In Paper 2, you have to answer tw o qu estions. each requi ring an answer of around 250
words in length . You have to writ e a particul a r text type for a specified reader. The text
type is always indi cated in the questio n in bold (for example article , letter, report) and
the target reader of the piece of wr iting is clearl y specified.
The paper has two parts: Part I and Part 2. Part I consists of one compulsory task.
In Part 2 you m ust complete one task from a choice offour.
Scripts are assessed both in terms of lan gu age and task achievement; each answer is
given a mark of between 0 and 5.

Task format Masterclass examRle

Part I This is a compulsory question consisting of one or two written Unit 2, pages 26-27
tasks. You have to process wr itten ma terial of up to 400 words (forma l letter )
and use information se lec ted from this input in your answer. Un it 5, pages 70-71
The inp ut m ay in clude one or more text types, incl ud ing formal (repor t)
or in formal letter s, informal not es, reports, question na ires and Unit 7, pages 94-95
articles. (forma l and informal
letters)
Test f oc us: ab ility to se lec t and s um m ar ize informati on from
the input, as well as ab ility to write a specified text typ e for
a ta rge t reader.

Part 2 You have to answer on e question from a ch oice of four. On e

question will always be work-ori ented. Th e range of te xt types
includes:
• article Un it 9, pages 119-1 20
• character referen ce Unit 13, pages 166 - 167
• competition entry Unit 4, pages 56 -58
• guide b ook entry Unit 8, pages 106-1 07
• leaflet Unit II, pages 144-145
• letter Unit 3, pages 39-40
• report Unit 14,page 179
• review Unit 6, pages 79-80
Test focus: overall command of English and ability to write
one of the text types above for a target reader.

Paper 3 English in Use (1 hour 30 minutes)

Paper S co ns ists of six parts, with a total of between 70 an d 80 items. You writ e
yo ur answers on special answer sheets a nd m ust do this within the total time allowed
for the pap er.

Task type Task format Masterclass example

Part I This is a multiple- choice cloze. Yo u are given a sh ort text of Unit 2, pages 22-23
Vocabulary cloze app roximately 200 words with 15 ga ps a nd four op tions for
each gap.
Test focus: vocabulary

6 I Exam Factfile
Task ly!!e Task format Masterelass exam!!le

Part 2 This is a short text of ap proximately 200 words with 15 gap s. Unit 12, pages 150-1 51
Grammar doze You have to complete each gap with one word.
Test fo cus: grammar

Part 3 You are given a short text with numbered lines, mo st of which
Error correction conta in an error. Errors are of one of the following types:
• spelling and punctuation Unit 1, page 17
• unn ecessary word Unit 4, pag e 49
Test focus : ability to proofread written English, as well as
spelling and punc tuation

Part 4 You are given two short texts which contain gaps in mo st of Unit 3, pag e 45
Word form ation the ir lines. For each gap, a word is given in capital lett ers, and Unit 10, page 131
you must form another word from th is to fill the gap.
Test[ocus: voca b ulary

Part S This consists of two texts. One is a shor t text in either a formal Unit 13, pag es 164-165
Register transfer or informal register, and the second is a gapped text in a
cont rast ing register. Yo u have to complete th e second text
using th e informati on from the first text.
Test focus: style and register

Part 6 Yo u are given a lon ger text of approximately 300 words, with a Unit 6, pages 83-84
Phrase gap number of gaps and a se t of phrases I short sentences. Yo u
have to fit the correct phrases I short sen tences into the text.
Test fo cus: text structure and cohesion

Paper 4 Listening (abou t 4 5 minutes)

The actua l listening test lasts approxim ately 35 minutes and you are th en given 10
minutes to trans fer your answers to a s pecial ans wer shee t. The paper has four Parts
an d between 35 and 40 qu estions in all.

Task type Task format Masterclass example

Part I Youwill he ar on e perso n speaking and m ust compl ete Unit 2, pages 2 1-22
se niences or notes. The re will be aro u nd 10 gaps to complete .
The recording is heard twice.
Part 2 You will hear one person spe aking and mu st complete Unit 6, page 82
sen tences or notes. There will be around 10 gaps to complete.
The recording is he ard once only.
Test fo cus: un derstanding and
a pplication of specifi c information from the record ing.

Exam Factfile I 7
Task type Task format Masterdass example

Part 3 You will hear more th an on e person spea king and mu st show Unit 3, page 4 1
an understanding of th e content, esp ecially th e attitudes or (identifying sta te me nts )
opin ions of th e spea kers, by answering multiple-choice
qu estions, identifying statements made by a spea ker, makin g Unit 8, page 100
shor t notes or com pleting sentences. Th e number of qu estion s (multiple-choice
dep ends on the task type. The reco rding is heard twice . qu estions)
Test focus : overa ll understa nding of conte nt, incl uding th e
attit udes and op inions of the speakers.

Part 4 You will hear five short extracts of different peo ple speaking Unit 4, pag e 50
a nd m ust complete two m ultiple matching tasks or a single
mu ltiple choice task. The re are always 10 q uestions to complet e.
The recording is hea rd twice .
Test focus: abili ty to identify overall context, opinions a nd top ics.

Paper 5 Speaking (abou t 15 m inut es]

The Speaking test is taken in pairs or groups of three, with two examiners presen t. On e
examine r ac ts as an assesso r and does not participate in the test at all.
Yo u are assessed on your general lan guage ab ility and not on your pe rsona lity or world
know ledge. Th e exam ine r who is assessin g you awards you between 0 and 8 marks eac h for
flue ncy ; accu racy; range; pronuncia tion and task achievem ent. A global im pression mark
of be twee n 0 and 8 is also awarded by eac h exam iner and the total marks are th en sca led
down to a mar k out of 40. There are fou r pa rts to the tes t.

Task type Task format Masterdass example

Part I You and another candidate have to ask each other qu estions Unit t , pa ges 10-11
abo ut yourselves in an introductory way.
Test fo cu s: ability to in troduce yourself and respond to
qu estions.
Part 2 You have to take turns with another candidate to do tasks Unit 3, pag e 44
related to ph ot ographs or other visua l mater ial.
Test f ocus : ability to desc ribe an d co mme nt on a visua l prompt,
and use turn-takin g skills.
Part 3 In Part 3, you h ave to discu ss a to pic or pro blem with anot her Un it 8, page 10 1
candidate and arrive at a conclusion.
Test foc us: skills of negotiation and pe rsuasion, and ability
to reach an ag reement or to 'agree to disagree'.
Part 4 You and another cand idate have to discu ss the topics Unit 11, page 142
introduced in Part 3 in greater dep th with th e interlocut er.
Test fo cus: ability to explain, sum marize and develop th e
discussion you had in Part 3.

8 I Exam Factfile
 Loud and Clear
Listening and Speaking Face to Face .

SONY

V d W .. . "A ... n<:a Onhnc

Con lrGl.o:"",.

Th. ,......,n.<II ten r.........

be uood to, 11'1.< cr oox• ...,
.. ~ "" ..,..,.,.... 'lh."" r-"'>O.l
""rcu , ..... ""
.M1 ""'" ere ",.",
,.,..... n", "0' """ to A........ . ..

Introduction 1 Look at these statements.

Face -ta-face communication minimi zes the risk of misunderstanding.
Cons equen tly, the video phone will be a huge asset to society.
Mobil e phones are a public nui sance and should be banned .
Do you agree with the views expressed?

2 Do yo u think we have become bett er comm unicators wit h all th e hi gh -tech aids
we have toda y? Give reasons for yo ur answer.

Listening 1 How good a listener a re you? Which of these could apply to you during a typi cal
conversation? Tick the boxes and then compare your results with another student.

Do you hear what I'm saying? ~

Day-dreaming about something complete ly unrelated o
Losing interest in what another person is saying
o
Finishing off sentences for slow or boring speakers
o
Misinterpreting. either deliberately or by accident
o
Rltering the message - hearing what you want to
o
Butting in before you have heard all the facts
o
Trying to change the subject prematurely
o
Fidgeting and causing other distractions to the speaker
o

Listening and Speaking UNIT 1 I 9

 2 The followin g words are all to do with qualities a good listener m ay ha ve.
Ca n you provid e the reiat ed adjec tives or nouns?
Noun alertn ess restraint
Adjec ti ve atte ntive resp ect ful

~ 6. 1 page 194
Co mplete the se se ntenc es about good listen ers, choos ing suitable nouns or
adjectives from those above.
1 Jan et was very in th e me eting today - she p icked up a iot of
mist akes in the acco untant's report!
2 Even if you find what he says boring, show him the he deser ves.
3 1 thought you wer e very ju st now - 1wouid have told the m to sh ut
up and mind their own business!
4 If you pay , thi s won't tak e long to explain .
5 John is a particul arl y inter viewer and gives th e impression tha t h e
is ver y inter ested in wh at people are say ing.
6 She showe d a lot of in stay ing calm during such a co nfronta tio n .
When you see th is reference in a unit, it means that you can find a related list of
words at th e back of th e book.

I= I 3 Listen to th e recording ca lled Varied Speech a nd number th e topics in th e order th at

you hear the m.
Pa using Qu antity Volume Spee d Tone _
List en aga in to che ck your an swer s. Do you agree with the fina l observa tio n abo ut
parents who are good liste ners? Give rea sons for your an swer.

I= I 4 Now you a re going to hear some short extracts of people talking. Match descriptions
a-d to each main speaker. Can you guess what eac h spe aker do es for a livin g?
Sp eaker 1 a slow, dull, monotonous
Speaker 2 b he sitant, evas ive, pauses a lot
Spe a ker 3 c fast , dom inant, very little turn-takin g
Speaker 4 d calm, concerned, respects the listener

Speaking Exam t ip T

Part I Part 1 of the Speaking t est is an int roduct ory phase, where you must talk about yourself and ask
your partn er qu estions about themselves. It isimportant to take turns with your partner, so that
you each have an equal opportunity to spea k.

1 Ask another student questions about th e followin g top ics:

• the ir current jo b or studies • some th ing they really hat e do ing
• their favourite free -time activity • someth ing unusual they wo uld like to do.
Make notes of the an swer s to your questions and then introduce that person to
another pair, referring to yo ur notes if nec essa ry. Aim to speak for about 30 seconds.

2 How could you im p rove the fluenc y of you r introduction and avoid repeating yourself?
Look at the se conversat ion linkers and use som e of them in a revise d introdu ction.
Another very interesting side to X is his / her .. . In additi on to .... X is also ...

10 I UNIT 1 List eni ng and Speaking

 Moving on to another ofK': ... Cha nging th e subject a little, X is a ...
On tile o the r hand, X believes .. .
Finally, X's ambition is to .. . One more tiling needs to be said abo ut X ...
Last but not least , X ...
Practise the revised introduction with another pair.

3 Look at the car toon strip. Th ink abo ut the cont ent a nd how far it m irrors real life.

Stude nt A should talk for abo ut one minute

descr ibin g th e sequence of event s illustra ted.
Stude n t B should no t interrupt Stud ent A but use
appropriate pause fillers, such as I see, to show
you are listening.
Now change roles. Stude n t B, talk for about one
minute. Address th e qu estion 'how far does it
mirror real life ?'.

Part 3 4 Here are some turn-taking strategi es for balanced co nve rsations .
Speaker
Listene r
• Invite your partner to contribute.
•
Use a pause as an opportunity to
Do yOIl th in k that 's tru e?
introdu ce a state ment of you r own .
Is this the case in your OWll experience?
• Make eye co ntact wit h th e
You ha ve some ideas a ll this, do n't you?
speaker to in dicate that you have
• Contro l th e a mount you say at eac h stage.
so mething to say.
• Int rod uce de liberate pa uses, to allow your •
Use a subtle gesture, suc h as hand
partner to co ntribute.
mo vem ent , as a cue for you to speak.
5 Form groups of three. You are going to discuss a ca rtoo n strip. One stude n t will act
as an ob server, taking no part in the conversation bu t monitoring it for turn- taking.
Th e two participants should try to make sure th at th ey spe ak equally, using the
turn-taking strategies given above. At the e nd , the ob server sh ould rep ort bac k to
the other two, giving suggestio ns if necessary o n how th e dialogu e could have been
more balanced.
Now look at the cartoon on page 197. What does it tell you about the way peopl e
communicate in society? How does the main character respond to this?

Listening and Speaking UNIT 1 I 11

Reading Between the Lines T

The Nature of the

Reading Process
T o und erstan d the n ature of th e basic di fferences
bet ween th e tec hn iq ues used by slower rea de rs and
the more effective techn iq ues used by efficient read ers,
we must first understa nd the nature of th e readin g process .
5 If yo u sta nd at a wi ndow overlook ing a busy road and
wa tch a car pass yo u fro m left to righ t, yo ur eyes w ill
appea r to move smooth ly becau se th ey are focu sed on
t he car. If, however, yo u wait until th ere is no t raffic and
try to follow an imaginary car as it mov es from left to
10 right anyone w ho watches your eyes while yo u do thi s
wi ll tell you tha t they mo ve in a series o f sma ll jer ks.
T his is w hat happens w hen yo u read . As you r eyes move
from left to right along a line of pr int, th ey make a ser ies
of sma ll jerky mov ements, sto pping mom ent aril y on eac h
15 wo rd o r gr oup of wor ds . Th ese pau ses a re ca lled
'fixations' and each one lasts for ab out a t hird of a second .
Th e slow read er finds that he has to fixate on every word
in or der to understand what he read s. The efficient rea der,
on the other hand , has learned to w iden his 'eye span'
20 and to see written mat erial more in terms o f grou ps of
words th an as single wor ds. Th ere are many films a nd
mechanical devices available wh ich claim to be ab le to
help any reader to widen his eye spa n, but no o ne has
yet been ab le to pr oduce evidence that th ey are any mo re
25 effective th an simply tr ying to read faster. In fac t, as yo u
usuall y ca nnot rea d faster without wideni ng yo ur eye
span, th en, if your reading speeds increase as a result of
try ing to read faster, yo u have widene d your eye span
w itho ut necessaril y realising it. One follows natu rall y
30 from th e ot he r. •

300 words C!>

lntroduction 1 At a n adva nce d level, you will come across qu ite lon g texts , so you need to be able to
read efficient ly. Have you any idea how man y words on average you read per minut e?
C!> 300 words Wherever you see thi s symbol, m ake a point of timing your reading. Divide the
number of words by th e number of minu tes you have taken , and record your wpm
(words per m inute).
According to th e text, what technique would an efficient reader use?

2 Check your comprehension of th e text by agreeing or disagreein g with th e following

state men ts .
I When you read , your eyes mo ve sm oothly along a line of text.
2 Your eye spa n is th e num be r of words you are able to proc ess at a tim e.
3 Incr easin g your rea ding speed will widen your eye span.

3 Look at the word in italics below. How m an y word s can you take in at the sa me time
on either side of th e word?
Yo u ca n increase you r rea ding speed sign ificantly without comprehension loss.

Reading 1 Look at these ph rases. Discuss your int erpret at ion of th eir meaning with another stude n t.
I inc omplete succ ess 3 genu ine imi tat ion leather
2 rea l counterfeit diamonds 4 econo mically non-affluent peop le
'\
How would you describ e th is type of lan gu age?

12 I UNIT 1 Reading
 2 Read the article on ce, timing yourse lf as you read . Which people might use doublespeakl
The world of
DO
Far mers no longer have cows, pigs, chickens, or other
an imals on their forms : a cco rd ing to the U.S.
Department of Agricultu re, farmers have grain-consuming
animalunits. Attentive observers of the English language
s also learned recently thai the multibillion dollar stock
market crash of 1987 w as simply a fourth quarter equity
retreat, that airplanes don 't crash , they just have
uncontrolled contact with theground; and thai President
Reagan wasn 't really unconscious while he underwent
10 minor surgery, he was just ina non-decision-moking fo rm .
In ather wards, doublespeak continues to spread as the
official language of public communication.
Doubl espeok is a blanket term far langu age w hich
pre tends to co mmunica te but doesn't, la nguage wh ich
ts makes the bad seem good , the neg o live a pp ear
positive, the unpleasantattractive, or a t leosl lolerable.
It is language which o vo id s, shifts, or denies
responsibility, language which is 01 variance with its
real meaning.
20 We know tha t a too thbrush is still a toothbrush even if
the advertisements on television call it a home plaq ue
re mova l instrume nt , and even tha i nut ritio nal
avoidance therapy mea ns a d iet. But who w ould g uess
tha t a volume-related production schedule adjustment
25 means closing o n entire factor y in the do ublespeak of
General Motors, or that energetic disa ssembly mea ns
an explosion in a nuclea r power p lant in the
doublespeak of the nuclear power industry ?
The euphemism , on inoffensive or positive word or
30 phrase desiqned to ovoid a harsh, unpleasa nt, or
distasteful realily, can 0 1times be doublespea k. But the
euphemism can a lso be a tccrlul word or phrase; for
~ 530 words
lESPEAK
35
example , "passed away" functions not just to protect
the feelings of a nother person but also to express our
co nce rn for an othe r's g rief. A euphemism used to
mislea d or de ce ive , however, becomes doublespeak.
Jargon , the specialized language of a trade or
profession,a llows colleagues to communicate with each
other clearly, efficiently, and quickly. Indeed, it is a
'0 mark of membership to be a ble to use and understand
the group's [crqon. But it can also be doublespeok -
pretentio us, ob scure , and esoteric terminology used to
make the Simple a ppear co mple x, a nd not to express
but impress. Lavvyers a nd ta x a cco unta nts speak of an
45 involuntary conversion of property wh en discussing
the loss or destruction of properly throug h theh, acc ident,
o r co nde mnation. So, if your house burns dow n, or
your car is stolen or destroyed in an accident, you
have, in leg al jargon , suffered on involuntary
50 conversion of your property.
'Whe n a co mpa ny initiate s
a career alternative enhancement
program, it is really laying off
5000 workers'
A final kind of doublespeak is Simply inflated language.
Car mecha nics may be called automotive internists,
elevator operators members o f the vertical transporta-
tion corps ; grocery checkout clerks career associate
55 scanning professionals. When a company initiates a
career alternative enhancement program, it is really
layi ng o ff 500 0 wo rkers; a negative patient co re
outcome means that the pa tient d ied .
These lost e xampl es shou ld make it clear that
60 doublespeok is not the product of coreless lang uage
or sloppy think ing . Indeed , serio us double spe ok is
carefully desiq ned a nd constructed to appear to
communicate but in fact 10 mislead . Such language is
highly strategic, and it breeds suspicio n, cynicism,
65 d istrust an d, ultimately, hastilily. If we rea lly believe
tha t we understand doubl espeak and think that it
communicates, we are in deep trouble.
Reading UNIT 1 I 13
 3 The article mentions these different kind s of doublespeak:
th e euphemi sm jargon inflat ed language .
Can you define eac h of them in your own word s? Look back at the article to see if your
definitions were correct.

4 Some of th e italic phrases in the article cont ain compound adj ecti ves end ing in -ing.
For example. gra in-consuming animal units, non-decision-making form .
Compound adjectives such as these are formed with the present participle.
For example,
grain -consuming smooth-talking off-putting.
Match each compound adjective in 1-8 to an adjective in a-h with a similar meaning.
I hard-wearing a conve nient
2 record-breaking b interminable
3 lab our-saving c ou tstanding
4 hard -hitting d ex tensive
5 good-looking e du rabl e
6 never-ending f att ractive
7 mouth -waterin g g direct
8 far-re aching h a ppe tizing

Writing Writing it Right T

a
lntroduction It is not always easy to get your message ac ross ~
in th e right way. If you sound rude or tac tless in a ~
piece of writing. you will have a negati ve effect on .-
your reader. If you fail to give a clear picture of
so me th ing, you will confus e rather than inform .
Have you ever writt en a letter and immedi at ely
regretted send ing it? What effect do you think it
had on its reader?

Writing 1 As you read through any CAE writing task, you should con sider carefull y:
Exam tip .,
The ability to produce
different types of writing
isan important skill for
CAE Paper 2. The style
and register you choose
will be determined by the
text you are asked to
• w ho the target reader or audi ence is.
• what style and register wou ld be appropriate.
• wh at particular points you are asked to co ver.
W Who for?
• wha t type of text is required .
R Register?
When you have finish ed you should read through and edit
Include .. ,
your wor k. It may help if you rem ember thi s checklist.j- I
T Text type

E;;:~
produce and who you are
writing for.

14 I UNIT 1 Writing
 2 Say where you thin k extrac ts A-F are take n from , who they might ha ve been writte n
for and why.

II merican. writes about

' Bet sy Byar~. an ~ tic often daunting
children ," rea IS ~re very funny and
II
k the remains of Cleeve Abb ey are remarkably
situations. ~er bd~o St economical style.
she writes ," a ~~~Cg' suits her view of
This way of ~rhl I~ never sentimental.'
childhood, whlc \S
Tucked away in a qu iet pa rt of Somerset ,
well preserved.
The re are many fascina ting d eta ils to
loo k for : medieval tiled floorin g in the origi na l
dining hall, a magn ificen t fifteenth-century
timber roo f, and some unusu al wa ll paint ings.

Your adver tisement offers 't ailor-made

h ol idays in small gr oups ' . I n fact . t h e r e
wer e ov e r fifty pe ople o n o u r p ar ti cular to ur !
Be c ause the company has misled u s in t h i s a n d
other respects . I wou ld l i k e to requ est
financial c ompensation .

date : 7 June
II emo concerning t he S al es
II Anyway, lei me
tel! ou aboul Jim. [ was
Yd fler such a (ono lime.
Further to your: all t he information on . h he phone ,a
Me eting , I now ha d This d ocume nt Will
aJt1tl2ed IV en n was t ealf y wei,.d
. Ihe nexl day.
rr es to han . . We mel ,n town h he'd only been away for
co nfe re nce ce n s ible sites in relation to .
_ he acled as Ih ouO I
valua te the t h ree po s rt acco mmodation,
e aphical location. tra nspo , five days, ralher Ih an five years.
geog r t
in -house facilities and cos .

t F'
. I AS STUDENTS WE ARE ALWAYS FACED
WITH THE NEED TO ECONOMIZE
There are severalways to do this which are fairly painless
and won't result in your having to lead adull and miserable
lifeas a result! Why not reconsider someof the things you
take for granted?
Doyou really need to take the bus every day?

3 Answer these qu estion s for eac h extract. Compare your views with another studen t.
I Is the register form al, informal or neutral?
2 Is th e tone personal or imperson al, se rious or light -h earted ?
3 Does the extrac t concen trate on facts or opinion s?
4 Does it contain a lot of descriptive lan gu age?
5 Does the extrac t require the reader to take any immed iate action?

Writing UNIT 1 I 15
 4 Vocabulary ch oice can also influence the style of a piece of writing, becau se some
wo rds are on ly appropriate in a ce rtain register.
Look at the foilowing se ts of wor ds, each of which has a similar meanin g. The
underlined word in eac h set has been used in on e ofthe extracts above. Find it a nd
try to substitute the three other wo rds. Do an y see m inappropriate for the extra ct?
I am azed as to nis he d bowled over stagg ered
2 conned deceived fooled misled
3 assess evalu at e judge size up
4 abnormal bizarre odd I weird
5 boring drea ry duil monotonous
6 great magnificent splendid superb
7 am enities facilities resour ces se rvices
8 corn y emotional nostalgic se ntimental

5 Aithough phrasa l verbs may sometimes be used in formal writing, th ey are mu ch

more common in informal texts. Look at the se sentences. Decid e wh ich of the wo rds
or phrases in italics best complete each se nte nce.
Expe nd iture on recruitm ent has galle u p / increased subs tantia ily since 1994.
2 I'm rea ily exhaus ted - think I 'll turn ill / retire for th e n ight.
3 Can you tr y to find ou t / ascertain what's the matter with Anna?
4 Our company would be plea sed to fix up / arrange accommod ati on for you.
5 Please take a seat and ha ng all / wait until the doctor is ready to examine you.
6 Dave never stops eating - he had a huge breakfast and now he's polished off /
consumed my iast packet of biscuits.
7 The aim of thi s report is to pill doum / specify five area s whe re improvem en ts
Ii
co uld be made.
8 Julie's visit will have to be put off / defe rred until the house is read y.
9 The Managing Director will be droppin g ill all / visiting th ese offices on th e
16th of March.
10 Adam was told off/ reprimanded by his mum for coming ho me lat e.
l! I'm reaily sorry to let you doum / di sappoint you over our hols, but I can't
make those dates now.
12 Th e Principal h ad no more appointments so cou ldn't get out of / a void
attending th e meeti ng.

6 Write a po stcard to a close friend to postpone an invitation you had previou sly
made. Apologize, giving reaso ns for your chan ge of plan and inviting your friend on
another day.
@lID] 1 page 193 Write around 50 words. Remember to us e phra sal verbs where appro priate.

16 I UNIT 1 Writing
Editing
Exam tip T
In Part 3 of Pa per 3, you
will have to proofread a
short text for errors
(eit her grammatical
errors orspell ing and
punctuation errors). Work
t hrough the text line by
line and make sure you
read each line carefull y.
A few lines will be correct.
Editing skills a re essent ial for goo d writin g a nd also a n impor tan t part of Paper 3. It is
the refore useful to build in a chec king stage for all your writte n work.
1 Skim read th e text below. Who has it been writt en for?
2 Now look carefully at the text . Decide whether an y of th e following have been
om itte d or wrongly used :
• full stops • apostro phes
• commas • brackets
• speech m arks • ca pital lett er s.
Write the correct version alongs ide th e line. Tick any lines that are error-free .
Th ree examples have been done for you.
A PERSONAL VIEW ~
Telling a Story
In w ha tever way you approach the teenage no vel. o .I
yo u w ill find it v ita l, to do some research into teenage o vital to
be haviour This resea rch w ill hel p to en sure that your o behaviour.
charac te rs speec h is co nvincing. Yo u ma y want to 1 _
w rite, in the first person, beca use thi s se e ms to offer an 2 ---C
easy me tho d of ge tting inside . the main charac ter. 3 _
Although th is is effective w hen it works we ll, there 4 _
are pitfall's. First. there is the obvious snag that the 5 _
narrato r cant be everywhere at o nce and some 6 _
in cidents ha ve to be told at second-ha nd (this can 7 _
become clum sy. Seco nd, if yo u try to reprodu ce 8 _
exa ctly the wa y so me chara cter s' might rea lly wr ite o r 9 _
speak, the use o f slang or jargon ma y mak e the tex t 10 _
less co nv inci ng, becau se it so unds dated . Third so me 11 _
w riters be lieve the narrative. is equally unconvincing 12- , _
unless there is so me good reason for one of the 13 _
characte rs to be te lling the story. Nadia w heat ley feels 14 _
strong ly about thi s. Wh at an noys me abo ut a lot o f 15 _
no vel s is that its not often ex plained why the cha racter 16 _
w rites I can 't do that. I have to j ustify it.' 17 _
3 Have you ever been put off reading a novel becau se of its style? Wha t kind of books
do you prefer and wh y?
W riti ng UNIT 1 I 17
Structure What do you Mean? T ~ What wer e th e stu de nts' exact word s in th ese
Sometimes inappropriate grammar or vocab ulary leads
to a breakdown in communication. In groups ofthree or
four , discu ss th e qu esti ons in sections A- K be low. These
questions will be a nswered in more detail as you work
thro ugh the gramma r sectio ns in thi s course.
o How do th e words in italics affect the meaning of
thes e four se ntenc es?
The personnel department might give you a
referenc e.
2 The personnel departme nt could give you a
referen ce.
3 The p ersonnel department would give you a
reference.
4 Th e personnel dep artment should give you a
reference.
m:J Match stat ements 1- 3 to the possible mean ings
in a-c.
if i pho ned home every day, I'd run up huge phone
bills.
2 If I'd phoned home ever y da y, I'd hav e run up hu ge
phone bills.
3 If I ph on e home eve ry day, I'll run up huge phone
bills.
a I might ph one home every other day, then the
phone bills won't be so expen sive.
b I don't phone home every day because ph one ca lls
are expensive.
c I didn't ph one home eve ry day becau se phone ca lls
were expe nsive .
18 I UNIT 1 Structure
se nten ces?
I The studen ts said they'd try to wor k harde r.
2 The st ude nts sa id they were try ing to work harder.
3 Th e studen ts said they 'd tried to work harder.
[Q] Match statements I a nd 2 to th e implied m eanings
in a a nd b.
Th e ch ildren who had attende d nu rsery school
settled down quickl y in primary schoo l.
2 The children, who had attended nursery
school, settled down quickl y in prima ry schoo l.
a All the ch ildren had attended nursery school a nd
th ey all settled down quickly in primary school.
b Only th e ch ildren who had attended nursery
school settled down quickl y in primary school.
Those who did not go to nurser y school d id not
settle down.
[I] Match questi on s I and 2 to th e possible meanings
in a a nd b be low.
I How long did you live in Fran ce?
2 How long have you lived in Fran ce?
a The listener is still in France.
b The listen er has lived in France and is now living
so mewhere else.
[Ii] Mat ch statem ents 1- 3 to th e possible exp lanations
in a-c below.
I ca n't meet you for lunch tom orrow. I'm visi ting
my a un t.
2 I'm going to try and look in on my au nt. I haven 't
seen her for ages.
3 I know! I'll visit my aunt tomorrow. I hav en 't seen
he r for ages!
a The sp eaker is making a decision to visit her aunt.
b The speaker is expressing an intention to visit her
aunt.
c Th e speaker is talkin g about a n arra nge ment
whi ch has alread y been mad e - to visit her a unt.
[ill Wha t infor mat ion is the sp eak er giving about
Mart in ?
1 I wish Martin wouldn't tell lies.
2 I wish Martin weren 't so rude.
3 I wish Martin hadn't moved in next door.
[H] Read the se ntences in 1- 3 and answer the Th e speaker is telling you:
question s.
a on what cond ition she will join the class.
b for what reaso n she joined the class.
a We saw th e young dan cer reh ea rse for th e opening c how some body do es someth ing.
night. d what her intention was whe n she joined the class.
b We saw th e you ng da nce r rehearsing for the e wha t hap pen ed as a result of so mething else.
ope ning nigh t. f what migh t have preven ted her from joining the
class bu t did not.
Which statement mean s th at you saw:
• th e who le pe rform an ce? IT] Mat ch sta te me nts 1- 3 to th e explanations in a-c.
• only par t of wha t was actua lly happening?
I loh n us ed to work in a hospi tal.
2 2 Joh n was used to wo rkin g in a hospital.
a Pau l remem be red se tt ing the alarm cloc k for 3 John got used to working in a hospital.
six 0 ' clock.
a He might have come across some problem s at first
b Paul remembered to set th e alarm clock for
but in th e end he was ab le to co pe with it.
six 0' clo ck.
b He worke d there in the past b ut does not now.
Which sta te me nt refers to: c He was accustom ed to working there - it
pre sented no problem s for him . Possibl y he had
• so mething wh ich hap pened after Paul
been there for some time .
reme mbe red?
• so met h ing wh ich happened befo re Paul
reme mbered?
[RJ Match sta te me nts 1-3 to th e expla nations in a-c.
I A well-know n artist paint ed my portrait.
3
2 My po rt ra it was paint ed by a well-known a rtist.
a I tri ed to ta lk to my bo ss to explain how I felt about
3 I had my port rait paint ed by a well-kn own artist.
th e job.
b I tried talking to my boss to explain how I felt a The spe aker is em phasizing who arra nged for th e
a bout the job. portrait to be painted.
b The spea ker is sta ting a fact.
Wh ich sta te me nt mean s th at :
c The speaker is em phasizing wh at th e a rtist
• the speaker talked to his boss? pain ted a nd wh o painted the portrait.
• th e speaker didn't talk to his boss?
Now compare your answe rs with those of the rest of
the class.
[i] Match sta te me n ts 1-6 to th e explanations in a- f.
More than one answe r may be co rrect.
I join ed th e class so th at [ could improve my
English.
2 [ joined the class because my English wasn't good
eno ug h to help me get a job.
3 My Eng lish was so good tha t I d idn't need to join a
class .
4 [ joined the class although [ spoke English mu ch
better than the other stude nts.
5 I'll join the class as lon g as [ don't have to work too
hard!
6 Mari a spe aks English as if she's been speaking it all
her life.

Structure UNIT 1 I 19
 Fighting Fit
Listening and Speaking Alternative Therapies T

11 lri do logists examine the eye for irr itati on or

deposits in nerve fib res, wh ich they say correspo nd
to inflam mation or infect ion in the body. They also
c la im to detect inh eren t weaknesses, an d can
discover whether a person has a predisposition fo r

____
... ..11
certain illnesses.
tial oils from plants, which
Aromatherapy use s. ess~ ~ before be ing rubbed into
• ar e diluted with a earne r 01 sed to have differ e nt
. t lants a re s uppa .
th e sKin. Dlffe re n P sages it's so othmg,
he aling p roperties. liKe othe r m as '
ple as a nt a nd re laxing .

II Homeopathy is based on the principle of usi ng
'sirni lars' or 'like to t reat like'. A German doctor, Samuel
Hahnemann, found that using substa nces at extre me
d ilut ion s and shaking them vio lent ly p roduce d a
correspondingly more powerf ul effect. This process of
'potentizlng' has become the key feature of hom eop ath y.
In acupunctu re, needles are in sert ed at an
acu p u nctu re po i nt, then aligned w it h e ne rgy
pat hways ca l led ' me r idian s', which con nect
int ern al o rgans wit h poi nts a long t he body's
surface. The need les are rotated clockw ise or anti-
clo ckw ise, accor d ing to w hether ene rgy is to b e
st imulated or da mped down.

lntroduction 1 Th e p ictures illust rat e various kin ds of alternative medicine. Read th e descriptions
above and match them to th e pictures.

2 What ma kes these var ious trea tments diffe rent from more conven tional medi cin e?
What treatment could he offered in th eir place?

3 Choose one alternative th era py wh ich you find particularly Inter esting. Make a list
of the reasons why you wou ld or would not want to try it, then discu ss your reasons
with you r pa rtner.

20 UNIT 2 Listening and Speaking

Listening 'OC>O! 1 You are go ing to hear an ac upunc turist talking abo ut his work. Befo re you listen,
Part 1 rea d the sentences. Then , as yo u listen , focus on the answers in 1- 10 and listen out fo r
any differenc es i n w ord ing o n th e tape.

Exam tip ...

Part 1 of Paper 4 is
Acupuncture
often a sentence
In Chinese medicine, chi is the (1) energy flow of the bo dy.
completion task. You
must fill in the gaps in even flow
sentences with
information that you Acupuncture can make a person's energ y flow (3) more balanced again.
hear. A gap ca n be filled
by a maximum of four Before starting treatm ent , the acupuncturist review s the patient's
word s. You may have to (4) medical history .
change the wording in
some way to fit the He also takes the patient's (5) pulse
grammar of the sentence.
By doing this, he can decide whether the patient's body is being affected by either
(6) blockages or surges of energy.

The bo dy's energy flow can be (7) increased or reduced by inserting and
tw isting the needles.

The Chinese (8)_ _ ----'use

= acupuncture as an anaest hetic.

Acc ording to the acupuncturist, con ventional medicine is becoming less

(9) personal

Some people prefer acupuncture to conventional treatm ent bec ause they bebeve

they are in (10) better control of their bod ies.

2 Now look at the extracts from the tapescript and co mpare them closely with
answers 1- 6.
Chi - the body's energy flow.
If you have an even flow ofchi you are ingood health
It is then possibleto read just aperson's flow of energy if it has become unbalanced.
Before I treat anybody I take some time 10 study apatient's medical history. I also read thebody's pulses.
From this information I can decide if thereare any blockages in the flow of energy or indeed any
surges of energy.
Look at th e rest of the tapescript and underli ne the relevant extracts for answers 7- 10.

It is at this point that I decide where when she was having our last ch ild. It
I'm going to insert the needles. These certainly seemed to reduce her need for
need les increase or reduce the flow of pain-kil lers.
energy when they are inserted andtwisted I ru n two practices. There is great
5 at the appropriate meridian points. Don't is interest and I have a long waiting list. I 25
worry- it doesn'thurt andyou won'tbleed' think thereason for this ispartly because
Now, I believe that acupuncture can convent ional medicine has become
benefit most people sufleringfromdisease increasinglyimpersonal. Ordinarydoctors
or who are in pain. In China it is used as are over-worked and don't have enough
to an anaesthetic. I myself used it on my wife 20 time to spend on each patient. It's ollen 30
easier and quicker for them to hand out
pi llsthan to give properpersonal attention.
What acu puncfu re does is to
encourage the body to heal itself, which
is, aller all, a natural tendency. There is
nothing drastic about the trealment, and
I think peop leteeI moreincontrol of their
bodies than when fheyare subjected 10 all
that high-tech equipment in a modern
hospital.

Listening and Speaking UNIT 21 21

 3 Now prepare to listen to a not her recordi ng about treatments for migraine.
Before you listen , read the se ntences, no ting the word s before a nd after th e gap s.

Alternative therapy and migraine

Migraine is a growing p rob lem , particularly among people who (1 ) _

A mig raine can also be brought on by certain foods and wine, or if a person doesn' t
(2) _

Paink illers are a (3) way to treat migraine, but th ey don't always work.

In alternative therapy, the use of (4) relieves mild att ack s.

During acupuncture, (5) four needles to the face has a quick effect.

To keep a patient free from attacks , it is usually sufficient to have (6) _

Many peop le don't (7) hypnos is.

The intense relaxation causes the attack to (8) _

I-! 4 Listen to th e recording and complete th e senten ces. The n liste n to th e ta pe for a
sec ond time to check your answe rs.

English In Use 1 Look at the extract be low. It is taken from a magazine called Me and My Health,
Part 1 where th e ac tress Maureen Lipman talks about her lifestyle. Wha t part of speech are
th e underlined word s?

, I never seem to sto p. I'm not so much Without (3) suffic ient rest, thou gh , I
a workaholic as the ( 1) origina l 'girl who start to lo o k grey and then , apart from
can't say no '. No t onl y have I never a good nig ht's sleep , the onl y thing

learned to organize my time, I need the
deadline to pass before I ge t go ing. Then I
wonde r why I feci (2) exhausted! I'm vcry
good at whipping lip false energy.
,
that brings me back to life is meditation .
I find that 20 minutes' med itatio n is
(4) eq uivalent to a night's slee p and
that keep s me goin g.

In eac h set (1- 4) there is the correct answer and three incorrect 'distractors'. In pai rs,
choose two se ts eac h a nd explain why the other words cannot be used .
I A innovative B first C forem ost D original
2 A a pa thetic B exha usted C gruelling D spent
3 A sufficient B severe C accepta ble D m inimal
4 A compatible B alike C equivalent D proportional

22 I UNIT 2 Listen ing and Speaking

 Exam tip T
Part 1 of Paper 3 is
a vocabulary doze.You
are asked to complete a
text by filling in each gap
with a suitable answer,
from a given choice of
four words. Rem ember
that all fou r choices wi ll
be the same part of
speech.
Vocabulary
Confusa ble wor ds
3 Now look at how the article continues and underline the words in 5-10 below which
be st fit eac h space. For eac h on e, say what part of speech is tested a nd explain why
you think the alternative words do not fit.
, Som ehow though , I never ge t around (8 )_ _~ ro trigger an arrack. I onl y
cat rye bread, as the gluten in wheat
to meditatin g on a daily (5 } . I'm no
makes me feel bloated and ropy. I've
go od in the mor ning. By the time I've
(9) count less migraine 'c ures',
managed to get up and repair the
,
(6) of t he night, ha lf t he day's go ne. from the herbal re medy feve rfew to
acupunct ure. Ac upu nct ure ( 10) _
When it co mes to food , I'm a hostess's
balance the system , but nothi ng
nigh tmare . As I (7) fr om migraine,
I avoid cheese and stimulants like coffee, sto ps the attacks.
re d wine and spirits, which are generally
5 A way B basis C routine D manner
6 A damages B w rec 1<$ ' C ravages D ruins
7 A co mplain B su ffer C exper ience D ac he
8 A forese en B maintained C regarded D th ou ght
9 A tr ied B expe rimented C searche d D proved
10 A assists B impro ve s C restores D helps
1 St im u la n t , stimulus
Do yo u know the differen ce bet ween these two words? Which o ne ap peared in the
voca bu lary cloze in the previou s exercise? Match 1- 5 to a-e below.
1 Williamson tested po sitive for the ba nned
2 Unemployment has been a ma jor drawback in rural life and a
3 Many people believe tha t alcohol is a
4 A ce rtain cinema and its enviro ns were both
5 We hope that th e books will provid e a
a s tim ulant because mo st drinker s see m to becom e more outgoing.
b stimulus to m igration to urban areas .
c stim u lus for dialogue and serve as catalysts for improvement.
d stim ula nt ephe dr ine following Neath's opening league game.
e stim ulus and se tting for my juvenile adventures.
2 Tre at, cu re, h eal
These verhs have all oc cu rred in thi s sec tion . Choose one of the verbs to complete
each of th e following se nte nces, using a su ita ble form.
Differen t remedies may have to be u sed before th e pati ent can be _
2 Th e whole fam ily should be eve n if sym ptoms a re not pr esent.
3 The wounds, in some instances, may take tim e to _
4 The pati ents can usu ally be if th ey are in tim e.
5 And rew is carrying niggling injuries whi ch are p roving slow to _
6 Within three week s, her skin had _
7 Any secondary bacterial infection ma y need to be with a ntibiotics.
8 Her conditio n had been im p roved but not by the treatment.
Listening and Speaking UNIT 21 23
Speaking 1 Look at th e p ictures in th is special ist holi day brochure. Wha t type or ho liday do
yo u think is bein g advertised? Read the brochu re to see if yo u we re righ t.
Part 3

ATSI TSA holidays OIl the

bealltiflll Greek isla lid of S kyros

Atsttsa is set up as a community. and everyone

has a co mmunal respon sibi lit y to cont rib ute to t he
pro gramme. Away from much t hat is taken for grante d
it ua te d right by the sea in the idyllic, pine- in mod ern cit y liv ing. people live simply. but

S
forested Atsltsa Bay , Atsitsa is a unique
ad ve nt ure . Its holist ic programme , run b y
so me of the world 's most experienced facil itato rs,
5 a ims a t rela xing and revitalising the whole p erson .
Participants choose up to t hree courses each week
from a wide range on offe r: perhap s yoga. danc e and
windsurfing o r d ream wor k, self-awareness and jugglin g.
The pro gramm e is ful l. t o tempt people to explo re new
10 di rections along wi th famil iar o nes. but everyone is
encouraged to do just as much o r as little as t hey like.
15
comfortably. in t une with t he rhyt hms of nature.
Ats itsa 's ho li st ic approach is rooted in the classical
Greek not ion that health and fitness do not depend
simply o n diet and exercise, but upon the harmony
20 of mi nd. body and spi rit. oneness with the physical
environ ment. and activ e partici pation in comm unity
life. Part icip ant s ret urn hom e not only with new
ski lls but o fte n with a new appro ach to life, and t he
bene fits - and the friendsh ips - continue long afte r t he
25 holiday has ended .

2 Now read what some reviewer s have said abo ut Atsitsa.
Out there, under those deep blue skies
an? surrounded by people I came to kno~
better In seven days than many I had known
for ~~ven years, I was forced to swallow my
cyrucrsm . It worked,
I
People go to Club M ed to fo rget
th em sel ves. A t A tsi tsn they
hope 10 fi nd them sel ves _ or at
leas., some interestin g new and
und isco vered bit.
--
s uw 11H' s k ill a nti ca r-e of th e th er-a pi.s fs . a nd
I th e bond s wh ic,lI grr-w lu -t we-e-n pc>u pl ,>. e- n uh li ug a
s p er-in l kind o f 11"I1 ~1 a n d r-om p ussio n . So nu-t imes it
The Sunday Teleg raph

Vog ue wa s ..1 h it hard go i ll~ - its 11 01 a h olida y fOl" !Iwst>

whu want a t-est "uwuy from it all " . TIlt' ex pe t-iem -e,
in f..rct , ht-ings y U H r-losur 10 it all - In emotiun.
An un spok en p hil . ,Ill' prevails. at
11 osol
Atsitsa that anyo ne ca n do anyt h ll1g feeling. hurt and h appines s ami ull thr- rug-hu g of
and that age is ir re1c,·an t. r-i ch es W I > ('aIT Y a ro u n d in sid e o urselve . ..

The Observer
Here's Health

3 In pa irs, di scu ss the adva nt ages and disa dva ntages or going on an Atsitsa holid ay.
Try to use some of the adjec tives given belo w.
+
friend ly lively prying. int rus ive bois terous
sym pa thetic tra nqu il ca llou s, brutal excrucia ting
~
~ 6 .3 page 194 intimat e exhilarating cla ustrophobic intense, threatening

4 Wo uld yo u like to go on a holiday like th is? Give reason s for your answe r.

24 I UNIT 2 List ening and Speaking

 Writing Sport for All T

Introducti on 1 Look at the pi c tu res a n d di scu ss th em with a not her stu d e n t.

What d o they te ll you a b out th e nat ure of sport to day?
2 Read th is a rt icle o nce, tim in g yo urse lf as you read. Do yo u think the p eople
me nt ioned are experie nced or inexperien ced mar at hon runners? \Vhy?

Over B,OOO runners from 90nations come to New York
Citv every November to run the marathon. TheYJiII
up about a third of the field in this, the largest
international marathon In theworld. And they fill New
York's streets, shops and restaurants.
20 LA DOLCE MARATONA
Take, for examp le, a 25-year-old
archit ect ur e student fr o m It aly. We
cauqht up with him 72 hours before the
start of t he marathon at a posh party
25 at t he It alian Trade Com missio n. As
Andrew Ardui ni sipped on a gl ass of
Soave, he recou nt ed his day fo r us. He
55 ISLANDERS
They have a marathon in Bermu da,
but st ill , a few of the members of t hat
island paradise are enti ced by New York
and make th e jo urney to run t he race's
60 f ive borou ghs. Unli ke the French and
Italian cont inge nts - who could have
practicall y st art ed t heir ow n boroug h

Marathon
OU'll run into inte rnational ru nners everyw here
Y int he days before and afte r the marath on. They
don't just sit in t heir hot el roo ms with t heir feet
30
an d seven o f his f rie nds had b een
di scoverin g New York. Before he brok e
o ut t he sl ide projector, we had t o
inte rje ct:"Andrew, do n't yo u have a
marat hon to run in two days? You've
65
- t he 36-person Bermudian presence
w as tiny. Still , th ey have an organized
sup po rt net w ork h er e. " W e' l l be
cheeri ng t hem at the corner of Fir st
Ave nue and 68t h Street," said Pet er
been wa lking all over creation, eating l ever of the Bermuda Track and Field
35
hot dogs, dr inki ng w ine ... Don't you
read the training articles?""Well," he
said. " I haven't really train ed very hard.
70
Association . " That 's our officia l
spectator point."

propped UP. rest ing and carbo-loading on bread and
5 pasta . NO. t hey've come to seet he sights.
But why? Why do they come to New York, with its
traffic . crime and congestio n? Sure. t he marat hon
off ers an inspiring tour of t he f ive borou gh s of t he
cit y and enthusiastic support from t hro ngs of
10 spectators, but othe r marat hons offe r a similar
experience in environments less harsht han this one.
What is the intri gue of New York? And what do th e
visit ors who have co me here to run do?
We decided to see f or o urselves, so we followed
IS various continoents of runners around New York in
the days before the marathon. We fou nd that they
were having lots of fun , some of them so much that
we were amazed they were in any condition to make
it to the starting line. much less run 26.2 miles.
Next year, I'll come pre pared ."
THE FRENCH CONNECTION
Abo ut 60 blocks uptown, a group of
40 Parisian runners and t heir famil ies were
pre paring f or a pre- race m eal t h at
wo ul d ha ve sen t o u r n ut rit ion
co lumnist reachin g f or t he sto mach
pump. They had arrived at w hat t ou r
45 o pe rator Mark Kle i n ca lls t h e i r
f avourite destin ati on i n New York -
Harl em. Specif ically, W il son's Bakery
and Restau rant , a Harl em landm ark
since 1945, w here por k, chicken and
50 cholestero l are served up in heaps. " I'm
not sure th ey realize just w hat soul
f oo d i s, " chuck led Klein, as huge
serving s of fried chicken and ri bs we re
du mp ed onto their plates.
INTERNATIONAL BREAKFAST RUN
Others run the marathon w it hout
support, embassy welcoming part ies
or group tou rs. For them, ho wever,
the re is always Saturday's Intern at ional
75
Breakfast Run - the one official event
fo r all f oreign ent rants. Runners gath er
at t he United Nat ions plaza and b.l.en£J
into. one mass as t hey jog two mile s up
80 t o Tavern on th e Green in Cent ral Park,
whe re the y are served breakfast. A lot
of carbohydrat es are consumed. There
is a ma rat ho n tomo rrow, afte r al l.
A nd n ot j u st an y m ara t ho n . "A II
85 marathon ers wa nt to run New York, "
said one runner. " There is not ano ther
lik e it in t he wo rld ."

Ne"" York City

~ 600 words 3 Ha ve yo u eve r taken pa rt in a lo ng-di sta n c e run ? !f yo u h a ven't , wo uld yo u like to do
so? Give rea sons for your a nswer.
How do p e ople tr ain for a long ru n ? What physic al a n d m ental skills a re require d?

Writing UNIT 21 25
Writing Part I , l etter

Exam tip '"

Part 1 of Paper 2 involves the reading of up to 400 wordsof text extracts. in order to complete a task
based on the material.You must be able to include appropriate informa tion from what you have read,
without 'lifting' phrases. It iscrucial for you to write in the correct reg ister and you will often have to
change what you have read intoa different style, appropriate to the text type.

Und erstanding th e ta sk 1 Look at th e wri t ing task below. You need to th ink carefull y about w hat the task invo lv es.
For exam p le, in t he club note on page 27. you are to ld that you do not need to incl ude
organi zational details about th e run itself (see th e second sentence of th e no te).

You should read the inform ati on carefu lly in Sectio n A - you will be penali zed if you
have misunderstood th e task in any way.

Your town's small and friendly international club , of which you are a member, is
organizing a 'Fun Run' for members. You have been asked to put together a letter for
the other participants. giving practical suggestions for training and preparation in the
time leading up to the event.
Look at the information about local fitness training facilities, together with a note you
have received from the club committee. You must cover all the points referred to in the
note. You may also include additio nal points of your own.

fitness centres
sport and recreation

~
.MB GYM
Gym equipment, sauna, sunbeds,
cardiovascular room and juice bar
en - run by top athlete.
• YMCA CITY GYM

E Extensively refurbished. Features

fully-equipped, air-conditioned
gymnasium, full-sized sports hall,

:s sunbeds, relaxation area, restaurant

--
en • BODIFIT
New club with gym, steam room ,
facilities. Good range of classes ,
featuring step and slide training.

co sunbeds. Full range of classes, inc.

aerobics, step, slide. Reduced rates

c for students.
• BODY MAINTENANCE

E
Alternative facility - everything
from aromatherapy to massage
and osteopathy. Also sports injury
treatment. With the 'Spice of Life'
~ restaurant next door, an 'Alternative
Night Out': steam bath with
t)O aromatherapy oils andvegetarian
meal.

26 I UNIT 2 Writi ng
 Thanks for agreeing to write to members about the Fun Run
next month. They already have all the info about when and where
to meet on the day itself, but it would be really helpfu l for them
to get some tra ining ti ps from you. We th ink they also need some
encoura gement, so make sure you emphasize the FUN!
Here are some suggestions for you to include:
_ Group sessions at some of the local gyms (which ones'?)
_ Swimming nights at the central pool (say when)
_ Jog ging in th e park (give precise times)
We would also like to arrange a supper party the eveni.ng.before
the run. Could you decide where and include these deta ils In your

-------_
let ter, please'?
Look forward to getting your letter!

.. .. -""",.--~-",,-
Selectin g idea s 2 Look at the underlined part s of th e club note and its suggestions, then rea d the
descriptions of gym facilities. Decid e with anoth er studen t wh ich of th e gyms wo uld
be su itable for gro up sessions and a su pper par ty. More th an one ca n be sugges ted.
Don't forget that you can add points of your own , as lon g as you have covered th e
required content. Discuss extra training po ssibilities with a p artner. What ot he r
information might it be releva nt to include , for exa m ple, diet, slee p, clot hes?

Focusing on the read er 3 Decide on th e register for your letter. The re are some clues in the club note you ha ve
been se nt and in the exam rubric. Can you find them?

Planning y our answer 4 The plan below will help you organize you r letter. In pa irs, brai nstorm useful language
and add it to the plan.
• Introduction
Why you are writi ng • Pa ragraph on supper party
Details on where, what food , tohat time
• Paragraph on training
Gym sessions, swim ming, • Ending
jogging Encouraging tone!
Any additional suggestions

Writing 5 Now write your letter in about 250 words. Remember the WRITE "" checklist
on page 14.

Checkin g 6 After you have finish ed writing , don't forget to go back and check your wo rk.
Carry out these procedures.
• Put yourself in the read er 's place.
Is you r work clearl y organized in to meaningful paragraphs?
Is th e format su ita ble for th e task typ e?
Is the register appropriat e?
Is what you say informative and interesting? Could yo u include mo re de ta ils?
• Th en ch eck your work for grammatical acc uracy, co nsidering each of these areas:
a rticles pr epositions ten ses word orde r.
• Finally, check your writing for an y spe lling or punct ua tion errors.
v-.J..- 1tfP page 189 When you se e thi s reference in a unit, it m eans you can find a related writing
model in the back of th e book.

Writing UNIT 21 27
Reading Bad Habits T

Introducti on 1 If you were in a pu blic place, what would your reaction be if someone:
• played the ir persona l stereo lou dly next to you?
• th rew litt er do wn o n the gro und?
• p ark ed th e ir ca r on th e pavem en t?

2 Do you cons ider a ll o f th ese to be a nt i-social ac tivities? Can you th in k of a ny other

a nt i-social ac tivities yo u wo uld find offens ive?

Reading 1 Th e extract below is the first pa ragraph from a leaflet produced by th e Health and
Safety Executive in Brita in. Skim th rou gh the paragraph quickly a nd decide:
Mu ltiple mat ch ing
• what the mai n the me is.
• who the leafle t is aimed at.
Exam ti p T
In Paper 1,there is a lot
to read. There are always
four texts giving a total
of 3,()(X) words. You are
not always expected to
read these texts in detail.
Reading at speed, using mployers should consider how to limit passive smoking at work. There are
the skillsof skimming
and scanning, is essential
if you are to finish the
E various methods ofpreventing or limiting exposure to smoke. Everyworkplace
is different, and there is no universalsolution. Full in-depth consultation with
employees and lor their repre sentatives is highly desirable for the smooth
paper within the time 5 implementation of policies designed to limit exposure to tobacco smoke. Apolicy is
allowed. very much more likely 10 be accepted by all employees if they feel they haw been
properlyconsulted. It is importantto taketime and make sure thatdetails of restrictions
on smoking arc worked out and agreed between management and employees, and if
necessary arrange a transitional period or a step-by-step approach.

-.!..---,,_--__
.. -----_..J
28 UNIT 2 Re ading
 2 One type of mult iple-matching task involves matching headings to paragraphs.
Read headings A-H below carefully, so that you are su re what th ey are about. Then
scan the text , summarizing eac h paragraph as you read . Match each heading with
the correct paragraph.
You will not usually find exactly the same word in both the heading and the
paragraph , but the content will be sim ilar. In eac h paragraph, underline th e word,
phrase or se ntence whic h hel ped you choose th e correct head ing. The first heading
has been done for you as an example.

[I] G Why be concerned about smoking at work?

A what is passive smoking?
B How can passive smok ing be
a danger to health?
C What about people who
already have resp iratory
10 Nowadays fewer people arc smokers and attitudes to smokingare changing. Smokers
arc a minority in many wo rkplaces. People have become more aware of the seriolls
health risksfaced bysmokers themselves. There is increasing concernove r the possible
health effects of breathingother people's tobacco smoke. Wo rk is one ofa few situations
where non-smokers may have 10 spend long periods in close contact with smokers.
mWhen smokers and non-smokers share the same room, non-smokers cannot avoid
15

diseases?
o What are the benefits to
employers of taking steps to
limit passive smoking?
E wouldn't it be best to totally
prohibit smoking at work?
F What is the evidence?
G Why be concerned about
smoking at work ?
H What about safety hazards
from smoking at work and
health risks for smokers?
inhaling some environmental tobacco smoke as they breathe. This is called 'passive
smoking', Thesmokeconcerned is mainly 'stdesrrcam' smoke from burning cigarettes.
cigars or pipe tobacco, but there is also some smoke exhaled by smokers.
III
In some situations, a complete han is justified for safety reasons. But elsewhere
20 the imposition by management without proper consultation of anymeasures to control
passive smoking could lead to resentment among smokers and problems in enforcing
the no-smoking rule.
@]
This leaflet does not deal with the well-recognized safety hazards from smoking
where there is a risk of fire or explosion. xor docs it discuss the health hazards to
25 individuals who smoke, particularly while working with substances such as lead or
asbestos. Such hazards are covered hy guidance on each subject.
[[]
It is now beyond doubt that smoking is a major cause of disease and premature
death for smokers themselves. Tobacco smoke contains various substances that can
cause cancer or other health problems. Raised levels of airborne harmful substances
30 are found when smokers' homes are compared with those of non-smokers. Still higher
levels may occur in poorlyventilated indoor places of work where seve ral people arc
smokers.
[]]
There have been many scientific studies on passive smoking. The results of this
research were reviewed by the IndependentScientific Com mittee on Smokingand Health
35 in their Fourth Report. The Co mmittee concluded that 'while none of the studies can
on its own he accepted as unequivocal, the findings overall are consistent with there
being a small increase in the risk of lung cancer from exposure to environmental
tobacco smoke, in the range of 10%- .10%'.
[Z]
It has been recognized for some time that exposure to tobacco smoke Gill cause
40 discomfort and irritation to some people, particularly those who already have a
respiratory disorder such as asthma. Passive smoking maycause more distress to this
group than it does to most non-smokers.
~
Limiting or preventing smoking hy an agreed and carefully implemented policy
may improve employee morale, reduce argumentsbetween smokers and non-smokers,
45 reduce time lost through sickness, and diminish cleaningbills. It will reduce fire risk.

Reading UNIT 21 29
 3 Do you think smoking should be banned from public pla ces, suc h as cine mas,
restauran ts, public transport? List you r reasons why! why no t and discu ss the m
with another stu de nt.

Style 1 Look at thi s exa m ple from the leaflet:

It is now beyon d doubt that smoking is a m ajor callse ofdisease ...
Th is use of the imp erso nal it to introduce stateme nts is very common in form al
pieces of writing, particularly whe re the em phas is is o n presenting facts or evidence.
Choose app rop riate phrases fro m th e on es below to preface statements 1- 3.
It is a fact tha t It seems to be the case th a t It is fully un derstood that
_ _ _ _ _ __ _ people tend to live lon ger nowad ays.
2 _ _ _ _ _ __ _ a balanced diet is important , especially during preg nancy.
3 _ _ _ _ _ _ __ th e demand for fitn ess cent res is growing.

2 Look at the st ruc ture of this sentence:

It seems inevitable that we will have more free time.
It + verb + complement + that clau se

m 2 .2 page 193 The co mp lement in thi s case is an adjective. Can you think of other adject ives tha t
are co m mo nly use d in this way?

3 Here is an ot he r exa m ple of this struc ture, again from th e read ing text:
It has been recogn ized for some tim e tha t exposure to tobacco smoke call calise
discomfort ...
A passive form is used wit h th e imp ersonal it to emp has ize that the fact abo ut to be
expresse d is a commonly held view.
Finish these exa mples with sim ilar factual stateme nts about smok ing.
I It h as recently been sugges ted that ...
2 It ca n not be deni ed that ...
3 It is now agreed th at ...

m 11 page 195 4 The passive form s used above are all reporting verbs . Can you suggest more
reporting verbs th at could be used in thi s way?

30 I UNIT 2 Read ing

 Structure HealthyEating T English in Use
Par t 2

~ Read the fo llowing extract from a magazine article,

ignoring t he spaces i n th e last two paragraphs.
Introduction What point s d o es the w ri ter m ake abo ut d ieting?

What are the se a dve rt ise me nts

trying to sell? D o you th i n k As many as nine (0) out
they are successful in getting
their message across? T Slim 35
of ten dieters needn't have bothered
dieting at all as they put back the
weight they lose; and up (1) _

GET TRIM - STAY TRIM

Chance half end up weighing even
(2) than they did before .
Most of th ese people see their problem
WITHOUT THE EFFORTI Dieting is tutlle and downright 40 as a personal failure - they think they

.,
da ngerous reports Isabel Walker. should (3) been more
~ In fa ct, many doctors now believ e strong-minded. This is a fallacy,
~ you wou ld be better oil staying however, for there is growi ng evidence
5 overweight. (4) many diete rs get
as locked into a losing battle with

C ross your heart and swear in all

honesty that you have never ever
been on a diet. If so, lucky you! You
(5) own bod ies, which
fight like mad to resist the starvation
process. There is also a good reason
EXERCISE IN THE COMFORT OF YOUR OWN HOME must be supremely confident about (6) believe t hat dieting
Until row the only way to benest lra m lon ir'l9 was to attend 10 your appeara nce, enviably restrained in 50 may be bad for you - particularly if it
spec:iai:sI TCfWlg Ceones. now Slim Images Limited orlera range
01 Ibre TOfllflg Tables SUltahie lor evetiOO&' Passiveeseecse
your eating habit s or blessed wit h an leads to regular fluctuations in weight.
corcere
Ef'al:iesir')Q'lEI from 18- 8) to .IYl)'1<.oot' in sa!ety! ability to eat what you like without The phenomenon known
Trims & tones hips , thighs & but tock s gaining weight.
Tightens waist & upper body
(7) 'yo-yo dieti ng' is now
Firms sagging stomach In a society whose most potent thought to represent as great a risk to

1-- - - - _ Benefits Arthri tis sufferers

FOR INFORMATION OR FREE HOME DEMO
15 icon s are abnor mally thin mod els, fat
has become, quit e literally, a dirty word
- one of the earliest epithets to be
55 health, (8)

as the obesit y which (9)1

is designed to conquer.
some respects,
_

hurJed around the school playground . These days, disillusioned dieters

These days, children begin to restrict (10) adv ised by more and
th eir food intake as early as age nine,
Hoar Cross Hall 20

By fifteen, as many as one girl in three

60 more experts to throw away their scales
and calorie co unters and come
J thi nks she should be on a diet. (11) terms with their
This obsession with losing weight physical appearance. There are of
fuels a mult i-million pou nd slimming course some people (12), _
25 industry which grows ever more 65 problems are more serious and who
inventive in its atte mpts to persuade really must lose weight. For those
veteran dieters that 'this one really people, a healthy eating programme
works'. Meanwh ile, it is obvious to combined (13) regular
many people that diets don't work - at exercise is seen as (14), _
. a state ly home offers an 30 least, not in the long-term! If they did, 70 safer and much more reliable route to
The heath spa resort _In _'" trea tments to make
of fac rlll 1es enc . h
extensive range . s active as you WIS • , . we would be getting thinner, but in fact success (15) simp ly going
our stay as relaxmg or 8 . £60 00 o ff addli io nal
~oaf Cross Hafl is o ffe rmg ' booking a 3 night we are gett ing fatter. on a diet.
treatments tor ea
en person
31 1
w hen
J Iv August st.
slay from ury- people sha ring).

/O;;,ba; ;;7;to,mat;on telephone: ~ 4OO wo rds [[] Look at the last two paragraphs of the article and
01283575671
y II Slatfo!dshire. DE13 80S su p p ly t he m i ssi n g word s by writing olle word in sp aces
Hoar Cross. near oxa .
1-15. T he first one has b een do ne for you as an exam p le.

Structure UNIT 21 31
 Modals and meaning Modals and the perfect infinitive
[K] Modals, for example, I1lU St , might and ca n, are not [II Some medals can be used with th e perfect
usually test ed in a cloze passage, but au xiliaries such as infin itive witho ut 10 (except for ought to ). Decide
be, IWlJe and do ma y be. Why is thi s? The art i cle on whic h of these mod als can be com bined in thei r
page 3 1 co ntained auxi liaries an d several moda ls. Find po sit ive and negative forms with the pe rfect infin itive.
e ight modals in the articl e and list them in order of
will
ap pea rance .
should
Taken in context, which of th e medals you have found : would
The y might have done it.
expresses an obli gation which might be fulfilled?
need
2 offers a logical explana tion? could
mu st
3 says so me th ing was done unne cessarily?
can
4 expresses a regr et that some thing d id not happen?
Which o nes are not used in the po siti ve?
5 gives advice? How can we exp ress the opposite of mu st have done?
6 ex presses an outcome ba sed on an imaginary Which could refer to some thing whi ch might happen
situa tio n? in th e futur e?

7 expresses a po ssibility? [[] Match se ntences 1-6 with the explanatio ns in a-e.
8 expresses a ne ce ssit y? More than one answer may be co rrect.
1 Th ey couldn't I can't have done it.
[il] Use on e of the following medals to co mplete 2 Th ey should ha ve don e it. C
sentences 1- 8. 3 Th ey would have done it.
wo uld mu st should ne ed n't may 4 They nee dn't have do ne it.
5 They ought to have don e it.
Even if I were an gry, I never speak to 6 Th ey might I ma y not have don e it.
a nyo ne like th at!
a They didn't do it.
2 The hom ework I'm se lli ng you tod ay _ b They did it but it was n't necessa ry.
be handed in un til Monday. c I don't believe th ey did it.
3 She hat es the th eatre here but she go d I'm not sure if th ey did it or not.
on ce in a wh ile. It would help her learn the e Th ey were willing to do it but th ey didn't.
language.
[9 Complete sentences 1-12 using one of the modals
4 This re port is urgent - you finish it in B 1- 6 in its co rrect form. They may be eithe r po sitive
by four 0' clock. or ne gative . More than one an swer may be possible.
5 1 help you with those bag s? You have ea te n tho se strawberries.
6 You phone back - just write a letter You know you 're alle rgic to th em!
co nfirming o ur tel ephone co nversatio n this 2 Had I realized how dam aging it was going to be, I
afternoon. certa in ly have gone on that diet!
7 It's difficult to sa y whether they' ll accept the offer. 3 You have gon e back for my glasses.
They , th ey not. I've got a spare pair in my bag , but thanks anyway!
8 Tom be ca ught in a traffic jam. He's 4 Try phoning the surge ry.The doctor ~ _
ne ver been as late as this befor e. not have left yet.

Look back at yo ur ans we r to number 5. How is the 5 She didn't look well. That medi cin e she was laking
modal used in thi s sen te nce? certainl y have don e her an y good.
6 We have written the essays. The
teacher didn't even ask to see them!

32 I UNIT 2 Structure
 7 I to ld you we have go ne to th at party. [il] Read the following di alogu e then co m plete the gaps
I knew it wo uld be abso lute ly dreadful. with must, ca n't, mustn't or need n't in their co rrect form .
8 They have understood m y John and Elaine have been se nt to meet two imp ortant
directio ns. They've turned righ t instead of left! clients arrivin g at th e a irport. Unfort unate ly, they seem
to have mi ssed th em.
9 He have s poken to the m abo ut it
alrea dy, th er e again he not have. John They're not at the recep tion desk so they
(I ) (wa it) outside the main
10 I definitely have informed yo u earlier
entranc e.
if I'd kn own a ll th e d etails.
Elaine Th ey (2) (wait) o utside the main
II A I've brought you some flower s. entrance because it's lo cked!
B Oh, you have! Jo hn We'll ask the information de sk to put out an
an nou ncement for th em. We (3) _
12 A I haven't brought that reference book wit h me .
B Well, you have! (find) them . We'll be in trouble if we arrive
back without them!
Elaine Th ey (4) (go) far because th ey
Need we re asked to wait, eve n if there was nobody to
meet th em right away.
[1\J What 's the d ifference between th e two sta te me nts John Well ... we'll s it tight for a wh ile. The flight's
below? only jus t land ed so we (5) (pa nic)
ju st yet!
She need n't have go ne on a diet - her bod y we ight Elaine Hang o n a mi nute. Actua lly, we
was exactly right for her h eight. (6) (bo ther) with that
2 She d idn't need to go on a di et - her bod y we igh t announ cement afte r a ll. I th ink I ca n see th em
was exactly right for her height. over th ere!

[ill Which stateme nt so unds correct , wh ich incorre ct?

I She need have go ne on a d iet . Practice
2 She need ed to go on a diet.
Co mple te 1-10 using a se ntence containing a s uitable
[<:] Which question wo uld yo u rarely hea r? modal. Several alt ernati ves m ay be possibl e.

1 Nee d she have go ne o n a diet? It was kind of yo u to tak e th e trou ble to come and
2 Did she need to go o n a di et? see m e in hospital but rea lly yo u _
2 We made a mi stak e about the tim e of th e
ap po intment. I knew we _
Must, can 't; mustn't, needn't
3 I st ill haven't found that patient's file. I really
[] What is the meaning of must in these two
sentences? 4 Are you trying to tell m e Julia's left her husband?
1 He must be the new manager. She _
2 Yo u must keep yo ur feelings to yourself. 5 What? Me? Go on a cras h di et? You _
What is the opposite of I? 6 If yo u looked at the in structions more ca re fully,
What is the opposite of 2 when you are: yo u _
a giving som ebody some advice? 7 He hasn't phoned yet but it's still early. He
b saying this is the wrong thing to do as it may be
harmful?
c saying that there are alte rnatives o ne might like to 8 I hate taking pills, but wh en I wa s ill I
co ns ide r?
What is the pa st of must in 2 above? 9 If yo u see a s ign o n a ho spital bed saying 'N il by
mouth', th e pati ent _
10 If you see a sign saying 'No adm itta nce', yo u

Struct ure UNIT 21 33

 Getting to Know You
Reading Silent Speech T

ln troduction 1 Ma tch th ese a dje ct ives describing po sture to eac h person .

round -shouldered slo uc hed stra ight- backed cowering

2 Does po sture tell you anything abo ut a person? Use som e of these adjectives
to spec ulate about each person's personality.
aggressive lively calm domin an t
expans ive flirtatious insecure nervou s
self-co nfide nt su bm iss ive tense o utgo ing

Reading 1 What does the expression 'silent speech' convey to you? In pairs, compare yo ur
ideas. Read the introductory text to th e magazine article to see if you are righ t.
Multiple- cho ice
qu estions
2 Now skim read th e whole article. As yo u read, thin k about the se q ue st ions:
• Why is body language so important?
• How can it b e used to you r adva ntage?

Practical psychology
• Haveyou ever taken a dislike to someone for 'no reason at all' ?
Or ever wondered why one particular plain, dull person is
swamped by a vast circle of friends and a busy socialcalendar?
According to some psychologists the answer is simple - it's all
down to body language.
Sheena Meredith explains some of
the secrets of our 'silent' speech.

B
oJy language , it seem s, co u ld be th e key to all sorts of
unsolved mysteries. Ex perts believe th at O Uf 'silent
s p eec h ' - th e way w e m o ve , s m all c hanges in
appearance , posture and gestures - conveys far more mea ning
10 than the wo rds in an y co nversatio n. Body lan gu age can make
o r b r eak a ny e nco u n te r, es pe cia lly if yo u 're fe e ling
unc omfortable . :

34 I UNIT 3 Reading
 rv

• Learning the Language Ifbod y language doesn 't match

words, it mak es us feel un comfortable even if we can 't identify • Minding your Language
People signal feeling and in tent in
15 w hy.Dr Desmond Morris,th e world-famous animal and people 70 body language. Jabbing a rai sed
wa tc her, calls th es e in congru ities 'n o n-verbal leakage ' , the finger in c o nve rsa tio n m eans
failure o f our social ' mask ' , and being able to spot them can power or anger. Tu rn ing th e h ead,
help us to make much mo re sense o f o ur interactions. or crossing legs aw ay from
Watc hing othe r p eo pl e 's b od y lan gu age ca n also help yo u r some one yo u 're tal kin g to -
20 ow n self-image. 'The main proble m w hen p eople are in secu re 75 ho wever animatedly - shows yo u
or lack self-estee m is th at they ima gine everyone else is secure,' don 't want to b e so involved .
he says.'If you spot the tri cks so meone is using to intimidate Other ' barrier signals ' , like folded
you , they seem less threa teni ng .' anTIS, ma y re veal a p ers on ' s
So bo dy lan guage tact ics arc not to hide th ese signs of ten sion, ho stility o r insecurity. Sub m ission
25 but to gain mastery and confidence over th e e nv iron ment, to 80 gestures like nodding and b owing are rit uali sed soci ally.

spot w he n o thers are being th rea ten ing or belittling,and tak e We all st art to edge a\vay sligh tly, or sit forward in o u r c ha ir,
counte r-meas ures . ' If yo u don 't feel good about yo urs elf, it 's w he n we 're to o polite to say 'I'd like to leave ', and most p eople
go ing to s how. You can o n ly fake it to an ex te nt ,' says will ta ke th e hint. Those w ho don 't are likel y to be lab ell ed
psych olog ist Dr David Lew is ,w ho teach es people h ow to use as monopolising bores.
30 bo dy lan gu age tactics to th in k th emselves into a more
confident manne r. • Lies and Body Language A w hole new world open s
up if yo u' re aware of co nt radictory signa ls. If a friend w ho
• Walk Tall Anyone w ho's ever se ems to be listening rapt ly is ta pp ing he r toes as well,cha nge
trie d to c h ange the way th e y the sub jec t - she's bored. No ma tt er h ow cha rm ing th e boss
mo ve , say fro m b eing roun d - is being , those aggressive littl e foo t kicks probab ly mean yo u 'll
35 sho uldered, kn o w s tha t it takes a 90 not be given a p ay rise . Afte r a lo vely even ing , th e man o f
grea t d eal of co nce ntration - for yo ur dreams says h e 'll call soo n , h ut he isn 't looking at you
a w hile . It ca n soon become as and hi s arms are folde d - don 't bother to wait by the phone .
mu ch of a h a b it as a s lo uc hed
post ure. And wa lk ing tall • Safe Space The w ay we do minate sp ace is an ex tens ion
40 increases and c re ates co n fidence. of body lan gu age . The mo re expansive we ar e , th e more
Anot her u se ful pl o y to b o o st 95 p ow erful , from the h ands-be h ind- he ad, feet-on-desk pose, to

co n fide nce b e fore a t ric ky th e p o siti oning o f towels on a be ach Of books o n a table.
encounter is to lo o k up at the sk y Furn itu re is o ften used to dom inate , like the co m mo n p loy of
or cei ling ( if yo u 're alone , stre tc h forcing a visitor into a lowl y p osition in the gu ise of h avin g
45 your arms up as well), the n put
th e most co mfo rt able, squ ishy armc ha ir.
your ch in h orizontal a nd .lowe r 100 Encroachments in to strangers' te rrito ry, like pl ac ing yo ur b ag
your gaz e , but keep yo u r eyes and firml y on th eir desk o r pu tti ng yo ur coffee c up d own near to
eye brows in th e same p osition. theirs , make th em n ervous and increase yo u r dominan ce in
Th is s im p le c ha n ge o f fac ia l an encou nter.
50 postu re can make yo u look, and
feel, man y tim es more con fident . '. Close Encounters Th e first four minu tes of an y encounter
105 are c ritical, Dr Lewis says. When tw o p eople meetin g ma ke
• 'Echoes' of Friendship Co ns ide r ho w yo u feel wi th eye co ntac t , both raise and low er their eyebrows in ;:1 flash
true frie n ds .There is a sense of relaxation , of freedom from greeting , w h ich is kn own by ex p e rts as the 'eye b row flash '.
the tension, p ow er pl ays and uncertainty ex p erie nced during Thi s may signal 'h ell o ' , a query, ap p roval. thanks , ag reemen t,
55 encou nters w it h stra ngers. Th e key h ere is that yo u are of ffirt at io n , e m p h asis o r
equal status . Amo ng friends, th ere is a similarity o f posture 110 occas iona lly disapproval.

and a mimicry of movement,known as postural ec ho. It carries D ur ing a conversatio n ,

the mes sage ' I am like yo u', m aking friends 'feel right' together. direc t gaze is need ed for
Popular p eople seem to ha ve a natural ability w ith postural con tac t and to co nvey
50 ec ho , and it is o fte n us ed b y successful sales peo p le . Th e good int e nt , but it ca n
sy nc hro ny is mi s s in g in p e o p le w it h serious mental 115 al s o b e thre at enin g.

distu rbances, and many no rm al p eople have p oor postural Int ense stari ng occ urs at
ec h o. Perhaps becau se th e ir parents were undemonstrative t he h ei gh t s of bot h
o r unl o v in g , th e y seem n e ver t o ha ve abs orbed th e intimacy and aggr ession.
65 un conscious sign als of co-operative movement. As the echo O n the othe r h and , too
goes, so d oes th e sense of rap p o rt, and they th emselves may 120 s hort a gaze imp lies
find it difficult to make frie nds . di sinte rest .

C!> 935 words Reading UNIT 31 35

 3 Can you say what the following words and phrases from th e ar ticle m ean , in your
own words?
1 non-verbal leakage (line 16) 5 mimicry (line 57)
2 belittling (line 26) 6 edge away (line 81)
3 tactics (lin e 30) 7 tak e th e h int (line 83)
4 plo y (line 41) 8 enc roachme nts (line 100)

4 Multi pl e- ch oice options

Exam ti p T
Multiple-choice questions
test your ability to
understand the detail
and subt let ies of a t ext.
Unlike t he mult iple
matching t ask that you
met in Unit 2. here you
should take more time, as
you need to read the text
in greater depth.
In th e multiple-choice ta sk, you need to apply skills of int erpretati on , both to wh a t is
in the text a nd to wha t exactly is sta te d in the multiple-choice optio ns.
When you are answering multiple -choice question s and you are unsure which is the
right answer, on e strategy is to try to rule out answers which you know are incorrect.
Thi s 'process of elimination' help s you to evaluate all four options carefully. Look a t
this qu estion:
Low self-es teem can be improved by
A using body language to hide wh at you rea lly feel.
B using threatening behaviour to make others feel small.
C recog nizing that eve ryone else feels secure.
D recogni zing that body lan gu age nee d not be a thr eat.

To decid e whe ther an option is incorrect , you first need to locat e th e pa rts of th e text
wh ich ar e potentially rele vant. Look at the un derlined text from the section ca lled
Learning the Language.
Wat ching othe r peop le 's b ody language can also help
yo ur ow n sel f-image . 'The main nroblem when people
I are insecure or lac k self-esteem is that they imagine
eve ryo ne els e is se cure .' he says . ' {{ VOll spot the tricks
someone is using to intimidate yo u they seem less
th reatenin g.'
So bod y language tact ics arc not to hide these signs
of ten sion. but to gain mast ery and c onfide nce ov e r
the e nviro nmen t, to spot 'w he n others are being
threatening o r belittling and take co unte r-measure s.
'If yo u don't feel go od abo ut yourself, it's going to
show. You ca n o n ly fak e it to an e xt ent ,' says
psych ol ogist Dr David Le wi s, who teaches people
how to use bod y langu age tactics to think themselves
into a mo re confide nt mann e r.
Notice that op tions which use the same or similar
words as tho se in the text do not nece ssa rily produce
the right an swer! For exam ple,
Option A picks up the word hide bu t in fact sta tes the
opposit e of what is in the text.
Option B mentions th e word sm all but is inco rrect as
th e text refers to others doin g th e belittling.
Option C says that recogn izi ng that everyon e else fe els
secure is a solution but the text states that imaginin g
everyon e else feel s secure is the ma in problem .
Option D is the correct answer as it reflects what is said
in the text. Look at how the original wordin g has been
changed in the op tion .
lfyou spot the tricks someon e is using to intimida te you
recogni zing that body language
they seem less threatening.
need not be a threat.

5 Now look at the following multiple-choice questions. Use th e above tech niq ue to
help you to decide on the correct options.

2 On e of the ways to become more con fide nt is to

A rela x more with friends.
B imitate the facial expressions of oth ers.
C a lter th e way you walk.
D avoid direct eye contact with people.

36 I UNIT 3 Reading
 3 Some people have poor postural ech o because they
A do not co-ope rate with their parents.
B do not mix with people of equal sta tus.
C have n ot received th e proper training.
D have not understood the signals in a relationship.

4 How ca n you show that you want to end a co nve rsatio n?

A cross your legs
B move back a little
C fold your arms
D nod your head sligh tly

5 People dominate space in a meeting in order to

A give themselve s an advantage.
B put other people at th eir ease.
C make th em selves more comforta ble.
D hide their own nervou sn ess.

6 Wha t should you try not to do in a social encounter?

A fail to return an eyebrow flash
B glance away while talking to som eo ne
C look directly into sorneone's eyes
D appea r too friendly and interested

6 Do you agree with the views in thi s text? How importan t is bod y la nguage in th e way
we relate to other peopl e? Discu ss you r a nswe rs with a partner.

Style Th e organi zation of thi s text is typical of many 'gene ral intere st' arti cles. Cons ider th e
follo win g feature s. Why is ea ch on e im po rtant to the success of the article?
• Eac h sec tion ha s a short heading (some times well-known phrases).
~ ~ThU I
Close Encou nte rs
• The first se nte nce of ea ch section often e nca psulates th e content of th at who le
section.
Peop le signa l fe eling and intent in body language.
The way we dominate space is an ex tension ofbody language.
• Key statem ents are often immediately exemplified.
Anyone who's ever tried to cha nge the way they move, say f rom bei ng roun d -
shouldered .. .
A who le new world opens up ifyou're aware ofcontradic tory signals. If a frie nd who
seems to be listeni ng rap tly is tapp ing her toes as weU .. .
• Quot es from specialists suppo rt the arguments made.
Dr Desmond Morris .. . caUs these incongruities 'no n -verbal leakage' .. .
'If you don't f eel good about yourself. it 's going to show. You can on ly fake it to an
exte nt,' says psychologist Dr David Lewis ...

Look out for th ese features in a rticles th at you read . In Pap er 2, you m ay be as ked to
write an article in either Part 1 or Part 2 and so m e of these feature s will be of use
to you .

Reading UNIT 31 37
Writing The Generation Gap T
1 Look at thi s picture of a group of young peo ple.
With a partner, discu sswhat values and attitudes
you think they may have.
2 The extrac t below is taken from an art icle abo ut
young peopl e in Japan. Read the extract quickly to
find th e answers to these qu est ions:
Who are the shinjinruil What are the ir attit udes?

Micki Ebara, a young journalist working as a European

THE TOMORROW PEOPLE
Japan is a country in turmoil: traditional values,
attitudes and culture are being challe nged by
the nation's youth . David Sandhu reports.
J apan's old guard is under siege. As well as external
international pressure to become a more open society,
Tokyo's elders face a new, and more serious, threat to trad itional
Japanese values - the shinjinrui. Translated literally, shinjinrui
means 'new people': the first generation of Japanese teenagers
5
to challenge authority, to do their own thing, to be young,
rebellious and free. These new people grew up in a time of
incrediblenational affluence during the 1980s. When the bubble
officially burst in 1991, many young people actually benefited
by increased leisure time and the possibility of exploring
10
alternative lifestyles.
correspondent, has noticed a fundamental difference inattitudes
between her peers and their parents. 'My generation has a very
15 different view of the importance of work and money. The
immediate postwar generation saw the creation of wealth as
the most important thing in life, while people of my age have
otherconcerns and priorities,' she says. 'I suppose we've learned
to take economic prosperity for granted and don't feel the need
20 to beworkaholics. Family life, leisure time, and holidays are much
more important to Japanese people than before.'
'Young people don't get listened to
by either parents or teachers'
Asone Japanese teenager said: 'They (the older generation) think
differently; they have staid ideas and won't listen to new ones .
Young people don't get listened to byeither parentsor teachers.
~
25 Some older people think the young are getting very lazy.'
For Japanese young people these are exciting times, in many
fi
ways comparable to theUSAduring the 1950sand 1960s - the
~
§
periodof liberation for American teenagers - and, asthe complex !2
web of formal social structures begins to blur, the shinjinrui's
"
s:
time is here.
~

-------------------_.....
~ 305 words
3 Think about the relationships betw een young and ol d peopl e in your country. In what
way has th ere been a m ove away from the val ues and int erests of the older genera tion?
-o
~

4 Go back thro ugh the text an d underli ne any words and expressions to do wit h the
young and the old . Some of them may be of use in the writing task for th is secti on.
Look at how th e w ords staid and rebellious are used in the text. Can you supply the
right wo rd to com plete the following sen tences?

I 10 was a teenager who always used to stay out late.

2 Nowa days the major pop consumers are the over-25s.
3 Simo n had an edgy, streak in h is nature.
4 Jackie's a very rest rai ned a nd co nserva tive character. In fact, I'd say she was
positi vely _

38 UNIT 3 Writing
Writing Pa rt 2, acco u n t
Sam ple accoun t 1 a Read the following letter. Why has it been writ te n? [f you were Julia Harriso n ,
what wou ld you do?

Dear Mr Branston

I am wr i t i n g on behalf of the res i d e n t s ' association to

i n f orm y ou of our feel i n g s r egardi n g you r behaviour .
We've rea l ly had ju st about en ou gh of you . Altho u gh we
have tri e d to sp eak t o you c i v il ly on se veral occ asions .
you have al ways r e s p o n d e d wi t h a stream of verbal abuse .
Ever since you moved in three months ago . you have shown
very l ittle consideration for the other residents of this
build ing . despite nume rous compla ints . For the past si x
weeke nds in a r ow , you h a v e held extremel y noisy p a r t i e s.
whic h hav e n o t f in is he d u nt il the ear ly hours of the
morning. I t's jus t no t on ! As you are a wa r e . most of the
peo pl e h e r e a re elderl y or h a v e very you ng children . and
~he no ise keeps ~hem awake all nigh~ . You don '~ have ~o be
so noisy , do you? Last weekend ~he situation deteriorated
further when two of your acquaintances were involved in a
fight on the f irst floo r landing . The di sturbance was so
bad that the police had to be called . What 's more . your
mates left th e stairs in a terrible sta te - they even
smas he d t wo win d ows on t heir wa y out ! We feel that this
type of behav iour is in tolerable .
We strongly recommend that you arrange payment for the
damage to the wi n d o ws soon . If you don 't and you carryon
being a nuisance . we 'll kick you ou~! Legal steps will be
taken if necessary .

You r s s in c e r ely

b Now read the letter aga in . It contains some inconsist encies in style. Can you find
the m? The first ha s been underlined for you as an example.
Now rewrite these sen ten ces in a forma l style. As you rew rite th em , cons ider
th e following fea tur es :
• contractions • use of intensifiers
• use of phrasal verbs • use of th e ac tive an d passive
• lin k words • punctuat ion .

c Notice how th e lett er is organ ized.

• Introd uctory pa ragraph Reason fo r writin g
• Main paragraph A CCO ll llt oftohat
has happened, beginning
with th e ma in com plai nt
• Additional paragraph Requ est for action
• En ding

Writing UN IT 31 39
Understanding the ta sk
Exam tip ...
In Part 2 of Paper 2,
you may be asked to write
a descriptive account,
usually in the form of a
letter. The question will
probably askfor more
than a straightforward
description, and may
include your giving an
opinion or reco mmendation.
If so, make sure you state
this clearly.
Brains t orm ing id ea s
Planning your answer
W rit ing
40 I UNIT 3 Writing
2 Now read this w riting task. What exactly do es it ask you to do ? If you we re really in
this situation, what would you hope to ach ieve by writing such a letter to the
co m pany? Discuss yo ur an swers in pair s.
You recently had a visitor fro m Britain staying with you for a month, as part of an
exchange prog ramme. You had asked for someone similar to you in age and
inte rests , but the company that organized the trip actually arranged for a person of a
very d ifferent age a nd background from yourself to stay with you . It was very difficult
looking after this pers o n, who had not hing in common with you and yet expected to
be consta ntly entertained .
Now that the visitor has left, you have dec ided to write to the company, describing
the various proble ms you had, and suggesting that they should be more careful
when matching people in future .
BearIng in mind the target rea de r, which of the styles in 1 wo uid be app ropriate fo r
this letter?
3 Discuss with another st ude n t wh at this visitor co uld have been like, and what so rt o f
problems might have arise n . Here ar e so me as pects to cons ider. Add yo ur ow n idea s.
eating
opinions daily living
age
health
How m any problems did you think of?
4 Use the framework below to plan wh at yo u ar e go ing to w rite. Yo u m ay like to use
so m e of th e sugges tions given to begin each part of the lett er. Deci de ap proximate ly
ho w m any wo rds each part requires, out of a total of 250.
• Beginning the letter
Dear Sir / Mad a m Dear Mr / Mrs / Ms
1 am writing to yOll regard ing / concerning ...
with regard to ...
• The visitor - what happened
Alt hough / Even though I had specifically asked you to .. .
Despite / In spite ofrequ esting ...
• Yourrecommendation to the company
I suggest tha t ,., I wou ld urge you to . . . I strongly recommend that you ...
• Ending the letter
Yours faithf u lly / Yours sincerely
5 Now write the letter in about 250 wor ds . Remember WRITE "' .
Check yo ur piece of writin g carefully. You sh o uld consider the acc uracy of the
grammar, sp ellin g and punctuation, as we ll as the overall o rga n ization and
effectiveness of your answer .
Listening and Speaking Big Boys don 't Cry T

ln troduction Can you th ink of situations thatprovoke

extreme emo tion, like th e ones shown?
Do men and wo me n react in the same way
in th ese situations?

Liste ning Exam tip '"

Part 3 Part 3 of Pa per 4 tests your understanding of the views and attitudes being expressed in a
listening text. The recording fea t ures two or more people. To help you answer questions
about attitu de, listen out for the intonation of t he speakers.

,OC>O I 1 You are going to hear a disc ussion between a ma n and a woman about male and
fem ale att i tude s to being ill. Before you li sten to th e tap e. read th e followin g
stateme nts quickly. As you listen . w ri te Y(yes) or N( no) next to 1- 7 accordin g to
wh eth er the sta te me nts accurately reflect wh at the woma n says or not.
1 The woman thinks that men belie ve the y never have mild illness es.
2 She expresses sympathy for injured football players.
3 She believes th at most men t ry to hide their reactions to pain.
4 She t hinks th at men do not like to take t ime off wor k t hroug h illness .
5 She thin ks th at men prefer to be looked afte r by t heir mothers when th ey are ill.
6 She beli eves that women, unlike men, accept that the y will experien ce some
pain in life.
7 She t hinks that women expe ct their partn ers to look after t hem whe n they are ill.

f oc>o' 2 Now listen again a nd check your a nswers. What is your reacti on to th e wom an's views?

Listen ing and Speaking UNIT 31 41

Vocabulary 1 Read the art icle o nce only. Wh at does the wr ite r t h ink a bout men crying in p u b lic?
Meta phor
Big boys do cry ...
and they're heroes
Wimbledon 1992 will be remembered as the year the champion,
his coach and his girlfriend all broke down in tears, and the
winner and runner-up hugged each other on court in full l'iew of
500 million spectators all round the world.
Is Andre Agassi heraldi ng a new type
of hero, the one who openl y weeps
an d so t ugs a t th e world's
he a rt st ri n g s'? 'H o w many of u s
5 watchin g also felt a te ar come to our
eyes as we witnessed his reaction?
Ope n displays o f emotion, of course,
a rc bec oming common in world-
cl as s sport , at le ast among th e
10 youn ger players . We 've seen it
among foo tball players for the pa st
few years. But so fa r, it's only th e
men wh o a re shed d ing public te ars.
Wom en seem to be gett ing tough er
15 whil e men arc inc reasingly allowing
th ei r vu lnera ble sides to sho w, and
not be ing as ha med of it, either.
Accord ing to Dr Brian Roet, author
of A Slifer Place To C,)'. men who can
20 ope nly wee p a re th e lucky on es, the
e mot io nally he a lthy p eople . A
com mo n news pa per exp ress io n for
peo ple who a re try ing to cope with
st rong emot io ns is tha t th ey are
25 " fighting back tears". T h is is tak en
to mean that t hey are being brave.
But ho w muc h b raver if they can let
t he tears flow and allow eve rybo dy
else to k no w wha t they are go ing
30 t hro ogh.
Tears, Roet says, re pres ent so many
emo tio ns: "They are a natural fo r m
of express ion, like laught er. T hey can
co nvey a mult itude o f feelings, such
35 as happin ess, sa d ness, loneliness,
fear, relief, an ger, or fru stration, and
as suc h provid e he althy pathways to
th e outside world.
I
42 UNIT 3 Listening and Speaking
" However, fo r so me stra nge reason
40 s o ci e ty h a s desi gn ated t h is
expre s sion o f e m o t io n to b e
unsuit able and the feeling s arc
forc ed to rem ain underground."
Many pe op le, he says, hav e a n
45 overbrimming lake of tears ever
ready to flow just under the surface,
yet they do their best neve r to let
them come out, at least in public.
Aft er 15 years in general practice, Dr
50 Roet came to reali ze that the
inability 10 s hed tears and show
emotion was behind many of the
illnesses he had been trying to tre at.
He now feels that providing a "safe
55 place" to cr y is far more helpful to
his patients th an di sp en sing drugs.
Many have not cried for yea rs and
at first are as ha me d when t he tears
start to flow but, he says, it's o nly
60 wh en tears can co me tha t emot io na l
healing ca n take place.
" T he only safe place for me
to cry is in the cinema •.• "
"I hope th at peopl e will learn to
resp ect tears. As we learn to lau gh
and cry naturall y, with out fear of
65 gu ilt, we develop peac e o f mind and
th e tranquillit y that p ro vid e s a
healthy basis for th e res t of our life."
But he admits he remains unable to
shed them himself. "T he on ly safe
70 place for me to cry is in the cinema,
where the tears well up and flood
over the most trivial situations."
" I beli eve now th ai I was told so '
much as a chil d th at boys don't cr y
75 that thi s imp rint has sca led my tea r
du ct s, exce pt o u t of sig ht in the
"darkne ss ofthe make-b elieve cinema
world ."
Spo rting sta rs wh o br eak down in
80 public re m i n d u s t hat there is
not h ing wi m py, no thin g weak o r
lo ser-like' a bo ut th e ab ility to shed
tears. Men who ca n cry eas ily a re the
rea l winne rs in life, th o se wh o are at
85 th e sa me t im e co nfi d e n t a n d
sensi tive.
Agassi's tennis is won drous, but it's
his ab ility to cry an d remind us that
he is fully hum an ra ther than just a
90 tenni s robot th ai will tu rn him int o
a world-cl ass hea rt -throb.
\Vomen always warm to a man who
ca n cry. And perh ap s th e new breed
o f weep ing spor ts stars will give
95 other men " permissi o n" to cr y, so
th at tear s ca n be com e as natural a
form o f expr essio n as smiling and
lau ghter.
&
650 words
 2 Do you agree wit h th e w riter's views?Why? Why not?

3 In th e article, the wr i ter uses the following wo rd s and phrases:

a when the tears start to f/ow ... (line 59)
b tears tuell up and f/ood ... (l ine 7 1).
What do the y me an?
Th e verbs in italics are usually associated with water. Th ese verb s normall y have a
literal sense; however, it is also po ssible for them to have a met aph orical or
figurative sens e.
Look at the following exam ples off/owing below and decid e whe ther th e m eaning is
literal or m etaph orical.

1 "... source of discontent," he says. "Once the oil starts

fl owing, the companies demand th at the sub-contractors ... "

2 ... month which is ext remely fast. Once the ideas start flowin g,
you don't want to bloc k it by taking too much tim e ...

3 ... his con temp lat ions of the turquoise

flowin g Nile werea brupt ly..suJ!jgLby the tinny sounds of ...

4 .. . while th e Europe an cha mpio n, co nfidence flowing,

sprinted to 13 min 17.82 sec , a time he has never .. .

5 While t he Honda's bod ywork is smoot h and

flowing , the Kawas aki 's is anguiar and punchy.

6 Ab ove him, a full moon rode flowing black clouds

in a charcoal sky, illum inating the .. .

7 The cam era shows to urists

flowing back and fo rth in front of t he White House.

8 He d ivided her hair into t hree parts, three golde n

rivers flowing down from the hills to the plain.

4 In li ne 45 of the text, th e writer refers to an ouerbrimming lake of tears. Th is is a good

example of a metaphor, w here th e image of a lake is used to em phasi ze th e extent to
which a person may cry.
Here are som e more m etaphors using sim il ar images. Wh at typ e of situati ons could
they be used to describe?
I a sea of happy faces 4 waves of rebellious ch il dren
2 a sea of campaign banners 5 pools of empty silence
3 rivers of fi re

Noti ce the common pattern of noun + of + noun . Look up th e following word s in

your di cti onari es and note down sim il ar phrases using this patt ern.
For exam p le, a stream ofverbal ab llse.
a stream
torrent s of
flo od s
You ma y be ab le to use m etaphor s like th ese when you are talking abo ut a scene in a
pi cture (lik e th e Speaking task on page 44) or when you are writ ing descr ipt ion s.

Listening and Speaki ng UNIT 31 43

Speaking 1 Look at the pic ture and read the statements made about it. Deci de which statement
Part 2 wou ld be the most suitable one to use first, giving your reasons. Which one might
you use as a final state me nt?
a The scene re m inds me of me dia cove rage of the riots last year.
b This is a p icture of a large an d unruly crowd, who appear to be very a ngry about
something.
c There are a number of banners, but I can't quite read the slogans on th em .
d Just in fro nt of the crowd th er e are ...

2 You and another st udent are each going to look at a differe nt pict ur e. Studen t A,
describe your p icture in detail. You have ab out a m inute to do this. When you have
finis hed, ask Stude n t B to talk a bo ut the ir picture.
Student B, liste n to your partner's descrip tion first and the n talk about two th ings th at
are sim ilar in you r pict ure and two things which are d iffere nt. If you need to, you can
ask Student A more questions.
After doing this, you should be ab le to say what your pictur es have in common an d in
what way they are differen t. Yo u may like to use some of the following la nguage:
@ill]] 3 page 193 Sim ilarities
They seem to have quite a lot in common, for example ...
There isn't much difference between them ...
Both ofthem ...
Differences
Whereas yours is about X, mi ne is about ...
They differ in several ways ...
The main difference is .. .
@ill]] 6.4 page 194 Don't forget to use p repos itional p hrases such as in the foreground, in the top
left-hand corner, etc.
Stu dent A look at picture 3A on page 198.
Student B look at pictu re 3B on page 200.

44 I UNIT 3 Listen ing and Speaking

English in Use 1 Sort these words in to four gro ups, accord ing to th eir part of speech. Which word is
both a noun an d a verb?
Part 4
,
abandon amount basic capac i ty definiti on
eventually frustrate fundamental insen sitive preference
Exam tip ,. reluctant sign ificantly tolerance unwillingness vuln erabl e

Part 4 of Paper 3 tests 2 Loo k at the se prefixes. Which of them have a negative meaning?
your knowledge of word
formation. You need to CO ~ de - dis- en- in- re- U I1- und er-
work out what part of
speech is required in each Make n ew verbs from th e ones below, using some or th ese prefixes. Explain how th e
gap. Sometimes, you will verbs yo u have made differ in meanin g from the o rigina l ones.
need to add a negative
allow discover est imate ex ist please sta bilize trap uni te
prefix to the word given in
capital lett ers, to fit the What other words, with different parts of speech, are relate d to the verbs you have
sense of the text. m ade?

3 Read th e text below, ignori ng the gaps for the moment . What action does it see as
harmful in a relatio nship?

\
Compromise is no cure for conflict
The capacity to communicate open ly and honestly in a relationship does not guarantee
0 VULNERABLE
I VALUE
(0) invulnerability to distress. At times, one person may (1) the othe r, causing
2 AVOID
frustration and co nf lict. A comp ro mise is no rmal ly reached , but this amounts to an 3 TEND
(2) strategy. Perhaps people should abandon the (3) to smooth 4 EXPLORE
things over, in favour of an (4) process, where more fundamental questions are S PLEASE
asked . T hou gh th is may be very (5) at the time, the airing of basic 6 GRIEF
(6) often leads each person to view the other more (7) in the
7 SYMPATHY
long run.

4 Look at the exam ple (0). What changes have been made to the word in capital letters
to create the new word?Wh at part of speech i s th is word?

5 Now look at gaps 1-8 and decide what part of speech is required in each. Then make
sui table words from the on es give n in capi tal lellers, rememb eri ng to add negative
prefi xes where necessary. Check that each word m akes sense in th e gap.

6 In the exam , you will have to com plete two t exts in th is way, giving a tot al or 15 gaps.
Do the second text below, following the sam e pro cedure.

8 AGREE
9 AFFECT
Jealousy 10 HOLD
Jealousy can be one of the most (8) feelings in any relationship. In jealousy, II SPEAK
there is a perceived loss of (9) ; if a partner is paying attention to someone else, 12 STABILIZE
that attention is being (10) from you . Often , these feelings of jealousy remain
13 RELUCTA NT
14 SECURE
(11) , either for fear of (12) the relat ionship or because of a
15 HAPPY
basic (13) to confront the issue. J eal ousy endured in silence breeds
(14) , which in turn brings even greater (15) to the sufferer. ~

Structure UNIT 31 45
 Structure It's OnlyLove T
Introduction
Look at the picture. What do you think it cou ld be
illustrating?

English in Use
Part 2

o Read th e following article quickl y, ignoring the

spaces in the first fou r paragraphs, then explain b riefly
wha t a love map is.
Do you think th e love map is a useful idea?

[j!] Now read the first fou r paragraphs of the a rticle

aga in a nd sup ply the missing words by writing one word
in spaces 1-1 5. The first on e has been done for you as
an example.

cc ordin g to scien tists' recent findi ngs, there 's Hendrix insists that our love map provides far
simply (o)_ _
no such thing (1 ) _ 30 (13) than a route to ouronetruelove: itoffers
random love. 'Nature has wired us for one special a unique opportunity (14) growth. His central
person,' insists Anthony Walsh, a psychologist in premise (15) that , during childhood and
Idaho, USA. adolescence, most of us are hurt in some way. Almost
Appa rently we all carr y (2) unalterable, everyone carries some form of unfinished business from
subliminal guide to our perfect partner (3) _ 35 childhood . Andso, 'We fall madly in love with someone who
our subconscious. When all the elements click into place, has both the positive and negative traits of our imperfect
we fall in love. And, even (4) we don't find a parents, ' he says. Even tiny criticisms can lodge in the
10 perieet match, our brain circuitry will hunt for the next best childish mind and return to haunt our adult relationships.
thing - we (5) not hooked, unless enough of If you were constantly being told off for doing the wrong
the right bells ring. ao thing, yo u would perhaps form the thought 'I can't do
From early childhood we gather information about the anything rig ht', andyou mayconstantlyoverreact if your adult
world and the people around us, slowly developing a map partner is always criticising your behaviour. However, you
15 (6) our preferences. John Money of Johns willalsofind yourselffollowing your parents ' example and, if
Hopkins University in the USA has coined the phrase 'love you r partnerdoesn't perform as wellasyou expect, you may
map' (7) describe the process. The love map 45 criticise him in the way your parents criticised you.
gets (8) tentacles round you at an early age. It seems likea no-win situation. But psychotherapist Kati
John Money reckons the age from five (9), _ Blanc says not. 'The good part is that it does give you a
20 eight years is the crucial period fordetermining yourdestiny. challenge - a challenge to work things out, if you really want
As (10) reach adolescence your love map to grow as a person. If I've invited someone into my life,
begins to solidify, beco ming quite spec ific. Our sub- 50 albeit subconsciously, I am giving myself the challenge either
conscious love template works overtime in the search to repeat the saga or to get out of it.'
(11) the perfect match.
Dr Hendrix believes that if one partner begins to change,
25 Acco rd ing to psyc hothe rapist Dr Harvill e Hen dri x, the otherwill automatically respond. So even if ourlovemap
biologists and anthropologists (12) mapped hasclear directions, our destination isnot fixed. We can opt
out the basics accurately enough - but he has gone one 55 for the scenic route. •
step further.

46 I UNIT 3 Struc t ure

~ 460 words
Condition als in context
Look at th ese three typ es of cond itional se n te nces.
-I If I see him , I'll tell h im th e good new s.
z If I found the perfect pa rtner, I'd get m arri ed .
3 If you a re en th usias tic about your wor k, you get
bett er results.
Which of these se n te nces refers to someth ing wh ich:
a you know does not exist at this moment in tim e?
b is gene rally tho ugh t to be true?
c ma y very well happen in the future?
Which is usually referred to as the:
• 'zero' conditional?
• first co nditio na l?
• second con ditio nal?
Zero condit iona l
[K] Accord ing to An th ony Walsh :
Wilell all tile elemen ts click into place, we fall ill love.
Notice th e tenses are both in the simple present.
Underline five conditional sente nces in th e article with
similar struc tures.
Why is th e present cont inuous rather than the sim ple
present used in on e of th e se ntences?
[!] The conditional parts of the sen tences you h ave
fou nd begin with either unless, ifor evell if What is the
differen ce between these words and exp ressions?
First conditiona l
[K] The first conditional sugges ts th a t, given certa in
circumstances, there is a possi bility of someth ing
happening in the future. Find two examples of first
co nditio na l se ntences in the article.
Which exam ple suggests th at it makes no difference
whether something happens or no t because the
outcome will be th e same?
[[] A variati on on the first conditional
We ca n use th e present perfect in th e conditional part
of th e sen tence to suggest that something may already
exist or has already happened. Can you find an
example of this type of conditio na l in th e article?
Why is th e ten se in the main part of th is sentence in
the continuous form ?
Second conditional
Look at these examples of th e second conditional:
If I were th e King or Qu een of England, I'd give all
my money to charity.
2 If you were to win $2 0,000,000 in a lottery, what
would you do?
Which is used to refer to:
a a possible, but highly unlikely, future situa tion?
b a set of circumstances wh ich you know very well
do es not exist now and nev er will?
Can you find an examp le of a second conditional in the
article which is sim ilar in meaning to the exampl e in I?
Practice
[I] Cause and effect in co ndition al se nte nces
Form plausible co ndit iona l se nte nces using the
condit ionals and mod als below, or an imperati ve.
If you' re planning to st ay here for a wh ile migh t
Ifwe had tim e to study more could
If we really loved eac h other will
Unless you can agree wouid
If you 've had a row should
Even if he wer e to apologize Imp erative,
Even if the y be gged m e eg tell/ don't tell
Which con ditionals sugges t that it wouldn't make a ny
d ifference if th ese things h appened?
[[] Tenses in condit iona l sentences
Complete the se ntences with an app rop riate for m of th e
verb in brackets. You m ay also need to use a modal or an
imperative. If th e verb is in the imperative form , deci de
whe ther it sho uld be pos itive or nega tive.
I If I (be) ten years younger, I (ta ke) a yea r off work
and (travel) a rou nd th e world.
2 (as k) them to the wedding unl ess you (wa nt) to.
3 If I (see) her tomorrow, I (tell) her wha t you said .
4 If you (think) abo ut bec oming a vet, you (fin d) out
what subjects you need to study.
5 If I (be ) to ask you how old you are, you (answer)
me?
6 If th ey (have) a littl e more com mon se ns e, th ey
(not ask) such ridiculous quest ions all the tim e.
7 (accept) hi s pro posal of marriage u nless you (be)
really sure you (make) up your mind.
8 Even if I (have) more tim e, I (not afford) to go out
more than twice a week.
Structure UNIT 31 47
 Can You Believe It ?
Listening and Speaking Strange but True T

ln troduction 1 Wha t co uld thi s pi cture b e?

Have yo u eve r witnessed a strange phen om enon?

2 Read thi s acc ou n t . Can you exp la i n w h at th e phenomen on is?

, '

eyewitness <~~~:- ------- she slowed the car down, and, in perfect
synchrony, the ball slowed down too .
ts Shethen accelerated and again the ball
kept perfect pace. No matter what she
did she could not shake the thing off,
GLADYS HUGHES of Colwyn, and only when the mist faded away did
North Wales, was driving home in her the ball suddenly shoot up and away out
car one June evening when she ran into 20 of sight.

a bank of mist rolling off th e river. She Fearing t hat her sanity would be
5 suddenly saw a glowi ng ball of quest ioned, Gladysdidn't even mention
translucent greenish light, about t he this at home, but her husband had
size of a football, spinning forwa rds like witnessed something similar - a glow ing
a wheel, with four spikes of light green ball shoot ing up high into the sky.
j•
25
radiating out from it. It slid up to about at about eight o'clock. And in the next
to a foot away from her side window. few days, news seeped out that several
others had wit nessed the strange green I'
Wondering if she had gone mad or if ,;
aliens were visiting from outer space, light rocketing into the evening sky. s
<0
"
"'
;--------~-----~£
3 I f th is expe rie n ce h appen ed to you , h ow wo uld you feel afterwa rds and w hy? H ere
are wo rds to help yo u:
elate d exhausted nervou s p erpl exed un affected terrified.

48 I UNIT 4 Listening and Speaking

English m Use 1 These are some ofthe gram ma tical areas that are tested in Part 3 of Paper 3.
Par t 3 • lise of articles the, a I an
• prepositions to , of
• co njunct io ns while, as
This proofreading task involves find ing a word that does not fit in with the rest of
the text, either because it is unnecessary or because the sense is wrong in relation to
the text .
Look at t he fi rst par t of this task, which has been complete d. Say why some of the
wo rds in 0-4 are unnecessary. To do thi s, you w ill have to talk abou t th e words
before and after th e errors.

Great Balls

of FIHE
Some years ago , a professor of the electrical engineering 0 the
witnessed a glowing ball aboard a plane. It came floating 0 ,/

down t he aisle, gliding from out the co ckpit and exiting 1 out
gracefully t hrough th e rear toilets. Several Of elect rical 2 of

wor kers have also witness ed stra nge glowing balls ;yj:lile_ 3 while
during t heir work, which often involves high vo ltage equipment . 4 ,/

-------~~-----
. . - ._--j
2 Now read th e rest of th e text. M ake sure you read all of th e wo rds caref ully. Wri te the
wo rds that are unn ec essary in the space provided . Four of the lines are co rrect. Mark
th ese wi th a ti ck, as shown above.

So what is the ball lightning? At a recent conference,

scie ntific experts grew increasingly hot under th eir
academic collars, their only explanat ions ranging from
I 5
6
7
_
_
_

glow ing micro-meteorites to fields out of energy th at 8 _

condense t hen into balls of light at their centre. 9 _

Yet the sheer volume of evidence does po int to one very 10 _
neat theo ry. Many sightings must happen toward s the end of 11 _
a ferocious thunderstorm . The balls often precede a huge 12 _

bo lt of lightnin g. The current which leaks befo re.t hat t he 13 _

flash is in the form of a glow ing ba ll that is att racted to 14 _
electrical equipment in too confined spaces - hence its 15 _
floating into aircraft and houses.

Listening and Speaking UNIT 41 49

Listening 1 Look a t pictures a-h below. Decid e with anothe r stude n t wha t they are illustrating,
Part 4 choosing from thi s list.

ball lightning aUFO the Nor the rn Lights

Exam tip '" an eart hquake a shooting star a solar eclipse
corn circles an avalanche
In Part 4 of Paper4, you
will hear five short
extracts of different
people speaking. You
must answer 10
questions in all. Make
sure you read through
the questions before you
listen.

..
2 Yo u will hear five people talking a bo ut phenomena they have witn essed.
Decid e what each person is talki ng about , choosing from a-h above .
Spea ker 1_ _ Speaker 3_ _ Speaker 5_ _
Speaker 2_ _ Speaker 4_ _

',=.1 3 Now listen to th e tap e again and ans wer these qu estion s.
What was it like in the cabin, according to Speaker I?
A ch illy B airless C da mp

2 Why was Speaker 2 tro ubled by the even t?

A Her room was damaged.
B It woke her up .
C She hadn't predicted it.

3 How does Speaker 3 sound?

A rather perplexed B totally calm C extreme ly elate d

50 I UNIT 4 Listening and Spea king

 4 Why did n't Speaker 4's group expect to witness a nyt hi ng?
A It was the wrong tim e of day.
B The weathe r was getting cloudy.
C They had wa ited for so long .

5 Whic h word best describes Speake r 5 's feelings?

A disappo inted
B un enthusiastic
C insecure

Vocabulary In thi s section , you have come ac ross phrasal verbs with up a nd ou t (for exam ple, shoot up
an d get out). Here are some other verbs whi ch com bine with up a nd out. Fit th e most suitable
Phrasa1 verbs
p hrasal verb int o th e gapped se nte nces , cho os ing an app rop riate te nse.

run break

. "'..."
.
ta ke
up
out ma ke
1!Sl.

Nobody believed Edward whe n he told th em about th e UFO. They thought he

' " II _ _ _ _ _ _ _ _ th e whole story.
!II!l '
2 She's been house-bound for so lon g, she really needs to be for
the eve ning.
3 After months of careful planning, th e three convicts finally managed to
_ _ _ _ _ _ _ _ of the top se cur ity prison.
4 Would you mind goin g to th e shops for me? I of milk.
5 Her daught e r a huge phone bill witho ut h er know ledge.
6 Th e sea was so rough and stor my th at th ey could ba rely the
islan d in the distance.

Speaking 1 You have witnessed a possible UFO sight ing. You a nd anot her witness are being
int erviewed a bo ut th e event on local radio. Unfort unately, your acco unts don't quite
Part 3 ma tch! Listen to th e oth er witness's version an d in terrup t tactfully if you think
some thing is incorrect .
Read th e detail s and be ready to tell your side of th e story. Stude n t A, read extract 4A on
page 198. Stud ent B, read extrac t 48 on page 200.
Student C (the interviewer) should prepare som e qu estion s to ask th e other two.
Cover th ese aspects:
• whe n th e event took place
• where each person was
• how many UFOs were see n
• the ir size. shape. colour
• how eac h person reacted.

2 Here a re some suggestio ns for ways to in te rrupt. Which ones seem the most tactful?

Excuse me, but that isn't qu ite righ t. Hang on , get you rfa cts straight .. .
Just a minute! It wasn't like that at all . That'sabsolute rubbish!
No, no, you've got that wrong. Listen . What really happened was .. .
lillIlliJ
§§~ ~~§
3 page 193
9.2 page 195 Could l ju st say some thing about that? I don't think l agree with you there ...

List ening and Speaking UNIT 41 51

Reading Lost and Alone . .

Introduction 1 How much do you enjoy th e com pany of ot her people? Could you survive alone on a
desert island for a long period of tim e? How mi ght suc h an expe rience affect you?
2 Wh ich of th ese words relat e to lon eli ness and iso lation? What do th e ot her words
mean ? Look the m up in a diction a ry if you are not sure .
so litary remote abandoned exile
conceited ce leb rity deserted weary
gregarious eccentric intimate reclusive

Reading 1 Read the open ing paragraph of th e text a bout Kaspar Hauser. Do you know anyt hing
about his life story?
Part 2

n Monday 26 May 1828 , the Unsch litt Squ are in

Exa m tip "
Part 2 of Paper 1 is a
gapped text. Your task is
to complete the gaps in
the text with the missing
paragraphs. To do this
successfully, you must
understand the sequence 2 Look at the next two pa ragraphs of the text. Read the notes about the highligh ted pa rts .
and content of the text,
looking out for linking
words and reference
markers.
O Nur em berg was almost deserted. At about five in
the afternoo n, a wea ry-lo oki ng youth d ragg ed himse lf into
the squa re. He w as we ll-bui lt bu t poorly d ressed , and
wa lked in a curio us st iff- li mbed ma nn er. He held an
enve lope in hi s hand .
III co ntained two len er s.l'The first began : 'I se nd yo u a This sentence
lad who wi sh es to se rve h is kin g in the army. He wa s refers back to the
brought to me on October 7, 1812 . I am but a poor labourer
enve lope that was
w ith children of my own to rear. His moth er asked me 10
me ntio ne d in th e
bring up the boy . S ince then, 1 have never let h im go out
first paragraph.
of the hou se: The o ther stated that he was born on Apri l
30 181 2 and that h is name was Kaspar. His father had
been a cava lry so ld ier and w as now dead.

In th e seque nce of Taken to th e police statio n, [the boy jaccepted a pencil

eve nts, taking Kaspa r
Hauser to the po lice
station is logical.
The reference to 'the
boy' means that this
event could not happen
later in the story.
and wrot e 'Kaspar Hauser'. BUI to oth er qu esti ons he
answered ' Weiss ni cht" - I don 't know. The bo y w as locked
in a cel l. and his gao ler ob se rved that he seemed perfectl y The next paragraph
conte nte d to sit there for hours without moving. He had will probably refer
no se nse of time, and se emed to kn ow noth ing abo ut hours in some way to
and minutes. It soon became clear that /he had a very small l Kaspar Hauser's
I vo cabul ary. I vocabulary.

Now find th e correct pa ragra ph to follow on, choosing from A-F. Yo u sho uld on ly
need to sca n the paragraphs, looking for refer en ces to Kaspa r's vocabulary.

52 I UNIT 4 Reading
 II seems th at a ll this atte nt io n and g ood liv ing w as not
good for Kasp ar 's cha rac te r; predictabl y, he becam e va in ,
diffi cult and co nc e ite d. Ba ck in Nu re m be rg, hi s new
gua rd ian arran ged for hi m to stay in th e to w n of An sb ach ,
with a fr iend, Dr M eyer. Kaspar was to be guarded by a
certa in Cap ta in Hick e l. a security officer. Feeling he had
don e hi s dut y, Sta n ho pe di sappeared back to England.
Mo st pe ople to ok th e vie w that h is life was in danger. He
was moved to a new ad dress, and two policemen were
ap po int ed to look after h im . For the next two yea rs Kasp ar
vanished from th e public eye. But no t from th e publ ic
m ind . Now the novelt y h ad worn off. th er e were man y in
Nu re m berg who objected to supportin g Kasp ar o n th e
rat es . -T hen a so lu t io n was proposed th at sat is fie d
e ve ryo ne. A w ealth y a n d ecce n tric En gli shman, Lord
Stan h ope, took him o ff on a tou r o f Eu ro pe. Kaspar w as
aga in the object of endless interest.

II He co u ld say th at h e w ant ed to become a cava lry ma n lik e

father - a phrase he h ad obvious ly been ta ug h t lik e a
For as long as Kasp ar co u ld re me m ber he had li ved in a parrot. To eve ry a n ima l he ap p lied th e w or d ' ho rse' an d
sma ll room a nd ns wi nd ows were boarded up. There was he se em ed to be fas cin at ed b y h orses. He di d not even
no bed , only a bu ndle of s tra w o n the bar e ea rt h. The seem to kn ow th e differ en ce between m en a nd w om en,
ceili ng wa s so low th at h e co u ld not stand uprigh t. He ref err in g to bo th as 'boys' , His kn o wl ed g e o f w o rd s
saw no one. Wh en h e woke up he would find br ead and in creased from d ay to d ay, a nd as h e learned 10 s peak he
w at er in his cel l. Sometimes h is wa ter had a bitter was graduall y ab le to tell so m eth ing of his own st o ry.
tas te, and he wou ld go int o a deep s leep; whe n he woke
hi s straw wou ld ha ve be en changed an d his h a ir and
na ils cu r. The on ly toys were th ree woo den h or s es.
One day a man had e nte red hi s room a nd tau ght him to
write hi s n am e and to repeat p hrases li ke ' I want to be a
sold ier' and ' 1 do n 't know '. Sho rt ly after this, he woke up
to find himself in th e baggy garments in whi ch he had
bee n found, a nd th e man came and led h im into the open
a ir. He was a ba n d o ne d so m e w he re near th e gates of

---
Nurem be rg .

_~_-=-'llooo;;;l
a
S ud den ly Kaspar w as famo us; his case was di scu ssed all

II o ver Germany. The town co u nci l d ecided 10 ta ke Kasp ar

under their protect ion ; he would be fed an d clo the d at
the ir expense. The town co u nci l also ap po int ed a guard ian
Then , onl y a few d ays before Ch rist mas, Kaspar staggere d
fo r its ce lebrit y, a scie n t ist named Daum cr. Under h is care,
into the h ou se gas pi ng : ' M a n s ta bbed me ... k n ife ...
Hofga rte n .. . gave p ur se .. .' A h astil y su m mo ned d octor
discov ered th at Kas pa r had been sta b bed in the s id e, ju st
Kaspar fina lly d eveloped into a yo u ng m an of normal
int elli gen ce. Like any teenager. he enjoyed bei ng the cen tre
i
:>'

I
of attention. Then, a me re seventeen months after he had
below th e ribs. Hickel rushed to the park w here Kaspa r
been ' fo u n d ', so meo ne tri ed to ki ll h im. He w as found
had be en wa lking a nd found a s ilk purse cont a in in g a
lyi n g on the floor of the cella r of Daumer 's house, bleeding 1;
note, wr itt en in m irror-writi ng. It sa id: ' Kas pa r w il l be
from a head -wound, with hi s s h irt torn to th e w aist. Later
ab le to tell you ho w I look, from where I ca me and who I
he d escribed being attac k ed b y a m an w earing a sil ke n i
am: But Kaspar co u ld tell th em nothing a bo u t the man 's
ma s k, who h ad struc k him e ithe r w ith a clu b or a k n ife. ~
identit y. Hickel a lso revea led a fact th at threw d oubt on ~
th e sto ry : the re h ad o n ly been one se t o f footprints -
Kas par's - in the s no w. But when , on 17 December, ____----------_-- --......J"•
Kaspar slipped int o a co ma his last w ords w er e: ' I d idn 't
d o it mys elf'.

Reading UNIT 41 53
 3 Scan th e rem aining five paragraphs to find links between them . Look in par ticu lar
for:
• a se que nce o f eve nts.
• referen ces to peopl e.
• rep eated referen ces to things o r eve nts.
Sort the paragraphs into the correct order.

4 Explain the mea ning of these phrases from the text.

I good living (pa ragrap h A)
2 Feeling he ha d don e h is duty (pa ragrap h A)
3 A hastily su mmoned doctor (pa ragraph C)
4 a fact th a t th rew doubt on (paragraph C)
5 the publi c eye (pa ragraph OJ
6 th e novelt y had worn off (pa ragrap h OJ
7 a mere seve n tee n months (pa ragraph FJ

5 What do you think rea lly happen ed to Kaspa r Hause r:

• in his ch ildhoo d?
• at th e end of his life?

Style 1 The text reflects a narration of a sequence of events.

• Tim e referen ces are used.

One day a man .
Shortly aft er thi s .

Find more exa mples of time references in the text.

• Spec ific eve n ts a re described at th e beginning of th e paragraph, for cla rity a nd
effec t..
Taken to the police station, ...
Suddenly Kaspa r was fa m ous ...

2 The text is not just a dry, factua l accou nt. The writer tries to bring some life to the
story a nd engage the reader's int erest.
• There are referen ces to co ntemporary life.
Like any teenager. he enjoyed being the centre ofattention.
• The writer gives a po int of view.
It seems tha t all th is attention and good living was not good for Kaspar's
character .. .
• Sim ple quot ati on s dramatize the story.
'Ma n stabbed me ... knife ... Hofgarten ... gave purse'.

54 I UNIT 4 Read ing

Writing Predicting the Future T

New hole in the ozo ne laye r

Nelson Mandela is freed

The Fall o f the Berlin Wall

lntrodu ction Miche l Nostradamus, who lived in Fra nce in the sixteenth century, wrote abou t his visions
of th e future. Many p eople h ave tr ied to in terp ret his verses. One aut hor, Peter Lori e,
claim s th at th e events above are me ntione d in the writings of Nostradamus. Match them
to th ese dates and say whet her you believe it is po ssibl e to p redict such events.
1989 1990 1992 1995
In on e of his book s, Lorie int erpret s th e verses to pred ict two more eve nt s.
Th ese are:

In 1998, someone, perhaps an amateur camera-person, happens across a group of

creatures which evidently appear to be aliens 'from the sky' while on a road on Earth.
Nostradamus goesso far as to describe the beings as having a 'broken, limping' movement.
The aliens fl ee and return to their home world but the capturing of the images on film
alters public opinion in regard to extra-terrestrial life.
Mars, our closest planetary neighbour, is visited for the fi rst time by humans in
2000. A new technology is mentioned in the verse, heralded by the statement that it
'grows instead of lessens'. The new method of travel will not make use of the massively
heavy and quickly expended fu els that li fted the moon rockets so laboriously out of
the earth's atmosphere. The new form of propulsion will create the possibility of much

---------------'_
longer and more economical space travel.
... -- ... _,,----------'
How valid is thi s kind of pr ediction, in your opini on?

Writing UNIT 4 55
Writing Part 2, competition entry

Exam tip "

In Pa rt 2 of Paper 2, you may be asked to write a competition entry. Remember that this is not a
letter. The task may mention publication in a magazine or newsletter, or offer a 'prize' for the best
entries. As in a real competition, it is important for your writing to be unusual and engaging if it
is to be successful.

Samp le en tries 1 a Read th e following pieces of writing an d th e compet ition to wh ich the y refer.
Wh ich one do you think would be the win ning entry?

TRAVEL BACK IN TIME

Which famous person from the past would you
most like to meet and wh y?
Imagine you could travel back in time - what questions
wou ld you ask the per son and how w ould yo u like to spend
your time w ith him o r her?

The w inning entry wi ll receive a year's subscription to Living

Histo ry magazine .

Entry A

A lexander th« Creal was th« son of King Philip II of Macedonia.

When Philip was murdered he became king. He was only 20. I would
like 10 meet him because he was a greal general I am very interested
in his slory and I am sludying il. S ometimes il is incredible 10 read
abou! wha! happened in the past. Hislory can leach lfS alai about life,
I lhin]: Alexander Ihe Creal conquered all the land between Egypl and
India. I-ie was 33 when he died. Thai is no! very old bu! il Ivas
differenl in those limes. I would like 10 spend some lime wilh 11iln.
I would like 10 meel him a[ter he had won a bailie.
I would ask A lexander the Creal a 101 of questions.
I-ie founded the cily of Alexandria, which became a qrea! pori and
a centre of Creek culture and learning. I would like 10 ask him about
Ihal cily. Wh en he [ouqh! a bailie he usually had [ewer soldiers than
his enemy. I would like 10 ask him hOlv he Ivon those battles. I really
would like 10 meet A lexander the Creal. I hope I can win Ihis
competition because I am a sludenl of hislory. I Ihink your magazine
is a very good magaz ine for hislory students.

56 I UNIT 4 Wri ting

 Alexander the Great - unequalled through time

A successful general, the creator of a huge empi re and th e c ult ura l ambassador
of his generation - imagine what could be learned from Alexander the Great! If
time travel existed, it would be a privilege to meet this powerful man, and spend
some time in his company.
There is so much he could explain to me. What, for example, was the secret
of his military success? So well-trained were his soldiers that even when they
were outnumbered by the enemy, they were victo rious. We know about his
strategy from history books, but what motivated him in his campaigns?
Culturally, he left a huge legacy in the city of Alexandria, which he founded.
Did he enjoy this other success, away from the battlefield?
How did he cope with the untimely death of his father, who was callously
murdered when Alexander was only 20? As a result of this, responsibilities were
thrust upon him at a very early age.
If I could spend some time with him privat ely, i would tactfully ask him about
his feelings and try to get to know him as a person. He was only 33 when he
died. I am also 33 and I have done very little in comparison to him! Would we
have anything in common, I wonder? It would be fascinating to find out.

Entry B b What are the successful ingredi ents in the w in ning entry? Co m pare the foll owin g
aspects in the two pie ces.
• Does the piece fulfil the requireme nts of the co mpe titio n?
• Is th er e a title?
• How well o rgani zed is each p ie ce?
• How strong is the o pe ning sente nce?
• Wha t is the average sente nce length?
• How are qu estions used in ea ch pie c e?
• Is the re any repeti tion ?
• Is all the mat erial re levant to the task?
• Is there a personal ang le?
• How is ea ch piece co ncluded?

c Look a t so me of the lan gu age used in the bett er e ntry.

• Giving extra information A successf ul ge neral, ...
• Se nte nces s tarting w ith So for e m phasis So well-trained were his sold iers tha t .. .
• Conditional sentences If I could spend som e tim e tuith h im
privately. I WO II ld .
• Using adve rbs to int roduce a top ic Cultu rally, he lef t a .

([ffifiJ 8.1 page 195 Rem ember that adverbs like the last examp le above are alwa ys form ed from adje cti ves.
They o fte n c o me at th e beginning of a se ntenc e , o r are used in com b inat io n wi th an
adjec tive. For exa mple.
Physically, I f elt very fit bitt , pSycllO logically, I was a wreck.
It is qu ite possible that there are other beings that are tecllllOlogically sltperior to ourselves.
Th ey a lso combine frequently with th e word 's peaking', For example,
The film is very successful, vislla lly spea king.

Writing UNIT 41 57
Understanding the task 2 Now look at thi s writing task. What period of tim e does it cover?

You see the following announcement in an international magazine

and decide to enter the competition.

back I..om •
WHAT will life be
like a hundred years THE FUTURE
from now? Think about your answers to both of these
And HOW will questions and then write us an originat entry ot
around250words. Wewouldlike you towrite10
today's lifestyle be us 'from the future', contrasting your life in Ihe
viewed by those living year 2100 with life as it used tobe
in the 22nd century? in the 'past' that is today!

Brains torm ing ideas 3 Brainstorm your idea s about life in th e future. Here is a picture to help you get started.

~ 3 page 193 Now discu ss th e variety of ways in which you could co ntrast thi s lifest yle with th at of
tod ay. Rem ember that you are going to be writing in th e yea r 2100!

Focusing on th e reader 4 Discus s how you could make your piece of writing more appea ling to th e read er.
Con sid er these aspects:
• Title and op ening se n tence. Try to think of a relevant bu t intriguing title th at will
engage th e reader. Your opening se n tence should then develop from th e title,
per hap s reveali ng more abo ut the content of the piec e of writing as a whole. Look
back at how this was done in the sam ple entry.
• Usc o f questions. Re member how question s we re used in the sample e ntry to
in trodu ce a to pic. Usin g quest ions sp aringly to con tra st th e two differen t lifestyles
will make you r writing more original.
• De scription. Use adjectives to make your writing more vivid and inform ative. Avoid
rep eating th e same word s and phrases .
• Cho ice o f ten se s. Look at the grammar se ction to review the different past ten ses
which ca n be used.

Plann ing your answer 5 Decide how you are goin g to o rganize your writing. separating your ideas int o suitable
paragraphs. Rem ember to include a forceful ending. (Don't be tempted to finish like
sa m ple en try A!) Finally. look again at the lan guage th at was highli ght ed in 1c.

Writi ng 6 Now write your ent ry for the co mpe tition, in about 250 words. Remember WRITE "' .

58 I UNIT 4 Writing
 Structure Noisy Spirits T
Introduction
The picture opp osit e is a 'st ill' from a film. Wh at is
happening in the picture an d what m ight be causing i t?
If someone told you that supernatural cause s were
resp on si b le for w h at is h ap p en ing, h ow wo u ld you react?

English in Use
Part 2

[K] Read the text ignoring the spaces, the n, with a

par tner, discu ss th e argu m ents for and agai ns t the
existen ce of pol tergei sts.

[ll] Look at th e last two pa ragraph s of the art i cle . Su p p ly

the missin g words by writing olle word in spaces 1-1 5.
The first on e h as b een d on e for yo u as an exam p l e,

This is the type of evidence (0) which must be

considered carefully (1)_ ~~_ trying to evaluate
poltergeist phenomena. Probably 95% of cases reported to
researchers are, however, not (2) a second visit.
Poltergeists are associated with a range of
25 Reports of strange goings-on may come (3) ~ _
seemingly inexp l ic a b le p h y s ic a l occurrences,
such as s t r a n g e nois e s and movement of lonely, isolated people who really only want (4), ~~

objects, over a period of time. to talk to. Sometimes, a precise cause of apparently
inexplicable events can be found.

In 1967, William Roll, then Director of the Psychical

Research Foundation of North Carolina, was able to observe
poltergeist effects associated with a 19-year-old boy, Julio.
For (5)
so old lady (6)
, one investigator studied the claim of an
the spirit of her recently deceased
Julio was working as a shipping clerk in Miami. This was a job husband could switch her bedside lamp on or off
5 which involved, among other things, working in a warehouse
(7) her request. Indeed, the investigator saw the
that was used for storing small, fragile objects. Although Julio
was used to handling these delicate objects, when he was in light go on and off (8) direct human touch, just
the warehouse, they used to fly off shelves, and Roll noted (9) the woman described, and mostly when she
that certain objects would do this much more frequently than 35 asked for this (10) happen. Checking the flex,
10 others. He experimented by putting those objects in different
places from where levitations appeared to occur frequently, plug and socket showed (11) that would explain
and keeping them underconstant observation. this bewildering event. Dismantling the lamp, however,
revealed the cause: a thermal switch had accidentally been
Roll's observation of one incident goes as follows:
incorporated into the circuit near the bulb, (12) _
At 11.27 am a glass from Tier 2 broke. This glass had been
15 12 inches from the edge of a shelf with several things in front 4() the lamp to wink on and off. The woman, missing her husband
of it. At that time Julio was working nearby but had no visible and not used to living (13) her own, had
contact with Tier 2. The glass was four feet from his back. It presumably learned to time (14) requests to
moved away from him. Nothing in front of the glass was
disturbed, so it must have risen at least two inches to clear coincide (15) the natural time cycle of the lamp
20 everything. switc hing on and off.

~ 410 words

Struct ure UNIT 41 59

Tenses in accounts and narratives
[K]
1 Th e five sentences belo w all con ta in tense s which
ca n be used in acc o u n ts and nar rati ves. Can you
na me the te nses?
a Ju lio was working as a shipping clerk in Miami.
b Julio was about to' start work as a shipp ing clerk in
Miami.
c Julio wo rke d as a shipping clerk in Miami.
d Julio had been working as a shipping clerk in Mia m i.
e Iulio had worked as a shipping clerk in Miam i.
2 Wh ich te nses can be used to give backgro und
in fo rm ation abo u t a sto ry in the past?
3 Which te nse ca n be used to relate events in a story
or give a n accou nt of so met hing?
4 Wh ich tense implies th at the action had not ye t
ta ken place?
5 Wh ich tense ca n be used to show th at one action
happened before a no the r in th e pa st ?
6 Wh ich te nses ca n be used to emphasize the fact
that the act io n co nt in ued for so me time?
lliJ Co m plete th e fo llow ing sen te nces w it h a suitable
form of th e ve rb in brackets, using one of the tenses in A.
Nigh t (fall) when th e Mo rr iso ns sud de nly (spo t) a
st ra nge glow in the sky.
2 The yo u ng girl (wo rk) in the sho p for severa l
months befor e she (no tice) that things often (m ove)
from one place to another.
3 Afte r these stra ng e oc currences, Mary (decid e) to
look for ano ther job. She (go) to ev ery em ploym en t
age ncy in th e area but she (h ave) no lu ck .
4 At th at time, Julio (work) in the wa reho us e and I
(d o) research into poltergeist s.
5 John (place) the glass on th e shelf, (m ake) a note of
its exact po s ition and (be) ju st about to go home
whe n th e burglar alarm (go) off.
6 Wh ile th e coach (travel) along the motorway last
ni ght, so meth ing very st range (occu r).
7 The occupants of th e house (say) th at th ey (neve r
notice) any stra nge noise s in the attic until the
night th e terrible sto rm (b rea k).
8 The ch ild ren (play) up st airs a nd I (have) a bath
whe n su d de nly we (h ea r) the sound of breaking
glass.
9 Every th ing (ru n) s m o ot hly fo r man y years when
the strange seq ue nce of even ts (start) to happen.
10 Julio 's bo ss (be) ju st abo u t to sugges t that the
explan atio ns (so u n d) implausible when he
(ch ange) hi s mind.
60 I UNIT 4 Structure
Past perfect, simple past
[K] What is th e difference between these two pairs o f
sentences?
1 Barr y knew it was wrong to steal.
2 Barry knew it had been wro ng to steal.
3 Sally never saw the film .
4 Sally had never seen the film be fore .
lliJ Look at the paragraph which gives Roll's acco u n t of
one incident, and at th e last par agraph of the art icle.
What happened:
I before the glass broke?
2 before the investi gato r began to look in to t he
stra nge case of the lamp?
@] Which tense , th e sim ple past or the past perfect ,
would yo u use for th e verbs in brackets?
I By midn ight, I (finish) th e wo rk and (be) read y to
hand it in the next da y.
2 Until la st week, the research he (be) in volved in
(p rove) inconclusive.
3 The sc ie n tist (po int) out th at th e book he (write)
the previous year (be) alr ead y out-of-date.
Practice
Now complet e thi s extract about deja Vll with a su itab le
form of the verb in brackets.
Deja vu is a feeling of having experienced
a present situation before . I have been teaching
students in the same college for many years
now, but I remember one occasion in particular
when I (experience) this disturbing phenomenon.
A few years ago I (teach ) a student Physics in
an upstairs lecture ro om where I (neve r teach)
before . I (rea ch) t he part of the lesson where we
(discuss) radioactivity when I (be) swamped by a
feeling of deja vu. I (know) I (be) about to refer to
a book in my office . I also (know) that on a
previous occasion I (go) to collect it from the
office . I (turn) to my student and (ask) him if we
(do) the work already. He (look) puzzled and
(rep ly) that we (not do) anything like it before.
However, my awareness of the experience (not
make) the deje-vu feeling go away, even when I
(try) not to repeat t he pre -set pattern.
Used for, used to, be I get used to, would 7 your broth er eve nt ua lly _
living in th e USA?
[i9 The Followin g informat ion ap pears in the art icle: 8 When James wa s a student in Paris he _
I The wa reh ou se was used for sto ring sma ll ob jects. save up Fordays to go an d buy a cake and a cup of
2 Julio was used to handling these delicat e objects. c o ffee in a real ca fe!
3 The ob jects used to fly off the she lves. 9 The teach er never be so ba d- tempe red!
4 Certai n objects wou ld do this mu ch more 10 It was a question of a different way
Frequently than others. of life.
Which of the verb Forms above mea n: 11 When we we re c h ild ren. we swim in
the river near where we lived.
a often did this?
b that was its purpose? 12 Origin ally, the building housing rare
c was acc ustomed to? books.

Which ver b form does not ex ist in the prese nt with the In which sente nces co uld you not substitute would for
same m ean ing? used to? Why not ?

JD In which of th e following sen ten ces could you use [j!] Write a short par agraph outlining how life has
would instead of used to? cha nge d over th e last ce ntu ry. Use some of tb ese prom pts
to h elp you de scr ibe what life used to be like:
William Hall used to be the Directo r of th e Psych ical
Rese arch Fo undatio n o f North Carolina . transport eating habit s co m m u n icat io n
2 Willia m Hall used to spe n d hours reading books Family liFe e nte rtain ment health care fash io n
abo u t superna tu ral pheno mena.

~
What is the d iffere nc e be tween th e two Forms? 0
....'J(C\(."":: ":..
@] Wha t is the diffe rence bet ween th ese two se nte nc es? .....
/'
<f

I
I Julio wa s used to handling delicat e object s.
2 Julio go t used to handling de licat e ob jects.
How wo uld y Oll ex press the se sente nces:
\....
"
'-

a in the in terrogative?
b in the negat ive?
c in the p re se n t?

Practic e
~ Com plete these se nte nces wi th used for. used to.
be I get used to o r toould. In some se ntences more than
one ans wer may be po ssible.
My paren ts hat ed living in a big city but they
eve ntually it.
2 Mich a el does n't smoke now but he _
3 When my Italian friends first arrived in this co untry
th ey Found it difficult to the clim at e.
4 Thi s ca bine t was filing do cuments.
5 Leaving home was difficu lt For Fra nk. His mother
had always done eve ryth ing for him and he just
_ _ _ _ _ loo king afte r himself.
6 you r brother live in the
USA?

Struct ure UNIT 41 61

 All Walks of life
Listening and Speaking Lifestyles T

ln troduction 1 Read th e ti tl e of th e ar ticle below. What do you think it could be about?

2 Skim rea d the ar ticle and see if your predict ion was correct. Wha t view of the
travelling way of li fe is exp ressed? Do you agree with it ?

These children
are taught to
•
survive
The criticism generally levelled at "New Age travellers"
who do not send their children to school every day is
that somehow we are unfit to teach our own children .
That we are depriving them of a "prope r" education
5 and a "normal" life.

I n fact , wh ile so me of us have been made ho mel ess or

unemp loyed and taken to the roa d as a surv ival tac tic ,
many have made a co nscio us 'lOU positive decision to
live in thi s wa y. not because "the s)'5u:01 ~ has failed us
10 perso nally (many of us are well-qualified) but becau se it is
clearly m isguided and is failing so many. It wou ld he foolish
to d isr egard everything taught in sc hools. OUf ch ildren
need to know how to read and write , hand le numbe rs ,
and ex per ience music , spo rts, art and craft work. But I
15 c anno t ag ree th at all c h ildren s ho u ld kn o w c e rt ain
Our way of education is a kind of insurance
prescribed facts and acqu ire certain p rescribed sk ills at
certain age s.

O ur way of edu cati on is a kind ofi nsu ranc e. If we acce p t

th at adult life may involve having at least some periods
30
20 wi th very little money, with a lot o f time on our hands,
perhaps without a secur e place to live, that skills have to
he ada pted and devel o ped to co mpete in th e joh mark et,
the n our children are equipped better tha n most.Th ey may
not all know wh at h ap pen ed in 1066 by the age of eight
25 and three-q uarters. but most und erstand how to light a
fire . b uild a tarpauli n shelte r,find cheap food and clothing ,
saw and chop wood, hand le and ca re for animals and deal
with other ch ildren and ad ults in a variety of rea l situations.
V isito rs unused to life o n site are oft en struc k hy the
"adultness" of ou r young ch ildren.Three- and fo ur -year-
a ids mix freely w ith adults, pay so cia l ca lls w ithout thei r
pa rents, mig ht get involved in feed ing chic kens , m ilking
goats, mending engi nes ,mak ing pastry,jewellery and wood
burn ers. As we ll as learning "skills"and "info rmation", they
35 learn to accep t a lot of people and their differen t behav iour.
Th e feeli ng of co mmon sh ared hu man ity, that we arc all
part o f one "fa mi ly", is im p o r tant in the travel ling
community, and instead of st ri vtn g jo confo rm to a norm
o r compete for p ositi on,ch ildren arc en cou raged to acce pt
40 that we are all d ifferent but all du e respect in ou r ow n way.

62 I UNIT 5 Listening and Speaki ng

380 wo rds &
 3 The phrases be low have be en taken from th e a rticle. In pairs, discu ss wha t you think
they mean .
I unfit to teach (line 3) 6 mi x freely (line 31)
2 taken to th e road (line 7) 7 co mmon shared humanity (line 36)
3 "the sys te m" ha s failed us (line 9) 8 striving to co nform (line 38 )
4 com pe te in th e job mar ket (line 22) 9 co m pe te for po siti on (line 39)
5 equippe d better than mo st (line 23)

4 Which of these phrases de scribe th e lifestyle of the tra veller s?

Listening 1 You are going to list en to a radio n ews broadcast in wh ich th e newsreader is talking
abo ut a rece nt cla sh between tra ve ller s, th e police and local resid e nt s. Befor e you
Part 2
liste n, read thro ugh the incom plete notes below and think about th e type of
in formation you will need to com plete each ga p.

2 Now listen to the broadcast. Fill in the miss ing in forma tion with no more th an three
words in each gap. Listen to the tap e once only!

BROADCAST NOTES

Update on summer solstice celebrations:

t ravelle rs he ading for (1 ) _
police report build u p of traffic
Situation in Shepton Mallet:
travellers are (2), _

north of the town

Complaints by lo c al res idents:
( 3) _

garde ns trampled
(4) _

Traveller's claim:
(5) _

vehicles not (6 ) _

Exam tip ...

Remember that you may have to write in note form. After you have completed each gap, make sure
that the words you haveadded make sense in the sentences or notes.

3 How wo uld you feel if a group of travellers ca me and set up ca m p near you? What
would be th e attitude of other people you know? In groups , discu ss how the situat ion
could best be handled.

Listening and Speaking UNIT 51 63

Speaking 1 Co m p are and contrast
Parts 2 an d 4 Yo u sho uld do this activit y in pairs. You a re each goi ng to loo k at a different pictu re.
Stu de n t A, d escribe yo u r picture in d etail. In part icular , say as much as you ca n
a bo u t:
• what th e people are doi ng.
• what th e people are wearing .
• what kind of people th ey mi gh t be.
• the surrou ndings.
Student B, list en carefully. Pick out five thin gs wh ich are di fferent in your p icture.
You can as k your partner qu est ions about th eir pi cture to hel p yo u .
So me of th e follo win g phrases may be useful if you want to check detai ls abo ut yo ur
partner's picture:
I'm not sure what yo u mean by ...
Could yOll tell m e a bit more about ... ?
Wlw t did yOIi say ab out ?
How wo uld yOll describe ?
3 page 193
6.4 page 194 Studen t A, look at picture 5A on page 198.
St uden t B, look at pi cture 58 on pa ge 200.

2 What do the pictures tell yo u about the lifest yles o f t he you ng pe ople in them?
In what ways ar e th ey different?

3 Expl a in and discuss

With your par tner explain what th e co nce pt 'lifestyle' m eans. Th in k of ways of
co m p le ting th e follo win g ph ra ses:
To me 'lifestyle ' means .. .
'Lif estyle' is not somethi ng ...
Wilen people tal k about 'lifestyle' ...

III
4 Now d escribe yo u r own lifest yle. Look at the adjec tives a nd adverbs bel ow. Co m bi ne
t he adverbs on the left with th e adj ectives on th e righ t to form qu esti ons to ask each
other. Por example,
would yOIi describe YO llr life as fa irly organ ized?
fairly en ergetic
extremely or ganized
reas o nab ly rela xed
ve ry d emanding
quite quiet
!f you could change yo u r lifest yle, w hat cha nges wo uld yo u ma ke?

64 I UNIT 5 Listening and Speaking

English In Use 1 Look at th e extract from a radio inter view be low. It is with a policewom an who has
Part 5 been involved in an incident with some New Age tra veller s. Followi ng thi s is a
newspaper report abou t the incid ent. The interview is in informai, spoken English,
while the newspaper report is in a more formal and writt en style,
Read both texts and then iook at th e two exam ples which have been don e for you in
the newspap er rep ort.
As you ca n see, you only need to use a few wo rds (never more than two) to fill the
gap. The meaning sh ou ld remain a s clo se as possible to what the po licewoma n sa id,
although the word s you use should not be the same as th e on es th at appear in the
first text. Thin k of other ways of filling these first two gaps without using the ac tual
words from th e interview.

Interview with a Policewoman Fortunately , we didn't get hurt but we had

'It was absolute chao s, they r eally messed
things up ! It was about 8.30 last night
when it was de cided we had to try and
move t he convoy off the motorway.
5 It was taking u p all four lan es of t he
motorway, including t h e har d shoul der,
right up to the ser v ice s tat ion n ear
junction I 1.
Abo ut 50 officers set off t owards t h e
'0 vehicles but they just started throwing
ston es and rock s .
to go back and get our riot shields, We
then managed to dis cu s s things with the
15 travellers who eventually a greed t o br eak
up and go off in three different direct ions .
In the meantime, of course, there were
del ays to t r a ffi c in both directions so we
had to shut off the north-bound lanes, just
20 in case.
What we are trying to do is to keep an
ey e on t hese convoy s and prevent t hem
from cam ping illegally on commo n land
t his h oliday weekend.'

2 Now fill in the gaps in the news rep ort .

Police pelted with stones (6) wi th the travellers,

who agreed, after nearly four hours, to
by travellers blocking M5
break up the convoy into gro ups and
Police were pelted w ith stones last night (7) in three different
after they (I) attempted to mo ve a directions.
convoy of travell ers blocki ng the M5
During the del ay, he avy traffic built up
motorway,
o n the so uth-ho und side , and the north-
The convoy (2) was block ing all four bo und lanes (8) near
lane s of the motorway, including the the service station as a precaution .
hard shoulder, as far as the service
The flare-up was the latest in a cat-and-
station at junction II .
mouse game, with the p oli ce
As 50 officers (3 ) the (9) t he convoys in an
ve h icles, stones and rocks operation which aims to p revent illegal
(4 ) . ( 5) _ camps on common land
was injured, and after retreating to (10) the holiday
obtain riot shields, officers weekend .

Listening and Speaking UNIT 51 65

 Reading Family Ties T 'Children begin by loving their
parents. After a time they judge the~.
Rarely, if ever, do they forgive them .

lntrodu cti on Look at the quotatio ns abo ut fam ily life,

What do they mean and do you agr ee with them?

' Happiness in marriage is

, "I\ l mTia g e is the
wasle-paper basket
of the crnoliolls.'
'Parents are the last people
entirely a matter of chance .'
on earth who ought to
h ave children.'

Reading lOne way to approach mu ltiple-choice qu estions is to skim through th e qu estions

before reading th e text. Don't look at the options (A, B, C or D) until you have read
Part 3
the article.
Look through the qu estions below, sca n the article, then write bri ef answe rs to th e
questions.
I What does th e write r compare ea rthquakes to?
2 What was th e writer sca red to do?
3 What do British th erapist s beli eve about fam ily br eakd own ?
4 Ca n you sum lip th e find ing s of recent research in Britain?
5 What conclusion ha s Iohn Gottman reached a bout happy marriages?
6 Why might staying in a bad marriage be bad for your health?

All that's left is ABAND OF GOLD

lIut the US, and California in
particular, is a major source of
dramaticpsychological
movement"! which first shake that
countryand then sweep eastward
10 towards Europe. Theenergy of
these waves may be diminished
by the Atlantic crossing, but
Britain absorbs the main impact.
Even afterthe resultingwaves
15 arrive here, social changes have
continuingeffects in the US,
extreme changes often generating
California, as we all know, is a land prone to earthquakes, in which t he
ground spl its asunder beneath one's feet and one is likely to lose one's
bearings. Luckily for us, such physical events do not extend far beyond tha t
state and we learn about disasters only through our news bulletins.
though I did not feci bold nohody has re-ached any other researchers suggest that
enough to get my feet wet and conclusions yet. Recent 60 children from intact homes
try it myself until 1962. 45 research in Britain compared where there is high conflict do
30 A recent swing of the those children whose parents worse in the long run than
pendulum in the US, still taking had divorced with those whose children of divorced parents,
place, is moving not only public parents had sustained an though the latter may appear
but professional opinion away unhappy reiationship. It fonnd 65 more disturbed in the early

a backlashor antidotewhich
arrives here later.
20 Marriage and the family may
havebegun to come apart in the
US earlier than in IIritain, but the
first reports of an antidote to
family bre-akdown - family
25 therapy- were comingashore in
the fifties when I was training,
from divorce towards the view
35 that marriages should, ifat all
possible, be sustained for the
sake of the children, even at the
cost of the continued
unhappiness of the spouses.
" No doubt these changes of
view will soon affect us too as
the wavesarrive, hut in Britain
50 that in those families where the
parents had split np, halfof the
behavioural problems of the
boys, and some of the girls,
were present before the
55 divorce.
Even in the US, some
experts are not following the
newtide.John Gottman and
years after the break-up hefo re
they 'bounce hack'.
I have outlined in a
previous article Gottman's
rc claims to he able to predict the
future success or failure of
marriages with extraordinary
accuracy, by observation
of simple reactions such as the)t

66 I UNIT 5
 2 Now look at the options in 1-6 below. Wh ich are
nearest to yo ur answers in 1?
Read th e ar ticle again to check your choices.
What do es th e writ er co m pa re ea rthqua kes to?
A psychological th eories
B news bu llet in s
C cross ing th e Atla n tic
D the institut ion of marriage
2 What was th e writer scared to do ?
5 Wh at co nclus ion has John Gott man reach ed ab out
A get married
B get divorced
C learn a bout family therapy
D encourage pe o ple to stay m arried
3 Wha t do Brit ish th er apist s believe about
fam ily br eakdown?
6 Why m ight staying in a bad marriage be ba d for
A It shou ld be avoide d at all co sts.
B It s ho uld be avoide d if ch ildre n a re involved .
C They are undecid ed about its effects.
D They are critica l of th e America n findings.
-4 Wh ich of the follow ing su ms up th e findings of
recent research in Brita in?
A Boys from divorced families have more
beh avioural problems th an girls.
B Probl ems am ongs t ch ildre n from broken
homes ca n be present before divorce .
C Childre n of unhappy parent s wh o do no t
di vorce have m o re problems.
D Ch ildre n whos e par ents di vorce have more
ac ademic difficulties.
ha ppy marriages?
A Women express th eir ang ry feelings more readil y.
B Th ere ar e more goo d times tha n bad times.
C Both part n er s ar e likely to engage in fierce
disagre ements.
D Issu es which co uld lead to a rguments are avo ided.
yo ur health?
A It raises the blood pr essure.
B It in crea ses th e heart rat e.
C It reduces bone den sit y.
D It affects the im m u ne syste m.

any cost are the ones more at
risk of marital failure. He fouod
as that in happy marriages the
commonlyexpressed view that
men are less emotionally
expressivethan women did not
apply. llis research also
00 suggests that anger between
marriages cannot and should
not be saved.
110 'Not only do patterns of
toxic marital interaction keep
the body in a state of unhealthy
physical arousal, they create a
psychologicalclimate of
' 15 helpless misery... these bone-

spouses is not harmful except deep states of arousal can no

when it is accompanied by longer he willinglycontrolled ...
more lethal emotioos like Not onlyis it fatuous to suggest
contempt or disgust; iodeed, they just 'try harder' at this
as 'blunt, straighuorward anger 120 juncture, it may even he bad for

seemed to immunize marriages their health - witness our data

against deterioration ... suggesting that stayi ng in a
disagreements and fights seem hostile, distant marriage
necessary in some degree in all actuallycompromisesthe
75 rise in heart rate and blood 'As to divorce, 100 good marriages, and amidance 125 immune system, increasing

pressure during arguments. it is an of confrontation often results in susceptibility to illness.'

His research has now led to avoidance of intimacy'.
unpalatable truth
some further interesting Marriages, he says, 'seem to
that some
conclusions, and he challenges thrive on, proportionately, a
'" ihe commonly held view that marriages cannot 'ffi little negativity and a lot of
coupleswho fight all the time and should not positivi ty'. As to divorce, it is an
andthose who amid conflict at be saved' unpalatable truth that some 635 words ~

UNIT 5 67
Vocabulary 1 What metaphor does the writer use in the second paragraph of th e a rt icle? In what
Expressions way do yo u th ink it could be describ ed as an 'extended metaphor?

2 Look at th e figurative exp ress ions below which have been taken from the article.
Can you explain what the y mean?
1 co m ing as hore (line 25) 4 'bounce back' (line 67)
2 to get my feet we t (line 28) 5 create a psychological climate (line 113)
3 following th e new tide (line 57)
Which of them have a connectio n with the metaphor in the sec ond paragraph? Say what
this connection is.

3 There are many exp ress ions in Eng lish which use words to do with the weather. See if
you can unde rstand the meaning of the expressions in these se nte nces .
1 I'm feeling a bi t under the weather as I th ink I've got a co ld co m ing on.
2 Sara h accused me of making heavy weather a/it bu t, actually, it rea lly wa s ha rd wo rk.
3 Th is yea r his bu sin ess h as m an aged to weath er the storm , but I'm afraid tha t n ext
yea r th ings are going to get to ugher.
4 Unfort unately, as soon as David got wind a/m y plan to sell the ca r, he put a sto p to it.
5 The old lad y sa id she always saved some of her pen sion / or a rainy day.
6 There was a storm a/protest in Parliament whe n the Chancellor announced new tax
increases.

Su ffixes 4 In the article, you ca me across so me of the following wo rds. Each wo rd conta ins a su ffix.
Group them into nou ns, adjec tives and verbs.
harmful pop ula rize o bservation reliable
disagreement happine ss beh aviou ral ability
attractive helpless relationship

5 Read thro ug h sentences 1-11 and insert the correct form of th e word in br ackets. Look
back at th e no un , a djective and verb grou ps in 4 to help you decide on the word e nd ing.
Mike's extremely ; he never hides his feelings .(demonstr at e)
2 Th e two Frenc h chefs went into an d opened a restaura nt in
Mayfai r. (pa rtne r)
3 'T his office equ ipment ba dly n eed s to be . Look at th is
type write r - it's com pletely out of date!' (m ode rn)
4 After working together for several days, their initial di sappeared . (shy)
5 When ta lks betwee n the two governments broke down, milit ary _
see med inevitable. (confro nt)
6 After moving ho use, changing job, and getting married, Susan rellected on what
an year it had been. (even t)
7 'There's no point in trying to negot iate improved wo rking cond itions, the situation
is we must all go out on str ike!' (ho pe)
8 I m us t a dm it th at I find Simon's sa rcasm abso lutely ! (de tes t)
9 There was a strong se nse of in th e village ; mo st famili es had
lived there for generation after generation . (continue)
10 Joe was extremely nervous about his driving test , so pa ssing it th e first time wa s
qui te an . (ach ieve)
11 It was only whe n the com pa ny went bankrupt that the extent of its _
problems we re revea led . (fina nce)

68 I UNIT 5 Reading
Writing Socializing T

lntrodu ction 1 In pairs, look at the exa mples of social ac tivities above , Which of these activities
wo uld you enjoy a nd wh ich would you not en joy? Explain why.
2 Is there more to socializing than meets the eye? Read the extracts be low and discuss

,
whether you can sympathize with the points of view put forward .

II . . a common language, a way

Football provides everythl~~' pool of exp erience and a
of making contact, a com m models pres ented as bell1g
{
l
massive gall ery of male rc ~al Wha; might seem to a;'ld /l, A terrible social paralysis grips m.e
conveniently on e~dJrr:enSo'~ses~ion is, to an anxIOus C I , _ when I'm faced with the ga~s 10
onlooke r t a
be a bOring
.
a place of refuge In a S8
. r
a of un certall1 y. . . _ -_ _~
, - my knowledge. I have sat in agome~ at
numerous dinner parties, fidd"!'9

- he is a strange girl. I like her but she

nervously with my bread roll, not be;~~
able to contribute a wo~d t?
animated conversation that IS gomg on
doesn 't fit in. You know that if eve ryo ne is Why does everyone know
aroun d me . Id I
weari ng shorts this year an d thinking about opera except me ? Shou
abo ut go ing to Thailand, she w ill be in venture an opinion? What sh~uld I ask~
desig ner jeans and off to th e States w ith If I speak noW, will my .VOice so un
Virgin Atlantic . Actually, she doesn't want strange? Has everyone gIven . -
to be one of th e crow d. Sh e likes to be different . me up as a complete bore? ~
Only sometimes it can be annoying. Th ere w as an
excruciating occasion when we invited her to a
party. We'd specia lly asked peo ple she gets on
.-I-.--r--------
w ith to be there . I th ink she realized. She ignored
them all and spent the whole even ing talk ing
earnestly to my mothe r abou t ho use plan ts!

Writ ing UNIT 51 69

Writing Part 1, report

Sample re port 1 a Many people join clubs or societies as th ey like to feel pa rt of a group of Iike-
m inded people. Head thi s extract from a report a nd bri efly su m marize th e aims
of each par agraph.

After a significant fall in membership last month, I was asked to investigate and evaluate
the current state of the Latino Club, a Latin American dancing club. This report looks
at some of the problems based on information prOVided by the club. and on a
questionnaire completed by its members.

Since last year. membership has dropped by 30%. There are several factors to blame
for this: fi rstly. many people mentioned bad organization and the lack of publicity for
social events. Predictably, this lack of informat ion has led to low attendance, which
means that members have little opportunity to meet and mix with new people.
Secondly, club facilities, including dancing tuition, were universally criticized as
substandard. Unprofessional, lazy instructors were mentioned, and people complained
about over-priced refreshments. However, although facilities have deteriorated, the C05t
of membership has risen, resulting in a lot of bad feeling. Consequently, many members
are not renewing thei r subscription.
Another important factor is the club's profile in the community. Over the past six
months, this has fallen dramatically, largely due to the lack of local advertising as well
as to the club's old-fashioned and unappealing image. The situation has been made
worse by the opening of the new Jazz danceclub Groove which offers more competitive
mem bership fees and a series of free trial dance lessons.
To sum up, I would strongly recommend that Latino Club ...

b Und erlin e the words and phrases wh ich:

• introduce the subject of the report. • link togeth er and order ideas.
• introduce a pe rso nal o pinion. • introdu ce the co nclus io n.
c Head the report through again a nd finish th e concluding para graph , makin g
appro priate recommendations.

Und erstand ing the task 2 Look a t th e tas k, th en read th e informa tion given in th e thre e do cum ents below and on
th e next pa ge. Decide on the theme and purpose of th e report, a nd th e target reade r.

In response to a local newspaper a rticle about the rise in vandalism and lack of social
activities for young people in the area. the Council has decided it needs to investigate
the situation before proposing plans to develop a new leisure centre. A questionnaire
has been sent to young people asking for their opinions on the local facilities available .
You have been asked to write a report based on the response to the questionnaire and
the criticisms expressed in the articles.

the problems affecti ng the region. f

Vandalism in Th e re gi on al m an a g ~r of
S i l h o ue tte , a nation al nh a i n 0

city centre clo thing and fash ion acce seorre s .

AT a meeting last night to discuss ,the
s ate of break-in s and v an?ahsm
ah-ecting th e city centre, th e point w~s
made by several shopkee pers tha~ ~ e
lack ofleisure facilities and the ri sing
numb er of unemployed youngs ters In
the town were partially to blame for.
claimed that wherever there w~~ a
. nificant lack of social amemt:es
~~ch as sports facilities , and evemng
ntertainment s uc h as th eatres ,
~inemas and clubs, th ere wa s alwa ys
a significantly highberdleve!::[n~~:;
could only be desen, e as
damage to property .

70 I UNIT 5 Writing
 Sports hall price rise fear
. d h matter of the sale of the sports
COUNCILLOR Johnson has rai se . t eth t th e move would result in
h all to Eq uip Lei su re Ltd, su~~es~l:rhe 1:85 well-off. It wa s confir med
higher prices and less availability of th e sports hall and were
. Id b the n ew own ers
today that Equ ip wall fe iliti by extending the site to m ak e room
planning to improve th e aCI rt te s
for a night club an d r estaura nt s.

We would be grateful if you could com plete t his

Questionnai re and retu rn it to the manage r of MARS
MARKETING at the addr ess given on the reverse .

Name .lane COI1YO/1

Age ~ Occupa tio n Clerical O((;cer

Which sports do you do regularly?
swi111mil1g

Which spor ts would you do if facilities were available?

tennis, baskelball
If you have any oth er comm ents relat ing to these areas ,
Would cos t be a significant factor in your choice of spo rt? ple ase put them in the box below.
yes
What ot her leisu re activi ti es do you enjoy?
I do 1101 earn lIety much. so 1110s1 Ihings are
100 expensive excepl on an occasional basis.
dancing, restaurants. cinema, thea tre
There is not much 10 do in th« evening excep!
What ot her leisure activ ities would you like to see made go 10 pu bs. For Ihe YOlmgu people, there is
available in your area? nolhi ng. The swil11 l11ing pool closes at 7 and
1110re discos (or young people, restaurant s open Ihe one club in lawn is for those over 18, and
late, nighl-clubs anyway it's lerfibly old-(asliioned On Ihe
Would cos t be a signif ica nt factor in your choice of leisu re
whole, I find restaurants round here are 100
activity? expensive for people like me.
yes

Selecting ideas 3 Before you begin th e task, underlin e the significant fact s yo u wo uld want to include
in th e report. Ask yo urself th ese qu estions:
Do a ny of th e fac ts in the docu ments supp ort or con tradict each other?
Make a list .
What will you r conclus ions be a nd what recommendations will you make?

Planning yo ur answer 4 Her e is a str ucture for you to follow.

• Introduction The reasoll for the report
The aim of th e report
• Findings Report allY repeated views
S uggest ideas or underlying rea sons for requests
• Recommendations Type of leisure facilities
Importan ce of pricing
7 .1 page 194 Ava ilability to youllg people
11 page 195
• Conclusion Give a balan ced view

Writing 5 Now writ e your report in abo ut 250 words . When yo u ha ve fin ish ed , check your wo rk
ca refully. Remember \')tRITE "" .
~Iif!# page 19 1

Writing UNIT 51 71
 Structure Preconceptions ~

Introduction
What, in your view, gives people social sta tus? Look at the
pictures a nd discu ss what you think a stat us symbol is.

Reading
o Head th e text qui ckly, ignoring any errors you may
noti ce, a nd think of a suitable title.

A
friend of mine worked in a council ho using
department in the north east. On one occasion she
had to deal with a n ageing rag -and-bone man who Comprehension
had be e n relocated fro m his suburban caravan home of
5 fifty rears to the top Of ;1 high rise block of flats .The old In pairs, discuss an swer s to th e followin g quest ion s.
fel low reluctant to surrender his mobile abode, settled in I How d id the old m an feel about leaving his form er
grudgingly, ami pretty soon complaints found thei r w ay to home?
the housing office . \Ve ll yOll sec w e he ar all these fu nny 2 Why did his neig hbours complain to th e housing
grati ng and gr indi ng noi ses co ming fro m th e flat at all aut h orities?
10 ho urs .Whe never he uses the lift it se e ms like hours before
3 Wha t did th e housin g officer feel might have been
its free - and there 's a strange so rt of count ry-type sme ll in
be hi nd th e co mp laint s made by th e old man's
there - always
neighb ours?
Aware that prejudice c an co lour a person 's perceptions the
4 Why was the old man 's rea ction to th e housin g
housing officer se t o ut to the block of flats one evening
office r's question unusu al?
15 rea dy to pacify th e neighbours and show them the error of
t heir w ays . But when she arrived in th e lobby, she foun d
the lift o cc up ie d. Jts that dirty old fellow love, whispered a
Direct and reported speech
tenant through th e c rac k o f a door. He goes up ;1I1d do wn

20
in the lift all night long. Don 't bo ther waiting. Wh r don 't
yo u us e the stai rs ? It'll be quicker, you 'll see
ospeecTheh: statements,
111e housing officer tackled the sta ircase to meet th e
elderly res ident on the seventeenth floor. The lift doo rs
opened slowly to reveal t he o ld man an d a Secre t
cohabitant - h is trusty o ld hag-o f-bones horse fresh from a
25 run-around outside ,
Good he avens! st ammered the housing offi ce r. Are you
mad Wha t d'you th in k yo ure d oing wi th th at ho rse in here ?
The old man was furious ,
Eh What do you mean The horse cant, well " , poor ani ma l
30 - he has to use the lift. In his c o ndition, all those stairs
w ould kill him .
@]
@] Read th e text aga in more ca refully. Some nece ssary
punctuation mar ks (for example, apostrophes in
co ntrac tions and po ssessive s, commas, qu estion mar ks,
full stops and dir ect speech ma rks) have been omitted.
Ca n you punc tuate the text co rrec tly?
pa ssage cont ains seve ral examples of d irec t
advice or instructions, a nd
qu estions. List the exa mples under th e a ppro pria te
headi ng below. One example is given for eac h ca tegory.
Statement s
'Well, yO Il see, we hear all these funny grating and
grinding noises coming from the flat at all hou rs,'
Advice or inst ruc tions
'Don't bother waiting.'
Questions
/lre y OIl mad?'
Now look at th ese se ntences. What kind of cha nges
need to be made to th ese se nte nces in orde r to rep ort
what th e speakers sa id?
I 'I' m worried about th e test tomorrow,' sa id Pet er.
2 ' Don't touch thi s switch, child re n: said th e tea cher.
3 ' Have you finis hed thi s book or not? ' Tom as ked his.
fathe r.

72 I UNIT 5 Structure
Constructions after reporting verbs Adverbs
6 Matc h the nine reporti ng verbs o n the left to on e
or more of the co nstructio ns o n the right. For exa m ple,
o Wbich of th e adve rbs be low convey:
I a lack of enth us ias m?
1 can be matched with e, f an d g.
2 a loss of se lf-co ntrol ?
1 as ked a th at somebody sho uld do 3 a more positive att itu de?
2 ins isted some th ing
gru dgingly eagerly tactfully
3 added b that somebo dy did someth ing
furio usly ang rily aggress ively
4 suggested c some hody th at
pati ently reluctantly politely
5 told d to som ebody th at
ge nero us ly e m otio nally hesitantly
6 com plained e som ebody if / whe the r the y
7 explained did somet h ing
[[] Report th e se c o m men ts us ing the sugges ted
8 whispe red f so mebody (not) to do
pro m pts, a suita ble rep ort ing verb, and a suita ble adve rb.
9 wondered something
10 repli ed g if! wh et her so me body did 'I' m not a p unk - never have been a nd never will be.'
II acc used so me thi ng Polly _
12 advised h so me body of doi ng so me thing 2 'Mrs Th ompson , wo uld you care to look thro ugh th e
plans befor e th e mee ting?'
W Now report the direct speech from th e reading The sec reta ry ~~
text, bearing in mind the cha nges that need to be
3 'Don't men tion th is matt e r to anyone, Frank. It's
made, and supplying a suita ble reporting verb from the
extremely delica te!'
list in A. You do not have to report every wor d th e The managin g direct or _
speaker says. Try and use you r own wo rds to co nvey or
sum marize wha t the s peakers sa id . 4 'Prime Minister, may I pu t it to you th at your po licies
have failed !Why doe sn't the Governm en t adm it it has
[g Yo u could have repor ted the last th ing the rag and made mi stake s?'
bon e man said in this way: The lead er of th e op positio n _
5 'Well, if pressed , I wou ld probably have to say th at I
The old f ell ow then said the ho rse had to lise th e lift,
am not in favo ur o f the new anti -terror ist measures:
because in his cond ition all those stairs would kill him .
The Amb assad or _
Why is it not ne c essary to c ha nge would when 6 'I've never, well, er. .. , really given marriage any
reporting direc t speech? se rio us though t.'
\Vhy is it not necessary to cha nge the word s in ita lics in Sally _
these reporting sentences? 7 'T hat's it! I'm sorry but I've had eno ug h. I just can't
'You need to plan for th e future.' take a ny more.'
The secreta ry _
They say you need to plan for th e future.
2 'Une mployme n t is curre nt ly falling.' 8 ' If! wer e you, I'd take the lift: sa id the port er to the
Govern me nt officia ls say th at un e mploym ent is hot el gue st.
The porter _ _~_ _
cu rren tly falling.
3 'Th ey're in love!'
If you loo k a t me like that, people will say we are Practice
in love!
4 'The y co u ld / wo uld / might / take th e exam.' Do yo u remem ber the brie f co nversatio n bet ween the
The headmaster says / sa id they could / uiould / ho using office r and th e rag a nd bone mall?Think of a
might take the exam. sho rt. u nu su al o r in te re sting co nve rsatio n you had w ith
5 'They can / may / will take the exam.' so meo ne recently and tell a pa rtn er what was sa id. It
The head master says / sa id th ey Gall / may / wi ll co uld be:
take the exam. • an argu ment or m isu nd e rstanding.
6 'If I'm going to be delayed , I'll phone.' • somet hing which hap pen ed at h ome, at work,
He says if he s going to be delayed , he 'll p hone. in the stree t.
• an ex change o f ideas or informat ion .
• a hu m o rou s excha nge .

Structure UNIT 51 73
 Culture Vultures

Reading Time Out T

lntroduction Do you like going out to events like th ese? Wh y? Wh y not? How much do you think being
part of an audience influ en ce s your exp erience of suc h events?

Reading 1 Look qui ckly at the text opposite. Wher e might yo u find it? Who is it writt en for?
Multiple matching
2 The events A-J ar e among the events featured in the text. Read questions 1-1 2 only,
th en look at the comments in 3 beiow.

Which events can you see in Oxford thi s week? 1 2 _

Which event is currently taking place in Scotland? 3 _ A The Small Back Room
B Dominic Muldowney
Which mu sical event is touring Britain? 4 _ C National Ballet
Which event can you only see on Wednesd ay? 5 _ of St Peter sburg
D Sq ua re Rounds
Which film is showing with another by the sa me di rector? 6 _ E Californ ia Ma n
Which event do you not have to pay for? 7 _ F Jazz in Golden Sq uare
G Unforgiven
Which events are about people from th e pa st? 8 9 _ H Sug ar
Which events are tragic in content? 10 11 _ I Leonardo
J II Trovatore
Wh ich event ha s been specially written for som eone? 12 _

Exam tip T
In Paper 1,you may be
3 Questions 1- 4 are about uihere an event is taking place. What about question 5?
asked to match headings Now look a t th e layout and format ofthe text. You only need to read the words in
or briefdescriptions of bracket s to find tb e an swer s to 1- 5. Where will yo u find tb e an swer to question 6?
content to specific
paragraphs, or to match What key word an swer s question 7? Look for it as you scan tbe wbo le text.
appropriate items from a
Qu estions 8-1 2 deal with content, so yo u will need to scan whole p aragraphs to find
list to a set of questions
the an swers. Read ea ch qu estion ca refully to det ermine the type of e nterta in me nt
or statements. This will
involve scann ing the text
in volved . You may be abl e to elim inate severa l p aragraphs in th is way.
rather than reading every
word. 4 Match the events A -) to qu estions 1-12. You will need to u se so me more th an on ce.
Try to do this matching exercise w ithin ten minutes.

74 I UNIT 6 Read ing

The List
••••••••••••••••••••••••••••••••••••••••••••• •••••••••••••
OPERA & CONCERTS•• • LEONARDO
Yes, it's the song-and-da nce version of Leonardo da Vinci 's
• BBC SYMPHONY life , w ritten by G reg a nd To mmy M ueller and Russell
New season starts with the unlikely combination of Dunlop . Having its We st End premiere nexl year . (Old Fire
composers Vaughan Willia ms and Steve Mortl and, Station, Oxfo rd, op ens Thurs.)
lntrodocing a British music series and a rad ical ticket
policy: all seats £9 . (RFH, tonight.) • SOMEONE WHO'LL WATCH OVER ME
A heart-bre a king hostag e drama, with fine performances
• IL TROVATORE by aclors Stephen Reo and Al ec McCowen. (Vaudeville.)
New Scottish Opera production with soloist Lisa Gosleen
as Leonora . (Glasgow, Theat re Royal, fro m Tues.) JI~~ •••••••••••••••••••••
• DOMINIC MULDOWNEY PREMIERE • MAL WALDRON
An Oboe Co ncerto, commissioned by the LSO for its Veteran pia nist w hose
own principal oboist. Conductor Michael Tilson Thomas. work has g raced the
bonds of Cha rles Mingus,
(Barbic an , Wed.)
Billie Ho liday and Eric
Dolphy, a nd now a
CiNEMA •••••••••••••••• distinguis hed solo
• CALIFORNIA MAN performer. (Jaz z Ca fe,
Finding a Neanderthal man in a block of ice, school- Tue s.)
friends Har old and Stoney thaw him out and enrol him • JAZZ IN GOLDEN
in Encino High , w here his spaced-out expression and SQUARE
inarticulate g runts pa ss for no rmal. Humoro usly, Free ell-dey event, in the
orti sticolly and intellectua lly challe nged teen fun. Soho Jazz Festival ,
(PG; Odeans M a rble Arch an d Kensington.) featuring pianist Bheki
Mseleku , the a ll-women
• UNFORGIVEN Latin bond Ca ndela,
Ageing killer C lint avant-funkateers
Eastwood takes Microgroove, tapdancer Will Gain es, and the Ed Jones
on sheriff G ene Quartet. (West Saha, Sat.)
Hackma n and
wre a ks a viole nt
revenge in his
ROCK •••••••••••••••••••••
most sombre • THE NEVILLE BROTHERS
western yet. A one-stop visit from big bro ther Aaron and his maveric k
(/5; Empire Leics l o uisia na rock-soul qua verers. A musing trousers
Sq and a ll guaranteed. (Hammersmith O dean, Sat.)
over La nd o n.)
• SUGAR
Jaunty but accessible power-trio, centred on the pro lific,
revital ized tale nt of ex-Husker Du lead guitarist Bob Mould
- the master of intro spective guit ar overload. (london
Town & Co untry, tonigh t; Birming ha m University,
• THE SMALL BACK ROOM AND THE TALES OF HOFFMANN
tomo rrow; Brighton Pavilion, Fri.)
A fine Michael Powell dou ble-bill - bomb-disposc l and
opera tic fantasia - followed by a discussion wi th the
director's widow, film editor Thelma Schoon maker. DANCE .........•.•.....••
(Everyman , today o nly.)
• NORTHERN BALLET
Tour continue s of A Christmas Carol, a new work by
THEATRE •••••••••••••••• Chr istopher Gable bosed on the Dickens tole , wi th music
by Carl Davis. (Theatre Royal, Bath, to Sat.}
• SQUARE ROUNDS
Playwrig ht Tony Harr ison returns to the Natio nal wi th a • NATIONAL BALLET OF Sf PETERSBURG
piece of doomsday drama hig hlighting the dan gers of Stars from the Kirov a nd Bol shoi alternate as pr incipa ls.
science, in which a n exper iment to boost fertili ty in (Ap ollo, Oxford, Thurs; Internation al Centre,
Europ e ends in mass fatality. (Olivier, opens Thurs.) Baurnemauth, Fri & Sat.)

Read in g ·UN IT 61 75
 5 Find word s whi ch mean the sa me as the se in the entries specified.
I extrem e (BBC Sym p ho nyi 6 increase (Sq ua re Roundsi
2 defro st iCalifo rnta Mall ) 7 up setting (Someone Who 'll Watch Over M e)
3 vacant (Cal iforn ia Mall ) 8 acclaimed (M aI Wald ro ll )
4 inflicts ( UIl! orgi vell ) 9 lively (Sli ga r)
5 gloomy (Unfo rgiuett; 10 productive (Sligar)

6 Go back over th e whole text for usefu l vocabulary relat ing to these se ts. Some word s
will appear in mo re than on e set.
Films Plays People
western comedy principal

Now add these word s to the sa me se ts.

so undtrack romance cast stage se t
spe cial effects scree nplay plot tra ged y
hero villain protagonist block-bu ster

Vocabulary 1 Look a t th ese phrases. Can you say why th e adjectives in itali cs a re in th e orde r
Order of adjectives they are in? What do the first adjectives of each pair have in com mon?
a though tful British. playwright a stunn ing youn g musici an

2 Now loo k at 1-6. Are th e adjectives in the correct order?

I a powe rful new film 4 a blue anci ent vase
2 a large bu lbou s nose 5 a rotu nd mat ure artist
3 an overpriced cylindrical sculptu re 6 a long cream exquisite dress

3 When several adjectives are used to describe people or things, whic h orde r d o th ey
normally follow? Use th e catego ries below.
Colour Quality Shape Size Age

~ 6 page 194 4 Now writ e descripti ve phrases for 1- 4 below,

using at least two adjectives to describe eac h picture.

76 I UNIT 6 Reading
Speaking 1 Today's big-budget movies often use all the devices available to th em to en sure
success at the box office. es pecially if th e init ial idea is a bad one. Now it's yo ur chance
to turn a bad id ea into a hl ock-b uster.
Read the su m ma ry of th e sc reen play. Do yo u thin k Save the Earth is the best title?

Plot
ActOne sets up the conflict - three good guys. plenty of bad guys.
Goodguys Jake, the hunky scientist whose computers are telling him that
an eeo-disaster is immi nent; Kumchika, a rain forest medicine
man whose mystical powers are telling him the same thing;
Daphne. the gorgeous anthropo logist who will bring them
together.
Bad guys All those big business polluter types who want to put a toxic
waste dump in the middle of the rain forest. Meanwhile. the
weather on Earth is going crazy: heat waves in Iceland, a cold
spell in Mexico.

ActTwo sees Jake inthe rai n forest. He's hit on the head duringa storm,
rescued bythe native Indians and nursed back to life by Daphne.
Jakeand Daphne fall in love. Jake starts listening to Kumchika 's
wise words . The three heroes decide to take their eco-message
to America but. before they can leave. the polluters kidnap
Kumchika to silence the heroes .

Act Three starts with the shoot-out rescue of Kumchika and a series of
ever-worse ning ec ologica l disast er s : floods, torna does ,
landslides. Our heroes go on TV and announce Kumchika's
prescription: all people must band together and chant a traditional
hymn, which asks nature to save us from ourselves.
Conclusion is an international montage of togetherness , as
people join hands and chant. It works: ea rthquakes swallow toxic
waste dumps and volcanic dust blocks out the sun, reversing
global warming. Daphne and Jake are together ever after.
Analysis Weak idea. some action. great s pecial effects opportunities.
With star power. could be big.

2 Now decide as a gro up how you can transform it into a box office hit.
Her e are th e a ng les yo u sho uld cover:
The stars Decid e which ac tresses and
ac to rs sho uld p lay the lead rol es a nd why.
Th e message This film needs a powerful
image for the ult imate hard se ll.
Can you improve on this one?

The m erchandising Here are a few of the

it em s th at carried th e]ll rassic Park n ame.
Wh ich ob jects wo uld be su ita ble for thi s
film? Ca n yo u s ugges t other
m erch a ndising?

3 Now p resen t yo ur ideas to the class and dec ide which team has the win ning form ula.

Reading UNIT 61 77
 Writing In My Opinion .. . T

lntroduction 1 Loo k a t th e following adjecti ves and decide wh ich ar e po siti ve and wh ich a re negative.
u nder-rated pret entiou s moving int ric at e
perceptive tr ivial exq uisite pho ney
unconvincing su btle compelling wo ode n
~ OCX:i~ Now liste n to a rad io discu ssion abo ut t he film Things Change. Tick the words in the
list that are used .
Are the reviewers' com ments most ly po sitive or negati ve?

!,= I 2 Look at the tap escript on page 206 and liste n to the piece again. The und erlined
parts of th e script show th e expressions u sed by th e speake rs to introduce th eir
opinions. Could you use all th ese in a formal written review? If not, how wo uld you
rewrite them to make them more a p pro priate?

3 What was th e last film you we nt to se e? Tell another studen t wha t you particularl y
liked or di sliked about it.

En glish in Use 1 Skim read the review, ignor ing the spaces. How wo uld yo u describe th e attitude of
Part 1 th e rev iewer?

Schlock of
the New

D
O UBLETAKE: Collective
Mem ory and Cu rre nt Arc -
th e titl e alone is eno ugh to
cause serious (O} , bu t together
5 with the essays and statements in the
accompan ying cata logue, it indu ces
total (1)- - -
At least th e pam phl et issued as a
guide to the exhibit ion is marginally
10 mo re (2) . It will leave you in no
doubt about the inflated pretension s
and mu ddl ed thinki ng whi ch have
prod uced th is sho w o f installation s,
pho togra phy , pain ting and sculp tu re
15 by 23 mos tly young ar tists . These
art ists, we read , "cha llenge us by
pu shin g o ur (3)- - - of the world
around us beyond familiar limits" .
Th ey also "dig d eep into the common
20 memories of ou r cult ure , ou r bio logy before the u nwrapping begin s, you
and our techno logy, to see how these know the box is empty.
(4) the way we understand the 35 N ew art, as the exhibition guide
pre sent and shape the future". It makes quite reasonabl y (7) _ . has a
you think they're all (5) for the history of getting on peo ple' s nerves.
25 Nobel prize. But it doesn 't necessarily foll ow th at
Un til you see th e work, tha t is. everyth ing (8) is new. art, o r,
Displa yed her e ar e th e p rod ucts not of 40 ind eed, impor tan t. Novel ty is not th e
th e inquiring, creative intellect, but of same as o riginali ty. and incomprehen-
minds in the pursuit of whatever is sibiliry isn' t always an indication o f
30 trivial, affected, (6) , egotistical quali ty. Ther e is littl e dan ger th at
or preposterous. Adm itted ly, the D OUBl ETAKE will ever find its place in
packaging is often appealing, but even 45 the collective memor y. G

~
78 I UNIT 6 Writing
250 words
 2 Read the review aga in carefully, a nd underline th e words in 1- 8 whi ch best fit eac h
space. The first has been don e for you as an exa mple.
D A misgivin gs B fear C horr or D worri es
I A doubt B mi stru st C qu er y D disb elief
2 A conceivable B intell igent C clever D com prehe nsible
3 A feeling B co nvict io n C un derstanding D belief
4 A fix B establish C choose D determin e
5 A ca ndidates B applicants C w inne rs D co ntesta nts
6 A self-possessed B se lf-ass ure d C self-respecting D se lf-ind ulgen t
7 A asserts B tells C insists D announces
8 A up setting B annoyi ng C distract ing D inflam ing

3 Would you go and see th is exhib ition ?

Writing Section B. revi ew

Sample review 1 a Skim read this review of a novel called The Secret History. What positive and
negative po ints does the reviewer mention?

The Sect"el His/ory is a powerful {irsl novel by an America11 writer, Donna

Tar/I. Sel in New England, il is Ihe porlrayal of an efile group of privileged
and self-a ssured college students The slory is laid by fellow student RiChard
Papen Who has recenlly Iransferred 10 Ihe college from California. Rtckard is
evenlually accepted into Ihe group, and slowly becomes aware of Iheir terrible
secrei, which is 10 change his own life forever.
The Seael Hislory is rich and detailed in pial, providing many layers for
Ihe reader' 10 explore. Predohlinal1lly, II is a murder h1ys/ery, Lvhien is so
inlricalely constructed Ihal iI will hold your allenlion righl up 10 Ihe final page.
The book is 1110s1 moving at limes, while at others iI is immensely amusing.
Addilionally, for anyone lvilh a background in classics, Ihe book contains yel
another layer of vivid referen.ces to Ancien! Greece 10 he savoured and enjoyed.
A s for charactertra tion, Donna Tarll is eXlremely successful in forging Ihe
differen l identities of Ihe clique of students, as well as inlroducing some
delighlful cameo ckaraclers such as tranquilheed parents and spaced-out hippies
She is unusually perceptive about New England college life, and contrasts ils
rick sopblssicahon ~vilh Ihe less prtvtleqed West Coast vtcwpotn! of Ihe narrator
mosl skilfully.
My only reservation about Ihis book is ils lenglk AI over 500 pages, il is
jus! a lillie 100 long. In spile of thts, I Iilerally could nol pul il down! I highly
recommend The Secrel His/ary, which is a Iml!! magnif;cenl achievement (rom
!his new IJOl01g novelist.

Wh ich ten se is used to de scribe the sto ry-line? Why?

b Read th e review again . Find exam ples of:

• adverbs th at are used to int en sify adj ectives, in or de r to strengthen the writer's
6 .2 page 194
op inion, for exam ple, ex tremely successfu l.
9 page 195 • adverbs that introduce or specify informatio n, for example, additionally.

Writing UNIT 61 79
Understanding th e task 2 Now look at thi s wr iting task. Think about th e tar get reader before choosing an
appropria te regist er.

You have seen this announcement in a magazine .

Write the review you enter for the competition .

STUDENT CRITICS
""ANTED
We are looking for student critics to help
judge this year's International Drama
Award. TO enter the competition, you
I
should submit a 250-word review of a
recent film or play that you have seen. •
The winning entrants will attend Festival of
Arts at our expense and join a te am of
profess ional judges in assessing the Festival
productions on stage and screen. Their reviews
w ill also be pub lished in the next issue of
International Student magazine.

Brains t orm ing idea s 3 Choose a film or play to review an d decide whe ther your views abo ut it are mainly
posit ive or n egati ve. Prepa re some notes, including a sh or t descript ion of the p lot
an d a list of your op ini ons. Cover all th ese points:
• Title of film I play
• Acto rs I actresse s I direct or I producer
• Sum mary of plot
• My opinio ns + I -
• Recommendation.
Using your notes, tell anoth er studen t about the film or play you have chosen to
review. Sta te your views clea rly, grou p ing th e ma in posi tive or negat ive poi n ts
to gether. When outlining your op in ions, try to use some of the ad jecti ves and verbs
from th e cloze and th e model. Reme m be r the ways of int ro ducing an opinion you
not ed in the introduction.

Exam tip ...

Don't forget t hat a review demands opinion as well asdescription. It is not appropriate in CAE
only to give details of the plot and describe what happened.

Plann ing yo ur answer 4 Loo k back at the sam ple review on page 79. Ca n you identify the m ain function of
eac h paragraph? Use the framework to h elp you pla n your own review.

Writ ing 5 Write th e review using a bout 250 words. When you have finished check your a nswer
~ &J:P page 192 ca refu lly. Remember WRITE.,. .

80 I UNIT 6 Writirrg
 Listening and Speaking West to East T

lntroduction 1 The med ia can be a dan gerous weapon.

What do you think this statement mean s? Do you agree or disagree?

2 Skim read the art icle and summ arize the views exp resse d.

MEDIA REVOLUTIONS

cultural air strike from the We st. Many

It's on Iy Asians worry that they will lose their
identity to the Western way of life.

rock 2S "We're not here to change the world ,"

says MTV veejay (video jockey) Danny
McGill. "We're just here to put on videos.

'n' roll 30
It's just popmusic." But is it? Thirty years
ago rock 'n' roll supplied young
Westerners with anthems for a social

or is it • revolution. So while MTV appears to be

turning the generation gap into a chasm
in India, other nations have taken steps
to beat back its march. Singapore and

~
She calls it "empty"
TV. "When I see
~
. teenagers come into
1U\ the house and flop
NUSICTELEVISIOH'· down in front of
MTV, I want to be sick," says Bombay
housewife Anupama Pant. To Pant and
other cr it ics, MTV isn't simple
entertainment. It's a non-stop barrage
to of Western pop culture making small-
screen addicts of kids from Manila to
Bombay.
Music Television Asia is a 24-hour satellite
station devoted almost exclusively to
ts airingpopular music videos. It has already
had a huge impact, particularly in India,
where it has lifted the music industry to
new heights overnight.
To its fans, MTV is the latest in hip. To its
20 foes, it's the latest in hype, a way for big
record companies to boost sales - a
35 Malaysia restrict ownership of satellite
dishes and censor
"We're broadcast s. "We have
not allowed an open sky,"
not says the Malaysian
40 Inform at ion Minister.
here to "The media can be a
change dangerous weapon."
the All across the region,
MTV is pumping up local
Western hip and Asian good looks. In
some cities, the veejays are more popular
world" " music scenes. Before than the arti sts. McG ill says he has
MTV aired it s video , received 5000 fan letters. Ts hirts he
mainland Chinese heavy-metal band Tang 60 wears on-screen one week are on the
Dynasty was languishing in obscurity. streets the next. His first visit to Bombay
Since being "advertised" on MTV, it has is now an MTV legend. "Word got out
50 sold more than half a millioncopies of its that I was there," he recalls. "One group
album in China alone. of girls camped out for two days. They
Fans andfoes alike might agree thatMTV 65 started crying when they saw me. I said,
is shaping young minds, not vice versa. 'What are you so excited about? It's no
Veejays with charisma are a key part of big deal .' '' Clearly, for many youngAsians
55 the appeal. Their formula: a blend of it is.•

~ 410 words
3 Can you exp lai n what is meant by To its fan s, MTV is the latest in h ip. To its foes, it's
the latest in hype (line 19)?
Do yO ll watch M1V or similar channels?Wha t are your own views on satellite
broadcasting?

Listening and Speaking UNIT 61 81

Listening 1 You will hea r a presente r talkin g about th e eve ning's pro grammes on sa tellire TV,
Your task is to complet e the informa tion in the listin gs below.
Part 2
First look at th e table. Th e numbering 1-1 2 shows you the seq uence of th e
Exam tip T info rmation you are going to hear.What type of information is missin g?

In Part 1 or 2 of Paper 4, 2 Th e presenter refers to two of the programmes like th is:

you may have to complete
a table with appropriate Sky One is screening September .
information. Look carefully
at the table before you ... al l0 .1S there's Tartan Extra .
listen, to see exactly what
Liste n out for th e nam es of ch annels or times, whic h may cue the names of the
is requ ired.
missin g programmes .

3 Now you are ready to listen . Complet e the tab le, usin g no more tha n fou r wo rds in
each gap. Yo u will hea r the recording once onl y.
When you have finished, co mpare yo ur answers with thos e of anoth er stude nt.

FRIDAV1 4 MARCH

8.00 September 10.00 Star Trek

Drama set in Scottish The Enterp rise

~ Hig hland s.
(1)
mini-series.
welcom es a
(2)
on board.

(3) 10.00 (4) 1 0.1 5 Tartan Extra

~ International c ric ket

coverage from Perth.
(5)
Scotti sh footba ll.

8.00 Toys 10.05 (7)

~
(6) Jeff Gold blum and
starring Rob in William s. Forest Whitaker as
(8)

8.00 (9)

~
.. - -,
Romantic drama with
Sean Penn.

6.30 and 9.00 7.30 and (11)

(10) Caribbean Vacation
Dream holid ays. Featur ing
(Jt;j}1J (12)
trips and extended cruises .

82 I UNIT 6 Listening and Speaking

 English in Use Exam tip .,.
Part 6 Paper3, Pa rt 6 is designed to test yourawareness of how a text is structured. You have to select
suitable phrases or clauses to fill six gaps, from a set of ten options. Check that each phrase or
clause fitsthegap grammatically and follows on in meaning.

1 Read the text below. Who is Derek Walcott?

The underlin ed part s show some phrasal a nd clausal structures that may be
tes ted. Decid e in eac h case wh ich fu nct ion - a or b - the word and has.
a linking two phrases b linking two clauses
Whic h words help ed you to decid e this?

Voice of a D erek Walcott is by now established as

the grand old man of Caribbean letters.
Born on the tiny island of St Lucia in 1930,
Carnival Culture 5
he had his first play, Henri Christophe , staged
there when he was 20. As both playwright
and poet , he br id g e s the c lassical
Europea n / American and the indi genous
Carib bean traditions. Brought up in both
the British imperial heritage and the folklore
10 of the islands, he is equally al ease writing
in a formally structured English and fluent
Trinidadian dialect.
He was, in his early days , also a painter
and his vivid visual sense informs much of
15 his wo rk. In Th e Last Carnival, one
cha racter is an artist and the visual images
g ive the production a dreamy sense of its
Caribbean location.
With two white grandfathers, and having
20 been brought up a Melhodisl in a Roman
Cath olic community, Walcott is ideally j
placed to express lhe Caribbean's J•
confusions of cultural identity - a recurring 10
theme of both his poetry and plays . ~c
"
~
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _. . . If.~

2 Look at th e first paragraph . The use of the verb bridges in line 6 tells you tha t two
phrases are going to be linked to get her in the sen te nce. Which wo rds signa l the two
u nderlined phrases in th e next se nte nce?

3 In the seco nd pa ragraph , could the two un derlined part s be cha nged round within
the se ntence?

4 Why is the underlin ed part in the th ird paragraph with in co m mas?

Listening and Speaking UNIT 61 83

 5 Now try thi s sim ilar qu esti on 5 task, wh ere yo u should selec t sui table ph rases or
cl auses from A-J to fi ll in t he gaps. Reme m ber tha t not all the options w ill be
required. One answer has been give n as an example.

Japanese Noh Theatre

I
n returning to the roots of Japanese
theatre. a deep love of nature is to be
found . The first dances were offerings to
the gods of nature, acts of worship performed
5 in Shinto shrines. (OI_J __. The solemn art of
noh also began as a form of Shinto ritual.
111_ _. At the Itsukushima shrine on the
Inland Sea near Hiroshima. the noh stage was
built at the edge of the shore. (21_ _.
to The outstanding personality in the history of
noh was Zeam i, the most famous actor
131_ _ . In 1374. Shogun Yoshimitsu
A and so taken by the physical charm s of Zeami
attended a performance in wh ich Zeami and
B and. at high tide. appeared to float on the wa ter
his father Kan'ami were taking part. He was
C and undisputed ruler of all Japan
15 captivated by Kan'ami's acting (41 , then
D and it s plays were performed in natural
eleven years old. that he became t heir patron.
settings of great beauty
At the close of the medieval period, the noh E and performed the centra l role him self
play found a new patron in Hidevoshi. the F and at the Grand Shrine of Ise it is played in the
general who had risen f rom the rank of foot open air
20 soldier to become the unif ier (51 . G and made use of the art to enhance his own
Hideyoshi developed a passion for noh. He prestige
commissioned plays set in his own time, with H and it epitomized the artist ic ideals of th e late
himself as chief protagonist and hero. In a Midd le Ages
final manifestation of egomania, he even took I and playwright of his time
25 to the stage 161_ _. J and so too were the magic antics of simpl e
puppets

Speaking 1 You are going to look at a set of pi ctures. Your partner has th e same set, bu t t hey are in
Part 2 a different orde r. Take it in turn s to choose a picture and describe it in as mu ch detail
as you can. You sho uld liste n carefully to yo ur partner and decide whic h picture is
being described, giving reasons for yo ur cho ice .
Here are so me ways o f describing parts of a picture tha t m ay be unclear, or that you
m ay be unsur e ab out:
I can just make out a .. . I'm not sure, but thereseems to hea ...
There's something that looks like a ... This is a small detail, but I think I can see a ...
It looks as if there might be .. . Perhaps I'm wrong, but I think there could be a ...
Use some of th ese expressi ons, and also look back at the Spea king section in Un it 3
(page 44) for oth er usefu l l anguage.
fillllliJ 6 .4 page 194 Stu dent A, look at th e p ictu res on page 199. Student B, l ook at the p ic tures on page 202.

2 Think of a carn ival or festival th at you know abou t. Why i s it held ? Descr ibe the event
to another stude nt.

84 I UNIT 6 List ening and Speaking

 Structure Virtually Real? T Read ing
Read th e arti cl e abo ut Vi rt ua l Reality and m ake a not e of:
• wha t VR ca n do no w.
• w ha t VR mayor w ill be ca pa b le of d oin g in tbe fu ture.
lntrodu cti on
Describe what is happening i n the p icture be low.
Will and go ing to
. .,
>.
[K] Th e fo llowing sen tences abou t tb e futu re of Vi rt u al
Reality ap pea r in th e art i cle .

... ill VR we WOIl't be bOllnd by boring restrict io ns ...

2 . . . tile virtual body will be able to follow every

nuance ofmovement.
. ~ 3 . .. it is going to become im possi ble to tell tile
d iffe rence.
4 .. . sound iUJoing to be on e ofthe first things 10
im prove .. .
BEFORE THE ADVENT OF TELEVISION
WALLPAPER PLAYED AN IMPORTANT Wbat is the differe nce in m eaning b etw een the u se of will
ROLE IN EVERYDAY LIFE an d goi ng to?

Today, it is easier tha n ever before to bring ente rtai n me nt
into yo ur own h o m e. Whether th rou gh rad io, televisio n ,
vi deo, sate lli te broadcastin g or ca b le tra nsmissio n , tb ere
is no nee d to l eave the ho use, Say w hy yo u think this Is
desirab l e or undesi rable.
[iD Wh at does going to exp ress in th is sentence an d h ow
is it di ffer ent from th e m ea n ing in A a bove?
After all th e h ard w o rk I've b een d oin g, I'm goi ng to h ave
a p ro p er ho lid ay this yea r!

I
magine saying to a friend. "Sorry!
I can't come over this afternoon.
I'm taking part in t he Formula One
Grand Prix and the big race sta rts in
5 five minutes' t ime!". What you would
bereferring to, of course, is not a real
race, but a Virtual Reality session !
't here' exists only in the computer,
The hope is that one day we will be
doing 'virt ually' the t hings we cannot
25 do in real life - because in VR we
won't be bound by boring restrictions
like the laws of physics.
VR systems at present assume
and mechanical clumsiness of suits,
goggles and screens may outweigh
45 the illusion t hey create, Researchers
are now look ing for more inti mate
links between real and virtua l bodies.
Reallytaking advantage of the senses
would mean plugging a computer

or
Virtual Reality does not aim to be
the next best thing to being there; it
10 aims to be indistinguishable from it .
Indeed, the boundaries between real
and virtual are about to be eroded
completely. As technology improves,
with lasers projecting directly onto the
15 retina of the eye, touch-sensit ive body
suits and 3-D surrou nd sound, it is
going to become impossible to tell the
difference.
VRtechnology uses computers to
20 work directly on the senses to create
an illusion of 'being there', even if
hyper-reality?
that reality is, literally, in the eye of
30 the beholder: they rely almost entirely
on goggles to create the illusion of a
virtual world. Seeingmaybe believing.
but a better virtual bodywould be able
to touch and hear the virtual world.
35 JUdg ing by t he c ur ren t wo rk in
progress , sound is going to be one of
th e first th ings t o im prove in new-
generation systems. And that isn't all!
In tomorrow's virtual rea li t ies . the
40 virtual body will be able to follow every
nuance of movement.
Ultimately though, the distraction
50 straig ht into the nervous system .
American VR entrepreneurs are on the
verge of launching arcade ' pods ' ,
which will provide the VR experience
without headgear.
55 Pe rha ps the ultimate form of
vi rtual ente r tai nmen t would be to
create a vir tual city. Those who have
tried it say that Do-It-vourselt world-
building is the most entertaining kind
60 of VR. In the future, it is highly likely
that we will not only be building
castles in the air - we'll be living in
them too - Virtually!

~ 380 words
Structure UNIT 61 85
@J Will and shall can also be used to express one or
more of th e following:
a an offer
b a promise
c announcing a decision
d willingness a nd det ermination.
Wha t do will and sha ll express in these senten ces?
I I will pass my d riving test this time.
2 Lend you the money? Of course [ will.
3 Sha ll I carry those ba gs?
4 Well, it's quite expens ive to buy a newTY.
[ kno w!We'll rent one inst ead.
5 We sha ll se nd you a copy of our ne w brochure as
so o n as it is available.
6 I'm so rry we weren't abie to tak e you to the ballet
for your bir thd ay, but we'll make up for it another
tim e!
@] Com plete th e following sentences using either will,
shall or going to and the wo rd in brackets.
We (sen d) your trave i documents two weeks prior
to dep arture.
2 Your siste r (he lp) you to write th e ess ay if you feel
you reall y can't do it by your self.
3 It seems inevitable th at th e govern m ent (increase)
taxes again this yea r.
4 We (be) delighted to acce pt your very gen erous
donation to our charity.
5 (you / reall y / accep t) Ma rk's proposal of marriage?
6 It's a difficult choice to make. We (ask) mum what
sh e thin ks about it!
7 Look at th e red sky! I think (be) a fine da y
tomorrow!
8 I promise [ (buy) you a new dr ess for the party!
9 We both know the company's in a financial crisis
but th e question is - what, if anything, (we / do )
about it?
10 Give my co nse n t to the proj ect? Th at is som ething [
(never do ).
Present continuous, simple present, future
continuous, simple future
[f\] What's th e difference in meaning between these
two sentences?
I What a re you going to do thi s weeken d?
2 What a re you doing this weekend?
Wh ich question migh t be followed by a n in vitation?
Why?
Wh ich question is a way of asking what someone
intends to do, but has ma ybe not yet planned ?
86 I UNIT 6 Structure
[[] The following senten ces appear in the article:
I'm taking part in the Form ula One Grand Prix and
the big race sta rts in five minutes' time!
2 ... aile day we will be d oillg 'virtually' th e th ings
we cannot do ill real life ...
Why does the writer use th ese ten ses to talk about th e
future?
When would you have to use th e sim pie future instead of
the future continuous?
@J Compiet e th e following sen tenc es using eithe r the
simple future or the future co ntino us and the word s in
brackets.
I I can't really say whe the r I (work) th is weekend or no t.
2 Thi s time next we ek we (be) in sun ny Sp a in!
3 This tim e tomorrow my brother (fly) to Portuga l.
4 In future the human race (have) to take more ca re of
the earth's resourc es.
5 I wonder what we (do) twenty years from now!
6 Who knows wha t science (b e) able to ac h ieve in th e
next decade or so?
7 Perhaps on e day we (a ll/ live) on oth er plan et s.
8 It (seem) stra nge not going into the office next week!
9 Next thing you kno w th e gove rn me nt (tell) us what
we should spe nd our money on!
10 By th e way, I forgot to tell you . We (trave l) down to
London ne xt weekend.
About to and on the verge of
Can you find one exam ple of abou t to and all the velge of
in the article on page 85?
What effect do es th e write r crea te by usin g th ese
express ions inste ad of going to?
Is there any differen ce in meaning between these two
expressions?
Practice
In sm all groups, ask and an swer qu estions about your
future plan s , arrangements or predictions for som e of
the following:
• yo ur arrangements for the co m ing holiday
• pollution in the ne xt few years
• the use of computers in the next mill ennium
• yo ur career plan s
• the world's population
• the number of cars on the road in yea rs to co me
• your arrangem ent s for a fo rthc o m ing ce lebratio n
• what to do whe n the lesson is over
• wh ether to buy som ething expen s ive or save yo ur
money.
 Welcome to the Real World
Listening and Speaking Starting Out T
Introduction 1 Here are six ad ults talking ab out the ca ree rs advice th ey had at school. Look at the
pictures and their ca ptions. How man y quot es can you mat ch to the pict ures?
Wh ich words in th e ca ptions o r quotes help you to do thi s?

CAREERS

A D
At scho ol t hey W CTe on ly
in te rested in pe ople w ho were
going to unive rsity. I always
knew I wanted to do someth ing
.li ke acti ng or being in front of a
came ra. The y qua sh ed the idea
of me go ing to drama scho o l. I
su ppose they h ad n o reso u rces
10 tell me how to go about it.
I went to a school that wa s
very sports-oriented, but the
teachers always advised us to
concent rate on ge tt in g good
e xa m results fir st. It wa s good
a d v ice, a n d I sta r ted a d egr ee,
but I didn 't finish m y cou rse ~ Ow ner of t he
because Leicester offered me lege ndary Joe 810ggs
a contract in the middl e o f it. Jeans Company

B
I d on't see how a co m p le te
st ra n ge r ca ll h elp yo u
ch o o se yo u r ca ree r. Surely
you need someone who
knows yo u quite well . I
didn 't k n o w what I wanted
t o do. I w as interested in
film s a n d m u s ic, and J
th ou ght thing s would just
fall into pl ace. When I left
scho ol, I took a yea r off and
started clubbing solidly.
C I was too busy at sc h o o l to
Even at the age of 14, I knew I
could do t hings for myself. could
make th em happ en in the real
world . That' s t he real test - afte r
yo u leave th e cl assroo m. Oth er
peopl e can't tell you your
E
There was no careers advice 4 TV presenter
wha tsoever in my schoo l. Maybe
so me st ude nts d id have a teacher
ta lk 10 th e m . but t he re were no
lesson s or a n yth ing form a l. I
ce rta inly d idn 't ge l a ny useful
in form a tion abo ut be co m in g a n
act ress, altho ugh it was m y
headmistress who actua lly
2 Owner of the
spotted w hat she called m y successful Virgin
'po tent ia l'. She tol d me I sho uld air line
go o n the stage .
5 Disc j ockey and
pop star
F
listen to careers advice. In
1967 ,just before I left, the
headmaster came up to m e
and said, 'I predict you will
either go to prison or become
a millionaire: He w as

u
st rengt hs and weaknesses; you absolutel y ri ght. But I've 3 Football player
have to work them o ut for never st o p p ed worrying
yourself . about the first hal f of his
sentence,
6 Act ress

2 Read th e quotes agai n to find wo rds or phra ses th at a re simila r in meaning to 1- 5.

1 repressed (quote A) 4 aptitude or talent (quote E)
2 necessary means (quote A) 5 forecast (quote F)
3 ha ppen by the mse lves (q uote B)

Listening and Speaking UNIT 71 87

 3 Do you agree with thi s sta te me nt from quote C?
Other people can't tell yOll your stre ngths and weaknesses; you have to ioork them out
for yourself.
Discuss yo ur answer with your partn er.

4 What careers advice ha ve you ha d, if any, at school or outside?

Speaking 1 Karen is 18 and is curre ntly homeless in London. This pro file of her experience at
secondary school appea red in Tile Big Issue, a ma gazine th at is p ut together and sold
Parts 2 and 4
on the streets by homeless peopl e. Read th e text once only. Did you feel th e sa me
way abo ut schoo l?

left my school in Newcastle at 17 with eight GCSES. None of t he kids had

I any respect for t he t eachers, though a fe w did deserve respect. The
headmist ress wo uldn't allow t eachers to punish the kids. We wer e given
homework, but if you didn't do it, it didn't mat t er. Most people didn 't get
encouragement fro m home. When I had my exams, no one in my family asked 5

about grades or anyt hing. Bet ween 11 and 16you don't t hink about the future.
You thi nk you're never going to need education . If it'S a choice bet ween
homework and a party, most people wou ld choose t he party. I didn't find work
hard, just potnttess.
Peoplefrom my area didn't know how to go about things 10

II Between 11 like job inte rviews. Instead of textbooks, you need stuff
about real life and things going on about you. One
teacher used to say, "Face it, in ten years time , you'r e all
and 16 you going to be in council flats With kids." He want ed to get
us stirred up, he was slapping the truth in our faces
don't think about where you could end up. About a t hird of t he
rs

people in my year now do havekids, half are on th e dole.

about the Swots used to do 'A' levels and went on to universit y,
but t hey used to stick in the ir own group .
future"
If I got somewhere to live, rc like to go back to college 20

and do somet hing different,

2 Yo u and another st udent are eac h going to look at a different picture. Take tu rn s to
describe yo ur picture. Talk abou t two things tha t are sim ilar and two th ings that are
different. After doing thi s, look a t the two pictures side by side .
Studen t A, look at picture 7A on page 201.
@Iffi] 6.4 page 194 Studen t B, look at pi cture 7B on page 203.

3 Do you th ink th ere is a lot of pr essure on young people nowadays? What kind of
press ure co mes from :
• pa rents? • friends? • school?

88 UNIT 7 Listening and Speaking

listening 1 Do yo u know anyth in g abon t th e pop person ality pi ctured below?

Part 1 2 Read th e sen tences below about her, t hen l ook at the gaps and decid e w ha t type of
info rmation yo u have to listen for. For exam ple. in the first gap you have to listen for
detail s abo u t Mari ah's brother and siste r.

~ 3 Liste n to the tape and try to comp let e the tw elve ga ps, usin g no rno re than three
words in each case.
~ 4 Compare your answ ers with those of another stud ent. Then listen again and chec k
your answers.

~ 5 Now li sten to the fin al part of t he tape. What i s M ariah's advice for success?
Do you agree?

Star gazing *
AFTER her parents separated, Mariah grew up with her mother,
and her brot her and siste r, w ho are (1) her.

Mari ah's mother was (2) and taught voice

lesson s.

Mari ah was influ enced at an early age by her mo ther and her
mother 's (3) , w ho visited a lot.

As a child , Mariah (4) at least thirteen times.

Ma riah started (5)_ _ "- when she was thirteen .

Afte r graduating from high school, Mariah w ent to live in Manh att an
w it h (6) _

She did d ifferent jobs to pay th e rent , including being a

(7)_

Then she beg an to get (8) and san g ba ck-up at

other singers' co nc erts.

Mariah has alw ays bee n (9) ~ promote herself.

Her luck y break c ame at a party, whe re she met a CBS execu t ive
and gave him her (10) _

In 1990, she won two Gram my Awards, for (11)

and Best Pop Fem ale Voca list.

She is complete ly de voted to ( 12) _~ _

listening and Speaking UNIT 71 89

 Gff:~re·s LOST CONSONANTS
English in Use
Part 3

Exam tip
One of the proofreading
tasks in Paper 3. Part 3
involves finding a word
that is spelt incorrectly,
or a sentence that is
punctuated incorrectly.
Take extra care with
spelling mistakes. Mother-
tongue interference can
often make these difficult
to spot.
@ The director was aud itioning a young aspirin actor
1 The cart oon shows how spelling errors or sli ps can someti mes result in a different
meaning from the one you intended. Which word has a mi ssin g lett er and what
word shou ld it be?

2 The following paragraph is about how to become a careers officer. In most lines
there is a spell ing err or. Proofread the numbered lines carefull y, underli ne any
in correctl y spelt words and write the correct spell ing in the space provid ed. If you
think a line is co rrect, put a tick in the right -hand margin . The exercise begin s with
two examples.

f
Graham Wade
explores a career as a careers officer
Our education systeme has never been strong on giving good
j 0 system
,/
careers adv ice and guidance to its co nsumers. The vast majority 0
of careers teacher s in sc hools are unt rained in the re subject and 1
many hand le it part-time. It falls on careers offi cer s employed 2
by local autho ritys to provide most qu alified advice to sc hool 3
leavers , and th e main root to becoming a careers off icer is a 4
one-year course, fo llow ed by a probationery year, lead ing to 5
the Diploma in Careers Guidance (DCG). There are fifteen 6
institutions in Brit ain offerring the course, five on a part -t ime 7
or distance learning basis. Applicants are generaly expect ed to 8
have a degree or equivalent qualification, although exeptions may 9
be made for t hose over 25 showing "evidence the y can co pe 10
with the academic part of the course" . Anyone co ntemplating an 11
apliccation to a DCG co urse should visit a career s office to learn 12
more abo ut the work or alternative ly cont act The Institut of Careers 13
Officers fo r further informations. 14

90 I UNIT 7 Listening and Speaking

 3 Some of the spelling errors you have pick ed o ut in 2 are very commonly m ade.
For exa mple, nouns end ing in a con sonant follo wed by y change to ies in the plural,
as in activity - activities.
Do yo u know the ru les for do ubl e consonants at the end of verbs?
Compare offer - offering, occur- occurring, run - running, a nd quarrel - quarrelling.

4 Other errors, suc h as the one in th e first exam ple, m ay occur becau se of in ter ference
from your own lang uage. When yo u check your written wo rk, thin k twice about the
spelling of English words tha t a re similar to words in your language.

5 The error in line 3 is an exa mple o f a wrongly used ho mo pho ne. Homophones are
two or mo re words that so und the same but each have a different meaning,
according to how they are spelt.
Ca n you think of a word with th e sa me so und but a different meaning for I -II below?
Th e first one has been done for you as an exa m ple.
I pa in I pane 5 h eel I 9 key I
2 we igh t I 6 bar e I 10 sto ry I
3 poll I 7 sell I 11 draft I
4 steak I 8 great I
Check you kn ow th e meaning(s) of eac h word in yo u r dictiona ry.

Reading The World of Work T

Introduction 1 What are the jobs in thi s picture? In pairs, comment on th e benefits a nd
d raw backs of each job, us ing some of th ese adjectives.
absorb ing tedious cha llen ging pr edictable sociable
so litary secure stress ful hi gh-pro file co nven tional
crea tive mundan e meni al in te llec tua l

2 Do you know of a nyo ne who ha s an 'unusu al' job? What is it?

Read ing UNIT 71 91

Reading Exam tip T
Part 2 In Part 2 of Paper 1, the gapped text may follow the development of an argument or a logical time
sequence. Read both the gapped text and the lettered paragraphs carefully before attempting the
question. This will help you to understand how thetext is organized.

1 In the gapped art icle belo w, som eon e talks about the jobs h e has had, from starting
out in his caree r to the present time. Skim read the paragraphs be low and note
down in chrono logical order t he j ob s he descri bes.

Dominic M cGonigal
on th e

I got my f irst j ob by as k i ng th e Mu si c
A dm in ist rator of Sou th East A rts if she kn ew of any
vaca ncies. She said, "C om e and w o rk here for a
week for noth in g and if yo u' re any good we' ll
employ yo u as a t em porary secreta ry."
[]
The mos t h i gh -pr ofil e j ob I've had was as arts
develop me nt officer for a boroug h counci l. I My present j o b as adm inist rator at the Inco rpo rated
promoted concerts, assisted amate ur so ciet ies w ith Society of M usicia ns (ISM) offe rs a sim ilar variety.
adm inistrative and f inancia l suppo rt , promot ed th e Or gan ising sem inars and con fe rences is in man y
arts genera lly t hro ug h mark eting and PR act iv it ies ways like o rga nisi ng a concert or.fest iva l, altho ug h
and organise d t heir ve ry f ir st f estival. I'm no t sure less st ressfu l. The othe r par ts of th e job th ou gh are
how I managed it all ! q uite d ifferent.

m ~ f
Most of t he t asks in o rgan ising an'event are easy in I also have a more ge nera l ro le in pro mot in g t he
t hemse lves. Th e difficulty is making su re that they mu sic professi on and I regu la rly send o ut med ia
al l happen at t he righ t time an d th at ever yth ing is r el ea ses - on e si de o f A 4 pap er pub l i ci sin g
co mp leted befo re cu rta in-u p - yo u can't postpone co nfe re nces o r new publicati on s. I've pr oduced a
t he d eadl ine ! mob ile d isplay fo p use by memb ers at festiva ls and

o caree rs conve nt ions.

The next st age is publicising th e series. Th is in vol ves
hav in g leaf l et s p rinted, o rga n ising d istr ibut ion
(more st uffi ng enve lopes ), put t ing adverts in th e
local papers, sendi ng o ut a pr ess release and t alking
to th e lo cal arts reporter.
~
On th e p lus side, though, it is i ntel lec t ua lly
cha lle ng ing and can be very creat ive. It 's a li vely
an d st imul atin g career and I have no intentio n of
cha ng ing .

92 UNIT 7 Rea ding

 2 Now skim read paragraphs A- G and decide which job eac h paragraph relate s to . Six of
these paragraphs fit the gap s in th e article. There is an ad ditiona l pa ragra ph that does
not fit anywhe re.
A Arts ad minist rat ion is a wo nd erful ca ree r but it
has its dr aw backs. Compet iti o n is fierce so you have
to be ve ry co mmit t ed a nd dedi cated to succeed . It
isa relatively insecure existence because sometimes
th e fin an ce d ries up an d the jo b or organ isation is
wo und up . The pay is usuall y low and, since arts
o rga nisat ions a re sma ll a nd understaffed , yo u have
to be a ble t o wo rk o n yo ur own, sometimes under
cons iderab le pressur e .
B While I was ther e, I a lso started a series of lun ch-
ti me conce rts . The first sta ge invo lved drawing up
a budget, booking the ven ue, finding a sponsor,
booking t he m usic ia ns, and finding caterers t o
pro vide lunch. Ideall y, these are sorted out at t he
sa me t ime since they affect each ot her. However,
in pra ctice, each ta kes so me time to o rganise so
yo u a re co nsta nt ly jug g ling d iffe re nt options.
C My t yping speed was 15 words pe r minute ! It is
now a bo ut 55 w pm. The job itself actually invo lved
comp iling mai ling lists, packing and send ing out
large numbers of leaflet s, photocopying, a nswering
rout ine corr e spond ence, ch e ckin g booking
arrangements for re hear sal time and concerts,
liaising wit h th e printe r a nd st uffing envelopes.
3 Now look back at the paragraphs on page 92 an d
no te any co nnections in co nte nt with paragraph s
A-G . Und erline the words or ph rases that p rovide
links bet ween th e paragraphs. Rem ember to look
ou t fo r:
• references to peo ple. thi ngs and eve nts earlier
on o r late r in the text.
• linkin g wo rds whic h indicate a seque nce o f
events or train o f tho ught.
For example,
Igot my first jo b by asking the Music Administrator
of Sout h East Arts if she kne w of an y vacancies. She
sa id, "Come a nd wo rk here for a wee k for nothing
a nd if yo u' re a ny good we'll emp loy yo u as a
t emporary sec ret a ry."
Com plete the gappe d reading tas k.
D Iad vise our members on contracts for recordings
or publ ishing agreements and provide info rmatio n
on the level of fees to cha rg e . If things go w ro ng
an d an e nga g e me nt is ca nce lled, t he n I adv ise
member s w hat a pproac h to take, an d I re prese nt
th em when a prom oter do es not pa y.
E Fin all y, o n th e da y it sel f, yo u ho pe that
eve rything goes as planned . Last minute hitches can
an d d o happen, but yo u just hope the a ud ience
w on't notice . M ine came on the second concert of
t he series whe n 150 people turned up . We we re
expecti ng 60- 120 .
F I ha ve a very full musical life playing the pian o,
sing ing and conducting, but I d idn 't w a nt t o
perform profession ally and a lt ho ug h yo u could ca ll
me a "m usic ad minist rator ", my wo rk act ua lly has
little t o do wit h music.
G The fest ival includ ed a ro ck sho wc a se , jazz
festival, brass band fe stiva l, yo uth festival, music
fe st ival in the parish church, a big ope n day at th e
docks , str eet e ntert ainme nt and a big fina le in the
leisure ce nt re w ith an ice-skati ng show, va rio us
bands, films and a t rombonist!
4 Look at th ese phrases taken from the art icle.
What d o the phrasal verbs in italics mean?
1 th e finance d ries up (paragraph A)
2 the job or o rganisat ion is wou nd lip
(paragraph A)
3 drawing lip a budget (paragraph B)
4 150 peop le turned li p (paragraph E)
5 these are sorted out at the sa me time
(pa ragraph B )
6 send ing out ... leaflets (paragraph C)
5 Would you like to have Dominic's curre nt job?
Discuss the pluses and m inu ses wit h another
stude nt. Think of ph rases you could use. Here is an
example from th e article:
On the pl us side ... it is in tellectually challenging ...
Reading UNIT 7 93
Writing Taking Time Out T

lntroduction 1 If you had th e opportunity to work abroad, whic h co untry would you like to work in?
What type of work would you like to do?

!= ! 2 List en to th e recording of so meon e who decided to ta ke a year o ut between school

and univer sity. Why did she do thi s? Was th e yea r a success? Give reasons for your
an swer s.

Writing Part 1, letter s

Und erstandin g the task
1 a Look at the following ad verts for work abroad, which appeared in a magazine
for young peo ple . Study the three adverts ca refu lly and decide what exac tly is
being ad vertised in each case. Which of th e three adverts would yo u be mo st
interested in? Note down what ot her in form ation yo u wo uld need to kno w
about the job s th at are describ ed .
b Now look at th is writ ing ta sk.

Some friends of yours in Engiand have just sent you some adverts they
have found in a magazine , as they know you are keen to find a job
abroad , Read the letter from your friends and study the adverts carefully.

How Me youP Bill and [ are OK, I"oug" ~e dba "

kl d a biJ- tvcr'e olYi
d I CIAI down. on our wor ali S
nee 0 " 1/ rly exhausled
working (Ial out and coming omC u e If
d g for hurnoul, [ reckon! S tttl, we've gol a we .
Hea ,n " d f ikts h1onl" -
earned break coming up a! I e en 0
can'! wail-. .
You said when we las! spoke 0 11 Ihe pho ne Ih~1 y OIA
d ~ /1 Bill " as cow up w,I" I"e
wanted 10 work abroad- e) . hi
d d [rom a h1agazine cal/ed 19, T"ey h1/g
enc Iosc a 5,
{jive yOIA some leads.
A word of advice, I"oug" - h1ake sure you gel as
'bl d 'f any jobs are
much in{ormaJion as POSSI e, an I .
J a wrmen contract In
evenlMOlly offered 10 you, ge d slaving away for
advance! Olhetl<Jise, you could en up d "
1/
peanuJs. I OU mus
I have some free Jime an enoug • •
Join t he hundreds of youn eo r
money to enjoy a new counJry. t he first and la rgest 1 2.m~ ~th p e wno are taking adv antage of
au-pa ir programme to the USA
Good luck, anylvay, Keep us posled *F We provide' .
, to at Jhe mOfrlenJ! ree l ond on to New York return 't i k
We'd love to heal whaJ you rc up * Medica) Insurance *$ 100 c et, * l egal J-1 Visa,
, per week pocket money
*Plus many othe r exciting benefits I

Yours If you're aged 18-25 with chi/dcare ex . .' .

Kal" y and Bill 0171·584 2274 or 0171-5812 730 (24 hr:, et ence a nd ~ drrvlng licence, call:
form or write to Au Pair in America 7 ~.r full details and an app lication
au in . Ings Gate, l~ ndon SW95HR.
pair !\MERICA
A YEAR ABROAD, A LIFETIME OF MEMORIES

94 I UNIT 7 Writi ng
 FUN &: EXCITEMENT
WORK ON CRUISE SHIPS
nture and great re
wards Meet
. M 'Cruise
y
Thrills, ~d'Je pie" visit exotic places . Y ed to knoW.
interesttng pea . . everything you ne .
Ship Job Guide' explainS us to: Harp publicattons. G
Send S.A.E. for FR~;nd~~~eet, Old Isleworth. TW7 6R .
Thames House . S

Now write:
a a letter to one a t the orga nizations , as king for further information (100 words).
b a n appropriat e reply to your friends, telling them what actio n you have taken
(150 words ).

Select ing ideas 2 For lett er a, dec ide wha t spe cific information you requ ire. Are th ere any points
in yo ur frie nds' lett er that it wo uld be useful to include? Be careful not to 'lift'
phra ses from their lette r. Yo u should not onl y reword wha t th ey say, but also change
th e style of what you write to a form al registe r.
For letter b. decide how to repl y to your frien ds' letter. Youshould include a n
app ro priate op ening greeting and brief comme nts in repl y to th eir lette r.
Make sure yOll follow instructio ns ca refully - CAE exam ine rs will pe nalize
irreleva nce and omissions.

Focusing on the reader 3 a Look at th ese senten ce op enings and suggest suita ble com pletions in relation to
letter a.

• Introdu ction Witll reference to ...

I am writing to inquire .

~ 8.3 page 195 • Reque st for info rmatio n / wou ld like to receive .
Please could you send me .
• Additional que st ion 1 am a little unsure about .
J do no t fully un dersta nd iohat ...
Could yOIl possibly ex plain .. .
• Ending J tuould be gratefu l if...
Thank y O li in anticipation fo r ...
b Look back at your friends' lett er and find exampies of eac h of th ese informal
features. The n sugge st relevant phrases or se ntences containing the same
features to use in le tte r b:
• phrasal verbs • e llipsis • informal punctuation
• contractions • imperatives • a bbreviated forms.

Planning yo u r answer 4 For letter a, use the ou tline in 3a abo ve.

As you plan let ter b, decide how ma ny paragraph s you ne ed and work up your own
outline . In what order should you deal with th e po int s in your friends' letter? Don't
forget to mention the job you are con sid ering and say what act ion you have taken.

Writi ng 5 Now write th e two letters, using no more than 100 words for lett er a a nd aro und 150
word s for letter b. when you have finished chec k your a nswer carefully. Rem ember
""",-- &?, page 184 WRITE ""' .

Writing UNIT 71 95
 Structure The RatRace ~

Introduction
If yo u d idn't ha ve to wo rk or go to school or co llege , [Il] Sup ply the mi ssi ng words for th e article by writing
how would yo u spend yo u r time? olle word in spaces 1- 15. The first one has bee n done
for yo u as an exam ple .
Prioritize th e acti viti es below accord ing to whic h
you think wou ld be th e most I lea st wo rt hw hile.
Give reasons for yo u r opinions. Vocabulary
• Spe nd ing m oney.
Read th e a rticle ag ai n and find wo rds or phrases whic h
• Go in g to muse ums o r aft ga lleries.
mean the sam e as t he followin g:
• Helping o the r people.
1 reputab le, es tee me d o r res pected
Trave lling.
2 unskilled or o rdina ry
• Looking aft er a ga rde n . 3 bein g no long er need ed at work
• Tak ing ca re of a pet. 4 ad m itt ing defeat
5 leave or abando n
6 a m ember of th e lega l p rofession who draws up
English in Use wills, ad vise s clients, etc.
Part 2 7 giving in her notice at work
8 producin g a p relim in ar y writt e n version of
ospaces,
Head th e newspa per a rticle below, ign oring th e
a nd co m ple te the headline.
9 starting ag ain
l O a pl ace whe re th e pace of life is franti c.

_ _ _ _ _ _ _ _ _ _ _ _ _ -----'I i!Ii' l ftWH \

THE PROFESSIONAL WHO'

Sue Webster reports a nd (6) _ _ _ _ co m e t o t h e she says. ' I absolutely lo ve the new job !
SURELY nobod y in the rea l wo rld gives concl us io n th a t her h igh ly pa id, h igh ( 10) is a pa rt of me that
up a w e ll -p a id a nd presti giou s j o b 20 sta t us job w a s ju st a 'living death ' , "111 not u s in g; y our b ra in fe el s
(0) in favo u r of a me ntal Sh e fo u nd t he isol ati on o f th e job ( 11) I call 's tre t c he d'
one ( 1) _ , by ne ce ssit y, d ifficult and wi shed she could have 40· w he n YOU 'f(.' drafting lega l documents.

5 they are forced to ? Ambitio n has alwa ys m o re contact w ith people , ra t he r But I do n 't miss that at a ll. I' m
(2) considered a de sirabl e (7) dealing with he r ( 12) bu sy to feel bored.'
quali ty; sa lary a nd professional sta tus 25 clients o nly hy phone or fax. Whe n she Any la ck of uuc llccrua l st im u la tion
a re a dva ntages (3) be left. her clients w e re surprised. Whe n has ye t to prove fr u stra t in g, and ,
cou rte d. And yet. in th ese a la r m ing she told (8) she was going 45 in th e even ings, she n o w re a d s

10 days o f e xec utive stress, burnout and to w o r k h c hin d the cou n ter o f a (13 ) those boo ks that she
co m p u ls ory re dun d an c y, t he ide a su perma rke t. the y we re , she lau ghs, wi she s she had had tim e to read befo re.
(4) throwing in th e to we l 30 ' flabbe rgas te d' . Not ( 14 ) Gil lia n has
holds a st ra nge a ppeal. We int erviewed She no w wo rks a 39-ho u r week, at a closed the doo r en tirely to res um ing he r
SO I11COI H.· who has q uit the rat race . vc r y m o de s t hou r ly rate of p a y. 50 law ca ree r. A period ( 15) _
15 Gillian , 37, was a so licito r in a cit y law Gill ia n doesn't re g ret re sig n in g o f t h e fa st la n e doe s n o t ren de r
fin n ( 5) ea rlier this yea r. (9) the la w finn o r ha ving professio na ls u ne m ploya ble a n d so me
Sh e w o rked lon g ho u rs an d wee ke n ds 35 less mon ey. ' U o n ly I' d don e it soo ne r: do ma nage to make a co meback . •
_----- --- ~r
0
I
3 10 words

96 UNIT 7 Structu re
 Wishes and reg rets
[E] The following information about Gillian is imp lied
in the articl e.
I She didn't have much contact with people.
2 She resigned from th e law firm .
3 She doesn't have so m uch money now,
4 She d idn't resign whe n she should have done,
S She is qu ite ha p py not drafting legal documents.
6 She neve r had time to read books before.
Find examples of wishes a nd regrets in th e a rticle
which co nfirm the inform ation above. Your exam ples
sho uld include :
a miss c wish
b regret d if onl y .. .
lliJ Wh ich of th e wo rds a nd exp ressions in a-d above:
is a stro ng o r an e m phatic expre ssion of
disappointm ent or desire?
2 mean s 'to feel or ex press so rrow or distre ss over an
act ion '?
3 expresses unhappiness at the loss or abse nce of a
pe rso n or thing?
4 m ean s 'to desire or hope for'?
~ Wh ich word or expression in a-d ca n be followed
by:
I the infinitive with to?
2 the conju nc tion that?
3 a clause w ith or w itho ut the co njun ction that?
4 a cla use withou t the co njunctio n that?
S .. , illg?
Miss
Decide what th e spea kers might be missing in the
following se ntences.
1 I hat e th e humidity here.
l I ca n't sta nd travelling on public transport.
3 I feel m iserabl e,
4 I'm bored a t home.
S Holidays are all right, but only for a few weeks at a
tim e.
6 Th e cou ntryside is so flat here!
7 1find hot el bedrooms so un comfor tabl e!
Regret '
o What is the difference in meaning between these
two sentences?
1 I regret leaving I having left th e firm.
2 I regret to say she ha s left the firm,
Regret can also be followed by that, How would you
rephrase se n tences 1 an d 2 using regret that?
[[] Rephrase these sen te nces using regret, More than
one answer may be co rrect.
Pet er's sorry he didn't p ut more effort int o th e
wor k.
2 1 know I sh ouldn't have to ld her,
3 Unfortunately, we have to inform you th a t we are
not ab le to deal with your enq uiry.
4 Sally feels awfu l about th e mistake she mad e!
S I'm sorry I didn't show more e nt hus iasm a bou t
your idea.
6 I do n't want to say this but we a re unable to ente r
into any correspondence regarding the situatio n.
Wish
[I] Look at these examp les of se nte nces wit h wish :
a I wish the ch ildren wo uldn't play footba ll in the
hou se!
b I wish I co uld see you more often !
c r wish he did n't spend so mu ch money!
d I wish th e co mpany hadn't gon e bankrupt!
e I wish my friends wou ldn't phone me when I'm in
the middle of eating a meal!
Whic h sentences expre ss a w ish for:
1 so me thing you would like to be differ ent no w?
2 something you would have liked to have been
different in th e past ?
3 something you find irri tating or un sati sfacto ry a nd
would like to be different in fu ture ?
Structure UNIT 71 97
lID Match th e time references for expressing wishes on Practice
the left to th e modals and tenses on the right. For
exam ple, a wish about the pa st could be expressed by Make sentences exp ressing wish es and regret s with
usin g th e pa st perfect. miss, regret, wish and if only, where appropr iate , using
the ideas sugge sted in the pictures below.
Wishes for : Modals / Tenses
• now past perfect
• th e past would
• th e futur e sim ple past
cou ld
could (have done)
past continuous
past perfect continuous

[i:J Rephrase these se nte nces using a suitable

form of wish .
1 Sadly, I didn't have tim e to visit them in New York.
2 Why don't you stop asking me such personal
questions?
3 My spoken Fren ch is really dreadful!
4 He would rather be a mill ion miles away from here!
5 It's a sha me John can't find a decent job.
6 Sor ry I was n't able to make it to th e party.
7 Do you have to leave so ea rly?
8 For good ness' sake!Why don't you turn the volum e
down? 1ca n't hear myself think!

If only ...
This more emphatic form of wish can be used in a
sh ort form to refer back to something already
mentioned . For exam ple,
I didn't resign whe n I wanted to. If on ly I had!
Angela didn't fill th e ca r up with petrol before she set
out. If onl y she had!
Use suitable shor t forms to complete the se nt ences
below. More tha n one an swer might be possible.
My brother didn't remember to br ing the travellers '
che ques with him .
If only ~
2 Sus an keep s forgetting things.
lfonly .
3 The children won't tell me th eir se cret.
If only _
4 Unfortunately, 1accepted the job.
lfonly _
5 I won't be abl e to come to your party after all.
If only _
6 We a ren't having a ho liday th is year.
If only _

98 I UNIT 7 St ructu re
 Going Places
Listening and Speaking Travelling Hopefully .

lntrodu ction ,-.I 1 Listen to four people ta lking about different ways of gett ing aro und .
As you list en, match each speaker to one of the pictures. How does each speake r feel?

2 How do you usually get from one plac e to another? Think about th e different types of
tra nsport you use on short journeys (for example, going to work I college) an d on long
jou rneys (far exa m ple, travelling ab roa d). Are there any types of transport you would
no t use? Give reasons for your a nswer.

English in Use 1 Read the extract from an article be low, ignoring th e gaps. Wha t four things are
mentioned wh ich may have a negative effect on th e enviro nme nt?
Part 4
2 Fit the correct form of the word in capital letters in to each of th e gaps.

"SEE IT BEFORE Irs SPOILED," the trav el agents (0) irresponsibly used

to urge their clients, The development of tourism can certainly spoil a place in
many ways. One way is by (I) : eno ugh pocketed fragments can
o RESPONSIBLE kill a coral reef. More likely, the damage is (2) , as when too
I VANDAL
2 ACCIDENT 5 many feet grind away at the Great Wall of China. Crowds can themselves be
3 PLEASE (3) : it is ha rd to enjoy the painti ngs o f the Ufizzi with elbows in
4 DIRECT
your ribs , Som e (4 ) effects ca n be equa lly damag ing. Th e
5 BEAUTIFUL
6 ENVIRONMENT infrastructure put in to accommodate tourists has blighted (5) _
7 MINIMAL
spots in Spain and Tha iland. Following the Earth Summit in 1992 a checklist of
to (6) questio ns was drawn up to con sider when developing and
running a to urist business. These were worthy genera lities: (7] _
waste, re-use and re-cycle, be energ y efficient, mana ge water carefully and so
on .

Listening and Spea king UNIT 81 99

Listening 1 What do you know about the tunnel under the channel which links Britain and France?
Some peop le in both countries we re worried about the effect the tunnel might have on
Part 3
the areas below. Decide what they might say abo ut each one.
cost en vironment rabies
acci de nts ferry services

,= I 2 You are going to listen to a rad io interview abo ut the Chan nel Tun nel. Ch oose the best
answerto qu estio ns 1- 5 below.

Exam tip ...

In Pa per4, Pa rt 3,you may have to answer multi ple-choicequestions. As time is short in the exam,
one way to approach t histype of question is to:
• read the questions befo re you listen.
• after listening for the first time, rea d the options and select your answer.
• listen the second time for confirmation of your an swers.

1 Why did Mrs Jami eson first sta rt ca mpaigning aga inst the tunnel?
A She realized at the start th at the tun ne l was unsa fe.
B She kne w the tunnel would disrupt village life.
C She thinks it is im por ta n t to figh t for what is right.
D The con struction workwas interfering with nor m al life.
2 Why was it difficult to choose a suitable route for th e tunn el link?
A Th e first rou te selected was con sid ered too u nsafe,
B Most possible routes were inconvenient to passengers.
C Much of the south-eas t is covered by den se forest.
D All possible routes passed th rough residential a reas.
3 Why are the re still problem s with the tun nel. according to Mrs Jami eson?
A The cons truction work was never prop erly fin ish ed.
B The const ruc tion compa ny became sbort of money,
C The normal sa fety checks were never carried ou t.
D The ope rators did not spe n d en ough money on the tun ne l.
4 What does Mr Ashton say about th e problems repo rted in newspapers?
A The y were problem s th at bave already be en solve d.
B Tho se responsib le for the p roblems have been dismissed.
C The reports do not affect his co nfidence in th e tu nn el.
D The reports were un tru e an d design ed to sca re peo ple .
5 Why do es Mr Ashto n find th e idea of a rabies epi demic in Brita in "silly"?
A It would be impossible for a rabid anima l to enter the tunnel.
B It is unlik ely that a rabid an ima l co uld get to Britain via the tu n nel.
C No rabid animals have eve r crossed the River Seine in France.
D It would be impossible for on e a nima l to cause an epide m ic.

,o=o! 3 Now listen again. In particul ar. listen for the questions you are not certa in abo ut.
If you are still not sure, stay with th e answer you first tho ught was right.

'00 I UNIT 8 Listening and Speaking

 Speaking Exam tip ,.
Part 3
Remember there is no 'rig ht' answer in Part 3. It's importan t to take time to think about what
you are going to say and organize your contributions as far as you can. Be flexible and let
the discussion develop naturally, but don't wan der off the subject.

3 page 193 1 Look at the five pictures. With a pa rt ne r, se lect three whic h you thi nk will be most
su itable for a travel bro chure specializing in sa fari holi days in Africa. Try to use
some of these word s and phrases:
II WOllldn't it be better if... ? on tile one I other hand
I don't think .. .. do yOIl? in the same way

•
wo uldn 't yo II agree tha t .. . ? not / j ust as ... as
Don't yOIl think it toould be useful to .. . ? mil ch better than .. .
what abo ut .. . ?

2 Imagine you are going on on e of th e safa ri holidays in 1. You've packed your su itcase
a nd only have room for five more things. Look a t th e list below and with a pa rtner
decide whic h would be th e mo st useful items to take with you, putt ing the m in order
of impo rta nce. In eac h case, say why you th ink the item sho uld be included. Use th e
express ions above to help you.
mosquito net binocu lars map tent
walkin g sho es com pass sun- tan cream hat
matche s wat er bottle salt tab le ts

Listening and Spea king UNIT 81101

Reading The Spirit of Adventure T

lntroducti on Do you prefer goin g on holidays to relax or do you like to take part in spo rts or oth er
ac tivities ? With a partner, discuss th e ac tivity holidays below an d say whet her you would
enjoy th em or not.
clim bing picking grap es
studying a foreign language wh ite-water ra ftin g
sc u ba divin g helping on a n a rchaeological site
working as an au pair wor king as a lifeguard
learning to paint

Reading 1 Skim through thi s extract from a guid e to activity h olidays. What kinds of holid ays
are m entioned?
Multipl e mat chin g

OJ [!]

Go A n y o n e who thinks
they would like to
get a lob. acquire a skill
or take up a new sport,
learn about the world 's
archaeological heritage
35
For almost any tr ip , you will need to take clothing,
washing kit and swimm ing gear, a nd as you'll
certainly want to take photographs, don't forget the
camera. Most people ove rpack , qu ite fo rgetting that
they w ill have to carry their luggage for themselves
for fairly long distances at fe rry ports and other

for 10
or go on an expedition by
land or sea will find the
contacts In this Guide .
Whoever you are and whatever your Interests. you
termini, or that there may be things to bring back
which they have bought or been given on the t rip.

rn
Before leaving , it is important

-t'
will find something to get you started . At last there
to check on the vaccination

I _ Is no excuse for wasting your vacation w hen you

can be improving your skills: practical, academic
or social; go for it!
requ irements. For hot climates, be
prepa red to suffer from mi no r
ailments suc h as su nburn and

15
rn
With the busy lives many people live, forward thi nking
does not always get the consideration it should. Some
holidays clearly requ ire ear ly booking and with some
archaeological camps , expeditions and anything
involvi ng a trip to a distant part of the world , it is
20 essent ia l to do someth ing as ea rly as possi ble.
However, it is so metimes possible to app ly late and
get on a waiting list.
[3J
Many embarking on such a vent ure for t he first time
consider taking someo ne with the m. However,
25 thousands of peop le go it alo ne for a variety of
reaso ns, not least that they can't find anyone to go
with them. You will have m o re chance to take in your
surroundings and receive the fu ll be nefit of t he
experience. Going on your own is likely to be more
30 interesting and w ill bri ng out your individuality and
develop self-confldence.
stomach upsets. Take p reca utionary
measures. Try to avoid mosquito
bites but take your antl-malarla
tr eatm ents anyway.
@]
The choice of where to go and what to do is end less
50 and strict discipline is req uired to narrow down the
options and come to a decision! If excavating is your
idea of fun, then consider a one-or two-week stay at
the A rbe ia Roman Fort site in South Shields in the
North-East of E.ngland. Co sts are heavy on the
55 volunteers , as the work is unpaid and bed and
brea kfast at a nearby guest house is at the special
rate of £60 per week. Working hours are from 8.45am
to 4.45pm and tasks include t rowelli ng, work w ith
heavy tools, making context d rawings and m easuring
60 finds. Not for those of y o u who do not like exercise.

1021 UNIT 8 Reading

 2 Choose sui table h eadings for the first five nu m b ered sections in the extract on page 102.
The re are more head ings than sec tions.

A M inor A il ments D Planning A head G Escorted Travel

B Health Hazards E Trav elling Ligh t H Getting Started
C Be Independent F Late A p p licatio ns

3 N ow lo ok at paragraphs 6- 11. M atch th e sta tements on th e left w it h th e holidays on

th e r ight. You wi ll find th at some cho ices are n eed ed more than once.

A Archaeological Dig
You may stay with local peop le. 1_ _ 2_ _
B Nature Conserva tion
You may be able to stay for free. 3_ _ 4_ _ C Teaching English
5_ _ D Sailing and Mountaineering
You will be paid for yo ur work.
E Hom estays and Exc hanges
You will need to be physically fit. 6_ _ 7_ _ F Learn ing Esp eranto

.
\.

- - [2]
Where to The Brathay Ex pl o rati on Group organizes exped itions
all over the w or ld. The p ro grammes vary from year

go and what to year and have included a t hree-w eek trip to Norway
for saili ng and mount ain eeri ng . The group is base d at
a 300-acr e estate nea r Lake W inde rmere, and cl ients
todo- 85
can g ain experience on basic expedi t io ns in the Lake
Di st rict and Scotland. You w ill be required to have a
the choice fitn ess test before em barki ng on any trip .

is yours
IT]
Less phys ically dem anding . but nevertheless a holiday
w it h a serious w ork foc us. would be a co up le o f weeks
w ith Na t u ur 20 0 0 i n Bel gium . Thi s organi zat io n,
fo unded in 19 6 7 , ai ms to creat e an awarenes s in
65 young people of t heir env iro nment and to take an
act ive part in nat ure conservation. The work includ es
assisting in the upkee p o f nature reserves , m aintaining
wetlands in D ude Landen and helping to look after
bats at Oelegem . near Antwerp. The accommodation
70 is basic but cheap and v o luntee rs should bring thei r
own sleeping bag and eating ute nsil s.
lID
You m ay prefer to avoid physical wo rk o f all kind s
and plu mp fo r te achi ng English at a sum mer camp in
Hung ary . The Central Bur eau in London is a non-profit-
75 m aki ng organizat io n w hic h o ffers yo u the o ppo rt unity
to help lo cal pa rticipants improv e the ir English . The
pay is minimal, but yo u don 't have to pay for board
and lodg ing in local homes. and v isits to Bud apest
and other places of interest are incl uded in you r
80 month 's stay .
~
A lso on o ffer are a va riety of homestay ho lidays which
90 offer you th e opportunity to liv e in a co untry of y o ur
c hoice at mi nim al cost . Th e Aquitai ne Se rvice
Linguistique w ill organiz e exchanges and homestay
programm es in 15 co un tries. The durati o n can vary
from 1 w eek in Hawaii to a full year in th e USA . Co sts
95 va ry but are reaso nable . and airport pi ck -ups are often
included .
IJIJ
The Young Esperan tists is another non-profit-making
orga n ization based i n t he U SA , whic h ru ns an
unu sual ran g e of holi days to promote Espe ran to.
100 the in ternatio nal languag e of
friend ship. Activit ies includ e
co n g ress es. se mi n a rs a n d
act ivity holiday s all th e year
round. Beginners are welcome
105 and can learn Espe ran to o n
co urses held in t he States. The
Passpor t a Servo pr o v id e s
accommodatio n free o f cha rge
for backpackers and interrailers
110 w ho speak Espe ranto. •

~ 825 words

Reading UNIT 81 103

Style This text cover s different activity ho lidays and could ha ve been wr itten as a series of
isolated paragraphs. However , th e write r ha s link ed the information so th at it rea ds as
on e continuous piec e of text.
Look at these cohesive devices, wh ich have be en used a t th e b eginnin g of paragraphs.
Identify th e information in th e text th at they refer to.
• Many em barking on such a venture f or the fi rst time ... (3)
• Less physically demanding, but neve rtheless a holiday wi th a serious work focus, ... (7 )
• You may prefer to avo id physical work ofall kinds ... (8)
• The Young Esperanti sts is another non -profit-making organizat ion ... (J J)
(
Now match these paragraph openings to th e descriptions in a-d below.
• With the busy lives many people live ... (2)
• For alm ost any trip, you will need ... (4)
• The Bratha y Exploration Group organi zes expeditions all over the world . (9)
• Also on offer ... (J 0)
a focusing on a specific topic c linking with the previou s paragraph
b adding context an d co lour d makin g a general statement

Remember to use cohesive de vices like these to link your own writing.

Vocabulary 1 Mat ch th e ve rbs on the left with th e nouns on the right. Wh ich of th e ve rbs can be u sed
w ith mo re than on e noun? How many of these co llocat ions can yo u find in the text?
Collocations
take up a holiday
develop self-confidence
gain photo s
make an out ing
take a sw im
go on expe rie nce
go for sp ort
do the surroundings
take in a skill
plans

2 Complete the gap s in th e followin g se ntences with on e of the colloc ations above.
Ma ke sure th at you use the correct form of the ver b.
Michael is looking so fit and healthy. He a swi m eve ry day since th e
start of the holiday.
2 'Don't ph otos of me. Liz is much more photo geni c:
3 You really sh ou ld a holiday. It will do wonde rs for yo u.
4 People who work for a year between lea vin g sc hool an d going to un iver sit y tend
to self-confidenc e and be come far more aware of the real world.
5 It's never too late to a new sport such as skiing.
6 The holiday was a great success. The ch ildre n nu mero us outings
and visited the best-known landmarks.
7 It's we ll wor th car eful plans before embarking on an activity holid ay.
8 Sue a conside rable amount of experi en ce in her two years as a
tea ch er in Italy.

3 With a partner discuss the so rt of activity holiday th at appe als to yo u. Use some of th e
expressio ns in 1. .

'04 I UNIT B Reading

Writing Travelogue T

Introduction
, 1 Look at the pictures of differen t kind s of ho lida y. What type of ho lida y-m akers do you
thin k they would appeal to? Would you consider going on an y of these holidays?

2 If you co uld spend one day anywhere in the world, wh ere would you go? What would
you do wh ile you were there?

Vocabulary In 1- 9 below, there are se ts of words whic h are eas ily co nfused with eac h other.
Com plete th e passa ge by choos ing one option ,fro m each set.
Confusab le wo rds I strangers foreigne rs aliens
2 historic historical
3 coast beaches sho re
4 man y much
5 sym pathe tic frien dly
6 fewer less
7 trip jo urney voyage
8 hir e rent
9 spend pass

o a ny ( I) a re

N un fa milia r wit h MALLORCA.

Tho sa nds o f th e m have been
flocki ng th e re ove r t he last twen ty yea rs fo r
5 the ir ho iida s.

___lL"i ' t us ua lly th e 12) _

monumen ts which att ract them . b ut th e sa ndy
(3) a nd hot Medit erra nean s un. 15 The young a nd th e mo re adve nturo us
(4) never ve nt ure beyond th eir p roba bly (8) a motorcycle and se t
10 ho tel a nd the (5) bar at the e nd off fo r the less freq ue nted beaches. As lo ng as
of t he st reet. Even (6) pay the the sun shin es . t he ex ha usted city worke rs a re
ext ra pese tas to take a boat ( 7)1 _ mo re t ha n ha pp y to (9) a couple
a ro und the isla nd o r visit an a ncie nt 20 o f weeks imp roving their tan s a nd si pping t he
a rchaeolog ical site. lo ca l wine'

Writing UNIT 81 105

Writing Part 2, guideboo k entry

Sam ple descr iption s 1 a Read the three descr iptions of th e city of Venice given below. Deci de wh ere eac h
piece could have come from . its purpose and th e tar ge t reader.
b Wh at are the ma in differ en ces in style in each passage?Think about for ma lity an d
Exam tip ~
th e balance of fact a nd op in ion, as well as verb te n ses and the voca bulary used .
In Paper 2, Part 2, you
maybe required to write
a description of a place
you know for a tourist
guidebook. You will have
to consider carefully the
reader you are writing for,
what you want to
describe, and what
suggestions and
recommendations you
want to make.

II r d ropped in o n Venice to sec an o ld friend o n the way back

fro m a business trip to Ro me . It was Jan uary, co ld and misty,
and I was expecting to be met at the airport . My friend didn 't
show up b ut Venice, loo ming myste riously th rou gh the fo g as
5 the vaporetto g lide d ove r the water towards the sho re, mor e
tha n made up for it.
I was shown ro und th e city by Matilda' s aunt - Matilda
had a cold and wasn't feeling up to it - a ,"cry knowledgeab le
old lady who spoke reaso na ble En glish very fast. She had lived
10 in Venice all her life and took me to secre t beauty spots and
undiscovered canals whe re to ur ists seldom went. O r so it
seemed to me . T he expe rience was magical and unforgett able.
II V ENI CE is the chief city o f Venet ia. a regio n
in the North-East of Ita ly. It wa s bu ilt o n a
gro up o f islets wit hin the lag o on in the Gulf
of Venice. at the head of the Adriati c. It ha s
5 sple nd id a rc hitec t u re a nd is rich in a r t
t reas u res a nd h isto r ic a ssocia tio ns. The
int ensive use of its ca nal network. incl uding
the Gra nd Ca na l. ha s led to the ero sio n o f
bu ildi ngs. At present. the city is grad ua lly
10 sin king int o th e Adriatic, and la rge-scal e
p roj ects have been set up to preserv e it.
No tour of Europe would be comp le te
without seeing
VENICE, City of Water.
Situated on the Gulf of Venice. th e city is
5 a spectacular ma rriag e of sea. sky and
impressive architecture.
If you are spending a day in Venice, we
recommend that you go from Piazzale
Roma or the San ta Lucia station to the
San Zaccaria landing station by vaporetto .
10
This will take youalong the Grand Canal
to the lagoon , where you can view the
Campanile, the Basilica of San M arco
and the Palace of the Doges . From here
1S you can walk through the Piazza and see
the Basilica, before continuing to the
Rialto by way of the Mercerie .
Lateron, you may want to look around
the Peggy Gugg enh eim Mus eum , which
20 has an extensive collection of modern art .
Or, if you prefer, you could go to one of
the numerous nearby cafes w hich serve
excellent coffee.

106 1 UNIT B Wri ting

Understanding the task 2 Now read this writing task.
Looking back at th e extracts in 1,which style would be most appropriate for thi s task?

The pub lis hers of a guidebook on your countryhave asked you to write an entry for
a town you know well. The guidebook is ca lled All in a da y and gives tourists
information and practical details abo ut what to see within one day.

Brainstorming ideas 3 Now think about a town, and add your own ideas to the diagram below.
It's a goo d idea to includ e some unu sual characteristics of the place you are
descr ibing, which may not be im media tely obvious to the tourist passin g through.
Practical details suc h as cost an d times will also be useful.

what to do what to see

times
museum s
town

unusual how to get around

c haracteristics

Remember that your de scription should be no more than.Blt wo rds..so be selective

abou t wha t you include.

Planning yo ur answe r 4 Use the framework be low to plan what you are going to write. You may like to usc
so me of the suggestions given in eac h part.

• Introduction
Ifyo« are spen d ing a da y ...
No tour toould be com plete icithou t a trip to .
Situated on the coast / nea r the mou ntains .
• Paragraph two: where to stay I how to get aro und
• Paragraph three: things to see and do
Why not visit ...
You may uiant to fly + ing / noun
In contrast ...
• Concl usion: includ e any unu sual characteristics
6.3 page 194
8.1 page 195
DOIl't forget to .. .
Ij you wa nt to ex perience so mething slightly different ...

Writ ing 5 Now write your descr iption in about 250 words. Don't forget to na me the town and
describe its location. When you have finish ed check your an swer ca refully.
.....-J... &?' page 188 Reme m be r WRITE ""'.

Writing UNIT 81107

Structure Travellers'Tales T

Introduction Reading
Most peo p le can te ll a sto ry about a n interesting or Qui ckly rea d th e magazine art icle below, the n answer
un usual thing that happen ed to th em while tra velling. th ese quest ion s:
Some peopl e even make a livin g doing it!Tell a partner
1 What is a freight er?
a bo ut some th ing th at ha pp en ed to you whil e
2 Why did th e aut ho r travel un a freight er in his youth?
tra velling.
3 What effect did thi s expe rience ha ve on him?

• Travel: Trader Horn

All aboard!
I
f in your youth yo u read sto ries
about the sea , the idea of sailing on
a frei ghter might appeal to yo u.You
might think that , in the prolonged
5 intimacy of th e co nfines of th e ship,
your fellow trave ller s will confi de
sto ries which will bring yo u fame and
fort une as a w riter yourself.
\"' hat you soon d iscover w hen you
\0 ask the Passenger Shipping Association
for freighter sailing dates, is that a
cabin on a ca rgo sh ip is mor e
expensive than one o n the QE2, and jobs was to lug food fro m th e ship's whi ch was not on our rout e!
yo ur voyage could last a co uple of kitchen to the crew's qu arters , along 50 This experienc e may han : soured my
15 months o r mor e . slippery decks, while incoming waves view of entering th e freighter business.
So you 'll p robably find a ca bin full of threatened to deliver the cans of stew altho ugh I was te mpted after I'd spent
experienced voyag er s, despising 35 stra ight into the sea below. As long as I a day w ith a dy namic Dane, w ho
package travel and liable to su gge st d idn 't sp ill any, the crew were o w ned th ose ships in w hich to uris ts
suddenly that everybody sho uld have und erstanding! 55 travel along the sh or es of Barbados. Be
20 dinner on board th e first evening of The tr ip took six weeks , partly ex po unded on his sideline: hu ying
ent ering port , rather th an go ashore. because freighters have cha nges of freighters from bankrupt sto ck . But he
Th en th er e arc th e people w ho join 40 p lan and partly because we made an insi sted that he would never ca rry
the crew. uns cheduled stop in a Brazilian purt so ca rgo , nor sell the sh ip s for sc rap. He
Wh en I was a teenager, I was so that we could have the ship's engine 60 ex plaine d enthusiastica lly that he
25 short o f rea dy cash th at I decided to repaired. Despi te the fact that tw o would redesign th e super-structure, do
wo rk my p assage fro m Bue nos Aire s to members of the crew failed to return them up and anc ho r them w he re the y
London on an o ld sh ip, In the huge 45 to th e ship before we sailed , we were would mak e him a fort une , all aro und
Atlant ic waves , she sometimes p oin ted not del ayed further, as o ur nu mb ers th e Gulf of .\ l ex ica as floatin g fun
he r bow at th e moon , as if she were a were made up by two stowaways 65 palaces! Th ough the project intri gu ed
30 rocket about to ta ke off! One of my wanting to go and work in Portugal. me , it re maine d a pi pe dream! G
,

415 words ~

108 I UNIT 8 Structure

 Relative clau ses
o Look at th e se nt ences below. What information do
relative cla use s add to a sentence?
The passen ge rs who che cked in early had a lon g
wait at the airpo rt.
2 The passen ger s, who checked in early, had a long
wait at the airpo rt.
Which clause is defining and which non -definin g?
What is th e differen ce in meaning between th em?
lliJI In th e a rticle, there are four exa mples of relative
clauses. What a re they and wha t are they
describing?
2 Whic h cla uses are defi ni ng and wh ich non -
defining, a nd how do es this affect the mea ning?
3 In wh ich typ e of clause, or after what kind of word,
can yo u not lise the relative pronoun that?
4 What is the difference between th e relati ve
pronouns who , which and whose?
~ Using the info rmatio n below, write five sentences
containing either a defining or a no n -defi n ing relative
clause with a su itable rel ative pronoun. In so me cases,
the re are two different ways of organi zing th e
informat ion .
Fifty people ca me on th e trip and they thorough ly
enjoyed th emselves.
2 The Captain was a charming man. His name wa s
Worthington.
(Be careful with the rela tive pronoun!)
3 The sea-crossing wa s rough. It to ok seve ral wee ks.
4 Some of the stude nts had a young person's railcard,
so they paid cons ide rably less for th eir tickets.
5 Mr and Mrs Evans board ed the boat in Cairo. They
had mad e an unscheduled overn igh t stop the re.
In which of the sentences you have written co uld you
subs titu te the word that for the relative pronoun?
Could you omit the relative pronouns in th ese
sen tences? Why? Why not?
Noun clau ses
[I] Here are two sen te nces from the article w hich
co ntain exa m ples o f noun clauses:
YOl/ m ight think that .. . YOl/rfellow travellers will
confi de stories ...
2 What yOll soon discover .. . is that a cabin all a cargo
sltip is more expens ive than one on the QE2, and
your voyage could last a couple ofmonths or mo re.
There are fo ~ noun clauses in the two pre viou s
sentence s; three are used as the obj ect of a ve rb and o ne
is used as the sub ject of a verb. What are th ey?
lliJ Find ot he r exam ples of noun clauses in the article
by an swering th ese qu estion s:
What m igh t the experienced voyagers sudden ly
suggest?
2 What did the dynamic Dan e in sist he would never do?
3 What did he explain he would do with th e bankrupt
stock?
Are th e no un claus es th e subjects or th e obj ects of th e
main ve rb?
[9 Use th e following information to p rodu ce se ntences
co ntai ning a noun clause w hich is eithe r the subjec t or
th e object of the m ain verb. Yo u ma y have to cha nge the
orde r of the words and some of th e word s th em selves in
the sentences. For example.
You sa id so me th ing. It is true.
what you sa id is true.
(noun clau se - su bject of the verb is)
I kno w someth ing. The company ha s kept no proper
acco unts .
I kno ui that tlte com pany has kept no proper accou nts.
(noun clause - object of the ver b kno io;
1 Yo u said some th ing. It made se nse.
2 You did something. It wasn't ve ry se ns ible.
3 He mad e a suggestio n. He wanted me to become an
associate member of the co m pany.
4 She said something to me. I agreed with it.
5 He explained something to me. He wanted to take
me o n a wo rld cru ise.
6 We discovered some th ing. They had tried to
deceive us!
Adverb clauses
o Th e article contain s seve ral different typ es of adve rb
clau ses. For exa mple, If ill yoltr yout h yolt read stories
about tile sea is an adverb clause of co nditio n.
How do adverb clauses make a piece of writin g more
interesting?
lliJ Th ese examples of adverb clauses ap pea r in th e article.
.. . wh en yolt ask tlte Passenger Shipping Associat ion
for freighter sa iling dates .. .
2 (l tuas) so short of ready caslt tltat I decided to work my
passage from Bueno s Aires to London 0 11 all old ship.
3 .. . as if she were a rocket about to take off!
Structure UNIT 8, 1 109
 /
4 As long as I did n't spill any, ... !
5 partly because fre igh ters have changes ofplan . I
6 so tha t we could have the shi p:' engi ne repaired .
7 Despite the fact th at two members of the crew failed
to return to the ship ...
8 ... where th ey would make h im a fo rtune ...
Can you mat ch th em to th e type s of adver b clause below?
a co ndition
b time
c result
d m anner
e reaso n
f co ncess io n, ie a clause which might be expec ted to
interfere in som e way with the actio n in the main
clause. bu t do es not!
g place I read an adve rtisement in a Sunday newsp ap e r for
h purpose trip s in hot air balloons.
Can you find a ny other exa mples of ad verb clau ses in I phoned th e company.
th e text? I w anted so me more inform ation abo ut the trip.
Af ter I read an ad vertisement in a Sunday newspap er
[ ] Using appro priate co njunc tio ns in the correct part
fo r tri ps in hot air ballo ons, I ph on ed tile com pa ny so
of th e se n te nce, com bine th e information on th e left that I cou ld fin d alit more informa tion abo ut tile trip .
with tha t o n the right. Prod uce yo ur own exa mples of
adverb cla uses like tho se in B above. the n say which type Yo u disco ver so me thing.
th ey are . It's mo re ex pe ns ive than a plan e tic ket!
1 is very rich an d successful a do the homework 2 You'll find out som eth ing next.
2 wen t a broad b nee ded it Your fellow travellers a re not your type.
3 is so difficu lt c hurt his leg
• Yo u can co mbine th is info rmation by using a
4 bou ght th e dictionary d will phone you
noun clau se as the su bject of the verb.
5 get ho me e isn't happy
6 have tim e f can't do it 3 Some of th em are frightened.
7 was walking strange ly g find a job Th ey seem to be ready to jump ou t of th e basket !
8 was going home h th e ground looked flat 4 Th e 90-m inu te trip was inte resting.
9 set u p the tent met Martha I prefer to have my feet firm ly on the gro und.
• Yo u can combine this info rmation by using an
Practice adverb clause o f concess io n.
5 We arrived back safely.
Combine the info rmation in the following sentences to
The passengers were relieved.
write a m ini-articl e similar to the one on page 108. In
I ca n't mention the passen gers' names.
add itio n to the main clause, use a relative, noun or
They all disappeared for a dr ink in th e club house.
adve rb clau se whe re ap pro pr iate. For example,
• Yo u ca n co mbine th is in form ation by usin g:
You are inte rested in aerop lanes.
a a n adve rb clau se of time.
Yo u mi ght enjoy a trip in a hot air balloon.
b a defining relative clau se describin g the
Ifyou a re in terested in aeroplanes, you m ight enjoy a passengers.
trip in a hot air ba lloon . c an adverb clau se of result.

.'

110 I UNIT 8 Structure

 Rites and Rituals
Reading Rooting for Tradition T

Peking is in C h ina
As Kingston is in Jamaica
As Delhi is in India
As n owhere d o we belong
You and I.
And sho uld we ever run away
Where shall we ru n to?
And sho uld we ever fight a war,
Who shall we fight for
You and I?
At the end of the rain bow
Is a cou ntry of goo d ness
If we form an alliance
W ill we ever be free
To belong?
Or sha ll we alwa ys be carryin g
O ur ancestors ' coffins in a bag?
Searching the g lo be
For a place to belong
You and I.
M eilillg Ji ll

lntroduction 1 Read the poem and discuss what you think it is saying.
2 What is it about a place that makes you feel 'at hom e'?With a partner, make a list of
the thin gs you would miss most about your own culture if you lived in a country
which was very different from your own.
Would you find it hard to do without certain things?

Reading UNIT 9 111

Read ing 1 Qui ckly read th e a rticle opposite. Can yo u name two of the di fficulties th at people
ex pe rie nce w he n the y live in a fore ign culture?
Multiple matching
2 Now look at the to pics below. Sca n the text a nd id entify wh ich sec tio ns (A-H) refer to
whi ch top ics. So me sectio ns may be chosen more than once.
Exam tip '"
Wh ich section refer s to the followin g?
In some multiple
matching tasks, you have Asian attitudes to love and marriage. 1_ _
to scan a text and match Expe riences at sc hoo l. 2_ _ 3_ _
sections of it to particular The influence of co nservatis m. 4_ _
topics. As you scan, look Remaining o n the o uts ide o f society. 5_ _
out for vocabulary that is Re-evaluat ing and accepting Asian culture. 6_ _ 7_ _ 8_ _
relevant to these topic The ad vantages of Asia n custom s. 9_ _ 10_ _
areas.
3 What views a nd att itudes to west ern life ar e mentioned in th e article? In yo ur
opinion, how important is it for people to ret ain their own cus to ms and traditions
when they se ttle in a new count ry?

Vocabulary 1 Forceful langu age is used in thi s a rticle, both by the wr ite r and the people who a re
quoted. What do es it add to th e a rticle? Her e are some exa m p les:
Forceful language
1 leavin g acrimoniously (pa rag ra ph A)
2 her famil y was devastated (pa rag ra ph A)
3 a passionate ad vocate (pa ra grap h E)
4 feelings ... ar e furt her exacerbated (pa ragra ph G)
5 his cu lture is often denigrated (pa rag raph G)
6 yo u a re a distorted im age of yo ur self (pa ragra ph H).
Look at the wo rds in italics. What do yo u think the y mean? Check your an swers in a
di ctionary.

2 Now mat ch th e words from th e article to words with th e opposite meaning on th e right.
1 ac rimo niously a impro ved
2 devastat ed b indiffer ent
3 passiona te c delighted
4 exacerbated d truthful
5 deni grat ed e amicably
6 distorted f acclaimed

3 Use one of th e words in 2 to complete se ntences 1-8.

For years, Na ima was towa rds her fam ily, until he r life we nt wrong
and they were the re to support her.
2 Despite previous bad relations, pa y negotiations between management and the
un ion we re reso lved . Both parties felt th ey had secured a good deal.
3 Although he ha s some libera l views. generally Sim on is a believer in
conservativ e family valu es.
4 Th e play was a n a m az ing bo x office success, as we ll as being hi ghly _
by th e cr itics.
5 Th e ea rt hqua ke struck with suc h force tha t it co m pletely the city
a nd th e surround ing a rea.
6 During th e protest. crowd vio lence was by heavy-hand ed police
tacti cs.
7 Sensationalism in the popular pr ess often results in a im pression of
what's go ing on in the world .
8 Emma wa s bot h surprised and wh en she wo n her Acade my aw ard

112 I UNIT 9 Reading

for Best Actres s.
 Going back to
their roots
Yasmin Alibhai-Brown explores
changing attitudes in Asian society.
A
a i lTIa hurries along excitedly,
N bumping into people as s he
goes. Tra ili ng be h ind her, her
mother, tw o aun ts and a g rand mo the r,
5 w ho lease her in Gujarati as the y visit
the glo rious As ian shops in Wemb ley,
north London. There are two reaso ns for
ce lebration . Na i m a, a 28-year-ol d
b iochemist, is marry ing a solicitor - a
10 man her parents suggested. But, more
importam ly, Naima has come home after
leaving acrimoniously s ix years
previously. Her fam ily was devastated.
She was indi fferent . Then six mon ths ago
15 she tu rned u p, emaciated and s ha king.
' I used to think Asia ns w er e stu p id and
boring: s he says, ' b ut wh en m y life w ent
w rong, I fell suc h a plastic person . I had
10 co me back, m y hea rt's here:
B it w ith so me respect:
20 The rewards for this re instate ment are
plent iful. Her aunts, after some intense
haggli ng, buy her 12 pure gol d bracelets
cos ting £2,000. Grandmother, no t to be
ou tdo ne , splas hes ou t o n a dia mo nd
25 neckl ace and nose s tud. J ewels for her
feet, hand s and forehead ar e set as id e.
In th e next s ho p, ass ista nts unroll acres
of w onderfu l w edd in g cloth. Na ima is
ju st o ne exam p le o f how As ia ns are
eo ret hi nking their id ent ity in th is co u ntry.
C then learn th at, in our commu nity, to get
Although t he expectations of th e
co mmu n ity are that second and third
ge ne ra tio n imm igr ant s wi ll rea d ily
assi mi late, mor e com plex processes tak e
35 pl ace. Th e yo u ng fro m man y ethni c
com m u nities long to link up with the ir
heritage and h ist or y. Th is rethinking
usu all y follo w s a peri od of den ial, as it
did for Na ima . The re was a ti me w he n
40 ma ny As ia ns fe lt ashamed of t he ir
backgrounds. I remember cringing w ith
emba rrassment if my mother was o ut
with me, or if I saw a group of As ians at
~ 710 words
a b us sto p. To be part of the b rave
45 new mod ern wo rld, you had to
cast off these people w ho wer e
'backward ' and ' u nclv ilised' .
D
'W e a re old -Iashton ed a bout
marriage: says Am ina, a middl e-
50 class Musl im from Birmingh am ,
'b ut English fri en ds w ho wa nt to
be liked by boys are prison ers of
love games. It is so deg rading.
The boys w e kn ow are fam ily
55 friends, th er e is resp ect bet w een
us. We need o u r par ents, w ho
have wisdom, who love us, to d o
proper market resear ch before we give
our live s to so me bo dy . With roma nce,
60 yo u sta rt at the top and come down. We
have to w or k u p to love . You th en tr eat
E are:
Ot her aspects of trad itio nal life are a lso
becom ing popular aga in. Kaml a Ja lota,
65 a d entist, is a pass iona te advocate of the
ex tend ed famil y. ' I w ant my in -laws to
live with me. 1 think that ha vin g three
gen e rations of wom en will he a rea l
ed ucation for my daughter. 1 want th em
70 to tell me what to d o with m y childre n,
so 1 d on't treat them w ith indifferen ce
or tho ug htlessness; m y ch ildren w ill
old is to ga in respect > no t to lose it as in
75 thi s u tilitarian society: These attitudes
h a ve becom e m ore co m mo n p lace
beca use m an y p a rent s h av e co me
halfway to br id gin g ga ps.
F throu gh life, sa ys Arvind, so you ' beg in
Perhap s th ese cha nge s a re a lso due to
80 th e fact that the yo u nge r ge ne ra tio n is
a p rodu ct o f th e 8 0s, th e d ecad e o f
conservative va lues. 'Yes,' agrees Jafar
Karee rn, an Asia n psyc ho log ist w ho runs
a cl in ic fo r eth nic mino r ities. But he
85 warns tha t so met hi ng el se is go ing on:
'There is a differ en ce between a healthy
return to roots - a pos itive express ion of
pride in who yo u are - and a retreat into
a meanin gl ess past w hic h comes from a
00 sense of loss and confusion in w ho you
G
These feelings, says Jafar, a re fu rt he r
exacerbated by rejections by th e host
co mmun ity. ' When an As ian ch ild goes
95 to scho ol, his cultu re is ofte n denigra ted.
The ch ild feel s a se nse of an nihi lation
and lim e mak es this wo rse. So he reacts
either b y being as ha med of him self or
b y beco m ing vociferously Indi an , hating
100 wh ites or whatever:
H
Arvind Sharma, a lectu rer with two sons,
says, ' I sometimes want to cry w hen they
go to school. All the ex perie nces o ur
ch ildren have there are abo ut w ipi ng out
1~ th eir heri tage: These pressures con tin ue
10 chip bits off yoursel f to mak e yourse lf
mor e acceptab le, u n t il o ne d ay yo u
rea lise yo u are a d isto rted imag e of
110 yourself and you are still on the fringes
of society. It hurts because you expected
to belong because you did all the right
th ings:
Reading UNIT 9 11 3
 Style The re are clu es in this article which show that it comes from a magazine or newsp aper.
Typ ical features of thi s style of writing include:
• views of th e writer on a particular issue.
• ac tual examples wh ich stress these views.
• views of people referred to.
• -actua l quotes from th ese people.
• sh or t de scriptions of eve nts or people referred to in the ar ticle.
Look at each paragraph and decide which of the ahove ar e included . See if you ca n work
out th e organization of th e article by looking at what link s each se n te nce and paragrap h.
The firs t par agraph ha s been done for you as an example.
Paragraph A description of Naim a's shoppin g trip
example of Na im a's pr evious unhappy expe rie nces
quote from Naim a abou t what happen ed to her

Listening and Speaking Manners Maketh Man? T

lntroduction 1 Read th e short story below.

• Urban myths

Votes is
votes
A frie nd of a frie nd , a parliamentary
ca n d id ate , was canva ssing at the
last election, and c ame to a hou se w ith
a slavering, stud-collare d pit bull-
5 ter rier outside , He hat ed dogs , hut --='" - _ .; #1;
'vo te s is votes ' , and h e hesitantly ra ng
the doorbell . 15 The nervous politician and th e aba ck at their re action (and th e kind
Ap pa re nt ly, he was give n a warm smiling family discussed local issues of supporter he was attracting) , he
welco me by the h ouseholders, who over the ir tea for a while, and the dog 25 decided to leave. So , finish ing hi s tea ,
10 always voted for him and invited him kept snarling, until it suddenly caught he m ade a poli te exc use and said his
in fo r a c up pa .Th e candidate edged hold of his trouser leg and ripped a good-byes.
p ast th e growling mutt, and it 20 hole in it .The politician looked at th e He'd o nly taken a few ste p s out of
follow ed him insid e , hOI ring its teeth dog, then the famil y; they smiled back the door wh en o ne of his hos ts ask ed:
at him from th e m iddle of the floor. as if nothing had happened. Taken 30 'Are n 't yo u going to tak e yo ur d og? ' .

2 Th is story ma yor ma ll not be true, but what do es it say about th e importan ce of

being polite? Are manners just a matter of being correct, or are th ey about making
other people feel comfortable?

114 1 UNIT 9 Listening and Speaking

Speaking 1 What do you co ns ide r polite be hav iou r?Wha t kinds of beh aviour do you cons ide r to
Pa rts 3 and 4 be im polit e?

2 Each of the following situatio ns is se t in a differen t country whe re th ere is an

acceptable code of beh aviour for the situation de scribed . In pair s. decide wh ich is the
most likely response in ea ch culture and exp lain you r deci sion.
Remember that in th e spea king section of th e exa mi na tion th e exa mine rs will be
liste n ing very ca refully to see if you are able to interact effec tively with your partn er.
One way of a pp roac h ing thi s is as follows:
Stage one Stage two
Op en up th e discu ssion by: Deve lop th e discu ssion fur ther by looking
at th e options on e by o ne. Remember to
• making a com men t.
take it in turns to sp ea k an d don't force
• asking a q uestion.
you r po int of view on your partner. You
• making a suggestion.
don't have to agree.
Your body language ca n show you a re
aware of your partner, so tr y to maintain
eye co ntact and face each other during
th e conversation.

Now read through th e following situation s and d iscu ss wh ich optio n you think is best.

1 United States of America

A frie nd has invited you to din ner at a nice resta uran t. You dine well,
a nd at the end the we lter b ring s the bill and puts it in the middle of
the tob le. You don't expect to have to pay for the mea l, but your
friend shows no signs of doing so . You wait and the conversation
grow s slow , and still nothing happens. You ar e getting very tired and
are begi nning to think that you are expected to pa y for the meal.
Whal would you d o?
A G rit your teeth and wait some more .
S Pick up the bill and pa y it.
e Pick up the bill and say, 'Sha ll we split it?'
'When in Rome,
do as the Romans do' 2 South Af ri ca
- but in a different country, You and some o ther rugby fan s have been in a pub or scmeone' s
where you are unaware home watch ing the la st matc h in a rugby test series on TV. The South
of its particular customs, Afri can s have just lost to the Australian W allabies by 16 to 12 .
Would you :
what would you do?
A chee r loudl y be ca use you rea lly ar e a Wallaby
supporter, having just come from that side of the world?
B commiserat e wi th yo ur hosts or pub mates, but gi ve
rea son s for w hy you feel the Au stralians deserved to win?
C keep you r feelings to you rself and just discuss the good
and bod moments of the match?

3 Thailand
You ar e sitting w ith a Thai friend and his 7-year-o ld child on a
crowded bus, when an old man gets on .
Wou ld you :
A do nothing?

•
S ask the child 10 give up his seal 10 a llow the o ld ma n to sil?
C ,g ive up yo ur seat for the old man?

Listening and Speaking UNIT 9

I 11 5
 4 Malaysia
You ar e ta lking to a va lued client in yo ur office. Cer tai n papers are
need ed. You ring you r office boy to b ring them. H e brings a wrong
file ; yo u reject it and a sk him to look for the rig ht one . He brings
a nother wro ng file, and then a third.
Wou ld you:
A stomp o ut o f the room to ge t the cor rect file, w hich you
show to the office boy as you bring it. You tell him what you
think of his la zy, care less beha viour, etc.?
B ca ll your secretar y on the intercom and ask her to locate
the file, then send the office boy to go and get it2
C excuse your self a nd leav e the ro om to go an d get the file;
after the g uest has left, you say a few words to the office boy?

5 China
You have bee n invited by a Chi nese fa mily to share a special meal
an d the d ishes a ppear one aft er the other. The hostess presents the
final, large and ornate dish a nd w hen she ta stes it, she makes a face
a nd says it is ' not sa lty enough' .
What would you say?
A ' Never mind, I' ll just od d some salt.'
B 'O h no, it's a bsolutely de licious, the best I've ever tasted! '
C ' I' m not ve ry hungry, a nyw ay.'

6 Britain
You ar e in a crow de d lift and someo ne gets in and steps on your foo t.
W ould you:
A sta re a t the floor a nd bear the pai n silently until they have
moved off it of their ow n a ccord?
B glar e at them angrily and tell them to 'Ge t off!'?
C say 'Sorry'?

7 France
You a re visiting some friend s w ho ha ve invited you to dinner.
Would yo u take:
A some flowers?
B a bottle of w ine?
C nothing 2

3 Now check your answers with the key on page 196. Would peopl e in your cou ntry
react in a simila r way? If not, how would the ir reactions differ?

Vocabulary 1 These pairs of words are often confused with ea ch oth er. Th is may be because th ey
are sim ilar in meaning or they look or soun d the sam e. Check you know the ir
Confusab le word s
mean ings in a dict ionary.
gentle / polite nervous I irritable
cus toms / habits dependen t /dependa nt
ashamed /em barrassed discu ssion / quarrel
birthday / anniversary

116 1 UNIT 9 List ening and Speaking

 2 Now choose the co rrec t word for each space in se nte nces 1- 7.
gentl e I polit e
Paul was very , and th anked his ho sts for a deliciou s meal.
2 embarrassed I ashame d
When Naima was a stu de nt she used to feel of her Asian origins.
3 dep enden t I de pe ndant
Recen t wo rk don e by th e EU foun d th at over 40% of men looked afte r
_ _ _ _ _ elde rly peopl e.
4 custo ms I habit s
The local co mmu n ity actively enc ourages d iffe rent et hn ic gro ups to maintain
their a nd religiou s beliefs.
S an niversary I birthday
The Nixon famil y always celebrated th eir so n's with a mea l out at
MacDon ald 's.
6 discus sion I qu arrel
The was extremely productive and bo th co m pa nies left the
me et ing feeling positive about th e merger.
7 nervou s I irritab le
Beth was so during the int erview th at she co uld hardl y string two
word s to gether.

Listen ing I-,! 1 Listen to a n extract from a rad io p ho ne- in p rogram me in wh ich the importan ce of
ma nners is be ing discussed. You will hea r thre e people, May Parn ell, Geoffrey
Part 3
Brownlow, and a presente r, expressing their views. Indicate which co mme nts are
made by May Parn ell (M) and which are m ade by Geoffrey Brown low (8) . Write both
initials, or on e initial, or neither (N) next to 1-10. You will hear the extract twic e.
Before you listen , read the sta te me nts carefully.

Many young peop le a re not ill-mannered .

2 Young peopl e should use a different style of language to address the ir elders.
3 Ad ults ca n't always u ndersta nd what young peopl e are saying.
4 Ad ults sho uld be more to lerant of young people.
S Th e way peopl e dress do es not mean they are show ing disrespect.
6 Uncon venti on al dress se nse can mean greater imagination.
7 Ad ults se t a bad exa mple to th e you nger generation.
8 Young peopl e are more mat erialistic th ese d ays.
9 Young peop le think a ny kind of beh aviour is accep tab le these days.
10 Young peopl e have an unhealthy lifestyle.

2 Do you agree with a ny of the views exp resse d? How im portant do you th ink it is to
dress or spea k in a particul a r way?

l.isteninq and Spea king UNIT 91 117

Writing Celebrations T

lntroduction ,=! 1 Liste n to the following ext rac t fro m a ra d io phone -in abou t Ch ristma s p resen ts. Ma ke a
no te o f t he gifts peo ple received an d what th ey th ought abo ut the m.

2 Have you ever been in a sim ila r sit uation? Describe w ha t hap pened and how yo u rea ct ed .

English In Use 1 Skim rea d th is maga zine article igno rin g th e spaces. What d oes th e write r fee l about
gift-giving?
Part 6

Gift-giving of yo u r c m l ru
lifestyle . (2)_ _ , a
fri e n d of min e who
mov e i nl o s t u d e n t
di g s a ga i n s t h e r
moth er's w is he s, got

I
you ha ve ever li ed a bou t some h o rre n d ou s
offering until yo ur face was puce , or la in a wa ke
wo rry ing abo lit wh a t to bu y th e one you lo ve , you
will kn ow tha t the giving a n d re ce iving ofChrist m as
5 girts is fra ug ht w it h political sig n ific a nce. (0) __J_ ,
p re te n d ing yo u li ke so me th ing is mere ly prud en t
dam a ge limita tion, des igned to save th e fe e lin gs or 30
so meo ne yo u love. \Vom en , incid entall y, are far beu er
at Ih is - like George \Vas hin gto ll, m en ca nnot tell a
10 lie (well , not a bou t presen ts an yway ) and fa il 10 see
w hy pre te n ding to a do re a po lyest e r tie is be tter tha n
redu ci ng an e lderly re la tive to lear 's . 35
( I) , h owe ver, a t w hic h Ch ris tmas prese nt s
a re beare r s o f hi dd en m es sa ge s : a ll th e t hi n gs a
15 pe rso n wa n ts to sa y, ye t ca nno t put in to wo rds. If thi s
m ca n s u n d yin g wo rs h ip, ex pressed w it h a larg e
d ia m o n d , we ll a n d goo d . Bu t it c o u ld a ls o be a n 40
opport u n ity for som e one to put you do wn - a cr iticism
a h o x or cl eanin g
ma terial s whe n she
we nt h o m e fo r
Ch ristmas.
(3) , Ch r istm as is a grea t time to pla y po w er
ga mes . Sa n dy, 23, cl a im s s h e co mes o ut in a ra sh
whe n it' s tim e to se lec t a gill for h er m oth er. ' It's
un be lie va bly political. I ha ve two broth e rs a nd a siste r
and our moth er uses our prcse nts to pla y us ofTa gainst
eac h oth er. (4) a n d th e oth ers ca s t as ide. l ler
ap prova l he com es th e focu s of the wh ole da y.'
(5) a ho u t bu yin g present s - provide d you
hav e a mod erate dc grc c of sc ns it ivity aIHI a gen u ine
a ffec tion 1'01' th c reci pie n t. But i f you a re presen ted
w ith a dainti ly w rapp ed Insult on Christ mas m orning,
ju st keep s mi ling. (6) to start pl a nnin g ne xt
ye a r's re ven ge.

2 Now co m p lete the extrac t by
ch oos ing the best phrases from A- J
to fill sp aces 1- 6. Rem ember th ere
are m ore phrases to cho os e from
than there a re spaces. On e answer
ha s been give n as an example.
A If th is suggests
B The re is n oth in g par ticu lar ly d ifficult
C So me o f u s will be offended
D One presen t will be ad m ired
E For in stan ce
F On a less a ng uished no te
G There is a m o re complicated level
H It 's n ever to o ea rly
I For so me p ar en ts
J At its sim p les t

118 I UNIT 9 Writ ing

Vocabulary In th e listening and the article, you came acro ss the verbs spark off and pu t down. Here are
some other verbs wh ich combine with offand down. Choo se an appro priate form of one of
Phrasal verbs
th e verbs to complete the se nte nces below.

pass break
off
down
go put

I Due to bad weather, th e village carn ival had to be until th e weekend.

2 Som etimes it's healthy an d cry, as it releases all th ose sup pressed
emotions.
3 Ever since his promotion , Adrian ha s be come unbea rably arrogant - he ju st loves
_ _ _ _ _ _ _ peopl e _
4 Th e spy gained access to th e secret files by h imself
_ _ _ _ _ _ _ 3 5 a governme nt official.
5 After mu ch fa mily interferen ce, th e young cou ple were forced their
engage ment.
6 As the firework s over Hyde Pa rk, th e crowd began to cheer.
7 The fam ily own s a valuable Verm eer painting, which from
gene ration to gene ration.
8 The meal in an expe nsive restaurant we ll with ou r business clien ts.

Writin g Part 2, article

Sample art icle 1 a Read the article and choose the mo st app rop riate title from the list below.
Festive weddingsin two parts of the world
A personal account ofmy marriage
Differencesin the weddingsof twocountries

It has to be said that our wedding ceremonies are pretty relaxed compared to British
ones I have attended. For example, where I liveyou can always hear the wedding party
coming because they make so much noise, hooting their horns and shouting. It 's a very
joyous affair. Once inside the church, the couple walk up to the priest and knee l down.
Then the closest relatives, t he best men and women, walk up to the bride and groom and
exchange t heir crowns.
Th is can take quite a long time because there is often more than one round of crowns.
The priest does t his as well and then takes the couple by the hands and leads t hem
round the church. And t hen t he guests throw dried rice at them! it can hurt a lot .
Incidentally, none of t he guests sits down in church - it's all very relaxed and info rmal.
On th e other hand, the registry office weddings I have been to in Britain have all been
very brief and rather grey occasions, sometimes lasting as little as ten minutes!
Turn up a lit tl e lat e and you will have missed the whole thing . I'm not too fam iliar with
British church wedd ings, although one big one that i did go t o was an extremely forma l
occasion. None of t he guests seemed to be enjoying it very much, let alone the 'happy'
couple, who bot h looked completely tense throughout the event. So there you have it,
many contra sts and a very different atmosphere. I know which type of wedd ing I would
prefer if I ever get married!

b Do you think the art icle ha s been suita bly paragraphed ? Summarize the content
of each paragraph an d sugges t any chang es in para graphing which might
improve the article.

Writing UNIT 91119

Understanding th e task
Bra ins torm ing ideas
Plann ing y our an swer
Wr iting
"-"""-- &JfJ page 186
120 I UNIT 9 Writing
2 Look at the writing task. What style and registe r would be ap prop riate for th e articl e?
You have seen the following How Special is
announcement in an English your birthday?
language magazine aimed at
young people around the wo rld. Te ll us how you and yo ur famil y ha ve
ce le brate d yo u r birthday over the ye a rs.
What makes it s uch a special da y?
Compa re your own exp erienc e wit h thaI
or a Friend of yours. VVhal makes your
hirthda y mOl'e - or les s - special
than yo u r fri end' s?
The six best articles will be printed in our Spring issue!
3 a Which two of your prev iou s birthdays do you rem ember best?Wha t made th em
spec ia l? Cons ider th ese aspe cts:
• how old you were
• who was with you
• what you did
• the present s yo u rec eived .
Talk a bout these birthdays with a not her stude n t.
b Having listened to you r partner's de scr iption, in what ways have you celebra te d
your birthdays differently? Do yo u think yo ur ow n experience is mor e o r less s pecia l?
4 Look back a t the sam ple articl e on pag e 119 an d at the article on gift-giving on page 118.
Und erline the phrases wh ich:
• introduce the topic.
• give examples.
• introduce contrasting information.
• introduce a conclus io n.
Can you th ink of any other phra ses that co uld be used in a sim ilar way in your ow n
article?
5 Now wr ite your articl e in about 250 wo rds . When you have finish ed check your answ er
ca refully. Remember WRITE "" .
Structure No Excuses T
Introduction
Imagi ne th at you a re la te for a dinner a t th e house of
someo ne you do not know very well. Which of the
following would you do?
• Phone to say you wi ll be arriving lat e.
o Pretend yo u d idn't know what time you were expected.
o Invent a good excuse for be ing late.
• Take yo ur ho st s a present as an apology.
• Write a letter afterwa rds to apologize for being late.
o Not turn up at all.
Wha t woul d be the po lite thi ng to do in your co u nt ry?
I WAS BORN premature and have been late
ever s in ce. T hose of you who a re punctual
will no t know about us, the other hal f of t he
world, the latecomers. You'll have waited for
5 us; the chances a re that you've been kept
wa it ing by u s many a time, but yo u won't
understand . In fact , if the truth be tol d ,
you're th e enemy.
Doubtless, you've seen u s. We're quite a
io spectacle: a vast tri be of electrifie d a nx iety.
We glance at our wa t ches a nd see desp air.
You've proba bly noticed us leapin g in a n d out
of taxi cabs t h r owin g notes (n o t im e for
cha nge !). We dodge y ou on th e s t re e t,
" j u m ping in puddles, weaving through the
traffic . We a re t he s t ra nge, sc u t t li ng
creature s bursti ng with wil d eyes i nto
restaurants, i n t he h ope t hat you've waite d
for u s .
20 You 'll h ave observed u s hove r ing
nervously in every lobby and e nt ra nce hall
in the world. In theatre s and cinemas you
stand up as we creep along the row t rying so
hard not to knock your k nees or tread on your
25 toes. And you , what do you do? You 't ut' in
------------------------
~
.......
340 words
Read ing
o Quickly read the magazine article a nd give it a title.
[II In the seco nd and third pa ragraphs of the articl e,
the write r pa int s a detailed po rt rait of what the life of a
latecome r is like. Lis t three thi ngs the writ er sugg es ts
that you , th e reader, have probably see n late comers
doing.
the da rk. You don 't need to do that, we know
what we've d one .
But here's a curiou s thing: in th ese
moments we hate ourselv es so much that we
30 ha ve no alternative but to transfer our hatred
to you, the punctiliou s , instead.
Here we see this aggressive lateness in
action:
'I'm really sorry I'm late.'
35 'Yes, bu t why a re you late?'
'I j ust a m.'
'But why? Wh ere ha ve you bee n? Wh at' ve you
been doin g? Do you realise how long I've been
here? I've been wa iting for over a n hour! '
40 'Does it matter?'
'Yes . You sh ould respect me enough to turn
up on t ime.'
'But I'm not la t e on purpose. Look , I'll go.'
'But you 've on ly just a rrived !'
'5 'So you want the truth?'
'Yes.'
'Well, I'm late because I've mad e a choice - a
choic e to be myself. I'm the kind of person
who has neve r been on time yet and never
50 will be . Tha t 's what I'm like. Sorry!' • ~
:i!
'Ii
~
Structure UNIT 91121
Present perfect vs simple past [jD Expand th e notes below to ma ke se nte nces usin g
for or since and the pre sent perfect cont inuo us .
Th e first se nte nce in the ar ticle conta ins an exa m ple of For example,
both th e sim ple past a nd th e pr esent perfect sim p le.
try to contact / age s
Why are th ese tenses used in th is sente nce? What
in formation do th ey convey abou t the period of time I've been trying to contact this client f or ages.
they are referr ing to? I sta nd / 20 minutes 4 di scu ss / th e meeting began
2 work / 1989 S write / six o'clo ck
3 stu dy / 3 years 6 wa it to see / a very long
Present perfect simple vs continuous time
[E] Look at th ese two sente nces:
[:<=] Com plete th e following senten ces by su pp lying a
I I've trie d to fix this h airdryer for ages. su itable form of the verb: th e pre sent perfect sim p le, th e
2 I've been tryin g to fix this hairdryer for ages. pre sent pe rfect continuous and f or or (ever) si nce if th ey
are needed.
Whic h sen ten ce sounds more natural a nd why?
I I (not / see) my aun t ages.
[jD Look at the se examples of th e pr esent perfect sim ple
a nd co nt inuo us whic h appea red in the article . 2 It (b e) ages I saw my uncle.
3 Our accountant (be) off work
I yolt've been kept waiting by us .. . _ _ _ __ a ll wee k.
2 you've seen us. 4 Tom (be) a teach er the
3 Yolt've probably noticed ItS lea ping in a nd o ut of
last twenty years or more.
tax i cabs .. .
S My gra ndfathe r (not / get) eno ug h
4 yolt've waited f or It s .
5 we know what we've done. exe rcise his last operatio n .
6 Wilere have yo u been? 6 Our grandda ugh ter (apply) for jo bs
7 w hat'ue yo It been do ing? _ _ _ _ _ she left sch ool last sum mer.
8 Do you realise hour lo ng I've been here? 7 Wh at (yo u / do ) we last
9 I've been waitingfor over an hour! met?
10 Bitt you'ue only just arrived! 8 The own er s (th reaten ) to se ll th e sho p
11 beca use I've made a ch oice ... _ _ _ _ _ yea rs.
12 who has never been on time yet. 9 Please be quiet!Yo ur father (work)
Wh ich of these examples: _ _ __ _ all night an d n eeds some sleep.
10 I can't stand it an y longer !Th ose ch ild ren
a suggest th at so meth ing is still going on?
_ _ _ _ _ (screa m) at th e to p of th eir voices
b refer to somethi ng wh ich happened in the pa st , but
_~ they woke up early thi s morning.
we do no t kno w exactly wh en?
c refer to so meth ing whic h happened in the past, is II He inherited a huge sum of money unexp ect edl y
no w over, but st ill ha s a di rect impact on wh at is last year and (spen d) it _
happening now? 12 I (wonder) a while no w wha t
d conta in a time reference? _ _ _ _ _ (becom e) of them .
e em pha size the length of tim e th e action tak es?
In which sentence co uld yo u not use since withou t ever?
f are in th e passive form?

For and since long

~ Look at these exa m ples from th e article:

This example of th e pr esent perfect sim p le a ppe are d in
the article:
I I ... have been late ever since.
2 'I've been ioaiti ng fo r over an ho u r!' 'Do yOIl realise how long I've been here?'

What is the d iffer ence in usag e between for and si nce? In whi ch of the following exa m p les could yo u not in sert
Do you need to use f or or since in the se n te nces below? lon g? Why not?Wh at could yo u use in stead?

3 T hey've been up with th e baby all night. I I haven't been here.

4 Th e doctor has been on ca ll a ll da y. 2 Have you been here ?
3 I have been her e.

122 I UNIT 9 Structu re

Yet and still [jD Com plete th ese se nte nc es usin g a verb from the list

o Look at this exampl e from the article:

below in e ithe r th e futu re perfec t simple or co ntinuous.
Decide wh ether th e se nte nces a re like those in A 1,2 or
3 above.
... who has never been 011 tim e yet ...
Hot / never ... yet are used in negative and inte rrogative write finish co me marry reach
sen te nces to link the ac tio n to the pre sent moment in reali ze organize wo rk
time. Can yo u rephrase th e se nte n ce below using still? Th e stu de nts (not) ac ross thi s word
He hasn't finis he d yet! before. I'm sure!
2 By next sum mer, the co ns truct io n c o m pany
[E Rephrase these se nte nces in differ ent ways using _ _ _ _ _ on the sports com plex for two years.
still or yet. 3 (the coach) its destination by midday?
My hu sband hasn 't booked a table for din ner on 4 Our ne xt-door neighbours (not) th eir
Saturday night. holiday yet, I'm cer tain.
2 Th e child ren have not to ld us their plan s for the 5 Yo u (not) that re port by th is
wee kend . eveni ng, you?
3 The employment agen cy has n't co ntacted me. 6 It's Joh n and Julia's a nn ive rsa ry next month .
4 Hasn't the post come? T hey for two years.
5 I ha ven't told you th e best part of the story.
7 I'm conv inced th at the assist ant m an ager
6 Hasn 't yo ur siste r sta rted her new jo b at the Ce ntra l
_ __ _ _ (not) a nyt h ing like thi s con fere nce
Hospital?
before.
7 Th e com m ittee ha s not decided on a po ssible
cour se of action. 8 Th e teacher thinks that th e stude nts _
8 The police have not made the news of the arrest the book by the e nd of the term.
public. 9 Surely the in su ra nce com pa ny _
their mi sta ke in payin g ou t so mu ch co m pe nsation
by now?
Future perfect simple and continuous 10 Just imagin e! On the first of ne xt month, I
_ _ __ _ articles for thi s new sp ap er for five yea rs.

The future perfect sim ple is formed by using shall

or will plu s the perfect infinitive without to .
For exa m ple,
r'll haue [inished th e work by three o'clock.
2 What is the diffe ren ce between th e use of th e
fut ure perfec t in 1 and in its use in the fo llow ing
se n te nce?
By next year, I 'll ha ve been working here for five
years.
Talking about someone else
Imagine yo u are app ear ing on a radio programme. You
have been asked to prepare a sho rt on e -m inute talk
about so me o ne yo u know well and adm ire. It co uld be
so meone fam o us, or a friend or m ember of your fam ily.
Use the te nses you ha ve studied in thi s part of the uni t
to ta lk about th e person yo u have chosen.
You might include wh at th ey:

3 What is th e differ en ce between th e use of th e • have done (for exampl e, experience,

future perfect in the exa m ples above a nd the se two
sentences from the article?
You'll ltaue waited for liS
You'll haue observed li S
qua lifications and when they did it).
• st ill have n't done I haven't don e yet.
• have been doi ng up to now and how long the y ha ve
.
been doing it (use for or since i.
. • ho pe they w ill have done by a certa in time in the
future.
• will have been do ing (and for how long) by th e end
of th e year.
• have decided to do in th e future.
When you ha ve finish ed, tell a partn er abou t th e per son '
you have chosen.

Stru cture UNIT 91123

 Who Cares?

Reading The Care Label T

Introdu ction In gro ups , di scuss th ese views:

People should n ot have to dep en d on charities for th eir healt h a nd welfare - the sta te
should p rovide.
Giving to charity m ak es yo u a better person.
Our soc iety is suffering from 'com passion fatigue', ie peopl e are fed up with giving to
cha ritable caus es.

Reading 1 In the a rticle below, th e writer talks abo utfas/lion com passion. Skim read th e a rticle,
ignoring the missin g paragraphs and exp lai n what she mean s.
Pa rt 2

Fashio
Marg arette Dris coll on th e st a rs
of t he co m pa s s io n indu st ry
ompassion
HOTEL ROOMS were at a premium in town 10 days
a go, but that prov ed n o impediment to Bianca Jagger as
s he sa iled into the middle of the war zone. " D a r k eyes
spa rk ling with fury" (M ail on Sunday) , " not afraid to get
her hand s dirty" (Daily Express), Bianca un leashed a major
La tin ch arm offens ive o n the assembled offic er s o f the UN,
command eering sa tellit e phones. helicopters. armoured cars
and a room a t the h otel. which h ad been so o vercro wd ed
tha t seasoned relief workers a n d journalists were slee p ing
in co r ridors a n d , m o re d angerously, in their cars.
[TI
No t so lon g ago. we were treated to the sight of Irnan, the
dar k. glittering model. in Afr ica - swathed in peasan t robes fo r
one photograph. spo rting jeans and casual shirt fo r anot her. T he
catwalk's "Angel of Africa" wa nde red aroun d a d usty town
looking so ulfully at the destitute. spending eight days making a
documentary for the BBe.
~ "T hey" a re the Ladie s Bo unt iful of th e global village -
beau tiful. monied. internationally mobile, pho togenically caring.
There's glam orous Cher. just ofT to dist ribute supplies. Th ere's
the lovely Marie Helvin. who spo nso rs "fos ter children". Cin dy
Crawfo rd worri es her gorgeous head about po litica l oppression .
Yasmin Lc Bon is co ncerned abo ut the rain fo rests.
•
~ In pa rts of South America, you can barely move for beau tiful
peop le chipping their nail po lish on endange red ha rdwoods. and.
in Africa. cuddling up to wild animals. Tracy \Va rd. the ac tress
and now Ma rchioness of w orcester. started tr ying to save the
tropical rai n forest afte r a stint on a detective T V series. As she
tellingly ex plained, '" had never reall y had th e time o r the
knowledge, an d suddenly when I had no wor k ' realised there
was a pro blem."
o It was another man. Bob Ge ldof who, after the heroic effort s
of Live Aid, coined the phrase "co mpassion fatigue " . As far as
the more stoica l fe male celeb rit ies a re co nce rned. des igner
fatigues are much more to the point .. .
~ But there is a fine line between helping the aid agencies which
are alrea dy up a nd running - and simply getti ng in the way."Very
often. when celebrities go into the field, they focus the atten tion
on one area . maybe at the expen se of othe rs which are ju st as
needy but don 't get the pub licity: ' said David Grubb. executi ve
director of Feed the Childre n.
@]
Fashion com passion has its place, and per haps it is no bad
thing that some of the ladie s who lunch have become the ladi es
who learn . Perhaps if we were more sure - go on , ca ll me a cynic
- that their concern was entirely for the ca use. and in no way for
the ca meras. that oddly disturbing feeling would just fade away.

124 I UNIT 10 Reading

 2 Now read paragraphs A- G. Six of th ese paragraphs fit into the gaps in the art icle.
The re is also on e extra paragraph wh ich does not fit a nywhere. Insert th e
pa ragraphs into ga ps 1- 6. Reme m ber to look out for referen ces to peop le and
thing s, as well as linking wo rds.

COVER STORY

A But the women, to give the m their due. appear to have
more slaying powe r than me n. Sting . it was reported last
week. was suffering fro m disillusion - fed up with try ing to
save the rain forest. (T he sto ry was quick ly an d firmly denied
in a statement from St ing's o ffice.)
E Two hund red yea rs ago, all these women might have been
tr ud gin g d own th e lan e from th e ma nor hou se bearin g a bas ket
of goodies for the poor. T hese days, they can jet to their pa rticular
go od ca use an d - who would deny the m this? - pick up more
tha n a litt le caring cachet en ro ute.

B In between giving world -wide news networks snappy
sound bites of her views from the hotel roof ("'the most evil
and cruel war I have ever seen"), Bian ca Jagger to ured a
hospita l. comforti ng child vict ims. acqu ired a top-sec urity
pass from the UN to ena ble her to meet th e cit y's mayo r and
delivered 38 ton s o f a id . Aft er 36 hours, she flew out.
C Nobody can do ubt the sinceri ty of both these women;
Bianca Jagger, for example. has. thro ugh yea rs of work. mo re
than proved her comm itme nt to huma n rights. So why is it so
oddly disturbing to see such wome n - and they are legion -
carrying out their charitable work? A re we guilty of cynicism?
Or is it so met hing about them?
o All this might sound like carping; it is imp ossible to deny
that celebrit y invo lvement d oes d raw public atten tion to terrible
sit uatio ns. Charit ies la rge and small have been q uick to perceive
the impo rta nce of televisio n and newspape rs in gett ing the fun d s
rolling in. a nd therefo re of sna ppi ng up the most influential faces.
Models and actresses. usually seen steppi ng out of San Lo renzo
or Mortimer's in Manhatt an , translate perfec tly -suitably togged
up in batt lefield chic - on to the pages of the tabloid s.
F By all accounts. professional aid workers often have to bite
their lips. I know how it feels. Two years ago. reporting on a
refugee crisis. I stood pa ralysed with embarrassment as the aid
o peration was tempora rily suspended to al low a minister for
overseas development to fly on to a mounta in for a photo-call.
ar med with a ca rr ier ba g full of choco late bars. Day afte r day.
m in or lea g ue m ini st e r s f rom o ther co un t r ies were a lso
helicop tered to an d fro. Th ey did have an im portan t job to do in
supervising gove rn ment aid. But did they have to have their
photos taken?
G Another way celebrities can help raise the profile of a cause
is by involving fam ous friends. Koo Stark is current ly organising
a photogra phic exh ibition to fund a study centre fo r a monastery.
She ha s coll ected pho togra phs by suc h luminaries as An nie
Leibowit z and Don McCullin. whic h will be so ld at £2 50 eac h.
Fashio~ .
v.ompassion

3 Und erline th e word s a nd ph rases which help ed you to put the paragraphs in the
correc t places.

4 Look aga in at th e extra paragraph which did not fit into any of the gaps. Why is
this paragrap h inappropriat e for gaps 1-6?

5 Look at the ph rases below which are taken from the article. Can you explain wha t
they mean? Usin g your dictionary, look up th e words unde rlined in I a nd 2. Now
un der line th e word s you need to look up in 3-8.
1 were at a pre mium (pa ragraph I)
2 coine d th e phrase "com passion fat igue" (pa ragraph 5)
3 But the wome n, to give them their due (pa ragra ph A)
4 an d they are legion (pa ragraph C)
5 All this might sound like ca rping (pa ragraph D)
6 suita bly to gged up in battl efield chic (pa ragraph D)
7 tr udging down th e la ne (pa ragra ph E)
8 by such lumin a ~i e s (pa ragraph G)

Reading UNIT 10 1 125

Style 1 Wh ich adjectives wo u ld yo u use to describ e the w rite r's attitude?
a ironic b humorous c unconcerned d angry

Cons ider the following extracts from the text:

... size sailed into the m idd le a/ the war zo ne ...
Th e use of the word sailed suggests her grace an d beau ty (like a sh ip) but th is is a t
odds with th e uglin ess of th e wa r go ing on a rou nd her.
Bian ca un leashed a major Latin charm offensive all th e assembled officers of the UN,
com mandeering satellite phones, helicopters ...
Th e lan gu age used to describe Bian ca's effect on the UN officer s is also th e lan gua ge
of wa r - she uses the w eapon of her cha rm to conque r th e resi stance o f the o fficers.
Th ere is an unwritten sugges tion th a t Bianca, becau se of her looks and per son ality,
gets wh a t she wa nts at the expense of the pe rha ps m ore jus tifia ble needs of th e relie f
workers and even journali sts.

2 Look at the sentences below a nd decide what the writer intends you to understand
by them. Pay part icu lar attention to the u nderlined words and phrases.
Not so long ago, we were treated to the sight oflman, the dark, glittering
model, in Africa - swa thed in peasan t robes fo r one photograph ...
2 The catwalk's "Angel ofAfrica" wandered aro un d a d usty tow n looking
soulfully at tile destitllte .. .
3 "They" are the Ladies BOlllltiful ofthe globa l village - beautiful, monied,
internationally mobile, photogenically caring.

3 What do you thin k a bo ut famous people being in volved in cha rity work? Do you
agree with the views expressed by the w rite r?

126 1 UNIT 10 Reading

Writing Cruelty orConservation? T

lntroduction 1 Complete the following questionnaire.

Then compare your results with
another student.

THE ZOO INQUIRY:

do ZOOS
have a ?
future.
1 When did you last visit a zoo? 4 Did anything annoy you on this visit ?
D during the past year For example.
D wit hin t he last five years D not enough space for the animals
D more than five years ago D too high an entrance fee
D never b animals seemed unhappy or disturbed
D not enough information given
D other (specif y)
2 What was your reason for visiting?
.dfor a day out
0 to ente rtain children 5 What is the most important function
D to f ind out more about animals of a zoo?
D other (specif y) b . conservation ofendangered species
D education about how animals live
D entertainment
3 what did you like best about your o other (specif y)
visit?
0 being able to see t he animals at
close quarters? 6 How do TV wildlife programmes
D learning more about t he animals? compare with visiting a zoo ?
D going to special events. eg film shows. b they make zoo visits unnecessary
feeding times Q they don't replace seeing live animals
Q other (specify) 0 they enhance a zoo visit
0 ot her (specify)

Please retu rn to The Zoo Inqui ry. Freep ost, M anch ester M C20 6YZ.

2 On the basis of your discussion, do you th ink that zoos should be abolished?
Why? Why not?

Writing UNIT 10 1 127

Writ ing Part 1, letter
th e zoo?
Unders tandin g the task 1 Read th is writing task a nd the extrac ts. Who is in favour of closing

at a small zoo in
You are currently living in England and a friend of yours is working
in the local pape r about the likely closure of the
the area. You recently read an article
informa tion, so that yo u can w rite a letter
zoo. You have asked you r friend for some
to the editor of the paper.
your friend 's letter.
Read the advertisement for the zoo , the new spap er article, and
why you think the zoo
Then, using the information, w rite a letter to the editor, stating
should be closed.

It's a
howling
shame!
It seems that the spoilsports
amongst us are having their way
again. Barbarham Zoo , which
first opened its doors 54 year s
ago , has been visited by
inspectors and council staff and
looks likely to close within the
next two months .
Those of you who can
remem ber the happy childho od
hoors you spent gazing at Ero l
the elephan t (still goin g stro ng)
will be sad to learn of the zoo's
probab le demise. No more will
it provide hours o f plea sure for
the young and old alike.
The council says th at
Barbar ham no lon ger serves a
useful purpose and that
co nditio ns for th e a nimals are
unsatis factory. Accord ing to a
tearful Mrs Parkinson , who has
acte d as animal feede r, ticket
co llecto r and car-par k
attenda nt for the last fifteen
years , many of these animals
will now have to be put down ,
as no other zoo can take them .
In these days of conser vation
when there ha s been an up surge
of interest in creatur es of the
wild, it is asto und ing that sma ll
zoos like Barbarham are being
threate ned with closure . We
would like to hea r from ou r
readers on this issue.

128 I UNIT 10 Writing

 So you wan! 10 write a reply 10 Ihe paper about Barbarham?
Good {or youl I couldn't believe Ihe article In lasl week's paper
- my experience Is complelely dl{{erenl. A llhough I'll be out o{ a
job, I'm sure closure Is Ihe besl Ihlng. II's really depressing
working here and seeing how miserable some o{ Ihe animals are
-Ihe cages are so cramped. None o{ lhc animals are very heallhy
either: Between you and me, Erol Is In a bad way and seems In a
101 o{ pain. The lalesl disaster Is the building o{ Ihe new
aquarium, which has had 10 be abandoned- water leakage.
So much {or a memorable day oul -my advice 10 Ihe public
Is.. Don't waste your money!
I hope you Include Ihls In{o In your tester. Don't mention me
by M me Ihough, because I'll gel into lroublel

Selecting ideas
2 a Match the negati ve points in yo ur friend 's lett er to releva nt par ts of the
newspap er article and the advertise me nt.
b Highlight any ot h er poi nts in the newspaper a rticle th a t yo u wa nt to take issu e
with. No te do wn your argume nts.
c Remember not to 'li ft' ac tual phrases from a ny of th e extra cts.
d Do n't forget yo u ca n a dd points of yo ur ow n, as lon g as yo u have cove re d th e
req uired co nt e nt. Go ba ck to the reaso ns you di scu ssed in the Introdu cti o n, for
wh y zoos s ho uld or shouldn't be abolish ed . But remember th a t yo u have to
support the clo sure of Barbarham Zoo!

Focusing on th e read er 3 You a re writing to th e editor of the pap e r, so a form al regist er will be requ ired . Wha t
wo uld be a su ita ble o pe n ing?

Planning yo ur ans we r 4 a Decide on the order of th e poi nt s yo u wish to make. Yo u sho uld give your
stro ngest a rgu m ents first.
@IlliJ
tee ~~€
2 page 193
9.3, 11 page 195 b Thin k a bo u t how to int rodu ce your friend 's o bservatio ns. Some of th ese phrases
m ight be useful:
an unnamed source
a personal contact at the z oo
off-tlle-record com me nts
to leak information
to reveal a SOli rce.

c Remem ber to inclu de a specific reference to the o riginal newspap er article.

Writ ing 5 Now write your letter in abo ut 250 words . When yo u have finish ed chec k your
"""-&Jft page 184 ans we r ca refully. Hem e m he r WRITE

Writing UNIT 10 1 129

Listening and Speaking Are you a Good Citizen? T

lntroduction Wha t socia l issu es ar e a sign ifica nt prob lem in your count ry? In gro up s of three, ma ke a
li st and choose two problems to discuss. If you were in a po sition of power, what wo uld
you do to change things for the bett er?

Listening 1 Read th e sent ences below about Charles Dic kens, th e English noveli st, who wro te
about the poor and ill -treated peopl e of his time. As you read, think about wh at sor t
Part 2
of inform ation is missing. Remember th at no more tha n three words w ill be
necessary for each gap.

Hard mimes
Charles Dickens made use of his unhappy
(1) in his novels.
His father was sent to jail fo r (2) _
When Charles was fifteen, he earned his living as a
(3) in th e Hou se of Common s.
His ab ility to describe characte rs as we ll as his fee lings
about (4) soon became apparent.
As a result of his novels, some boarding schools Were
forced (5) _
Many characters were base d on fam ily and friends.
In David Coppe rfield, his (6) was th e
model for Mr Micawb er.
Charles Dic kens died from a st roke in 1870 at th e age
of (7), _

I.-,! 2 Now li sten to the tape and com plete the informat io n about him in gaps 1- 7. You will
hear th e tape once only.

Vocabulary 1 In th e li stenin g extra ct, the foll owin g phrasal verb wit h on was used.
Phrasal verbs Dickens went on to write such powerful stories ...
What is th e meaning of ioen t all in the above context?How do es it differ from the
following sen ten ces?

1 '1 li ke Tom a lo t, but he really does go on at times!'

2 The fun d-rai sing meeting ioent on for three hours.
3 'Oh, go all ! Co me wit h us to th e concert.'

130 I UNIT 10 Listen ing and Speaking

 2 In pairs, look at th e following se ntences an d decid e what the verbs in italics mean .
I Well, I can't stand around cha tt ing all day. I must be getting all .
2 Gra ndad isn't as lively as he used to be. I sup pose he is getting all a bit now.
3 It took a while for the idea to catch all.
4 The game is qui te complica ted, but some people catch all ver y qui ckly.
5 The airport authority laid all extra flights to cope with the sum mer ru sh .
6 What brought all thi s change of mind so sudde nly?
7 Hachel took all more work th an she could co pe with.
8 The charity has taken all 200 new voluntee rs over th e last three months.

English in Use Exa m tip ...

Part 4 In Paper 3, Pa rt 4, you are give n two texts on differe nt topics. Remember to read through the
completed texts checki ng that the words you have used make sense and fit the gaps
grammatically.

1 Quickl y read th ro ugh the first a rticle ignoring th e gaps. What is Manuel Eliza lde's
con nections with th e Tasad ay tribe?

2 Read through th e article again, ca refully, an d decid e what pa rt of speech you will
need in each gap.

3 Fit the correct form of the word in capital letters in each of th e gaps.

Manuel Elizalde and the Tasaday tribe

When Manue l Elizalde announced the
d iscovery of a tribe in the Ph ilipp ines
(0) lln corrupted b y civi lisation , h e
touched a (1) cho rd among
th e ord ina ry millions who muse on th e
appeal of th e simple life. Immediat ely
o CORRUPT there was s ke p tic is m from experts
I SYMPATHY (2) abou t a ny surviv ing
2 DOUBT hu m a n ' dodos'. H o w co u ld th e
3 DISCOVER Tasaday have remained (3), _
4 NOTORIOUS until 1971 in a country of 40 m illion
5 MISCHIEF people? Elizalde came und e r deep
6 FORGE suspicion. He was fro m a rich fam ily
7 MINOR
and had gained (4) as a
L - - - -- - - -r' playboy. Were th e Tasa day an elaborate
hoax? It would be tid y to close th e story
the re, as o ne m ore exa m p le of a
(5) ant h ropological joke,
comparable to th e Piltdown man, which was not exposed as a (6) _
until 1953. However, the Tasaday discovery is not a Piltdown. Elizalde did
not inven t the tribe. He w as personally in terested in (7) and in
fact he and hi s wife h ad adop ted fifty orphaned chi ldren from such families.

Listening and Speaking UNIT 10 113 1

 4 Now com plete th e following task in th e same way.

Shortage of Nurses
••••••••••••••••••
The ave rage working life of a nurse is 7. 1 years and 30,000 leave every
yea r. There has always been the (8) that those leaving
could b e repl aced b y an (9) supply o f 18-year-o lds.
8 ASSUME Nowadays, howeve r, such ke e n 18-year-o lds are (10) thin
9 END
o n t he ground and the profession is facing a (II) crisis.
10 COMPARE
II RECRUIT Nurses wh o ta ke a break to have chil dren and the n wish to ret urn fin d
12 FLEXIBLE that ( 12) shi fts d o not fit in with school hours and holidays.
13 ADD Many may ( 13) have severe gaps in their working
14 CONFIDENT
15 SHORT knowledge, often l acking ( 14) as a result. Until these issues
are adeq uately ad dressed, staff (15) will continue to
threaten the successful running of many hospi tals. •

Speaking 1 In pairs, look at the following dilemmas. In each case, decid e what you th ink you
w ould do.
Part s 3 and 4

What would You answer the door to a caller campa igning

against the building of an airport near your
VOU do 1 town . Do you :
A sign the petition offered?
B make an excuse and shut the door?
C ask for more details before deciding to
On a rnotorwav, you see a car parked on the
sign?
hard shoulder with two children in the back
seat and the driver looking distressed. Hurrying to catc h a train for an im portant
Do you: interview. you see an elderly person fall to the
pavem ent. Other pedestr ians are within sight.
A stop at th e next opportunity and alert the
Do you:
police ?
B stop and help the m? A stop and assist ?
C take no action? B carry on to the statio n?
C stop a little furth er up the road, looking
Your neighbour, w hom you hardly know, has
back t o check that someone has reacted?
been wi dowed. Do you:
You see a group of child ren torment ing a dog .
A drop by to say you' re available if any help
Do you:
is needed? I
B make a real effort to develop a relations hip A attempt to stop them?
w ith her? B decide to report them to an anima l
C leave th ings as they are: someone else protection society?
will deal wi th it? C give the m a hard look and w alk on?

2 Di scuss your decisions with another pair, giving your reason s. Decide wh ich you
think is the mo st difficult dilemma befor e reporting back to th e class.

132 I UNIT 10 List ening and Speaking

3 Now look at the pictures for a compet ition prom otin g caring with in society. In
groups of two or three, discu ss which ones illustrate caring mo st effectively.
Decide which picture should be th e winne r, whic h should receive 2nd and 3rd pr ize,
and wh ich should receive a run ne r's-u p prize. Sugges t a title for the winning
picture.
Remember to give reasons for your decisions. Now te ll a nother group what led you
to make yo ur selec tion .

Listening and Speaking UNIT 10 1 133

Structure A Caring Image T

Introdu ctio n

Imagine that you are organizing a spo nsored s port ing

event. Disc uss the following ideas, a nd decid e which
you thi nk would be the most or the least successful in
helpin g to ad vertise th e eve nt a nd raise m on ey. Give
reasons for your answe rs.
• Putti ng leaflets th rough people's lett er boxes to
adve rt ise th e even t.
• Collecting sponsorsh ip mo ney door-to-do or.
• Holding another co mpetition during the event ,
for exa mple, th e funniest hat.
• Making a charge for e ntry.
• Selling raffle tickets for pri zes.
• Playing mu sic in th e streets.
• Inclu d ing different kinds of sporting events.
Ca n you add any ideas of your own to th e list?

Reading
The advertisemen t below is for the ph otographic • how th e ph ot ographs will raise mon ey.
co mpe titio n you discu ssed in the speaking sec tion of • wha t the pr izes a re.
thi s unit. Skim read the adve rtisemen t a nd find out: • how to en te r.

15 Anyone can enter as our competit ion is stric t ly for

PHOTOGRAPHIC
COMPETITION
20
I f y ou a re k e en on photography, or simply like
mes sin g a b o u t w ith c ameras and enjoy taking
im p r o m pt u photographs, your hobby might win you
a f abulous Caribbean c r u ise for two, a flight on a
5 s u per so n ic aeropl ane. or the latest photographic
amateu rs , so you don 't need to bu y expens ive
equipment. What we're looking for is a very speci al
image which succeeds in captur ing a caring situation .
It m ig ht be of the elderly, the very young , someon e
who is sic k or disabled , or even a pet, but it must be
eye -catching !
Your photographs ca n be black an d white o r c o lo ur,
and the c o m pet itio n is open t o b oth adul ts and
ch ild re n. So, if you dec ide t o enter, bet w een now an d
th e en d o f next m o n t h , t ry t o find an ima ge t hat

- g
25
e q u ip m e nt . illustrates for yo u th e essenc e of c aring and se nd u s
your photograph (s ).

c::Cllr....
The focus of our photographic com pet iti on is on c arin g .
We 'd like you to focus your came ra len s o n the caring
world around yo u. Entering ou r exci t ing com pet it io n
10 could wi n you one of these ama zing prize s, as w ell as
help raise money f o r four deserving charit ies w ho se
ta sk is to provide es sential ca ri ng sup port, de sp ite
ever-ri sing costs. Ten runners-u p wi ll rece ive a travel
alarm cloc k / calculator.
30
If you ca n se nd a don ation w ith y o u r ent ry, th e
p ro c eed s w ill di rec tl y benefit f our des ig nat ed c ha rit ies
t hat w o rk w it h people w it h d is abilities and t heir ca rers .
The d istinguished pan el of ju dges will include a famous
T V presenter and an acclaime d international
photograph er.
We look forvvard to receiving your entries.
When send ing you r p hotog raph (s) . re m e m b e r to w rite yo u r
name a nd a d d ress clea rly on the b ac k. We reg re t t o in f orm
you t hat we ar e u nab le to re t u rn e ntries.

~
134 I UNIT 10 Structure
250 words
 Gerunds
~ Wh ich words in th e three sentences below are
geru nds a nd how a re th ey used d ifferently?
Raisin g mon ey is one of the mo st difficult things in
the world!
2 Some organizations are very good at persuading
people to part with their money!
3 Few peopl e like colle cting money for charity on
street corners.
[[] Can you find exam ples of each use of the gerund in
the advertisement opposite?
Present participles
~ Present participles can be used as adjectives.
For example,
a caring image
an amusing story
tile situation is worryin g.
Can you find other exam ples of present participles
used as adjective s in the advertise ment?
[[] Present parti cipl es ca n also be used afte r a
co n nec ting wor d or phrase instead of using th e
com plete co ntinuo us ten se. Fo r exa m ple.
wh en yOIl are posting a letter, reme mber to check that
you have pu t a stam p on it.
Whell posting a le tter, rem ember to check that you
have put a stam p o n it.
Find a sim ilar example in the adve rtisement.
@J Now rewrite these se nte nces usin g a presen t
pa rticipl e.
He was living in Africa w hen he wro te his mo st
successful books.
2 If you a re tryi ng to start a ca r eng ine from cold , you
may need to pull out th e choke.
3 l ie was studying at u niversity whe n he decided that
he want ed to become a po litician.
4 When you a re watc hing TV, you a re advised not to
have the volu me turned up too loud .
5 While we were stay ing in Rome. we came across
some old friends we hadn't seen for ages .
Infinitive or prese nt participle?
~ What is the differen ce in mea ning between these
two sentences?
I We saw him skate.
2 We saw him skating.
[[] Com plete the following se ntences using either an
infinitive without to or a present participl e. as appropriate.
A spellbound aud ience heard Pavaro tti (sing) at La
Scala in Milan .
2 The teacher noticed some of h is stude nts from the
college (da nce) and (sing) on th e stree t corner.
3 Th rough th e op en window, the ch ild re n saw the
actors (rehearse) for th eir play.
4 The Thompsons heard th eir neighbours (argue) as
they pa ssed their front door.
5 The nu rse noti ced the pa tient (sta re) blankly ou t of
th e room.
6 The drama stude nts wat ched th e famous th eatre
company (give) their acclaimed performance of
Macbeth.
Verbs followed by a ge ru nd or infi nit ive
with no difference in meaning
~ Certain verbs are followed by eithe r a geru nd or an
infinitive with to, with littl e or no differen ce in meaning
(for example, begin, continue, like, love, hate, prefer, start).
However, wh y ca n't yo u use the ge rund in this se ntence?
Wee/like yO li to focus yo ur came ra [ell s all ...
[il] Which form would you use in thi s se n tence a nd why?
He was beginning (have) doubts about th e decision he
had made.
Structure UN IT 10 1 135
Verbs followed only by a gerund or only [(J Remember
by an infinitive When send ing in your ent ries for the com petitio n, you
had to :
In the advertisement, you ca me across :
... remem ber to write your narne and add ress clearly on
... enjoy taking impromptu ph otographs .. . th e back.
... if you decide to enter .. . Wh at is the difference in meaning between these
Enjoy can on ly be followed by a ger und, and decide se nte nces?
o nly by an infinitive. Here are so me other verbs which I I always rem ember to put th e postcode on a letter.
beh ave in the same way. Whic h verbs ca n be followed 2 I rem em ber putting the po st code on th e letter.
by a geru nd, a nd wh ich by an in finiti ve?
Can you think of an y other ver bs like remember wh ich
afford agree avoid consider are followed by either the geru nd or th e infinitive with
den y dis like expec t fini sh a comparable differ en ce in m ea ning?
keep learn mind mi ss
pr actise prete nd promise refu se @] Com plete th e se ntences below with a suita b le form
seem suggest threat en wish of th e verbs in bracket s.
My father (reme m be r I spe nd) long happy hours
Verbs followed by either a gerund or an on the be ach whe n he was a ch ild .
infinitive depending on th eir meaning 2 We (regret I say) that you h ave not won a prize
in our co m petitio n.
Some verbs can be followed eithe r by th e gerund or th e 3 Your football boots (ne ed I clean ) before the ne xt m atch!
infinitive, dep ending o n their meaning or co ntext. 4 You (n ot need I explain) th e situa tion to me
because I underst and perfectly.
~ Need 5 John (try I remember ) his aun t's ad d ress, but it had
com pletely gone ou t of his mind.
Th e adve rtise me nt stated that: 6 (Try I not I make) eleme nta ry gramma r mi st akes
. .. yOli don't need to buy expensive equ ipme nt ... when yo u are w riting a co m pos itio n.
7 Please (reme m be r I phone) hom e a nd tell th em
Would it b e po ssibl e to say yOll don't need buyi ng
I'll be lat e.
expensive equ ipment? B My sister (reg ret I not I work) harder whe n she
Wha t is the differenc e in form and meaning between started uni versity.
these three se ntences? 9 Th e technician (try I fiddl e) with knob s, bu t th e
machine still wo uldn't w ork.
You need to bu y spec ial eq uip me nt for this type of
10 The matte r (need I look) into.
photography.
2 This ca me ra len s needs cleaning.
3 This ca me ra lens needs to be cleaned . Practice
How wo uld you make these sentenc es ne gative?
In pai rs, find out from you r pa rtn ers:
[!] Try • what th ey enjoy doin g most.
For the photo graphic com pe tition, you had to : • wh at they would like to do in the future.
• what they can rem ember doing when the y we re
... try to fi nd an im age that illu strates ... caring ... very young .
What is the differen ce in meaning bet we en the first • if they have ever seen anyo ne famo us act, sing or
part s of th ese two se nte nces a nd how could you dan ce.
com plete th em? • if th ey have ever tried to do so mething hu t not
been able to.
1 I tr ied writing to th em but I received .
• if there is an ything they regret doing.
2 I tri ed to write to the m but I couldn 't .
• what they think they need to do in order to
improve th eir Eng lish.
When you have fini sh ed , tell the class the most in ter esting
thing yOll have found out about your p artner.

136 1 UNIT 10 Structure

 Today's World
Readi ng The Beauty Myth T

THE
/iT'S EV~
.,. (2. E AI ME (\I T ;- R. E M o v E ~ j
( T HEW R. I tV k L E il
FROM MY BR.AIN,)

~---l
YOV1'H
PL.VS
----------
BE F=Q R E.. . AFTER . ..
MR5 JOI'IE5 FEEL5 SO ONLY i. 65"0 MR5 JOI'IE5
OLD AND DO\l\lDY ! LOOkS" >0 YOVNCr.'

lntroduction 1 What do you think th e message of th is p icture m ight be?

2 Read th ese sta te men ts from th e ar ticle on page 138.

Do you agree with what is bein g said?
Our ability to believe tuha t IVe IVan t to lias ... made life easy for the beauty industry..
... yo ut lt an d beau ty ha ve becom e the Cllrrency ofour society, buying popularity
and opportunity.
The va lue ofage and experience is denied .. ,

Reading 1 Read the article on page 138 q uickly.

Part 3 Wha t do es the write r th ink abo ut co nte m porary attitudes towards agei ng?

Reading UNIT" 1137

 Youth and be auty have b ecome the O ffe ring a m o r e sc ie n t ific in te r-
currency of our society. The value pr e tati on , Brian N ewma n, a Briti sh
of age and experience is denied. surgeo n w ho h as st u d ie d Im ede cn ,
explains that the com po und has a specific
95 a cti on i n t he g ut , p reve n ti n g th e

breakdown of esse nt ial proteins in the

The true
diet and allo wing the ir absorp tion in a
state more easily utilised by th e skin .
Dr Whi te, a Cons ultant Dermatologist,
100 is unimpressed by the data and qu estio ns

value of age th e m eth od olo g y. In a d d it io n , th e

med ical journal in w h ich th e st udy of
Imedccn is published is a "p ay" journa l -
on e in w h ic h a ny st u d ies ca n b e
105 publish ed for a fee. Acc o rd ing to Dr

W
h e n I casually me ntio ned to
a colleague that I was loo king
into cosmetics that clai med 12
b eat back th e ravages of a geing , h e r
5 worries poured out. A mo nt h ag o , she
to ld me , s h e had su dde n ly n o ti c ed
wri nkles all over her face . Fingering her
be autiful but finel y-lin e d feat ures , she
explaine d t hat , alt ho ugh she kne w that
10 her discovery had more to do wi t h the
blurbs d ecl ar e th at ac tive ing re dien ts
suc h as ex t racts o f human pla c enta or
animal sp lee n stim ulate c e lls deep in th e
ski n 's layers to divide , so replac ing old
50 cells and effec tively renewing th e skin .
If t he se claims a re tru e , co u ld t he
effec ts be harmful? If normal ce lls can be
stimulate d to divid e , th en abnormal ones
c ou ld also be triggered to multiply, so
55 c aus ing or accele rating skin ca ncer. A
White,any attempt to p lay by th e medical
world 's rules of c redibility has backfired .
Suc h co n troversy is familiar gro und to
Brian New man, w ho use d o il of even ing
110 prim rose years before it w as ge ne rally
accep ted . Undeterred , he insists th e most
im p o r tant poin t to es t a b lis h is t h at
Imedeen ac t ually works .
Ulti ma tely, however, the real issu e is
115 w hy we are SO terrified of wrinkles in th e

abrupt ending Of'l six-year relationshi p
than p re mat ure ageing, she just had to
do someth ing abo ut it.
Giving he r the pai n fu l fac ts on h er
15 possible salvat io n , I p ou red scorn on th e
miracle c u re s . Des pi te m y damn in g
remarks , how e ve r, she begged to kn ow
w here she could get th e tr eatments I had
mention ed. Whc n it comes to be aut y
20 w ho w ants to kn ow thc tr ut h ?
Our ability to believe w hat we wa nt to
has, in t he pa st, made life easy for th e
beauty in dust ry. Fue lled by th e immens e
va lue att ac he d to yo ut h , it ha s made
25 milli on s o u t of vaca nt p ro m ises of
r e n e w in g faces and b odi e s. To gi ve
skin ca re scien tific credib ility, beau ty
c ounte rs have now sto len a ve neer of re-
sp ec tability fro m the hospital clinic. Sales
30 staff in w hite co ats "diagno se" skin typ es
on "c omp ute rs'tand blin d cus to me rs with
the science of free radica l dama ge and
DNA replic ation . Provid ing t he "d rugs"
for th is ga me , t he m arkct c ers ha ve
35 created t he 'c osme ce utical ' - a real term
co ine d to d e s c rib e n e w cos me t ic
th e rapies w hich, they say. don 't just sit
o n the surface but ac tually int e ract with
t he cells.
40 Is t h is rea lly jus t a h ar mle ss ga me ,
t ho ug h? Th e in cre asingl y ext rav ag ant
cl aims made b y t he c osme tics manu-
facturers abo ut the ir p ro d uc ts ' ability to
get rid of wrin kles have w orried doctors
45 a n d toxico logists . Th e p ro m otional
ne w a rr iva l on the an ti-w rin kle fron t first pl ac e. Sadly, yo ut h and beauty ha ve
claims to be a more natural way to avo id be come th e c ur re ncy of our society,
the dr ead ed lin es. As a pill ra th er than a bu ying popularity and o p p ort un ity. Th e
p ot ion , Irncdecn works from th e inside valu e of age and ex perie nce is den ied ,
60 out, providing th e skin w ith nutritional 120 an d wome n in p articular fe el th e threat
and biochem ical sup p ort to e ncourage tha t th e visible changes o f ageing bring.
the body's own self-repairin g proce ss. According to Pam ela Ashurst , Cons ultant
f irst d eveloped in Sca n d in av ia , it Psych othe rapi st at th e Royal Sout h HatHS
co nt a in s ex t rac ts o f fis h Hospital, w he n men gain
65 c art ilage, ma rin e plants, a little g rey h air, th eir
Ultimately,
and th e c hitin fro m shrimp a pp eal o fte n in cr ea se s
s he lls w h ic h p ro vid e a however, the b e c au s e , for th em , age
formul a incl uding proteins, real issue is im p lies powe r, su c c ess,
amino ac ids , min erals, and we alth, and p ositi on . But
why we are so
70 vita mi ns. Acco rd ing to a as a woman 's p ower is still
p u b lis he d s t udy, v is ib le terrified of strong ly perc e ive d to be
improvem en ts appear in the wrinkles in the tie d up w it h fertili t y,
skin texture after t wo o r agein g d emonstr at e s to
first place.
three months of tr eatm ent . the world her decl ine , he r
75 The skin is softe r,smoot he r, redundan c y fo r h e r
wrin kling dec reas es bu t is not eliminated, primary func tion . Wrin kles are sym bo lic
a nd b le m is hes and fin e brown lin es of th e shr ivel ling o f t he rep ro d uc tive
d isap pear. system.
Lesl ie Kenton admits she w as scep tical Un til we ap prec iate th e true value of
80 until she tried Imedc en herself. \Vomen, 140 age , it is d ifficult to be a ny t hing but
she beli eves, should take resp onsibility pani c ky w he n t he sig ns of n .em erge .
fo r t he na tural b alan c e o f t hei r Wh ile t he me dia con tin ues to port ray
bioch emist ry - a principle she ca lls"body men of all ages a longs ide young ,smooth-
ecology".Careful bod y ec ology, she says, skin ne d w omen as a visio n of suc cess,
85 no t onl y improves lo oks but a lso 145 wome n w ill go on investing in pots of
e nh a nces e nergy pro c esse s an d e ven worthless goop. Let 's see mo re mat ure ,
expa nds awa re ness. lm ede eu fits t h is wrink led wome n in att rac tive , success-
concept by providin g for th e skin 's needs. ful , happy ro les and let's sec men figh tin g
But c an sh ramp she lls really do the t rick to be wi t h the m . •
90 w ith wri nkles?

138 I UNIT 11 Read ing

845 wo rds c§
 2 Look a t the first multiple -choice qu estion. The parts of the a rticle wh ic h relat e to
th is questio n have been und erlin ed . Wh ic h is the correct o ptio n?
What does the writer's colleague want to find out ?
A the truth about beaut y creams
B how to save a re lationship
C how to p reve nt p re mat ure ageing
D where to get h old o f th e products

3 Now look a t these o th er qu estions. Use th e te chnique o f und e rli n in g the p a rt s of the
te xt to h elp yo u d e c id e o n the co rrect options.
2 The b e a ut y in dustry attra ct s custo mers by
A producing creams that interact with cells.
B giving its sales sta ff a professional ima ge.
C e m p hasizing th e usc of n atural in gredients.
D linking beauty w ith youthful lo o ks.
3 Leslie Kenton and Brian Newman believe that Imed een ma y wo rk because it
A nouri shes the skin.
B in cr ea ses e n e rgy le ve ls.
C dissolves in the gut.
D contains vita l protei ns.
4 Why is doubt cast on t he journal which p ub lished th e s tu d y of Im ede en?
A The article s are not based on accurate data.
B The journal is n o t widely read by d oc to rs.
C Any a rt icle is published if th e aut hor p ays a fe e.
D The journal is fund e d by pha rma ceutical companies.
5 What does the writer thin k abo ut a n ti -age ing creams?
A They ca n not reduc e th e effects of o ld age.
B Research h as no t b een rigorous eno ugh.
C On the whole the y a re wo rth u si n g.
D Both men and wo me n should use them.

4 At the end of the a rt icle . the w rite r expresses h er views a bo u t age a n d its differ ent
effects on men and women . Say wh eth er o r not yo u agree with the w riter. Give
rea sons for yo ur ans wer.

Style An articl e such as thi s is sim ilar in many ways to a repo rt but is w ritte n in a more
informal way to make it interestin g fo r the general read er. rind more exa mples from the
text of the following.
• Giving an opinion .
Sad ly, yout tt and beallly ha ve becom e the currency ofour society, buying popu larity
and opportunity.
• Speculating.
If these claims are tru e. could the effec ts be harmful?
• Reporting what someone said.
Leslie Kento n admits she lVas sceptical until she tried Imedeen herself

Read ing UNIT 11 1139

English In Use 1 Read the adver tisement an d say what the clinic claims it can do. Wha t does the
writ e r of the letter th at follows think about it?
Part 5
2 Comple te th e gaps in th e lett er, usin g no more th an two words to fill eac h ga p.
Rem ember tha t th e word s you use sho uld not be th e sa me as th e on es th at ap pea red
in th e adve rtiseme nt, but sho uld have the same meaning. The first gap has been
done for you as a n exa m ple.
Before you start, make su re you:
• read the lett er carefully and decide on the register.What kind of language is used ?
• study the example given in the lett er a nd see how it differ s from the origina l
word s in th e advertisement.
. d onl wi th higlJiy experienced,
Consu/ta tlOlls are be! ~ ,. '" thi s very important
The Raeburn Clinic caring surgeons - who specta tse I
is the count ry' s and IJighly visual aspect ofsurgery.
f all ages benefit from Cosmetic Surge ry.
leading hospital Men an d wom~n 0 f ' - o vement procedures -
dedicated e xclusi vely 5 There . is a wld~ ra nge °fi I ~~C shape of the nose. Each
e
to co smetic surgery inclu~lOg. operatlollj to : c;c crienced surgeon achieves ,3
h
nose IS ~Ifferent an \:ith ~lr facial features. Of course, It
for men a nd women . harmonious balance C\" · that YOU can sec on screen
. S on l . at T he Raeburn IOIC •
10 ~vha t ~ mprovement surgery could do for you.

Cosmetic Surgery for Women ~~~t~~~u~~~pond

Stu bborn areas 0 a h h lipo suction Th
to d iet M
e figure IS
g
exer cise ca n be remo ved ~ rtllU d th e ·llllpr;)VCmc nrs ar c
T hc R aeburn Clinic d leaslllg y an
reconrou.re mor e .P • . th e 10 ical way to co mplete a
0181-371 9432 o ften quir e d ramati c. lit IS f ~med with great success,
15 "t rim" figu re and has teen per 0
101 Kings Avenue, over man y yea rs, o n men an d wo men.
West London , NW3 4CK

I've seen an advertisement about cosmetic SlU'yery. II says Ihal il

(1) works well {or men and women (2) age and so I Ihough!
I would (inally gel somelhing done about my nose!
Apparenlly. as evel'y nose is di((erenl. Ihey Iry and make Ihe new one
(8) wilh Ihe res! o{ your [eaturcs. This clinic seems 10 be
able 10 (4) on a TV screen whal you would (5) _
aflel' sur{jel'Y·
The otker Ihin{j il lalks about is ltposuctton. Sounds dreadfu! but II
may be Ihe answer 10 {jellin{j (6) o{ {al Iha! won't go even
when you've been (7) or (8) lois o{ exercise. Ii
can aclually improve Ihe (9) o{ your body (10)~~~~_
They say it 's an obvious answer 10 Ihe problem o{ (11) into
shape. The success tale of Ihe operations is supposed 10 be lIe,.y
(12) S o how about ii, Barry P

3 In pair s, discuss the issue of cosme tic surgery. Th ink of exa mples where cos me tic
su rgery ca n improve th e quality of life. Are there any situa tions where you think it
might not be a good idea?

140 UNIT " Read ing

Listening and Speaking Alternative Technology T

lntroduction 1 Look at the paragraphs below and decide wh ich of th ese ' low-tec h' solutions are
be ing de scribed .
growing high- yield crops biological control of pest s
alternative energy sources practical preventi ve measur es

II RECENT SURVEY showed that 60% of !!!ll!I have developed a

A Masai children suffer from trachoma .
One way it can be spread is by the use
of polluted water or communal water already
new prolific variety of cassava, but, unlike
Asia's w heat and rice, the cassava needs no
fertiliser or irrigation. The plant has long roots
5 used by people with the disease. Flies are the 5 that tap soil moisture dee p in the ground,
main carrier, lured by the milk around a child's helping it to survive in the droughts that have
lips and nose. An empty tin with a small hole In
become common in Africa.
the bottom Is a simple way to combat the
problem. A cupful of clean water is poured into
10 the tin. Children then use drops of clean,
uncontaminated water to wash their eyes. 1:1 T he technical experts and the
p o lit ici an s a gree that th e
b ar ren . winds we pt cliffs of

II THE GREYBACK BEETLE is a serious

5
Scotland arc ideal sites for the
huge wind turbin es which will
help to meet Britain 's growing
t h reat to suga r-ca ne cr ops t hroug h ou t th e need for po wer . Som e even
argue that the scale, shape and
worl d. We depend on ca ne a s the raw ma terial motion of th e turbine s will
from wh ich suga r is mad e. Marine toads were 10 improve th e enviro nment in
5 or igi nally br ough t over to Pu erto Rico and th e the same way that a beautiful
West In dies in th e 19t h century to control the stat ue e n ha nces a ga rde n.
beetl es a nd ot he r sugar-cane pests. When t he Locals, like Jim Ca mpbell. are
toa d was introd uce d in to Australia , it soon not co nvinced: "I can see that
posed a t hrea t to Austra lia n wildlife . Native 15 o ne of t he se th ings o n its
10 species were di splaced and lizards, snakes , ow n might look goo d to so me
koal as an d even crocodiles were attacked. peopl e b ut when yo u get a
hu nd re d of t hem thr eshing
away the n it's ju st an eyeso re.'

2 What are the benefits and drawbacks of th e ' low tech' solutions in eac h of the
situ a tions de scribed?

3 Can you think of an y 'high -tech' solutions , for example a ntibio tics, whi ch could be
used in A-D instead?

Listening and Speaking UNIT 11 1141

Speaking 1 In pairs, look at th e extrac ts below. Can yo u th ink of any di sad vantages to th e solutio ns
described? Whi ch so lutio n do yo u think is more practical an d acceptable a nd why?
Parts 3 and 4

Today the Ce nt re for Alternative Technolog y

2, 3 page 193 T he nuclear fuel we use is ur aniu m, a resource
which is nor only plenri ful bur logica l since rhere
is no o ther day-t o-day use fo r it . It is also
ex traordina rily efficient: two uraniu m pellets th e
size of suga r cubes will meet th e electricity needs
of on e person for a n entire yea r.
produces a lmost all the e lectricity it needs
using the w ind, the sun and water. Water
supplies about 55 % of the e lect ricity, the w ind
supplies 25 %, and 10 % is from so la r energy.
A diesel generator provides the rest.

2 Now form gro u ps of four a nd re po rt th e decisions you have rea ched .

3 In yo ur gro ups , di scu ss th e followi ng qu estion s. Mak e sure that yo u a ll contribute

eq ua lly.
What difficulties might th ere be in tryin g to per su ad e people to use alterna tive
so urces of ener gy?
What cha nge s wouid yo u ag ree to if yo u thought it wo u ld mak e a difference to th e
enviro nment?
Do you think there is too much emphasis o n enviro nmental issu es in th e m edia?
Explain your an swer .

Vocabulary In extract B on page 141, yo u ca me ac ross th e expression brought over. Her e a re so m e

other verbs which co m bine with over. Choos e an appropriate fo rm of on e of th e ve rbs
Phrasal verbs
to com plete the se n te nces below.
take

hand loo k
over
ta lk get

pas s

The masked m an as ked th e passengers to all th ei r money and jewelle ry

to hi s acco m plice.
2 Helen was deva stated whe n she rea lize d she had been for promo tion in
favour of a you nger colleague.
3 We plan to co n tro l of the wind tur b ines to the local co mm uni ty as soo n
as th e necessa ry trainin g has been give n.
4 The se nator wa rned hi s co lleagues th at th e par ty was in danger of being _
by extremist s.
5 It wa s good to th e factory a nd I wou ld like to tha nk yo u for inviting me
to visit.
6 They th eir ideas for se ve ral hours before putting them in writing.
7 Julia couldn't ho w much her friend had ch anged since th ey had last m et .
a I am pleased to a nno unce that Jonathan Eva ns will as proj ect m anager
when Brian Baker ret ires in June.
9 Paul had ju st the shock of having his car stole n , whe n his house was burgle d.
10 Would you like me to th e d riving for a while, so that yo u ca n have a rest ?

1421 UNIT 11 Listeni ng and Speaking

Listening 1 You are go ing 10 list en 10 a rad io int erview abo ut a dam d eve lopment. Read th rou gh
Part 2 th e informatio n yo u have to co mplete befo re listenin g.

Exam tip ...

In Part 2 listening
Asian Dam Project
passages, you will find
that there is often some Size: ( 1) high
'recycling' of the details.
This means that you may Location: (2)
get a second chance to First proposed : (3)
listen for the correct
answer. Number of stud ies : (4)
Area t o be flooded: (5) hectares
Cost: (6)
Purpose: deliver (7) to Malaysia
Sponsored by: (8)
Contractors: (9)
Life spa n: (10)

toe>o I 2 Now listen to the radio in terview a nd fill in th e m issin g info rm a tion.
Wh ich info rmation d id yo u hea r m o re than o nce?

3 Without listeni ng to th e int e rview again , bu t usin g the co m pleted no tes o n th e da m to

hel p jo g yo ur m emory. d ecide wh ether yo u thin k th e sta teme nts below a re t ru e or false.
Work on the d am began in the 1980s.
2 It will cos t $600 to relo cate th e local inhabit an ts in the so ut h .
3 Th ree tribes will be affected by th e floo d in g.
4 Dr Lim believes t hat th e project is to o co stly.
5 The interviewer wants to kn ow wh y an As ia n com pany is not co ns truc ting the dam.
6 Mo st ofthe elec tr icity ge nerated by th e dam will leak o ut under the sea.
7 Britain w ill be contr ibuting only a sm all a mo u n t towards the project.
8 Dr Lim co mp lai ns of the lack of in for mation abo u t the st udies.

Listening and Speaking UNIT 11 1143

Writing Improving your Environment T

ln troduction Which of th ese enviro n me ntal problems would affect you

mo st if the y occurred in you r local a rea? Wha t act ion could
you take as a n ind ividu al to deal with the p robl ems?

Writing Part 2, leaflet

Part 2, leaflet 1 a Read thi s leaflet about the Ca m b ridge Gree n Belt Project.
Why ha s th e leaflet been produced ?

2 It increases understanding
Cambridge and enjoyment of the local
countryside by
Green Belt • organizing guided walks and
other events throughout the year

Project • producing information leaflets on

local walk routes
• giving illustrated talks to
community groups and schools

3 It also provides practical help

What does the project do?
1 It improves the landscape and
habitats for wildlife by
• planting new trees and hedges
• restoring derelict ponds,
overgrown footpaths and ancient
monuments
• managing existing nature
reserves , meadows and woodland
• creating new areas for wifdlife,
such as nature areas in schools
and pocket parks'
"pocket parks are small areas of land
maintained by loca l people for wildlife
co n se rvat io n and informal recreation
and advice on conservation
schemes to farmers, landowners
and local councils.
How can you help?
People of any age can help their
local government.
We need volunteers to help with our
practical conservation tasks.
You can come along as little or as
often as you want to, for as long or
short a time as you have to spare.
We afso welcome volunteers to
design our posters, prepare our
leaflets and generally help out with
office adminis,tration.
What else can you do?
Explore and enjoy yo ur local
countryside.
Come on one of our guided walks or
open days, or attend a training event.
Contact us if you know of any
neglected sites, overgrown ponds, or
footpaths that need attention.
Invite our Project Officer to give an
illustrated talk to your local society or
residents' association.
Phone 01223 846363
for further information now!

144 I UNIT 11 Writing


Exam tip
In Part 2 of Paper 2,you
may be asked to write a
leafl et. Ma ke sure that you
write the full 250 words
required. Don't spend time
on accompanying
illustrations. asthese will
I not be assessed.
Understan ding the task
Brainstorming idea s
Focusin g on th e reader
Plann ing you r answer
[illIIDJ .
8 .2 9 .3 , 10 page 195
Writ ing
<-s; fi2P page 190
b How has th e leaflet been laid out? Look a t each of th ese organi za tion al as pec ts
and say why you th in k th ey have been used:
• headings
• bull et points
• a fo otnote
• short pa ragraphs.
c Now look at th e language. Whic h ten se is used in the leaflet? Why?
How do es the writer use imperatives?
d Wh at regist er and tone is used in th e leafl et? Why do you thin k it has be en
writte n in this way?
e What im pression do you have of th e Green Belt Proj ect? Is it a proj ect that
a ppeals to you?
2 Now read thi s wr iting ta sk. What is the p urpose of th e leaflet ?
Your town has been short-listed with eight others for the award of best-kept town in
your cou ntry. The fi na l decision will be made in three months' time, and until the n, it is
crucial that the town looks at its best. The local cou ncil has as ked you to prepare a
leaflet aimed at residents, informing them of the award and encouraging them to
participate in making the town as attractive as possible.
3 a Th ink first of existing environ me ntal p robl ems in the town that could be
tackled. Remember your ea rlier discu ssion in the Introdu ct ion to th is section .
b Now brainstorm ideas of ways to improve th e look of th e town . The things you
sugges t must be pra ctical within th e time per iod and po ssible for individu a l
people to do .
c Fina lly, tbink abou t how a nd wbe re to mention th e award. How p ro min en t
should th is informati on be in th e leaflet?
4 Which regist er do you think would be most app ro priate , given th e purpose of th e
leaflet a nd its tar get read ersh ip?
5 Look again at th e overa ll layou t of th e model. The n p lan the layout of your leaflet,
using headings a nd bu llet points to map out th e main messages you wa nt to get
acro ss.
6 Now y Oll are ready to w rite the leaflet. Remem ber to ens ure that yo u w rite around
250 words. Chec k your final answer ca refully. Rem ember WRITE .,. .
Writing UNIT 11 1 145
Structure 'Designer' Babies T English in Use
Part 2
Read th e article on the left. then supply the m issing
words by writing one word in spaces 1- 15. The first one
Introduct ion
h as been don e for you as an example.
What do you understand by the te rm 'genetic eng ineering '?
The third con ditional
[i\] Meaning
Genetic Engineering Look at these exa m ples of th e th ird conditional:
WhenCharles Darwin published On Ihe Origin ofSpecies in 1859,
1 If I had lived in Dar win's time, I, too, would have
the Bishop ofWorcester', wife was most distressed. "LeI us hope it
is nol true," she remarked. "But if il is. let us pray thot it does nol been shocke d by his publication.
become generally known!" 2 If Darwin hadn't published h is revolutionary
the or ies, ou r a ncestors wo uldn't have found
5 SUPPOSing thot we hod bee n alive a hundred themselves in suc h a dilemma.
years ago, would we have bee n repelled by
To und erstand the mean ing, yo u need 10 ask these
the suggestion that humans an d apes may have
q uestio ns:
had a common ancestor? And had our ancesto rs
been born in modern times, would they have bee n Did you live in Da rwin's tim e?
10 similarly repe lled by the Ihoug ht of 'desig ner' Were yo u shocked by th e publication?
babies? I suspect that the answe r to both questions Did Darwi n p u blish hi s theories?
would be in the affirmative! Did the Victo ria ns find themselves in a dilemma?
I have Iried (01 10 rationalise my
own response III genetic [j!] Form
15 engineering. I persona lly feel that 121- - - - -
we were supposed to be pe rfect, we wo uld have What tenses a re used in each part of the conditional
(3) designed that way. Surely sentences in A?
expe rimenting with genes is (41 _ What could you use in the ma in part of each sen tence
invasion of the human self? O n the in stead of would?
20 151 ha nd, ca n we honestly say that
the human self is 10 (6) found in our [gJ Variations in for m an d meaning
genes?
Loo k at these three examples of the th ird conditional
From the medical point III view, fro m th e art icle :
genet ic eng ineering has opened up exciting
25 possibilities for the trealment (8) _ Supposing that we had been alive a hundred years
ge netica lly related diso rde rs. However, the rea l ago, wou ld we have been repelled by the suggestion
problem (91 this new science is thot il that ...
threatens to underm ine the categor ies through 2 And had our ancestors been born in modern times,
(101 we understand our world: our would they have been similarly repelled by the
30 moral and social codes. though t of'designer' babies?
3 Yet, if morality had originally been based on reason ,
(11) the Bishop of Worcester's
our attitudes might have been justifiable.
w ife, the anti-science lobby wishes to shut out the
facts that might upset its moral universe. a Sen te nce 1 uses Supposing that instead of If Does
Yet, if morality had originally been based this alt er the mean ing? If so, how?
35 (12) reason, our attitudes might b Se ntence 2 d oes not use a link word . What do you
(13) been [ustilioble . Unfortunately, notice about the order of wo rds in th is example?
morality has 1141 origin in pre jud ice, Why does th e write r use th is form?
ritual and hab it, a nd, (15) a result, c Sente nce 3 uses an alternative to would in the
the possibi lities afforded by scientific advance are main part of th e se ntence. How does it alte r the
increasing ly constrained . • ~ meaning?

- -.v 250 words ~

1461 UNIT 11 Structure
 Conditional link word s Mixed conditionals
W Mat ch the link words in 1- 5 to th e meanings in a-d W Second and third
below. Two of th e link words have th e sa me meaning.
In the article , you ca me acro ss the se ntence:
As I So long as the students are pr epar ed to work
... if we were supposed to be perfect, we would have been
hard , the tea cher will give them some extra lessons
designed that way.
before th e exa m.
2 Supposing (that) you had been offered the Yo u ca n often mix th e second a nd third cond itiona ls
opportunity to work abroad, wo uld you ha ve taken it? like this whe n yo u want to re fer to a pa st event which
3 Provided I Providing that the stude nt had had th e would I might I co uld I sho uld have had a dir ect result
right qu alificati ons, th e universit y would have been on a present situat ion. For example,
prepare d to co nsider his a pplica tio n.
[f we hadn't bou gh t the car, we wouldn't be so shor t
4 Unless I rea lly try hard to save so me money, I'll never
of mo ney now.
be able to afford to buy a car.
2 [f we had bo ught the car, we would be short of
5 Even if they had offered me a hu ge sala ry, I st ill
mon ey now.
wouldn't have accepted th e job.
Ask yourse lf th ese qu estion s about each se ntence:
a it wouldn't have I h ave had an y effect on th e
Did you buy the car? Are yo u short of mon ey now?
o utco me.
b 'except whe n' or ' if n ot' .
[[] You can also mi x the second and third cond ition als
c on the condi tion or und erstanding, o r 'o nly if'. when yo u wa nt to refer to a present s tate of affairs which
d let 's a ssu me. would I m igh t I could I sho uld have cha nge d a past
situat io n. For example,
[]] Use on e of th e link words above an d th e correct
form of the verb in brackets to com plete th e [f Tom we ren 't such a lazy per son, he wou ld have
conversation below. he lp ed yo u.
2 If Son ya spoke Eng lish , she wo uld n't have had to
An ne lu st yo u (be) alive a come to Eng lish clas ses.
hundr ed years ago. Yo ur life (bel
Ask yo ur se lf the se questions:
very different, it?
Is Tom lazy? Did he help you?
Brian Oh, yes! But (live) a
Doe s Sonya speak English?
hundred yea rs ago , I (no t I have) a
Did Son ya have to co me to English cla sses?
di fferen t per sonalit y.
An ne Oh , co me on! You (not be) a ble to
co pe in those days you Practice
_ _ _ __ (have) a dozen servants ru nning
Make mixed conditional sentences similar to the ones
round afte r you!
above, using these ideas. Think ca refu lly abo ut th e
Brian What do you mea n? I (be) fine meani ng o f the sentences!
_____ 1 (be) a llowe d to
We rea d th e bo ok. That's why we ar e so we ll-
trave l a nd do what I wa nted to do . informed about th e matte r.
Ann e Look, you (ha te) eve ry minute of 2 We didn't phone th e rescu e service. Th at's why
it. yo u (tra vel) ha lf we're still stranded on the motorway.
wa y round th e world, you still (not 3 [ don 't like the countryside so [ didn't se tt le down
have ) the excitement and satisfac tion we get in th er e.
4 Peter do esn 't like foreign film s so he didn't go to the
the m ode rn wo rld!
cin em a.
Brian Well, I di sagree. I think that my 5 Th e ch ildren don't need an y he lp with their
famil y (make) certain that I had homework so th ey didn't ask us fo r it.
enough to live o n, I (have) a 6 1 haven't got a ny ch ildren so [ didn't bu y a big house.
wo nderfu l time. 7 [ didn't mee t the right p er son . That's why I'm no t
Ann e Even if I (be) born rich, [ married now.
8 Philip doesn't have good eyesigh t so he didn't
_ _ _ _ _ (n ot be ) ha ppy livin g in that era!
become a p ilot.

Structure UNIT'1 I 147

 Let's get Organized
Reading Th e Customer is Always Right T
/M Rt=AU-Y GLAI? I NCNT
ON 7HAT4j{E/?T/V£N£.r.r
COuPS-E.
./

lntroduction 1 Lo ok a t t he ca rtoo n st rip . Wh a t is it illu strat in g?

2 Do you agree wi th th e saying ' th e c u stome r is a lways right'? Wh y? Wh y not?

Reading 1 Skim re a d t he articl e b elow, ign o rin g the missing p a ra gra p h s. Acc o rd ing to the
Part 2 write r, wha t is th e key to fu nn ing a successful business?

All successful companies supply products and

services that the customer wants - at a fair price.
They also sell in pleasant surr oundings and offer
unforgeuable service. Their staffarc trained. positive,
Small
is beautiful approachable, enthusiastic and knowledgeable.

Wh en you ru n your own business, you have

decided to sell to and serve others. Unfo rtunately,
for many British people, selling is a joh that is beneath
them and they regard customers as being in the way.
But make no mistake, weare goingto haveto become
Back in the 19705, Edward Shuma ch er
much cleverer sales people and serve customers a
wrote a book called Small is Beall/Ifill. great deal better, or we are going to lose business to
In it he proposed that big b usinesses had competitors who already do so.
cost advantages over small ones, but th at W
Our rewards in life have always been in direct
any advantage was soon lost because they
proportion to the quantity and quality of the service
were too bi g to manage and gave
imperso na l service.
we have given. The more people we serve and the j
better we serve them, the more rewards we wi ll get. ';
;!
Poor service equals poor rewards, average service
___________________________ average
___ rewards.
___ Good
__ service
___ reaps
__ good
__ rewards.
_ _ _ _..... 12 ~E

148 I UNIT 12 Reading

 [!]
If the car hreaks down within a week of his garage
fixing it, he sends someone out to repair it, day or
night. lie gives mea loan car and l leavc the broken-
down vehicle with the mechanic. Docs he charge
more? Yes, he does, hut he has increased his share
of the local market by400% io the last two years.
(
My doctor has a target to see 97% of her patients
on time. When you go into her surgery, the receptionist
comes to you. There is a play area for the kids, a coffee
machine, pay phone, up-to-date magazines, soft,
relaxing music and potted plants that look healthy.
[I]
To find out how to give unforgettable service in
your business, book yourself on a customer service
training course. Some are free and many cost onlya
few pounds. Ask your local Training and Enterprise
council for details. Ifyou prefer, send offfor a leaflet
I have produced on customer care. It will outline the
basics and I hope inspire you to put what you read
into action.

Small is beautiful
2 Read par agraphs A-G. Six of th ese para graphs fit th e ga p s in th e a rticle . Th er e is
one extra paragraph wh ich do es not fit an ywhere.
Divid e the para graph s up into th ose which a re about ge neral princ ip les, a nd
those which give specific exa m ples . Th is will help yo u to decide wh er e each
paragraph s ho uld go. Now insert th e paragraphs int o ga ps 1- 6.

A How about the petrol station that invites you out
of the car with a free cup of coffee and newspaper
while its staff pump the petrol, check the tyres and
oil, wipe the inside and outside of your windscreen?
Theycharge top price but pump twice as much petrol
as any other station in town.
B The hosses keel' tight financial control and
exhibit the same attitudes as the staff - they
arc pos itive, appr oachabl e, enthu sia sti c and
knowledgeable. The boss also has the best possible
marketing tool because he listens and finds out
how to serve his customer better from fi rst-hand
experience.
C To many people, the customer is a pest, to the
Americans, the customer is a king, but to the
Japanese, the customer is a god. Perhaps that is why
theJapanese are so successful. After all, the success
ofevery business can be found in its anitude towards
selling and its attitude towards serving customers.
D In the I990s, small businesses still have lots of
advantages over larger ones. For a start, they arc
slimmer with no head office absorbing money. But
they arc also lighter on their feet, responding to
customers' demands.
E Take my mechanic, for example. lie cleans my
car inside and out and cleans my engine. He puts my
seat back to myleg size. He offers an overnight service
where he picks up the car from the drive and delivers
it back ready for work the next day.
F ,\toreover, it is happening. Dayin dayout, despite
the focus on customer care , there are similar
incidents occurrin g all over the land: ultimately
orders are lost because of them. Big businesses are
more likely to fall fou l of this than smaller ones.
G When we get there, she gives the kids a sweet,
stands up, comes to my side of the desk, smiles,
shakes my hand and says, convincingly, "It's nice to
sec you, Tom". If she's been running late, she
apologises and you know she's done her best.

3 Look at th e extra paragraph and decide wh y it do cs not fit into the art icle.

Reading UN IT 12 1 149
Vocabulary In the article , you came acro ss the word s impersona l and unforgettable. Below are o ther
Prefixes ad jectives wh ich ca n combine with some of the prefixes on the left.
in - dis - experien ced valuable
im - mis - perfe ct mature
ir- sub - conscious rational
iI - und er - jud ged load ed
un - over- value d ho nest
normal legible

Whic h words combine with in-, im-, ir- and il-? Wh ich consona nts usually foll ow
im-, ir- a nd it- ? What is in- usu ally followed by?
2 Which wor ds combine with lI n- , dis- and mis -t What is the d ifference in mean ing
between th ese prefixes?
3 Wh ich words combine with sub- , und er- and over-? How does th e p refix cha nge th e
mean ing of the ne w wo rd?
4 Now com plete the text below by inserting th e word in bra ckets with its co rrec t
prefix.

, The job advertisement had asked for a self· motivated individual with
good social skills. I remember thinking that the salary wasnr brilliant,
but the job didn't seem too 111 Ipaid) for what was required.
However, I soon found out that what they wanted was a workaholic!

5 The factory was dirty, noisy, and the work was incredibly tiring. The
place was senoustv (2) Istaffed) - ten people doing the
work of fifteen - and the management was lazy and 131 _
temaenti It soon became clear that anything the factory produced
was (4) tstsncura: as quality control was minimal. Not
10 surprisingly, relations within the workforce were poor and it was
impossible to get anybody to co-operate on projects. People were
either irritable and lSI toeuenn or just couldn 't be bo t hered.
I remember the day I finally handed in my resignation. I tried to
explain some of the problems I'd experienced to senior
15 management, and implied that some of their working practices were
quite frankly (61
comotetetv (7)
lIega/). But, true to form , they were
tcommurncstivei and 181 _
(interested). I was faced With a wall of silence, then more or less
thrown out of the factory gates!
,
English In Use 1 Running a suc cessful bu siness can be extrem ely stressful, so the ability to un w ind is
Part 2 cru cial. Read the following extract from a ma gazine article, ignoring the spac es.
What is th e typi cal execu tive's attitude to ' leisure' activities?

2 Now read th e article again and supply th e missin g words by writ ing one wo rd in
spa ces 1-1 5. The first one ha s been done for you as an example.

150 I UNIT 12 Reading

 III GII LI F E

Easy does it
WILLIAM DAVIS
Ide s to relax

HELAXING ISN'T EASY. I kn ow - I ha ve tri ed it.

I can see, (0) th erefore , w hy Japan's ~lini slry
of Int ern ati on al T r a de a n d Indu stry want
corpora tio ns to hav e full -tim e ' le is u re ad visers'.
5 It see m s (1) idea worth copying. A
sta rt s hou ld he made (2) the very top .
Ca pta ins o r i n d u s t ry oft e n Iln d it hard est
(3) a ll 10 r ela x.
Worke,'s (4) lea st hav e th e e xcuse
10 t h at th ey nee d to prot e ct th eir joh and pa y
(5) th e loan o n th eir h ou se , J-Ian y
tyc o on s a lrea dy po s se s s (6) Ih e
mon e y they could e ve r hope to spend . So wh y
don 't Ih ey e as e (7) ?
15 So me hu y a lu xuri ou s yach t, a heach house, or But more often lhan not ( I I) plain
eve n a n isla n d. (8) se ldom make use truth is that th e y d on 't kn ow h ow to rela x.
oft hese ex pe nsi ve lei sure facilities. "I don't have 25 ( 12) ha s e ver told th em h ow to do it.
ti m e for a h olid ay: ' (9) in si st. Some YOII ca n't be a fra ntic execu tive ( 13) _
co nside r th emsel ve s s o indispensable that th ey da y a nd a lei surel y be a chcomber the next. Pu t a
20 thin k th eir' hu sin e ss would co l la ps e captain of industry ( 14) a be a ch and
( 10) they were not there to supervi se he tend s to ( 15) bored and r estl e ss,
every detail. 30 lie misses the pa ce, the action .

~ 200 words
3 Work in pairs. You are eac h going to read two paragraphs from further on in the
article. Studen t A, tu rn to extract 12A on page 20 1. Student B, turn to ext ract 12B on
page 203, Read your para graphs, then decide which grammatical words you could
rem ove to make a ga ppe d exercise, Write o ut th e pa ragra phs, omitting eight words
you wou ld like to test.
Rem ember to :
• space the ga ps o u t over th e pa ragraphs.
• se lect a var iety of gra m matical wo rds .
• make su re the re a re only one or two acceptable answers.
When yo u have finished . tryout your clo ze on your partner.

4 What do you thin k abou t the ide a of having a leisure ad viser? Ca n you thi nk of any
oth er ways to relieve stress? Disc uss yo ur ideas with a pa rtner.

Rea ding UNIT 12 1151

Writing When Things Go Wrong ... T

lntroduction '-.I 1 Lis ten to four people tal kin g about th eir exper iences of th e sam e o rganization.
Decid e what kind o f o rganizat ion it is and what their co nnection is w ith it. In each
case say what th ey think abou t the organiz ati on.

2 Th i nk of an or gani zation tha t yo u have had contact w ith , eit her as a cu stomer or a
member of staff. Was it effic ien t? With a partner, d iscu ss th e positi ve and negat ive
aspec ts you can rem ember abou t i t.

Vocabulary 1 M anufacturer s often guaran tee to repair or replace faulty p rodu ct s free of cha rge.
Understanding th e form al legal language used in guarantees can some ti me s be
The language of
difficult. M atch the forma l phrases in 1-10 with th e exp la na t ions in a-j.
guarantees
I faulty workmanship a error in the manu facture
2 the date of purcha se b l egal
3 under take to exchange c follow i ng I as a result of
4 taking furt her action d to deal w ith
5 conseque ntial e at no co st
6 in the event that f do ing som eth ing else
7 free of charge g whe n you bo ught th e item
8 statutory h de m anding money or a replaceme nt
9 to atte nd to if it hap pens
10 mak ing a cla im prom ise to replac e

2 Now complet e th e guaran tee card below using th e forma l phrases in 1. Th e first on e
ha s been done for you as an exam ple.

G UA RA NTE E
This instr ume nt is guaranteed for twelve months Procedure: Any claim under this guarantee should
from (1 ) the date of purchase by the original owner be made through the dealer from whom the instrument
agai nst failure due to (2) or was purchased . It is likely that your deale r will be able
com ponen t breakdow n, subj ect to the procedur e (5) any defect qui ckl y and
stated below. Should any component or part fail during efficientl y, but should it be necessary the dealer will
the guarantee period it will be repaired or replaced return the instrument to the company's se rvice
(3) _ department for attention . (6) it
is not possible to return the inst rument to the dealer
The guarantee does not cover: from whom it was purchased. please contact Roberts
1 Damage resulting from incorrect use . Radio ser vice department at the address below before
2 (4) damage . (7) _

3 Receiver s with removed or defaced serial These statem ent s do not affect the
numbers. (8) right s of a consumer.

Roberts Radio 41 Kingston Street. Manchester SW1 9RL

152 I UNIT 12 Writing

 Writing Part I , formal lett er and note

Exam tip
When writing a letter of complaint for Part 1, be carefu l about the strength of language you use.
Excessively forceful language will have a negative effect on the target reader. As in real life, a
mixture of indig nation and persuasion should bring about the resultyou require.

Sample lett ers 1 a Read the two le tte rs below which a re complaining about th e inefficiency of a
cour ier service. Wh ich lett er is more appropriate? Con side r th e followin g
aspects :
• order in which t he information is presented
• register
• qu ality of the inform ati on
• clarity of ex press ion (eg wha t does the wr ite r wa nt to happen?)
• repetition of inform a tio n
Lett er A • layou t.

Transaction ref: FR6104 Star

Dear Sir / Madam
On the 25 May 1994
your COuri er service a d
a package of confidential . gree to send
a colleague of mine in F, matlenals t o Monsieur Lebleu,
rance. was a ssured th t ·f
advantage ofyour 'S t . a , I { took
sr express eervt h
Were guaranteed to . '. rvsce, t e materials
arrIVe Within 24 hou r d
delivered personally to th dd s an would be Dear Si r / Madam
e a reeeee How. h
materials did not arrive until a week I~ter. ~ver; ~ e . I have phoned you twice already about a parcel of
my colleague had left th ' by which time confidential materials which was sent to a colleague of
the doorstep and w e country. The parcel was left on
'as eventually t a ken in by s ne; hb mine. Although I was told t hat your 'Star· express
N df B ig our.
ee ess to say, this caU5 d aree r , . service ( which COflt5 t wice as much as the normal
expec ted a mor. titci e great Inconvenience. I had service!) would get it there by Wednesday, it didn't
e e ctant:and reHabl .
consid eri ng the high h e service, especially actua lly arrive until fas t Friday. Mons ieur Lebleu had
ar c a rges for 'S t a r ' delivery.
Although I have contacted . gone on holiday by t hen and the parcel was taken in by
Occa s ions and explained t hyo~r office by phone on two Madame Tournier who lives next door. You can imagin e
await ing a response to m ; cJrcu~stances, I am still that I am very angry, especially as I asked for the ·S t ar'
it if you could arrange for~h ompla; nt. I would appreCiate service and paid a lot of money for the privilege. I really
and returned to e pac age to be collect ed didn 't expect such inefficiency and incompetence!
me as SOon as pas 'b! Th
where th 5 1 e. I e address J
So please let me know what you are going to do about it.
thi I e package can be collected is at the botto f
IS etter. m0 Although I have phoned your office twice, I still don't
I look forward to rec eiving your reply
know what you are going to do about it. Can you get th e
parcel bac k to me as soo n a s possible? The n ext ~door
Yours faith fully
neighbour's nam e is Madame Tour nier. Please let me
Kenneth Thomps on
know what is happening.
Pleas e collect the parcel from: Madame T< . Bes t wishes
Rue Sa int Denis 651, Vernosc -Ies -Annona ournter Kenneth Thompson
France. Tel: 4477 9340 y

Letter B

b In what circumsta nces wo uld it be bette r to complain in writ ing about faulty
goo ds or se rvices? Wh en is it bett er to comp lain face to face?

Writing UNIT 12 1153

Un der standi ng t he ta sk 2 Now read this writ ing task. If you were reall y in th i s situ ati on, what woul d you ho pe to
achieve by wr iting such a letter?

You are currently study ing at a college in Britain and you have recently bought a CD
player, You did not buy it in the town where you are studying and since it has stopped
working, you have had to contact the manufacturer direct.
Read the manufacturer's letter to you (on which you have made some comments), the
original receipt and guarantee, and the note from your friend Jill.

STl ELECTRONICS LTD STl ELECTRONICS LTD

Industrial Unit B No way! Industrial Unit B
Tewkesbury Road London SW4 3AF Too busy anyway Tewkesbury Road
London SW4 3AF
STL C o mpa ct Disc Pl a y er 12June 1996
Cost: £149 .50
Model No: RCD·99 0H
45 Thorne Avenue
Serial No: IHHB400485 Oxford
Date of ourchase: 06 .6 .96 OX42HL
User's name/address: M . Brovv n
Receipt No: 7650 Dear Cus tome r

With reference to you r telep hone call, wo uld

you please take your CD pl ayer RCD-990H
back to ou r showroo m in Lond on for repair.
We estimate that the pl ayer should be ready
GUARANTEE for collection within fou r we eks and we w ill
. PI er model no. RCD-990H is notify you of th is in du e cou rse.
This STl Comp ~ct DIS" C l~~ due to poor workmanship
guaranteed agamst a t au
during manufacture. .' teed within 5 Yours fait hfu lly NB guarantee
It a fault should a riS~ocO:le~t:O;a~~~tu~~a;epaired within
working days. If the, pay I ament of the same model
one week of collection a rep ae
Th"nks for Ihe offer of your CD player for
will be provided free'l~~c~;rogn~~ if the player is subject to
I 'veek I could pick II up on
These conditions W I 0 d ot extendto damage through '- J"",es's pMly nex b' I 'f you can lei us
normal wear and tear'kand °T~e customer's statutoryrights 'd d II would e grea I
abnormal use or brea ages. FYI ay an II I' going 10 be oul of
will not be affected. have some CDs as we. m leave a nate (at'
r few days so can you
lown [or " r: "OK? By Ihe way, Me you
mt: al college If Ih,s IS I'fl?
'f so do you wanl a I '
coming an d I
Cheers!
Jill
Now write:
a a letter of complaint to the manufactu rer (about 200 words).
b a relevant note to your friend (about 50 words).

Plan ning yo ur answer 3 In you r l ett er of com plai nt, don't forget to inclu de t he following:
the circumstances and detail s of the 3 th e invoice o r rec eipt nu m ber
1, 5 page 193 origin al tra nsac tio n, ie th e n ame of th e 4 ho w much it cost
12.2 page 195
i t em (wi th model number if thi s exists) 5 th e reasons for your com plaint
2 whe n you bough t'It 6 what action you wi sh th em to tak e.

154 1 UNIT 12 Writ ing

 4 In your note to jill be careful no t to repeat the words used in th e main task.
Don't forget to:
• he co ncise. • explain why you ca n't lend he r th e CD player.
• cho ose a n appropriate sty le. • answer her oth e r reques ts.

Writ ing 5 Now you are ready to writ e your letter and note. Once you ha ve completed th e task,
check your work thoroughly. Remember WRITE ~ .
""""- f!1fP page 184

Listening and Speaking A Room with a View T

lntroduction 1 Look at th e words and phrases below. Do any of th em describe th e place whe re you
wor k or stu dy?
auste re chea p a nd cheerful functional luxurious
open-plan spacious light and airy cluttered
cramped oppress ive messy neat and tidy
up-to-the- minut e
What type of improvem ents would you like to make to th e place where you work
or study?

2 Look a t the five pictures. Try and match them with statements a-h . Yo u may find that
some phrases will fit more than one picture.

a 'It co uld be very claustropho bic .. .'

b ' It's bar e a nd fun ctional but it serves
its purpose.'
c 'It 's th e noi se level that gets to me .. .'
d 'All thi s luxur y just leaves me cold .. .'
e 'I'd feel be tte r if it wasn't so u ntidy.'
f 'Spacious, qu iet areas make me feel
relaxed .. .'
g ' I th ink I'd just feel trap ped .. .'
h ' It see ms old-fash ioned bu t I think
it's more sociable ...'

3 With a part ner, discu ss whet her you wo uld like to work in eac h of these enviro nments.

Listening and Speaking UNIT 12 1155

Listening I= I 1 You are go ing to hea r two peop le, Jane an d Martin, d iscussing the place s th ey have
worked in and whet he r they were ha p py the re. They will be exp ressing different views
Part 3
an d you mu st put a Y (yes) or N (no) accord ing to whether you have heard the view
expressed or not.
I Buildings with air-co ndition ing ca n make you ill.
2 Office life is d ull and boring.
3 Working in old buildings ca n be bad for your health.
4 Fresh air is preferable to air- conditioned air.
S Artificial light ca n mak e you tired.
6 Outsid e views ca n be distractin g.
7 Th e layout of a n office ca n't influ en ce how you feel.
8 Peopl e who wor k in th e sa me office should onl y ma ke necessary ph on e ca lls.
9 Quiet offi ces are not necessary for creative work.
10 Busy offices are exciting places to work .

,= I 2 Now listen to the ta pe aga in, an d look at the se ntences you marked with a Y. Which of
these views are expressed by:
a Jan e? b Ma rtin? c bo th of the m?

Speaking 1 Look at th e picture a nd discu ss it with a partner. Talk about:

Part 3 • what it would be like to work in this type of enviro nment.
• the responsibilities the job ent ails.
• the mo st important qualities needed for a job like this.
@lID] 6.3 page 194 • th e advantages and disad vantages of the job .

3 page 193 2 Below are co nd itions you may want in an ideal job. In pairs, list th e co nd itio ns in orde r
7 .1 page 194
of importance. Take abo ut four minu tes to do this, giving reaso ns for your answers.
• a co mfortable office or wo rkspace • goo d pay
• career o pportun ities • staff develop me nt (train ing courses, etc .)
• cheerful colleag ues • a reliabl e, encouraging boss
• flexitime (being able to decid e • subs idized ca nteen
yo ur wo rking hou rs within a • generous holid ays
ba sic frame wor k) • stimulating wor k

156 I UNIT 12 Listening and Speaking

 Structure Personal Organizer T The passive
Introduction
Would yo u de scribe yo urs elf as an e fficien t person?
Wh y? Why no t?
Wh ich of th e follo wing helps you remember all th e
things yo u have to d o in yo ur everyday life?
o Writing list s.
o Making notes in yo ur diary.
• Asking someone to remind you to do things.
o Keeping a filing system.
o Rep eating things in your head before yo u go to sleep.
Can you ad d a ny other ideas to the list ?
Reading
Read th e following a rt icle which appeared in th e new s
section of a bus ine ss magazine, and choose the head ing
which you fee l best sums lip the point the writer is
mak ing.
Managing systems Ruled by tile Filofax
Leave itto elect ronics Small is beautiful
Organizing tile organizer Price it rig/It
A notable notepad
IN THE EIGHTIES OUR LIVES WERE RULED BY
THE FILOFAX. Now SMALL ELECTRONIC
ORGANIZERS ARE BEING HERALDED AS THE
PERFECT ANSWER TO PERSONAL EFFICIENCY.
If you are attracted by the thought of a compact and
rather impressive-looking corporate planner, Management
Projects have come up with the Personal Electronic
Organizer Series 3.
5 Sa id by Management Projects to be the ultimate
'advanced management system', its sec tions have been
des igned to include the obvious, like mont hly and da ily
d iaries, as weli as pages marked for planning, delega ting
and finances.
to It claims, impressively pe rhaps for a notebook
measuring fourteen by twenty-one centimetres , to be ab le
to give you the power to manage people and projects
more effectively, thereby increasing productivity.
So, if you are not an organizer by nature, and would
ts like to have your office managed for you, this could be
the answer to ali your problems!
~ 210 words
~ Form
What changes ne ed to be m ad e to put th e verbs in
italics into the passive?
The computer does the work for you.
The computer ca ll do th e work for you .
The computer could have don e the work for you,
2 Now put these se nte nces into the passive form.
a People a re writing few er lett ers by hand
nowadays.
b We have ordered a new printer for th e co mp u ter.
c The workmen were installing central heating
when the fire broke out.
d For tunately, the fire had not damaged the office
equipment .
e They printed th e m anual in Taiwa n.
f The compan y might recruit severa l hundred
new wo rkers over the next few months.
g The co m m ittee ought to fini sh the rep ort by ne xt
week .
h They would have fini sh ed th e report soo ner if
they hadn't been so bu sy.
3 Look at the article again. Find examples of the
following used in the passi ve form:
a sim ple past
b present continuous
c sim ple present (two exa m ples )
d present perfect
e passi ve infiniti ve without to.
THE PERSONAL ELECTRONIC ORGANIZER SERIES 3
• comes in vinyl, leather-like sewn vinyl or full-grain
leather (the difference be ing reflected in the prices!).
• has added extras. The vinyl version has a solar-
eo powered calculator, while the other two have a pull-
out panel, incorporating a calculator and useful
notepad ,
• can be ordered by phone or fax from Office World
or other office equipment retailers .
Structure UNIT 12 1 157
[ID Function Have something done
The passi ve is used for several different reason s. Match
the passive sentences in 1- 4 with explanations a-c below.
o What is the differ en ce in form and meaning between
these se ntences ?
The cars are assembled hy rohots and qu alit y
I install ed the new computer yes terday.
cont ro l is carrIed out by com p ute rs.
Th e new com puter was inst alled yesterday.
2 A pe des trian has been injured in a hit and run
I had th e new com puter inst alled yeste rday.
accident near the airport.
3 Ste ps have been taken by th e committee to e ns ure The a rticle stated:
that th is does no t h appen again.
... if you ... would like to have you r offi ce m a naged for Y Oll ,
4 The speech at th e bo ard meeting was given by a
this cou ld be th e ans wer to all your problems!
very prominent member of the gove rnment.
Why does the writer use the causative use of have in this
The passive is used whe n:
sentence ?
a the actio n is more important than who or what does
it, altho ugh who or wha t doe s it is st ill mentioned . [i3J What is the differen ce in the mea ning of had in the se
b who or what does the action is as important or two sentences?
noteworthy as th e action itself, an d is pla ced at th e
I ha d th e car serviced yeste rday.
en d of th e se ntence for spe cial em phasIs.
I had the ca r sto len yes terday.
c who or what do es the action is not mentioned,
because it is unkno wn , obviou s or unimportant.
Why are so me verbs in the article used in the passive Practice
an d not the act ive form? Ma tch the exa m ples you fou nd
in the article with the explanations in a- c above. ~ Com plete th e followin g se ntences with a n
app ro priate form of have (something do ne) and the words
in br acket s. For exa m ple,
Practice The curtains look sha bby. I really must (clea n ).
The curtains look shabby. I really must have th em cleaned.
Rewrite the following sentenc es in the passive and ,
refe rring to explanatio ns a-c above, explain why you I I went to the dentist's (tooth! fill).
wo uld use this form in eac h rewritten sentence. One 2 The ca r looks filthy already! I (jus t! clean yes te rday).
se ntence cannot be changed. 3 Cou ld you m ake an ap pointme nt at th e
hairdresser's for me (h air ! perm )?
You insert the paper into the printer with the
4 The he el's come off m y shoe . I'll ha ve (repa ir).
smoo the r side facin g up.
5 Th e grass is gett ing long aga in. We sho uld (cu t).
2 The ma naging director from the head office in
6 While I was trave lling on the und erground, I
Halifax briefed th e staff about company
(ha ndhag! steal).
reorganization.
7 Thi s skirt was too lon g whe n I bou ght it so I had
3 The new com pa ny sec reta ry has made a very (take up ).
serio us error.
8 They've just m ove d in to an old house. It's in a
4 We are going to update all the office equipme n t
terrible co ndition so th ey (decorate).
early next yea r.
9 The office is always freez ing cold but next wee k the
5 The local inhabitants on a remote island in th e
man agem ent (central hea tin g ! install).
Pacific make thi s jewellery.
10 While th ey were away on holiday they (h ouse!
6 The colle ge authorities awarded every stu dent a
break into).
certificate on completion of the course.
7 Some one has atte nded to the matter. [i3] In spoken English, you can use get inst ead of ha ve
8 I taught myself how to use a com p ute r. something done, but you do not usuall y say who or what
9 A com p ute r mark s the exam papers. does the acti on . In which of th e sen tenc es in A would get
10 Th ey say th e co m pa ny is on the verge of bankruptcy. so und odd , and why?

@J List two things you have had don e recently, two you
had done (or used to have do ne !) whe n you we re younger,
a nd two you would like to ha ve done if you had th e tim e
or th e money. Com pare your list with tha t of anothe r
student.

158 I UNIT 12 Structu re

 Law and Order
Reading Fine Young Criminals T

Introduction 1 Read th e follow ing headlines from a selectio n o f newsp ap ers. Ma tch each o ne to the
most ap propriate extrac t.

Little Caesars Blamed for

Terrorizing Northum bria

II A government report. on !he Houdini Kid

increase in cr ime amongst juve niles
has made reco mmendat io ns .to does it again
schools and paren ts to supe r.vlse
5 childre n more ca refully, espe cially
durin g holid ays and aft er scho ol.
T h e report su gg e sts th a t m~ny
child ren arc left to th eir own devl.ces It's time to Crack Down
a t the se tim e s a nd . so.me find
10 th em sel ves in volv ed 10 Illegal or
on Crime Babies
da ngero us activities . It re cently
ca me to light th a t a gro u p of
children from a primar y schoo l ha.d
tied up a seven-year-old boy In his
15 bedroom and pro ceeded to ra nsac k
the h ou se . The re port a lso
II
. A ga ng of chi ld ren aged between
reco mme nds tha t it is t ime the SIX and eleve n have been ac cused
poHce got to ugh with th e par ents
of mak ing th e li ves of o ld -age
of youngsters who br eak the law. pcn s~on ers a misery. Residen ts in
n_year-old 5 h OU Sing estate s on the outskirts of
. thi s year, a le Ncwca~t le a nd Su nde r la n d ha ve
For the Ihird lim e h loc al aUlhori ty has
: hdd in the care of I e it b y wr iggltng com p la ined tha t ga ngs o f youn
c 1 • secure urn h ch ild ren have been tormenting th;
absconded from; d fence T he child, w 0
under an electrt rc e a\ r~ason s , was p\ a~cd old folk by throwing rubbish in th .
10 g~rdcns. b' lnging on th eir doors a~~
5 cannot be nan~c~ for ~r7humbria aftcr runOl~g
in a secure unit 1O.~ h 'ldren' s hom e o n SIX Wind o ws a t ni gh t a n d g enera lly
away from a loc ~\ ~ I last tw a years . A makin g a nu isa nce o f themse lves
occasions ov er t e autho rity to ld a news .No rt humbria n District Co uncI., has.
spokesperson for th e no sat isfactory way a~ no u n ced plan s to send police int o
10 confere~c~ th~~:I~~:~\:~~inst th eir will othe r
15 t .e a rea .to ta lk to paren ts an d
teac he ~s In a bid to s top furt her
of detam,.ng to adult prisons. esca latIOn of the problem.
than sendmg Ihem

2 Is crime committed by ch ildren a problem in yo ur cou n tr y?Wha t m ethods ar e used

to d et e r yo u ng cr im inals or punish th em fo r their offe nces?

Reading UNIT 13 1159

 Little Joey's Lost Childhood
O
nc day last summer,
when Iocv had been
arrested yet aga m for
yet anot her b urglary,
5 his solicitor went down to the
p oli ce stat ion to see him. He sat
d own o p p o site him in the
interview room. sighed an d ask ed
h im straigh t: 'Joe y. w hy do YOll
to d o it? '
5 And Jo ey lo oked straight h ack
/ """'" and told him. ' I d unno . I gutta buy
'- ) fag s, drink .Th ere's drugs and
i.. __~/ things. I gotta girl. It's money you
~ 15 know ... ' joey shrugged , like any
..
~~)!~r man with a weight o n his mi nd .
Joe y w as th en e le ve n years old.
So on aft erwards , he became
famou s when. in October last
20 yea r. h e w as lo ck ed away in a
se cure unit o u tside Leeds where
h e was three years younger than
any o th er inmate. so young that
his incarceration required the
25 persona l au thori ty of the Ho rne
Secretary. As he was led away
from co ur t, h e h ur le d ins u lts at
the press an d then d isappeared in
a clo ud of publicity.
30 He became a caricature - ' th e
Artful Dodger' , ' Britain 's most
not orious young c rook '. 'C rime
baby'. 'th e Houdini Kid ' , He m ade
all the papers, Soon his case was
35 being used as amm unition in a
sustained assault which has seen
the Ho rne Secretary, the Police
Federat io n, the Dail y Exp ress and
40
va rio us Ch ief Co nstables
campaigning to lo c k up more
ch ildren.
They pointed not o nly to Joey
but to a rash u f o th e r ad olescent
delinquents: th e e le ve n-ye ar-old
45 brother and sister whose
attempted arrest ca u sed a riot at a
wedding p arty; the six ' Little
Caesars' from No rthumbria who
were blamed for ;50 offences; the
50 thi rtee n-yea r-o ld a rme d ro bbe r
from Cheshire , Th ei r so lut io n
was simp le : these children had to
be punished; the courts needed
more powers to put them behind
55 b ars.
Joc:y gre w up with his fat h e r,
Gerry. a So u the r n Irish labourer
wh o has not worked regularly for
years; anti his mother, Maureen.
60 also Iris h and bare ly literate , w ho
was o n ly eigh teen w hen she
marr-ied Gerry, fifteen ye ars h er
senior, The neighbours remember
Joey plnving with his go-cart in
65 the st reet , runni ng around with
his two sm aller brothe rs , h anging
o n the d o or to scrounge
cigarettes for Gerry. The y say he
w as a ni ce kid . They remember

Readin g 1 Head throu gh th e article a nd say if yo u think the title is ap prop riate.
Part 3
2 Now answe r th ese mult iple -cho ice qu esti ons.

Exam tip
In Pa rt 3 of Paper 1,the
multiple-choice questions
will follow the order of
the text. Reme mber that
there may be a summary
question at the end.
2 How did the Ho me Secreta ry and the
3 What can the neighbo ur s recall about Joey?
Joey beca me famo us because
A he had com m itte d so ma ny burglaries.
B he was always bein g a rres ted.
C he wa s the youngest inmate in the
se cure un it.
D he sw ore at th e pr ess photograp her s.
police res po nd to th e rise in juvenile
crime?
A They wa nted to see m ore yo ung
crim ina ls put in pr ison.
B They beli eved tha t th er e sho uld be a
return to corporal punish ment.
C They tho ugh t th a t the co ur ts had too
m uch po we r,
D They though t that the poli ce force
sho uld be strengt he ne d.
A He smoked ciga rett es.
B He was a bully. ,
C He sta rted stealing whe n he was fo ur.
D He p layed trua nt fro m school,
4 Why was it decided that Joey s hould go
to a secure unit?
A He refused t o give lip th ievin g.
B li e kept runn ing away from the homes.
C He beha ved bett er in a secure unit.
D He was too old for the ch ild re n's home.
5 Wh at does th e wr iter th in k is th e m ain
cause of la cy's be haviour?
A He is a victim of his own
circumstances,
B He is un ab le to sort h im se lf o ut.
C He has bee n forced to beh ave in an
a nti-socia l way,
D He ha s bee n hadl y treat ed by the
police .

160 I UNIT 13 Rea ding

'Throw a 70 him s kiving o ff taking him into care but h e had service s kn ows th e danger o f
scho ol , to o , and simp ly walked out of the homes 125 lo cking u p a chil d : it break s up
child into
thi eving , b u t t hey where th ey put him so , in the fam ily, it sti gmati ses the c hi ld,
the sea, d on't re me m ber it 100 De cember 1990, he was se n t to it floats h im in a pool w ith o lder
it will well.Almost every- th e secu re unit at East xtoor criminals.
75 body's kid s skive o u tside Leeds. Yet letting hi m go is no better;
drown.
o ff sc hool, and a He liked it th ere. Everyone at ce n ot when it me ans re turning to
If you lo t of them go East Mo o r ag re es that Joey liked the b attered streets o f the ci ty.
throw it thieving . 1(6 it. It is not like a prison: there arc Jo ey is no t th e o n ly ch ild like thi s.
Ge r ry says he 's n o p e aked cap s or truncheons. It Every Eng lish ci ty ha s th em.Joey
into a 80 not to o s u re when is more like a school w ith extra just happen s to he th e famou s
ghetto, it Joey first brok e keys .Tucked away there, far from 135 one. He's bright and he 's brave

will grow the law. He thinks the mea n c re sce nts of th e and the psychiatrists agree h e is
he stole some 110 ho usi ng estate, h e was a c h ild no t d istu rb ed . lie is, by natu re ,
up like
c r isp s for dinner again . lIe p layed w ith lcgo . He anxious to please . In the se cure
Joey' 85 when he was four. practised joined-up writing . lie unit n o w, h e con fo rm s with
In Ge rry 's famil y, woke up feeling ill in the nigh t 140 eve r yth ing around him.

there ha s ofte n
be en trouble with the law: p etty
c ri mes , h andling, the occasio nal
90 fight , a succession of brothers
and un cles behind ba rs .
By the time he was 10 , thievi ng
was the o n ly ga me Jo e y knew, li e
had .,5 arrests behind him and th e
95 socia l w orkers d ecided he had to
b e lo ck ed up .They had tri ed
and c ried on the principal's
115 shou lder.
Joey is due to be released from
the secure unit in February,
Eve ryo ne who h as dealt with him
is sure that he will go stra ig ht
120 b ack to his o ld ways.They say
the y have g iven up o n him.They
have two o p tio n s: lock him up o r
let him go. Eve r yo ne in social
If you th row a chi ld int o th e
sea, it w ill drown. If yo u th row
it int o an Eng lish g hetto , it
will grow up like Joe y.
The na ntes ()f.lo(~)' and tn sfa ntily
bat -e IX>t!l1 cbauJ!.edfo rlegal reasons.
750 words C!>

3 Und erline th e phrase s wh ich help ed you choose the correct answe r. Co m pa re your
under lin ed phrases with those of another stude nt.
Now loo k a t th e inc orrec t option s. On wh ich part s of the a rt icle a re th ey based? Why
are th ey in correct ?

4 Find words or phrases in th e text which are sim ila r in mean ing to th e wor ds in italics.
1 Amy look ed as if she had a lot to worry about,
2 The pr ison sta ff found it difficult to keep the prison ers in th eir ce lls.
3 Th e young man's imprisonment in a sm all, windowless ce ll was crue l and
unn ece ssa ry.
4 Kevin has been breakin g th e law all his life; he's a crim inal and nothing is going
to change h im .
5 Most people wo uld prefer to see convicted cr iminals in jail rather than do ing
community se rvice.
6 When the pri son governo r sloppe d the pri son ers from wa tch ing TV, they ioent on
the rampage, ca us ing hund reds of pounds worth of damage.
Many pe o ple co m m it minor offences when th ey are yo u ng.
[ don't think he 's likely to improve - we ha ve 110 hope for h im .

Read ing UNIT 13 1161

Listening and Speaking Let the Punishment Fit the Crime? T

lntroduction Read the follow ing newspaper extract. Does th e punishmen t fit the crime?
C. 2
Three strikes and you're out
CA LI FO RN IA'S ne w ' three stri kes' {aw, which was introduced with
overwhelming publ ic sup po rt, requires peopl e with a serious cri minal
conviction to receive twice the no rmal sentence when conv icted of a
second felony - and 25 years to life for an y th ird offe nce. In one recen t
case , this resulted in a jail sentence of 25 yea rs for a man found guilty
of stealing pizza from a gro up of children.

Why do you th ink thi s law was introduced ?What effects cou ld it have? Is it a sensible
law, in your op inion? Give reas ons for yo ur answer.

Listening I= I 1 Listen to five people ta lking a bo ut ho w th ey we re treated by others when they had
do ne so methi ng wrong . Matc h th e speakers to th e p ictures.
Part 4
Speaker 1 ~__ Spe ake r 3 _ _ Speaker 5 _
Speaker 2 _ Spe ake r 4 __

2 Discuss whic h of th ese sit ua tions you rega rd as th e most serious. Which of them
amounts to breaking the law?

3 Listen again to the speakers. Decide wha t they feel about the p un ishment th ey
received. Match the speakers to th e reactions below.
a unfairly treat ed
b surprised by the severity
c terrified by th e suddenn ess
d ext remely up set
e worried abo ut what might have happened
f tough but just
g unco nce rne d abo ut the outcome
h relieved b ut a nnoye d

4 Check yo ur answe rs with th e key on page 196, and then decide why certain an swers
are correct. Is it what th e people say, or ho w th ey say it , or a combination?

162 UNIT 13 Listening and Speaking

Vocabulary The sentence below is taken from one of the listening extracts. What do es the phrase in
Expressio ns italics mean?
wit h 'get' ... if I'd left the moped outside the pub, it wo uld probably ha ve got nicked !

Now look at the se oth er expres sions with get. Can you fit a suitable expression into
sente nc es 1- 8 below? Don 't forget to choose an appropriate ten se.
get one's own back get over make on e's getaway
get th e sack get off ge t do wn
get away with get a t
It's outrageous!Those two crooks ve ry lightly! Their se nte nces we re
reduced to s ix months.
2 Colin will never th e shoc k of losing all his mo ney on the stock ma rket.
3 Have you seen th e way John lets his littl e daught er m urder? It's amazing
wh en yo u think how infle xible he is at work!
4 When Tomich Sally, she by tellin g everyone how se lfish be was.
5 The never-end ing string of family problems ha s reall y Simon
_ _ _ _ _ rece ntly.
G Stop m e! I've just about had enough of your accu sations.
7 Have you heard ahout Mike? He . It's incredible afte r a ll th ese yea rs with
th e co m pa ny.
8 The thieve s from the scene of the crime in a sto len car.

Speaking 1 You sbould d o this task in a gro up of three. Yo u a re each going to look at a different
p icture. Stu dent A, describ e your pic ture in detail. Students Band C, list en carefully.
Part 2
Talk about two things whic h are the same and two which are differen t in yo ur pictures.
IIffi' IDJ
~;::~ ,,~§
3 page 193
6 .4 page 194 Student A, look at picture 13A on page 201.
Student B, look a t picture 13B on pag e 203. Stude nt C, look at p ictu re 13C on page 204.

Part 3 2 Look a t thi s picture. What kind of situatio n does it rep rese nt?
Read thro ugh this list of punishments which a re used
in various co untr ies for different types of crim e.
Disc uss what sort of crim es yo u think they are mos t
appropriate for. Are th er e a ny th at sho uld neve r be
used ? You should a ll tr y to co ntribu te equa lly.
• so litary confinement
• commun ity ser vice
• imprisonment
• hard labour
• fines
• co rpo ral punishmen t
• death pen alt y
• life impri sonment
• sus pended se ntence
• p robation
Report back to the class 011 yo ur decisions.

3 What do you think is th e effect of punishment on people wh o ha ve committed crimes?

What do you think.is the most appropriate way for soc iety to e ncourage good
beh aviour?

List ening and Speaking UNIT 13 1 163

Writing CharacterAssessment T

lntroduction h! 1 Listen to the recording a bout Bampfylde

Moore Carew, an 18th-cen tury con man
Why do you th in k he ch ose to live as he did ?

2 Here a re some of the cha rac ter qualities and

defects referred to in the recordin
D n you sup ply any relat ed verbs ~ or adjec tives
for exa m p le, trickster - to trick - tricky? '
inventi on deceit boastfulness
dedi cation audacity ingenuity

English in Use 1 Readdescribe

are th is informal
d? no te abo ut a co llege Iec turer. What aspects of his character
Part 5

B ILL Y0 uNC - SAC K E VI

The news aboul Bill Young's sudden dismissal is hottendous.
As his siudents, we should lei Ihe Ptincipal know jusl how
shocked and angty we feel. Bill is laking aciton again sl Ihe
college 10 gel the»: 10 back down. We musl help him all we can.

He's been al Ihe college [or ages. He's a teally kind, sensitive
guy and you can always count on him 10 ltsten when you 've gol
a problem . Whal's mote, he's usually been on out side -
remember Ihe sludenl sltike las! yeat, when he petsuaded Ihe
Ptincipal 10 aqree 10 some of out demands [or necessaty
io changes 10 Ihe college rules? Bill didn 'l lei us down Ihen, did

he? Now il's out turn 10 support him.

They say he's been tipping off Ihe college funds, which is
quile ludietous. Who could you irus! mote than BillP Pethaps
someone in aulhotily dteamed up tkts scandal as an ex cuse 10
15 [tre himP Anyway, Ihey can't prove he's done any lhing wronq.

He's a gteal ieacber and we wan! him back in his j ob now!

164 1 UNIT 13 Wri ting

 2 Usin g the information co ntained in the no te, complete this formal state me nt to the
Principal. You sho uld use no more than two words in each gap.

Exam tip ..,

In Paper 3, Part 5, remember to check the register of the text you must complete; make
sure that the words you use do not occurin the first text; read you r completed text to check
that the style is consistent.

TO THE PRI N CIPAL

We would formally like to (I) our outrage at the way Bill Young
ha s been treated by this co llege. We understa nd that he is appealing aga inst the
cha rges and we hope that the co llege will (2) its a llegations. Bill
Young has o ur full (3) _

He is a (4) member o f th is co llege. His (5) _

and sens itivity have a lways been a pp reciated by his studen ts. In add ition. he is
totally (6) when it comes to givin g o ur probl em s a hearing.
T hro ugho ut the unfortunate strike last yea r he wa s very (7) to
o ur ca use a nd helped to bring abo ut chan ges to co llege regu lations that were mu ch
(8) _

Now he sta nds (9) embezzlin g college fund s. which we

ca nno t acc ept as being true. In o ur view. Bill Young is utterl y
( 10) . M o reover. th ere is no ( 11 ) of his a lleged
wrongdoing .

We hereby req uest th at he ( 12) immed iately in his po st.

3 Which of your a nswers in 1-1 2 above co uld be used to describe positi ve cha rac ter
qualities?

Vocabulary Sensibl e, sensitive

Confusab le words Look back at bo th texts a nd find the word s sensitive and sens itivity.
The word sensible is ofte n confused with sensitiue. Decide wh ich of th e two is
app ropriate in sentences 1- 5.
1 She's very to critical rem arks since she mad e that unfortun ate error.
2 Thea tre directors cannot allow themselves to be too to bad press.
3 How you are! I wasn't nearly as organized at your age .
4 Peopl e sho uld be mu ch more to the needs of the disa bled .
5 It's to limit your exposure to the sun, particularly if you have
_ _ _ _ _ skin.

Writing UNIT 13 1165

Writing
Sample reference 1 a
Exam tip T
In Paper 2, Part 2, you
may be asked to write a
character reference about
someone. This is most
likely to be a work-
oriented task and you
should take this into
account by using the
appropriate register.
16 6 I UNIT 13 Writing
Part 2, character reference
Read this character reference. Would this person be an asset to a co mpany, in
your opinion? Which words and phrases in the text support yo ur view?
To whom it ma y concern
Hilar y Randle
I ha ve known Hilary Ran d le for seven years and have
collaborated with her on severa l proj ects during tha t time.
My mo st recent association with her ha s been the Elwood
Arts Festi val, where she and I co-ordinated the publicit y and
m arketing of th e event.
Hilary brings two fund amental qualities to her work - single-
mindedness and thoroughness. She always has a clear v iew of
objectives and a flair for prioritizing. She shows d edicati on in
willingly putting in extra hours if th e need a rises, so as no t to
comp rom ise the quality of her work.
Her lev el-h eaded approach to problem s is a po sitive and
creative on e. She is ne ver daunted whe n things go wrong a nd
gen erally remains self-possessed . In fact, I wou ld go so far as
to say that sh e is virtually unflappabl e und er pressure.
As a team member, Hilary is se nsitive to th e views of other
p eople, though she is undeniabl y a dominant individ ual. She
u sually takes on th e rol e of team lead er unasked , in order to
fulfil her objectives as sh e sees th em and to ge t things d one.
Her d etermination is in this se nse bo th a strength and a
w eakness.
On a social level, Hilary has an ou tgo ing per son ality a nd
contribu tes a great d eal to any occasion. Her unique se nse of
humour appeals to most people. I have al ways en joyed bei ng
in her company.
For all th e reasons I have given above, I am pleased to
recommend Hilary Randle for a position in your organi zat ion.
b In a character reference, it is important to give a balan ced pic ture of the person .
No prospective employer would believe a descripti on tbat was tota lly positive!
At the same time, weaknesses are often played down, both in terms of how they
are described and at what stage in the reference they occur. Find exam ples of
this in the model.
c What is the structure of this piece of writing? Write down the main point of eac h
para graph .
Unde rstan ding th e ta sk 2 Now read this writing task.

A close friend has applied for a job as a tourist guide in your country and you
have been asked to write a character reference to support this app lication.
You should focu s on qualities and experience that are appropriate to the job
and add any other com ments that you think are relevant.

Decide first on the likely scope of th e joh of th e tourist guide. This will help you to
defin e the qua litie s and experi en ce you need to write abo ut. Don 't fo rge t to incl ude
a weakness as well.

Plann ing your an swer 3 No te down the main po ints that yo u want to include in yo ur reference, o rganizing
them into paragraph s. Finish with a suitable reco m mendatio n. Excha nge yo ur plan
with anothe r student and com pare what yo u have don e.

Fucusin g on th e read er
4 a It is importan t to keep your com me nts to the point. Don't be side -tracked by the
fact that you a re writing a reference about a close friend. A brief explanation of
your relati on ship is sufficient. If you describe your friends hi p in detail, you will
be pe na lized for including irreleva nt material.
Bearing this advice in mind, which o f these stat em en ts wo uld yo u descri be as
irrelevant to th e task?
I have kuoum X since 1985.
X and I shared a flat at uniuersity and spent a lot ojtime together.
After university. X got a job in all offic e at m uch the sallie tim e as I d id .
X and I are still good frie nds and we see each other regularly.
Recently we have been studying English togeth er at th e sallie even ing school.
b Now cons ider th e registe r of you r piece of writing. Look back a t th e forma l
state ment in the English in Use exercis e and at the mo de l for useful ex pressions.

Wr iting 5 Write your cha ract e r reference in about 250 word s. Rem emb er WRITE '~..
-vJ... &iP page 187

6.1 page 194

9.2, 12.1 page 195 rr What ma ~eS you th', nk.
;pu'~ be suH:,aJ,le -{Or this job?"

Writi ng UNIT 13 1 1 67
 Structure Watch yourStep! ..
[ill Head the article again and supply the missin g
word s by writing one word in spaces 1-1 5. The first o ne
Introducti on has been done for you as an exa mple.

What ste ps ca n you take to protect your property from

bei ng st olen? Look at th e list below and choose two
item s which you think wou ld be effective a nd two
which you th ink wo uld be useless.
• Mark your property with an elect ro nic pe n .
o Keep a guard dog .
o Lock everything of value in a sa fe.
• Lea ve a light on in th e house when you go out .
• Fit a burglar alarm to you r house or car.
• Put s hutte rs a cro ss the windows in yo ur house.
• Buya hou se next to th e poli ce sta tion .
• Neve r leave valu abl es in a consp icuous place.
• Go out as littl e as possibl e.
Eng lish in Use
Part 2
[K] Head th e following ar tic le a bo ut a burglar alarm,
ign or ing the spaces, the n describ e briefly wha t th e
alar m do es an d how it works.
Inversion s
o The a rticle states th at:
1 life has never be en m ore di fficult for an intru de r.
2 prese nt -day alarms ind ica te movement only when
a burglar is bu sy b reaking in,
3 you will no longe r need to eme rge in dressing gown
and slippe rs - on ly to find th e neighbourhood cat
rummagin g in th e du stbin!
4 th ey ca n reliably distinguish foot step s from other
movements onl y by ca refully programming Footfall
to recognize data patterns,
Find th e relevant information in th e article and not e
down how the wr iter exp resse s it.
Wh ich wo rds now begin th e se nte nces?
How does pu tting these wo rds at th e begi nni ng cha nge
th e word order of the se nte nce s?
Wha t do th ese ini tial wor ds have in co m mon?
Whe n wou ld you use se nte nc es like these?

-
--~

Walk on (L Innovations

\f~ ~,
when tramping, trudging, pacing or plodding,

the lNi l d i which (91 characterized by

.-~"I ~~
certain acoustic patterns. Applying seismo-

side
30 gra phic techniques, the tell-tale patterns show

--
-~~} , , /~)~ ona graph (10) a jagged dance
of frequencywaves fl uctuating in intensity.
'Only by carefully programming Footfall to
NEVER has life been more difficultfora wo uld- or (3) has moved. Footfall, on recognize patterns (11) data
be intruder' Burgla rs now have to. quite 15 the (41 hand, can react 35 can we nowreliably make a distinction
literally, watch their step. Dutch eng ineers specificall yto hu ma nfootsteps well 112) footsteps and other
10) are hard on the heels of (51 they have reached the movements: says electrical engineer Huubvan
5 poachers and prowlers wi th a footstep detector house. No longerwill you need Hoof.
that can identify anythi ng (1) _ (61 emerge in dressing gown 'But (131 this, we can't
the heaviest of hob-nailed boots to the 20 and sli ppers- only to fi nd the neighbourhood '0 differentiate between the footsteps of

daintiest oftiptoes.
Developed by the Physics and Electronics
to laboratory inthe Hague, the novel device,
(2) as Footfall , outdoes current
alarms. Only when a burglar is busy breaki ng in
do present-day alarms indicate that someone
cat rummaging in the dustbin! intruders and those offamily membersor
The surveillance system attempts to exploit neighbours. Although, (1 4) _
the fact that, just 171- _ people alwayswalked in the
fingerprints,footprints are uniq ue. Not only (151 way, at the same speed, in
25 does this difference manifest itself in shape " the same shoes, we would even beable to do
but (BI • in the noises we make that!'

1681 UNIT 13 Structure

~ 250 words
[[] Now rewri te th ese sente nces putting th e words in
italics a t the beginning. You ma y have to omit words,
change word s, or alter the word order within the
se ntences.
Pet er was 1I0t only a well-known det ect ive but he
became a successful writer as well.
2 Parliament had never mad e such dramatic changes
to the lega l sys te m before.
3 lt was on ly tohen th e intruders had forced their way
into the house that they came across the huge
Alsatian dog.
4 It was only by moun ling a full-sca le investigation
that the police discov ered who the murderer was.
5 Organizations should flO longe r expe ct people to
work unsoci abl e hours without being paid
ove rtime.
6 Heads of State seldo m se em to learn any lessons
fro m history.
7 lames was i ll f lO way responsibl e for th e th eft of th e
painting.
8 Th e bank em p loyees did 1I0t discover th e robb er y
until they open ed the night safe .
9 The em ergen cy se rvices can 110 longer cope with
th e huge amount of ca lls they receiv e.
lOWe rarely hear about what ha ppens to pr ison ers
after they are released into the o uts ide wo rld.
Concessions
6 th is is a no -pa rkin g zone
7 we a re making eve ry effort to despa tch your ord er
as so o n as possible
8 more moto rways are being bu ilt
a we a re havin g p robl ems with our suppliers
b this do esn 't so lve th e traffic pro blem s
c it appears that the number of inma tes is increasing
d you wouldn't think so looking at th e number of
vehicles parked her e
e the escaped prisoner was not found
f the roads are alwa ys congested
g we decided to book in
h th ey fail to det er intruders
we had no intenti on o f s taying there
j you are a llowe d to load a nd unload veh icles
k we managed to make it home sa fely
I th is makes no differ ence to so me would-be
int ruders
Sentence completion
o Inversions
Com plete sente nces 1- 6 with a suitable subjec t I verb
inversion.
I Never suc h a terrible sto rm!
2 Onl y by tryin g eve ry single key on th e key-ring
_ _ _ _ _ th e right on e.

o Th e art icle sta tes th at :

3 No longer on the sta te to support
th em for th e rest of the ir lives!
we can distingui sh footste ps from ot he r 4 Onl y wh en th e taxi dri ver pull ed up at his
movements. destin ation that his passen ger was no
2 we can no t di fferentiate between different people's lon ger in th e back seat!
footste ps . 5 In no way for what happen ed
3 if a-person always walked in exac tly th e same way, yeste rday.
we could d iffer entiat e between different people's 6 Rar ely suc h kindness a nd
foot steps. co ns ide ratio n in a person .

How does the writer com bine the se pieces of []] Concessions
informat ion?
Co mplete these sent en ce s in any way yo u think
Which word s are used to introduce contrasting suitable.
information ?
I Although .... I co uld n't resist .
[[] Com bine th e information in 1-8 with th at in a-l, 2 Despite .. .• he succeede d in .
usin g the follow ing ex pres sio ns at least on ce: 3 Big cities are often dange rous places to be alone in
- not that ...
in s pite of although despite 4 Even th ou gh ... , I have decided to ...
not th a t eve n though 5 In spite of .. ., the committee managed .. .
I th e snow was heavy 6 The govern ment .... desp ite the fac t that ...
2 th e hotel was extre me ly expe ns ive
3 many modern a larm systems are highly effective
4 a nati on wid e search wa s mounted by th e po lice
5 fewer prisons are bein g built

Structure UN IT 13 1169
 Tomorrow's World Today
II
Listening and Speaking Robotics T A

lntroduction 1 Do you know the se robot charact ers?What are th ey designed to do ?

2 Wh at do you kno w about actual robots? Decide whet h er the followin g state me nts
are true or false .
1 The average robot takes ten man- years to build .
2 One robot can run at more th an 30 kph .
3 The hea viest robot we ighs approximately 2 tons.
4 The smalles t robot weighs onl y 150 grams.
5 Th ree- quart ers of all robots run on batteri es.
Check your an swer s with th e key on pa ge 196.

Listening 1 You are going to listen to a radio programme about an eve nt in Scotla nd ca lled th e
World Robot Cham pionships. Look ca refully at th e su mma ry on p age 171 before you
Part 1
start, to find out what type of information you have to listen for.

170 UNIT 14 Listen ing and Speaking

 '0<:>0' 2 Now complete the information in 1-12, using no more than three words in eac h space.
When you have fi nished, li sten again and check your answers.

World Robot Championships

robots need to use their (6) ~

Summary of events In the pool, there will be (7) and

submersible robots.
These are the first championships to be held in
Glasgow and they will return there every Sumo wrestling for robots will have several
(1) . There will be more than 500 (8 ) ~ _
robots from about (2) countries. There will even be a robotic form of
In lEE Micro-Mouse, robots have to discover a way (g) called 'Rabat'.
through a (3) in a fixed time. Robots are often used for (10) _
Nano-Mouse is a (4) of the game. clearing up.
The athletics events will include two-legged and multi- The Championships have two events in this area:
legged (5) and hurdling where (1 1) and (12) _

English in Use 1 Mos t of the lines in the followin g text co ntain an unn ecessary wo rd, which is e ither
grammatically incorrect or doe s not fit in with the se nse of the text. Write the word in
Part 3
the space provided or tick the lines that are correct. Two examples have been don e
fo r you .

.••...
~ T he World Robot Championships are th e ingenio us idea of
Dr Peter Mowf orth , as Direct or of Glasgow's Turing Institu te,
one of the wor ld's ieading ce ntres of research into the artificial
intelligence and robotics . Peter Mo wforth belie ves there is great
demand also for an international sho wcase for state-of-the-art
0_ -"-_ _

1
2
3~~~_
as
O_ --":e-_
_
_

t:: C. robotics, both from industrialist companies and research bodies.

As well as for the competitions, the robots ' designers are
4
5
_
_

~ .J:. planning a full programme of trade exhibitions, contests, 6 ~~~_

7 _
~ C·
seminars, workshops and sim ilar unusual events like a
celebration co ncert performed by a robot orchestra. 8 ~~~_

'0• a. Behind w hich the razzmatazz of th e Rob ot Champ ionships

lies a serious purpose in promoting the advance of robot
9
10
_
_
Q)
....... technology, wh ich has in recent last years perhaps not 11 _
ro
....... advanced quite as rapidl y as some professionals think it 12 _
Vl 13 _
should to have done. Dr Mowforth 's efforts will hopefully
put th is right. •

2 Would you like to att end an event lik e this?Why?Why not?

Listening and Speaking UNIT 14 1 171

Speaking The com plete Paper 5 Speaki ng lasts approximately 15 minu tes, or mo re if you are in a
group of three. As you will be asses sed with an other candidat e, or po ssib ly two
can didates, it is important th at you participate as fully as po ssible in ea ch Part, exce pt
whe n your partner ha s h is ! her 'long turn '. Remember th at askin g you r partner
question s and expre ssing agreement or disagreement are equally valid ways of
demonstrating your skills in spoken English.
Here is a com plete Spe a kin g test. Time you rselves for each part.

Part 1 (about 3 minutes) You are going to introduce another studen t. Talk about where he ! she is from, how long
you have kno wn thi s person and why he ! she is learn ing English with you.
If you run out of hard facts to mention about the person, why not inve nt som e!

Part 2 (about 4 minutes) 1 Fu tu ristic factory (spot th e difference)

Your pictures are very similar, but not the same. Stude n t A, turn to picture 14A on
page 201. Student B, look at picture 14B on page 204. Student A, desc ribe your
picture in detail. You will ha ve abou t a m inute to do thi s.
Studen t B, listen car efully. Th en talk about four differences in your picture.
You ca n check with Student A.
When you have finished, compare the two pictures side by side .

2 Automated automobiles (d escribe and ide nt ify)

Youand another student are each going to look at a different picture. Studen t B,
de scribe your picture in detail. You will have about a m inute to do thi s.
Studen t A, listen carefully. Talk about two th ings th at are the same an d two th ings
that are different in your picture.lf you need more help, you can ask Stude n t B some
que stions .
After do ing th is, compare the two pictures side by side.
3 page193
6.4 page 194 Student A, look at picture 14C on page 203.
Student B, loo k at picture 14D on page 204.

Part 3 (about 4 minutes) A robo tic future

Both of you sh ould look at th e four pictures of robots on page 205. Decide tog ether what
lillI1fiJ 7.1 page 194 each of the robots is used for. Do you think all of th e robots shown are useful aids to
peop le? Evaluate th em togeth er, putting th em in rank order according to the ir neces sity.
You ma y ha ve to agree to disagree with your partner when doing thi s.
Try to va ry th e exp ress ions you use to evaluate things. For example,
I think X is crucial /vital /invaluable / extreme ly importan t ...
For me, X is the least useful /of marginal use / borderline ...
What did you and your partner dec ide about th e pictures?

Part 4 (about 4 minutes) Wha t are th e adva n tages and disadvantages of using robots instead of people? Wha t typ e
of tasks do you think robots will be capabl e of doing in th e future?

172 I UNIT 14 Listen ing and Speaking

Reading Where is the Workplace? T

lntroduction 1 In pairs. co mpare and contrast the d ifferent environments de pict ed in the two
p ictures. If yo u h ad a choice, whic h wou ld yo u pr efer to live in?

2 Read th is extract fro m a news pap er art icle about Joh n Rusco e, a n em ploye e of ICL.
Find o ut what his job invol ves, where he works and wh ere he lives.

ALARI\I BELLS ran g on Orkn ey when th e computer system crashed in

Hong Kon g harb our. t h rea te ning to halt shipping movem ents in one of
th e wo rld's bu siest waterways. John Ru scoe st um bled from his bed in a
farm co tt age overlooking t he sea and a fter four hours in the " broom
5 cupboard" hou sing his computers. docks traffi c was under way again on
the other sid e of th e world.
Mr Ruscoe works for the computer company ICL, co nnected to its
Manchester office by the sort of technology offerin g a radi cal future to
the information industry. He is among those rewriting industrial history.
10 using advanced technology to re-create cottage industry hundreds of miles
from commercial centres.

'-,! 3 Listen to a record ing a bout working in Los Ang eles. Is telecommuting becom ing
more o r less important in Los Angeles? Can you explain wh y?

4 In pa irs, di scu ss what yo u th ink are the benefits and problems of telecomnuuing.

Reading UNIT 14 1 1 73
Reading 1 Skim read the extract from a report be low. According to the writer, what are the main
advantages of teleworking?
Multiple matching
2 The extract is from a report by British Telecom, who have set up a project team to
eva luate the development ofteleworking in Britain. Look first at these section
headings, which are out of order. There are three extra headings which do not
belong to the report.

A Tclcwork ing and Social Contact

B The Development of Teleworking
C Current Trends in Society
D A Definit ion of Teleworking
E The Techno logy of Teleworki ng
F The Problems of Telcworking
G The Benefits of Telework ing
H Career Opportunities in Teleworking
I Teleworking and Employment Issues

Now read the repo rt and match the headings to their correct sections .

AN OVERVIEW OF TELEWORKING
A Report by BT Research Laboratories
Introduction
Thi s documen t provides an introductio n to telewor king for
those unfami liar with the topic. All words tha t have an
important meani ng w it hin th e project are high lighted by
the use of itali cs. These words arc defined w it hin the te xt.
[j]
5 Teleworking enca psulates a whole range of work ac tivit ies,
a ll of which enta il wo rki ng remotely from an emp loye r, or
normally expected place of work, on eit her a full- time or a
part-time bas is. Th e work generally inv olves the e lectron ic
processing of info rmation, th e results of w hich are
10 communicated remote ly to th e employer. us ua lly b y a
telecommun icat ions link.
Th e next section o f this paper dea ls with the growth in
wo~k activities t ha t ca n be classed as t el ew c r kt n g .
h ighli gh ti n g the cha racterist ic technology, locat io n and
15 organisation o f the work.
174
o
Many informal activities have always been undertaken in
the h om e, the work of housew ives being the most important
area. Also. a certain amount of generall y low-skilled formal
employment in the home has co nt inued. People involved
20 in this type of work arc referr ed to as traditional homeworkers.
There are al so a number of professional jobs that have
traditionally been carried out in the hom e, including writing
and illustra ting.
The advances in computer tec h no logy since the earl y sixties
25 has led to the rise of ne w homeworkers. These a re. typica lly,
computing professiona ls, such as sys te ms analyst s and
programme rs, who work at h ome . The con vergence of
computer technology and commun ications tec h n olo gy over
the past three decad es to form information te chnology has
30 made it possible to decentralis e m any t ypes of work
involving the electro n ic processing of inform ation.
Remote area s of Brita in are now seein g the development
of teleservi ce centres (informall y known as telecottages ). The
idea for these rura l work cen tres comes orig ina lly from
35 Sweden, w here they have been developed as commun ity
assets to overcome the problems of rural isolation. The basic
aim of a tclcservtcc centre is to provide access to computer
and telecommunications equipment. British Telecom is
supporting the development of such centres in De rbyshire
40 and th e Highlands and Islands of Scotland.
CD
Not all jobs are suitable for te leworking. Th o se that depend
on persona l 'face to face' contact or tha t require 'hands on'
operation cannot he done by a tclcworker. This includes
job s such as receptionist. counter clerk and makers of goods
45 th a t require complex mach inery to produce.
Jobs suitable fo r teleworki ng are mostly those that are
pr imar ily concer ned with the ha ndli ng, processing,
transforming and dis seminatio n of info rm a t io n . The
 3 Read the report aga in. Which sec tio n ta lks about :
a jo bs ca ring for other people? d demographic trends?
b central services in ru ral areas? e low turnover of staff?
c status in the wo rkplace? f job sat isfaction?

4 Look in de ta il at the sections of the repo rt dealing with ben efits a nd problem s.
Are they sim ilar to tho se you di scu ssed in the introduction?

5 Her e are some state me nts from the conclusion of the report:
Many fa ctors suggest that teleioorkin g could become a major trend in em ployment ill
tile lat e 19905.
People are increa sin gly looking for a better quality oflife. Work needs to becom e a
more integrated part ofan indi vid ual 's life.
Teleu/orking is an idea wh ose time has come .
Do you agree or disagree wit h these statem en ts? Disc uss your views on the future of
teleworking with a not her student .

AN OVER V IE W O F T EL EWORKt N G

n u mbe r of p eo pl e em pl oyed in this type of information
50 intensivejob is grow ing sign ftlcantl v as a proporti on of th e
wo rk force .
Inf o rmat io n inte nsive fu nc tio ns ca n be broad ly split int o
two ty pes: h igh level and clerical. High level information
intens ive individua ls are professio na l pe ople w ho process
55 information as a m ajor part o f their job. Examples include
systems anal yst s, ac co u nt a nts an d specialist consultants.
Cle rical informati on operatives process information in a very
simple wa y. Tasks include input and manipulat ion of
in format ion (e.g . processi ng fo rms). Desk to p co m pu ters
60 a nd re liable data com mu nicat ions services have allowed
the developmen t o f th is type o f work.
o
The future o f tck-wcrktng wi ll be dep en dent on two set s of
force s: economic and so cia l. Economic force s a rc the result
of technical development s th at not on ly make teleworking
65 po ssible, but al so in certain circumstances make it an
eco nomic benefit to employers an d the country at large.
Social forces arc the result of changes in employees' lifestyles
a nd as pirations, coupled wi t h o ther cha nges in societ y.
Chan ges in th e age pro file o f the po pu la tion wi ll ca u se
70 dem and for sk illed workers to exce ed su pp ly. Man y peo ple
u n abl e to wo rk in th e trad itio na l way (e.g. disa bled a n d
ha ndica p pe d) w ill be able to ta ke u p jobs fo r th e first tim e
bec ause of tclcworking. Thi s w ill help 10 ove rcome the skills
sho rt age .
80 The flexibilit y that tcl ewo rkin g wi ll give over hours of work
wi ll be a great advantage to par ents wi th you ng chlld rcn. It
w ill a lso a tt rac t tho se w ho care for el derly o r d isa b led
re lat ives. Retired people may also use te lc wor king as a wa y
of working part-t ime.
85 The emp loyer can benefit from teleworking in three main
ways: increased productivit y, reduced costs and a wider pool
of potent ial emplo yee s. Sin ce people a rc gene rall y happier
in their jobs, it is ea sier for the emplo yer to attract an d
reta in employees.
90
o
Telewo rk ing co u ld give rise to a n u m be r o f un welcome
co m p lica t io ns for th e em ployee a n d the emp loyer. The
impact o f t hese has yet to be a ssessed h ut t here will
obvious ly he a trade-off between the advantages and the
disadvantage s of teleworking.
95 A major con cern fo r an y e m ployee is the po ssibilit y of
having a lower profile a s a t ele wo r k e r within a ll
organ isa tio n . Since a telcwo rker is not physically present
in the employing organ isat ion , he or sh e may not be SCl' Il
as an equa l to the on-si te employees. The co nsequences of
100 t his co u ld be lack o f prom ot ion op portu nit ies.
So m e tele w o rk ers m a y mi ss th e inte racti on o f th e
wo rkplace. Th e da ily interaction w ith other peop le is a
m aj o r reaso n for ma ny in go ing out to work. If the
in t eraction is removed . t he jo b ma y no lon ger seem
1111 worthwhile.

75
o
The chief advantage 10 emplo yee s is that less time , money,
There arc many financial cos ts associated with teleworking.
These may well increase the cost of living for the tel eworkcr,
alt hough they must be balanced again st the sa vin gs that
and effort are spe nt on travelling 10 and from the workp lace. were hi gh light ed in sectio n 5.
For city-based wor kers who commu te daily, thi s re presents
a majo r savi ng. Related to t h is is the w ider choice o f areas
to live in once th e co ns tra in t o f travel is rem oved .
900 words ~ 175
Style Th e BT report on pages 174 - 175 cont ains m an y features th a t are typ ical of factu al
reports. Look at the examples below and try to include them in yo ur ow n writing when
appropriate.
• Using sec tion headings as signposts for th e read er.
The Development of Teleworkin g
• Usin g prefacin g structures to h ighlight main advan tages a nd disad vantages.
The chiefadvantage to em ployees is ...
Did you notice an y other exam ples of prefacing struc tures in the report?
• Usin g adverbs to state th e typi cal situation.
The wo rk gene rally invo lves the electronic pro cessing of information .
Information intensive func tions ca n be broadly spli t into two types: .
Wh at other adver bs can be used in this way?
• Referencing to oth er parts of th e report.
The nex t section of this paper deals ...
... tha t were highlighted in section 5.
The inclus io n of referencing makes for a tighter and more cohesive repo rt.
• Using will and may to make futu re predictions.
Cha nges in the age profile of the pop ulation will cause demand for skilled workers to
exceed supply. Retired people may also use teleuiorki ng as a way of working part-ti me.

Writing An Electronic Future T

lntroduction 1 Which of th ese ite ms do you predi ct will no lon ge r be used in th e next ce ntury? What
might repl ace th em?

176 1 UNIT 14 Writing

 2 Read these short articles about the im pact of electronics on commerce and travel.
Are the innovations described a good th ing, in your op inion?

Scanner 'ends checkout woes'

Booked for ghost train
A
n elect ronic scanner which can read t he ent ire contents of a
supermarket t rolley at a glance has just been developed.
The supertag sc anner could revolutionise t he way peop le Fre~~~ train p~ssengers th ought they had seen
shop, virtual ly eradicat ing supermarket queues. issue~aa~ :~servatIons f~r the wrong train, tickets
5 The scanner would have a double benefit for supe rmar kets - e wr ong prrce, seats double-book ed
removin g the bottleneck which causes most custome r fr ustration or not b00 ked at al l.
and reducing the number of checkout staff. 5 Then t his weekend Soc ra tes th '
The face of retailing will change even more rapidly when the computer rai! book ing system, su'rpasese~)~v:~rt:
fibre opti c networks being built by cab le TV companies begin to be own u nen vIa bl e r ecord for
10 more widely used . Customers will be able to place t heir orders electronic gaffes. It booked u g oof- U Phs a nd
from home . using a handset to flip t hrough men us on their TV not exist. p a tram t at did
screens.
10 The excessively complicated S
The day cannot be too far off when the weeklyshop ping ordered h aerat es system
from hom e will be collected later from the supermarket. already
ts in a trolley. The custome r will wheel it through a Supertag-type
·o~ promdPtled staff strikes, passenger protests
J es an rne odd law suit D '
one Pari
h
. . Uflng t e summer
'
scanner, pay elect ronically using a plastic card , and be off home s commuter wa s lI1ad vert enrJ ch d
within min utes . ~h e equ ivalenr of a month's salar for Y arge
15 Journ ey to the suburbs 0 Y
h a on ~-wa y
k ' . . n an or er Occasion a
fea serVlCe hIgh-speed tra in left Pari s with j~ st
o~r pas sengers on board because Socra tes had
said that the service wa s book ed ou t.

English In Use 1 Look at the picture and decide wh at it is illu stratin g.

Part 6

Writing UNIT 14 177

 2 Now com plet e this article by choosin g the best phrases from A- I to fill spaces 1- 6.
Three of the phrases do not fi t at all. On e answe r has been given as an exam ple.

TRAVEL HOTELS push-button living make guests lazy, hot els are also
jacking up the high-tech content of their gyms. Videos to
plug into while pumping iron are now commonplace, while

Room for revolution 25

Electronic gadgets have moved out of the off ice and into
the hotel bedroom in a big way. Gone are the days when
smart city-ce ntre hotels provided mere B & B with a few
in-room luxuries thrown in.
30
5 T Oday's travellers are less interested in clothes
hangers and hairdryers than in-room fax machines
and natty TV sets that let them pay the bill , (OI _J_ .
Some peop le even predict that tomorrow's globetrotters
won't waste any tim e in the lobby when they roll up at
10 thei r hotel for the night. They'll check themselves in on
an in-room monitor, heat up a snackintheirwall-mounted
microwave and then (11- - -. While personal service will
remain a premium at the top end of the market, technology
will (2)_ _.
15 Hotels geared to pu sh-button liv ing now provid e
personal pagers, extra phonelinesfor fax and computers,
in-room answering machines, magnetic door keys and
touch- screens which can (3) . Bedside remote
controls enable guests to flick through a score of TV
20 channels, turn up the temperature and (4) . Should
staff will often (51_ _ .
Whether microchip s will ultimately replace the personal
touch at tomorrow's leading hotels remains to be seen.
Robots are unlikely to (6)_ _ . However, there's little
doubt that prop erties with up -to -th e-s econd
communications technology will stea l a march on the
competition.
Will tomorrow 's travellers gladly swa p 21 st century
gadgets for a helping of good old-fashioned service? The
chances are they will have checked out on their TV sc reen
and be halfway to the plane before anyone thin ks to ask.
A draw the curt ains wit hout stirring from under
th e duvet
B hit the exit command on th eir disp lay screen
C include training programmes in its charges
D decide where most of the business goes
E start steaming suits and po uring coffee
F deliver exercise bik es to the room on request
G show everythin g from messages to weat her
reports
H press a few buttons to check out next day
I offe r tangibl e benefits to guests rather than staff
J check share pric es and watc h movies

3 What type of hotel wo uld you prefer to stay in and why?

Vocabulary 1 In th e art icle, yo u came across th e following phrasal verbs:

Phrasal verbs I th rown in (li ne 4) 4 turn up (line 20)
2 roll up (line 9) .5 chec ked out (li ne 33)
3 heat up (line I II
Look back at the verbs in context. Can you explain wha t the y mea n?

2 These verbs all have more than on e mea n ing. Do you kno w any of
the othe r meanin gs?

3 N ow sel ect on e of th e verbs for each of th e sent ences belo w.

I She had the feeling th at some one had been her movement s.
2 Coul d I p erhaps a comment here?
3 The debate on genetics started to as te mpers bec ame frayed.
4 The search en ded when Josie Daley, aged 12, at her au nt's ho use
last night. •
5 He wen t to th e ki tch en, h is sleeves and got on with th e cl ean ing.

1781 UNIT 14 Writing

Writing Part 2, report

Understanding the task 1 Read the following writing task.

21 st century technology
A multinationa l e lectronics com pa ny is offering to fund a student scholarship for the
writer of the best report they rece ive on current and future technological advances.
Write a rep ort outlining the changing situation in your country, including references to
work, travel and the home.
2.2 page ' 9 3
7 page 194
8.4 page 195
Look at th e stylistic features high lighted in the reading section. Wh ich of them are
rele vant to thi s ta sk? What other stylistic points should yo u be ar in mind here?

Brains t ormin g idea s 2 Now think about how technology is changing the aspect s ment ion ed . Try to add spe cific
exam ples to th e diagram below. Are there any other aspects apa rt from those given that
Exam tip T you could cover? Look back at th e reading sec tion for extra ideas.
Examiners give credit teleworking
for the inclusion of travel
original ideas, te c hnologica l advances ~---i work
provided that they are
relevant to the topic
and the task itself is
com pleted. interactive 1V

Planning your answer 3 a Decide on suitable section headings for your report, making su re th at you ha ve
included all the asp ects referred to in th e qu estion.
b List the main po in ts to cover under ea ch of yo ur sec tion headin gs. Show the plan to
another stude nt to se e whe the r th e suggeste d organization of yo ur writing is clea r.
c Now spend some tim e thinking about yo ur introd uction . Remember, in th e exam
you probably won't have tim e to go back to th e beginning a nd redraft your
opening paragraph. The de velopment of a st rong introduction is crucial.
Here is an example of an int rod uction to th e task. What is wrong with it, and ho w
could you im p rove It?

Iam writing a report on the changing situation in my country. i wouid

like to win the schoiarship for this report. I think there have been
many changes in the workpiace in my country, including the growth of
teleworking and the introduction of many new gadgets around the
office, such as computers and fax machines, which have made
communication easier. i wili talk about travei and the home too.

d ------~--
• - .---------_-.-
Write your own intro duct ion (about 40 words), explain ing the scope of your report
and indicating th e sections yo u ha ve chosen . Give it to another stude nt to read
through. Do es your introduction meet these criteria?
• Is it clear eno ugh? • Is it general enough ? • Is it in a n ap prop riate style?

Writing 4 Now write your report in about 250 words. Rem ember WRITE "" .
~ ~ page 191

Wri ting UNIT 14 1179

Structure Technological Trends T television cameras. An image of the operation -
Introducti on
Look at the title of the article be low. What do you
understand by keyhole surgery ? Why do you think it is
described as 'a kinder ClIt'? Why do you thi nk it might be
an improvement on more traditional methods of surgery?
Reading
Read the following article. Then, in sma ll gro ups , discuss
how endoscopic surgery wor ks an d what its ben efits a re.
Keyhole
Surgery
- A Kinder Cut
I
The deve lopment of so -ca lled keyho le surgery
means that the surgeon's kn ife may soon d isappear
altogether as it is rep laced by miniature cameras,
microscopic scissors and staplers. Instead of mak ing
5 long cuts in the patient's body, surgeons look at
the site through an 'endoscope', or operating
telescope. This is passed into the body through a
small hole that will barely leave a scar.
As long as the operation is carried out skilfully by
'0 an experienced surgeon, keyhole surgery damages
the patient far less than a conventional operation .
"Minimal access surgery is a real breakthrough,"
says Alf Cuschieri, a leading endoscopic surgeon . "I
wish we'd developed it years ago. Not only does it
rs reduce the trauma to the patient - it also means
that we no longer have to make major incisions to
perform major operations."
The viewing technology that allows doctors to see
what is happening deep inside the huma n body has
20 been borrowed from th e aerospace industry.
Although in the 19 60s flexible scopes w e re
developed by technicians in order t o check engine
interiors without them hav ing t o be t a ken apart,
today's endoscopes are not just simp le tubes you
25 can see t hroug h; they a re equipped wit h minute
180 I UN IT 14 Structure
magnified eight times - is transm itted by t he
camera onto a strateg ically placed TV screen .
Doct ors and nurses needn 't crowd round to peer
30 into the wound . Instead, they keep their eyes on
the screen and work with straight backs and plenty
of elbow room . As surgeons ca nnot wo rk in the
dark, light is beamed into the area of the body
being operated on through optical fibres - strands
35 of special g lass, each as thin as a human hair,
through which light travels.
Keyhole surgeons hope that miniaturisat ion will
make it poss ible for patients to have their
operations performed by robots small enough to
'0 crawl t hro ug h the patient's body. Despite the fact
that, until no w, even the smallest robots have been
Minimal access surgery is
a real breakthroug h
too large to be exploited in endoscop ic surgery, in
Massachusetts the Institute of Technology's
Artificial Intelligence and Robotics Laboratory is
45 working on ever-smaller miniature and micro-
robots. These robots cou ld be used for filming,
tak ing biopsy specimens or on -the-spot analysis .
One of t he most e xciting future developments
invo lves telesurgery, where doctors will operate by
50 remote control. Th is means that a patient can be
operat ed o n by two surgeons w ho are hund reds of
kilometres away from each other - and from the
patient ! So me believe that such techniques w ill
have bee n perfected in the next ten years or so.
420 words ~
Grammar review [!!] Con dit ionals
Th e following conditional appear s in the articl e:
In gro ups of three or four, work through the revision
exercises below. You may need to refer back to the As long as the opera tion is carried alit skilf lllly by all
relevant grammar sectio ns in the boo k. Your teache r experienced sllrgeon , keyhole Sllrgery damages the
will help yo u if neces sary. patien t far less tha n a con vention a l operation .
What typ e of cond itional is th is and why is it used?
~ Modals
What is the difference between the first, second, and
The following mod als appear in th e article: th ird co nditio na ls?
may will wo uld could ca n needn't Com plete the se nte nces below, usin g an a ppro priate
Wha t can th ese mod als exp ress? form of the conditional. Two of th e se nte nces are
mixed conditional s.
Complete th e following se ntences, using one of th e
modals above . In so me cases , there may be mo re than As long as th e child ren (n ot find out) abo ut the trip
one po ssibl e ans wer. to Disneyworld, they (have) a wonderfu l surprise.
Help me with this co mpositio n and 1 _
2 I (ha nd in) my resigna tion to morrow unl ess the
ma nager (a pologize) for her rudeness.
be your friend for life!
3 (I know ) you were coming, I (prepare) for your visit.
2 Look , it be th e right decision , it 4 Supposing you (be) born a cent u ry ago , what
_ _ __ _ not. It's difficult to sa y. difference do you think it (ma ke) to your life?
3 you take me with you if you don't 5 If I (wor k) hard er when I was a t school, I (be) at
wa nt to! university now.
4 Helen 's only five, but she play th e 6 If we (have) the money we (go) abroad last yea r.
piano beautifully. 7 Supposing th at you (can) live your life all over
5 Do you thin k you possibl y help me aga in, how (you change) it?
8 If she (no t brea k) her leg last wee k, she (be) skiing
carry thi s box of books?
in Switze rland now!
6 For goodness' sake! you stop mak ing
th at dreadful noi se! [9 Reported speech
7 I as k you a few personal questions?
Th ese examples of dir ect speech appear in the a rticle.
8 you mind if! used th e telephone to
make a long distan ce call? 'Minimal access surgery is a real breakthrough, 'says Alf
Cuschieri, a leading endoscopic su rgeon. 'J wish we'd
o developed it years ago. Not only does it reduce th e
trau ma to the pa tient - it also means that we 110 longer
ha ve to make major incisio ns to perform major
6 operations.'
Can you repo rt what AlfCuschieri says?
o What changes would you make if th e reporting verb
were sa id?

Report the following conversa tion between a mother

What other mo da ls a re the re and wha t do they express?
How do modals be have different ly from othe r verbs?
and her teenage son. Begin by using asked.
Sam Mum!What a re you doing with the too l box?
Mari a Don't to uc h that electric cord!
Sam I wish you wo uld n't sh out a t me .
M ari a Sorry' I just d idn't want you to hurt you rself.
Sa m What's it for, anyway?
Maria I'm trying to mend the CD piayer.
Sam What happen ed to it?
Ma ria Well, some body kno cked it off the shelf a
couple of days ago and it won't work .
Sam Look! I didn't do it! Hon estly!

Structure UNIT 14 1181

[ill Dependen t clauses [iJJ Verb tenses
Clauses are a grou p of wo rd s co nta ining a verb, The following se ntences appea r in the article :
whi ch give add itio na l inform ation abo u t a main a I wish we'd develop ed it years ago.
se ntence . b The viewing technology .. . /lOS been borrowed
Can yo u name: from the aerospace industry.
c .. . in the 1960sflexible scopes were develop ed by
a two type s of noun clause? techni cians .
b two types of relati ve clau se? d ... until noui. robots hav e been too large to be
c as man y types o f adve rb clauses as pos sible? If you exploited in endoscopic surgery ...
ca nnot remember them all, look back at Unit 8.
e Some believe that such techniques icill haue been
2 In the article, ca n yo u find examples of no un pe rfected in the next ten years or so.
clau ses which ans we r these questions?
Why is the present perfect used in b and d but not in c?
a What do es the development of keyhole su rgery
Why is the pa st perfect used in a? What other ten ses
mean?
can be used when ioish is followed by a clau se and
b What do es Alf Cusch ieri wish?
what do th ey refer to?
c Wh at does m inima l access surgery also mean ?
d What do keyh ole surgeo ns hope? Why is th e future perfect ten se used in e?
e What do es telesu rgery mean ?
2 Com plete th e followin g se nte nces, us ing an
f What do some peopl e beli eve?
a pp ropria te form of the verb in bra cket s:
Are th ese noun clauses th e subject or the obj ect of the
a It (be) a long time since I (tas te) real Italian food
main ve rbs in the se nte nces?
3 In the articl e, there are se vera l examp les of relative
cla uses. Can you find one exa mple of a defin ing
re lative cla use toward s the end of the first
paragraph, and on e exa mple of a non -defining
relativ e cla use towa rds the en d of paragraph three?
Is it possible to omit the relative pronoun in the
two exam ples you found? Give rea sons for your
an swers.
4 Look at paragraph three of the article. Ca n you find
exa m ples of th e followin g adverb clau ses?
• co ncession
• reason
b How long (the authors writ e) for examinations?
Co mplete the followin g se ntence in five different ways,
c By th e end of thi s yea r th e builders (com plete) the
using the conjunctions below, and say what type of
project.
adverb clau se you have used .
d Until now the recreational facilities in this town
Sally decided to accept th e job .. . (he ) less tha n adequate.
a because ... e Your mother (have) a lot of d ifficult decisions to
b so that .. . make recently.
c altho ugh ... f Th e manager as ked me why I (not m ention) th e
d after ... design problem before.
e so .. . th at ...
g Gary wishes he (pay) more att ention whe n he (be)
at schoo l!
h I (had) no previou s train ing before I (ta ke) on my
last job.

182 1 UNIT 14 Structure

[!] Gerunds and infinitives [E] Inversions
Th e follo win g ge ru nds and infinitives appear in the Look at th e following sen te nce.
article:
No longer is it nec essary to perform major op erations
Instead of making long cu ts ... by making major inci sion s.
... allows doctors to see ...
Why arc invers ion s used?
.. . without them having to be taken apart ...
How do th ey cha nge th e co nst ruction of th e se n te nce?
... sma ll enough to crawl ...
Wh at kind of words a re used at th e beginning of the
Match th e wo rd s o n th e left to those on the right, and se ntence in this kind of co ns truc tion?
use each com bination in a se ntence of yo ur own. If
Rewrite these sentences, usin g a suitable wo rd or
more than o ne answer is po ssibl e, explain any
phrase at th e be ginning follo wed by an inver sion.
differen ce in m eaning.
Remot e control surgery is not onl y revolu tion ary
I to regre t
but it is beneficial as we ll.
2 to reme mber
3 without 2 We ca n only improve our technolo gy by invest ing
4 to loo k forwa rd do in further research .
5 in o rder (to ) doi ng 3 We ca n onl y truly be nefit fro m th ese technological
6 to hel p advanc es when we make the m ava ila ble to
7 to o bject everybody.
8 (I ) used 4 We will no t be able to take full ad vantage o f the
proposed health sc heme u ntil we ll into the next
G Pas sives - the causative use of have ce ntury.
What is th e difference in form a nd m eaning bet ween 5 Patients no longer have to put up with pai n a nd
these th ree sentences? s uffering when th ey undergo a n operation .
a Small ro bots m ay perform operations. 6 Noth ing like this has been in vented before.
b Op e ra tio ns m ay be performed by sm all robots.
c Patients ma y have their op erations perform ed by
small rob ots.
Rewrite the Followi ng se ntences, using either a pas sive
form or the caus ative use of have. When using the
passive form, remember to omit the agent if it, or he /
she is uni mp o rtant. obvious or unknown .
Surgeo ns pass t he operating tele scope into the
body through a sm all hole.
2 Surgeo ns no longer need to make major inci sions
to pe rform major op erations. ~~,-=-:="€,~
3 The m edical profession borrowed the te chnology _ ~ .
from other fields. ----
4 Technici ans no longer have to take eng ine interiors
apa rt to check th em .
5 Technicians beam light into the area of th e body
w hich surgeo ns are operating on.
6 Th e su rge ons arra nged for th e in st allation of a TV
sc ree n in the o pe ra ting th eatre.
7 The Insti tute of Tech n ology's Artificiai
Intelligence an d Robotics Laboratory is d esigning
ever-s ma lle r miniature and micro-robots.
8 In future, pa tie nts mi ght be able to get surgeo ns to
perform their op eration s by remote control. ~

Structure UNIT 14 1 183

Writing Resource
Pa rt 1 Letter and No te ~

• Write for th e spe cified target read ersh ip. If two tasks are req uired , th ey will
probably need different registers (for exam ple, on e formal and one inform al).
• Make sure you read all th e materi al provid ed .
• Use onl y the part s of th e material that are relevant - und erlin ing key informat ion
can be helpful.
• Rephrase thi s information so th at you do not 'lift ' exact phrases from th e
qu estion pap er.
• Add your own ideas wherever appropriate, but be careful no t to go off th e point.
• If there are two tasks, make sure you complete eac h on e in th e number a fword s
specified. Over-long answers may be penalized.
• Include suitable op ening an d closing form ulae: e.g. D ear Sir.

You belong to the AZED International Club, which is currently performing an English
Task musical in your town. The local English language newspaper has just written a
review of last night's open ing performance.
Read the note from your club secretary and the review, on which she has made
so me comme nts. Then , using the information ca refully, write the letter and the note.

Wooden in the
I enclose the review of last night 's performa nce -
it's absolutely dreadful, I'm a fra id. Poor J an. It's so
woods!
unfair, after we worked so hard for months a t all AZED Inte rnational CI b '
11Itott. lVt U S producti on of the musical
t hose rehearsalsl T :e . oOds (o pe ned Friday 20 No \'e mbe r)
hi s amateur effort , directed b , ) . .
We must take action immedia tely and ask for an Leed . \ .10 \ an dcr
en , IS not re commended for an ' . " . '
apology to be printed. Otherwise, no one will come Cruel! musica ls . Not on I\' did II . ... . }.ont: \\ho<:°I OYs
. . utrc ct or person al" -
lC
and see next weekend's performances. manag e [0 rum a wonderful mu sical b . .
Could you write a strongly-worded reply on beha lf n:-{)rdering the sto 'lin } c ompletely
AZED 11 C but also, his entire cast of Not true
of the club? Please include my comments a nd add . members acted w o odcnfv a . 1 I . .' .
wasn 't S . I . h . flu t 1<: smgtng
• . peCta elt er. ~
anything else you want to say. I'm sure we should
In Short, it is a disastrous ProuUct ion tl I . 6 mths of
complain about the general rudenes s of t he reviewer. tat las h . ..1
clearlv not b
.
A
een auequarely rehearsed TI . ' arCA workl.
Please could you also send a note to Jan? He's members had great robiems .. > te AZED
.

too _ quite frankl . Ph ' . spcrformmg m English, Audience

terribly upset and needs our suppo rt. M• y, w } did they bother? enjoyed it?
, ) orde al lasted a vcrv long th .• I
uncomfon bl ree lours, on an
Thanks > ' -

a e seat m a cold theatre AZED I " 2 hre

asked me t . > ~. rave
. 0 say that there are tw o m
Maria performances this com ing Frida)" an" S . 1 o re
7.30
•
8 00 B if
--.:-..:.. li t I you take my advl
. , ' u, • aturdav
. .,
at
and watch TV! ICC , )OU II stay mdoors

Now write:
a a letter to the Editor of the paper (approxima tely 200 words ).
b a relevant note to Jan (approximately 50 word s).

184 1 Writ ing Reso urce

Sample answer Lette r

letter format
but no address
To Ihe Edilor needed
I formal register ~-_ _
Dear Sir or Madam

clear opening: [ am wriling wilh regard 10 Ihe review enlilled 'Wooden in Ihe
statement of Woods ; which appeared in yeslerday's edition. A s an AZED
who is writing member, [ would like on behalf of Ihe club 10 lake issue !vilh appropriate
and why linking of
Ine review's inaccuracies and lUlfair ,-ema,.ks.
points and
paragraphing
Firslly, M r van der Leeden did nol re-work Ihe scripl. We
worked [rom Ihe original version. Nor can I accept the criticis m
addition of Ihal we acted 'woodenlp'. We may be amateurs bul iI was clear
own ideas r--_.I 10 us Ihal our pe rformance was !vell·received.
The review claims tha! Ihe production has been under-rehearsed. _
--_I rephrasing of
We have in [act been rehearsing for Ihe lasl six months. Our
input
directo r in particular has sacrificed a qrea) deal of his lime. [
Iherefore find Ihe reviewer's criltcism of Mr van der Leeden 's
work espec ially unfair.

As for liming, Ihe performan ce is approx imalely Iwo hours, not

three. A ll performances star ! at 7.30.

[ hope you appreciat e Ilw negalive effeci Ihe review has had on I
persuasive
r
our morale. KnoWing your paper's reputation for balanced
ending to reportinq, [ am sure you will prtnt bolh an apology and a
prompt further correction of Ihe [acts - in partic ular Ihe actual lime of nex!
action
weekend's performances.

Yours failhfully

Keiko Ishiquro

Note
M y dear J an

J us l a quick note 10 lei you k now tha! concise note

informal I've written 10 Ihe p aper - I'm s ure Ihey 'll (single
paragraph)
register prin! an apology. Don'! lei Ihis s tupid review
gel you down. Remember lha! last nights
I friendly tone audience Iho roughty el)joyed th« performa nce
and so did we.
You 're a brilliant director!

Wi/h love
Kei ko

Writing Resource 1 185

 Part 2 Article T
Key points • Note what type of publication the article is to ap pear in - for exa m ple, a n
int ern ational travel magazine fo r adults wo uld require a neutral or fo rmal
reg ister, whe reas a co llege magazin e aimed at teen agers co uld be writte n in a
ve ry inform al registe r.
• Make sure the register yo u use is co nsistent throughout the article.
• Remember to include an app ropria te title .
• Introduce your to p ic in the op ening paragraph .
• Be as clear and informative as po ssibl e.
• Enga ge the reade r's int er est throughout.

Task An international magazine is running a series of articles On the current pro blems
being faced by young people around the wo rld. You have been asked to write
about a prob lem that part icularly affects young people in your area. Your article
should include sugges tions for a solution to this prob lem.

Sampl e answer

neutral / semi-
interesting title formal register
to encourage
reader to go on
I Nowhere left to go I for 'serious'
reading
J Growing up today should be an exciting experience, with every opportunity I
but the reality is ali too commonly the very opposite.lln my own town,
magazine and
adult readers

strong opening
the recession has hit hard. In a shrinking job market, young people are
sentence
through now leaving coliege wit h little prospect of fInding work. Many are on clear outline of
contrast government benefit and have endless 'free time' seven days a week. But problem

where are they supposed to go? Several local facilities which used to be
available are in the process of being closed down by our council, who claim
that they have insufficient funds to keep them open.

One example of this is my local library, where up until last month it was
possible to go and read the newspapers, or meet a friend for a cheap cup
of coffee and a chat. With the recent closure of this and other faciiities,
development 1_ _- - young people are forced to hang around outside, shivering on park
through one
specific benches, or drift through the shopping centre, without the money to buy
example the things they see. Or, even wors e, they don 't leave their rooms at ali
and become reclus ive.

Our council must take urgent action to bring these people back into ~~~Ic~~~~~nce
society. If necessary, working people in the community could pay higher article torcetully
~-------'l----- local taxes, in order that facilities are reopened and new leisure pursuits and leaves
solution reader with
included and further training can be provided.I If nothing is done, our community IL _ - - ----, something to
will not have a safe or happy future, s ince this rejection will ultimately r think about

I
lead to crime and sociai unrest.1

186 1 Writ ing Resource

 Part 2 Character Reference T
Key points • Make su re the information you give is relevant.
• Write in a form al register - you a re writing to an e mployer.
• Identify how you know th e person briefly and clearly.
• Use a va riet y of exp ress ions to co nvey positive qu aliti es, rathe r tha n rep eating
th e same phrase.
• Include a refer en ce to a weakness.
• Concl ude by recomm ending th e person for th e job.

Task A colleague of yours at work has app lied for a job in the export sales department
of a large multinational company. Since you have known and worked with this
person for over five years. you have been asked to write a character reference to
support the application. You should include relevant information both about the
business skills and the character of your colleague.

Sam ple answer

To wh o ever it may co nce rn

Giusep pe Acci n ni
Giu se p p e Accinni and I h av e b e en collea gu e s i n t h e sales
department o f CFTD for near ly s ix years . During this period . brief
we have wo r ked closely toget her on a number of e xport explanation of
campaigns . an area i n wh i c h Giuseppe himself has over ten relationship
with colleague
years ' e xperience .
each Over t he y ears . he has built up a number of close working
paragraph
relationships with key customers , who trus t him completely.
introduces a
different point He gives an impression of honesty and fair-play in his
business dealings . although he usually manag es to get the
optimum agre ement for our company .
Giuseppe is extremely dedicated to his work . For examp le ,
h e has often remained at his desk late at night . in order t o
make vital phone calls to the other side of the world . This
zealous , single-minded approach does cause exhaustion and
Giuseppe can occasionally be difficult to work with .
However . his brief displays of bad temper seem a small pri ce r
to pay for the success that he ach ieves and . generally . he is l
a likeable colleague . r
He has a flair for foreign languages and is fluent in
English . Fr ench and Spanish . I have seen him conduct meetings
in each of these languages with confidenc e and he is equally
at ease using th em in a social sett ing . Our clients appre ciate
his readine s s to u s e their l a n g u a g e and th i s has often been a
significan t f a c t o r in closing a deal .

final For all the se reasons . I believe Giuseppe wo u l d have much to

recommendation contribut e a n d I have no hesitation i n s u p p o r t i n g his
application wholeheartegly .

Writing Resource 1 187

Part 2 Guidebook Entry
Key points
T
• M ake the in form ati on accessible to the reader through head in gs and l ayout.
• Note any information about the guidebook, wh ich may help to establis h the
register you should u se. A neutral register i s usuall y a safe choice.
• Ensure th e styl e and register is consistent throughout th e en try.
• Bring the facts to life in yo ur description.
• Write eq ual a mo unts on each place or event that yo u include.
• Remember to in clude practical inform ati on suc h as times and prices, if relevan t.

Task A publisher is preparing a guidebook for foreign visitors, which will focus on
historic buildings in your country. You have been asked to write a contribution to
the guideboo k, desc ribing the main sites in your local area and giving practical
information for visitors.

Sample an swer

self-contained Bruton and iJs su,rt'ou l1dil1g loea/fl y

sedan of the--
9uidebook - no BruioM Caslle
introductory
This beauliful castle dales in pari from Ihe fifleeM lh ceMlury and has
material neeaed
been recenlly restored. Of particular interest are the twin lowers and
original entrance. TAe eas! winy, Which contains the library, was added neutral / semi-
impersonal formal register
10 Ihe castle in the eighleenlh cenlury and Is also ltigMy recommended.
style
lis tntcrtor kas mallY fine examples of tapes tries and wall l1anglllgs, as
well as a large collection of oil pa/IlIIllgs,
Open- Tuesday 10 SUMday, JOam -5p m.
£3.50 admission. Free car parkillg.

W/ldesbury Mallor House

plentyof facts Home of the Wildesb" ry family for over four hundred years, Ihis is
within a tvouse o{ greal architectural tnterest. wi/11 some prime examples o{
descriptive Georgian [eaturcs. Eve ry rOOI11 contains exquisite [urntturc and unusual
framework
mementoes [rom an earlier age. The fal11/ly 's collection of silverware Is
displayed in the dining hall. A n extensive garden contains l11any rare
species and should 110/ be missed. .
Opm' Salurday 2am-5pm; S UMday IOam-4pm.
Group vlslls by prior' arranqemen! wilh the owner.
House and qarden £3.00. CardeM DMly £1.80.

Te/cl1inglon Collages
Bu.lt in 1760 and used ullIII 1905 as accommodation for workers on
the Telch/ng/oll Estate, Ihls row of collages has been restored using
traditional materials and now provides a colourful illustration of rural
life. There are {our collages ill all, one o{ which houses the Livlll(j
II/slot'fj museUl11, with lis olA/s/andlng por/rayal of pasl li{eslyles.
practical details
Open.' dally, llal11-4.30pl11. Nu mbers in parties should 1101 exceed len, displayed
due 10 /he sl11all size o{ lite rOOI11S. separately
£5.00 cl1arge includes MUSeU I11 ell/ry.

188 I Writing Resource

 Part 2 Informal Letter T
Key points • Ens ure that you keep to an informal reg ister.
• Cover all the po ints required - if there is an extract from a letter provided , read it
care fully so that you can repl y appropriatel y.
• Includ e your own ide as hut be careful not to introduce irrelevant points.
• Use sufficien t paragraphi ng.
• Use phrasal verbs and a range of informal express io ns .
• End th e lett er in a friendly way.

Ta sk Here is part of a letter you have just received from an English pen friend :
. .. [ really don't know whal 10 do. A llhough [ enjoy college life in qcrcral,
['Infindin g the work really di ffi cu /l. ['In sure [ won't pass Jny fina l exa hls Ihis
summer. Perhaps I Should give up the cou. rse 11 0 W( My parents wou ld be [urtous
IhougA! Whal would you do i f you were Jn e?
Love Jal1e
Write a letter to your friend, advising her whether to co ntinue the co urse or not
and giving her some reassurance.

Sampl e answer

Dear Jane
Thanks for your letter. I was very sorry to hear that yo u are strugg ling
modal verbs early
and a bit at colli'ge. Between you and me, I've felt the same way at times, but reassurance
imperatives I've never considered giving up my studies. I don't think you should eitheri given
used to
introduce You shou ld keep telling yourself that it's only for another six months.
advice That's not very long to wa it, is it? You 've already spent two and a hai f
years at coilege - it would be such a shame to stop now. I'm sure yo u'd
regret it at some stage in your life if you did ieave, too.
Try to set aside a iittle more time for studying, then you won't fi nd it each piece of
advice in new
a ii so hard. How about drawing up a weekly plan of what you need to do, in
phrasal verbs paragraph
used advance? And if it means missing some parties, I'm afraid that's toughI
You may enjoy the social side of being at college, but once exams ioom up
on the horizon, you have to forget about going out with yo ur friends for a
while.
I think your parents wouid have every right to be 'furious ' if yo u quit.
They have paid for a iot of the course, haven't they? See it through t o the
end, for their sake and yours. After ail, the qualification wili help you to
get a good job afterwards, won't it?
more friendly
reassurance Jane, stick with it, okay? I'll be thinking of you over the next few months
expressions
given at the .: and remember, it will soon be over. The very best of iuck!
end
Love
Eleanor

Writing Resource 1 189

 Part 2 Leaflet . .

Key points • Be informat ive .

• Ensure the register is appropriate to the readers specified in the question .
• Use headings far clarity.
• Write in sho rt paragraphs or sec tion s.
• You are likely to use mai nly present tense s.
• Don't waste time on illustrations, wh ich w ill no t be assessed .
• Make su re yo u write the full 250 wo rds - because le afle ts are written in a c o ncise
w ay, you may find it pos sib le to cover th e task in fewer w ords. If thi s i s th e case,
add another point!

Task Your language school has recently opened an English study centre , where
students can work with materials on their own. In order for new students to get
the best out of the study centre, you have been asked to write a leaflet for them,
describing the range of facilities offered.

Sample answer

Welcome to the Study Centre

introductory
message to If you read this leaf let , you will be able r,--- - - - - -1__- ----- --- -
Audio material 1
headings
signpost each
element
reader to enjoy our study centre to the full. Audio and video cassettes are all
located in the far corner of the room.
Level There are ten listening booths and four
friendly tone - As you can see, all the materials here . video playback stations, all of which
writer is
addressing are colo ur-coded. Choose the level that have obligatory headphones. Our
use of present
fellow students is right for you: technician records the daily news each tenses
~

• blue elementary morning and accompanying word lists

• red intermediate are available (in t he red filing cabinet).
bullet points • yellow upper intermediate Cassettes for your coursebook can be
spell out taken out on loan for a maximum of 24
importa nt
•
'--
green advanced
hours, proVided that at least one coPy
information The computer programs are numbered
remains on the shelf.
- 10 according to their difficulty.

Computer self-access work

Reading material
The study centre contains sets of
graded readers, full-length novels and a
wide variety of non-fiction books. There
is also a selection of daily newspapers
and weekly magazines . Bac k issues of
the magazines can be found behind the
shelves. Sorry. but newspapers and '
magazines cannot be ta ken out of t he
study centre.
The six computers have various self-
study programs, including tests and
vocabulary practice. There is also a
concordancing program on the IBM PS2
machine.
Enjoy the study centre! If you do have friendly
informative
any queries, there is a teacher on duty ending
at the main desk every day between 12
and 2pm .

190 I Writing Resource

 Part 2 Report T
Key points • Reme mber that this is a report - do not start the piece of writing as if it were
a le tt er.
• Decide on th e level of formality according to th e target read er. The report will
almost always be formal , but if, for example, you ar e as ked to writ e a report for
you r class, you can be more informal.
• Ensure that you fully understand the purpose of th e report.
• Inclu de an introduction that summarizes the co ntent of yo ur report.
• Use se ctio n head ing s for clarity.
• Sta te any reco mmendation clearly in the final par agraph .

Task
, To : All students returni ng from US exchange programme
From : The Pr incipal You recently spent two
months studyi ng in the
It ha s beco me increa sin gly co stly to send ou r students to the US a nd th e United States, as part of
co llege is currently considering whether this programme shou ld con tinue. an exchange programme.
Wo uld you plea se wr ite a rep ort . a nswering th ese qu esti on s: Your college principal has
How d id you spend yo ur tim e'? (main stud ies a nd any o the r act ivitie s) now sent you this memo.
What were the particular benefit s to you') Write your report .
Sho uld th e prog ramme be modified at all?

Sample answer

brief
introduction

clear section
headings

more than one

benefit
mentioned

main studies
and additional
activities both
covered

Writ ing Resource 1 191

 Part 2 Review T
Key points • Writ e for the target readershi p - read t he que stion carefully to estahlis h this.
• Give a brief sum ma ry of the plot .
• Focu s on eva luatio n and recommendation .
• Includ e both po sit ive and negat ive poin ts.
• If tw o or m ore separate reviews are required, wri te equa l amo unts on each.
• Rem em ber to state the title ls) of what yo u are reviewing.

Task A group of young British visitors is going to visit your town shortly, as part of a
town-twinning initiative. An English newsletter is being prepared for their arrival
and you have been asked to cont ribute to this. Write a review for inclusion in the
newsletter of two films that will be on show during the visit. One film should be
suitable for children aged 8-12 and the other for teenagers.

Sample answer

Films on Show durln(J your sta y
directed at For children under the age of 12
younger (but not younger than 8 , for you'iI
readers
be too scaredl) , I would recommend
The NI(Jhtmare before Christmas.
title underlined This innovative animat ion is by Tim
Burton the director of Batman
The action takes place at the end
of Hailowe'en, when ail the ghoulish
brief characters decide to kidnap Santa
description of
the plot in Claus and take charge of Christmas
present tense
themselves. Led by the Pumpkin
King, they prepare a horrific version
of the event.!
The story is fast-moving and will
haveyou on the edge of your seat
t hroughout. Burton 's zany creativity
has no limits - you'll love the
stocking fiiler presents! An
impressive team of animators has
produced techniques that are
absolutely first-class. And above ail,
it 's an extremely funny film .
~ These are both great films.
[ Enjoy them during your stay!
Teenagers must see Star Trek each film
given equal
Generations, t he iat est Star Trek treatment
movie. The film brings t oget her
Capta in Kirk and chara cters from
t he successfu l Next Generat ion
television series, including Captain
Picard, Ryker and Data. They work
together to prevent Soren, an
obsessed and enigmatic scientist,
from destroying an entire planet.
The British actor Malcolm McDowell
is exceilent in the role of Soren. reservation
included
Although something of a r-
disappointment in relation to
previous Star Trek block-busters,
thiS film has an unusual plot and
gives reasonable value on special
effects. My own personal favourites,
the Kfingons, were in short supply - I
would have preferred to see more
action from them and rather less of
Captain Kirk's retrospective private
fife! However, all in ail, it is defin itely appropriate
to be recommended. ending for
target readers

192 I Writing Resource

Vocabulary Resource
Thi s reference tool is organized alphabetically for ease of access, both with in list s and as a
whole. The overall organization ties in with th e language needed for Papers 2 and 5 of CAE.
The re are cross -references from relevant sections in the unit s to all these lists. The lists
include vo cabulary practised in the UIlits and also bring in other related words and
phrases, as well as common collocates. If you are unsure of the meanin g of any word o r
ph rase, use your dic tionary.

1 Apologizing 2.3 Referring to arguments and 4.2 Things

explanations award
apo log ize one aspect of prize
ex press regre t explanation sho rtlist
give exc uses for the controversy about l ove r
take the blame the debate about I on
be I feel asha med discu ssion 5 Complaint
distresse d angle
e mba rrasse d issue 5.1 Linking de vices
guilty justification
sorry altho ugh
theor y despit e
upset viewpoint eve n if
eve n thou gh
in spite of
2 Argument 3 Comparison and whe reas
contrast while
2. I Describing arguments and
reasons 5.2 Mentioning shortcomings
a bit le ss I mo re than
compelling con siderably bett er I worse than inco mpete nce
conv inci ng far ineffici en cy
forceful arguments I reason s a good deal ine ptitude
logical a great dea l misinterpretation
powerful infinit ely misma nage me nt
sound a little misund erstand ing
somewhat
2.2 Introducing an argument exactly the same as 5.3 Probl ems
It is apparent that people a re just as good I bad as abnorma lity
pleased with this policy. rather (too) breakage
appa rent on the one I other hand breakdown
clear looks as if defect
evident as though fault
extraord ina ry like flaw
impo rtan t wea kness
inevitabl e
interesting 4 Competition 5.4 Solutions
likely compensation
natural guarantee
4 .1 People
obvious refund
po ssible competitor
reim burse men t
prob able entrant
replace ment
sign ificant judge
true opposition
unlikely runn er-up
winner

Vocabulary Resource 1 193

5 .5 St ating your case self-possessed fully-equipped
ange r se ns itive I insen sit ive h igh -tech
co ncern single-minde d historical
exp ress d issatisfaction sloppy idyllic
irrit a tio n sym pa the tic I u nsym path etic isolat ed
regret trustworthy I untrustworthy lar ge-scale
unfl appabl e lively
lodge
vaca nt luxurious
make a complaint
vain magical
record
zea lous neglect ed
threaten (legal action) open-plan
6 .2 Adjectives to describe a book I oppressive
film I play overcrowded
6 Description overgrown ,
Note: ma ny of these adjectives
peaceful
co llocate with th e in tensifying
6 .1 Adject ives to d escribe refurbished
adverbs listed in 9.3.
characte r restored
ap pealing run-down
aggressive brutal spacious
alert ca llous spectacular
a pproacha b le I un approach ab le co mp elling splendid
arroga n t excru cia ting subu rban
atte n tive / inatten tive exh ilarating tranqu il
au daci ous exq uisite un d iscovered
boastfu l exten sive well-p reserved
boi sterous fast-m oving
civ il gloom y 6 .4 Identify in g an d specify in g
co nce ite d horrifi c
cons ide rate I inconsid er at e po sition
impressive
cou rteous I d iscourteous inn ovati ve alo ng the edge
deceitful int en se alongs ide th is
ded icated in tim at e at the top I bottom I side
deferential intricate close to
determi ned in tr usive imm ed iat ely behind
dominant lively in between
eccentric moving in front of
en igma tic phoney in th e foregroun d I backgro un d
expa ns ive powerful in the to p left h and corne r
flexible I inflexible pr ep osterous near
hon est I dis ho nest pret entious next to
ingenious pr ying on the left I right
inventive st un ning on top of
know ledgeable su btle to the left I righ t I side
likea ble threa te n ing
level- headed tranq uil
mean t rivia l 7 Evaluation
obsessed un con vincin g
offensive I ino ffens ive under-rat ed 7 .1 Be nefits and dra wb acks
organized I d isorganized vivid
ou tgoi ng woo de n chief advantage
patient I im patient za ny great asset
po lite I impo lite major be nefit
po mpo us pr imary concern
6 .3 Adject ives to describe a place
reclusive d ifficulty
reliabl e I unreliahle air-co ndit ion ed d isadva ntage
resp ectfu l I d isresp ectful claus trop hobic dr awb ack
rest rained ! u nrestra ined classical
self-ass u red clutt ered 7.2 Stating what is typica l
se lf-ce ntre d con fined
cram ped as a ru le.
se lf-con fide n t b road ly,
derelict
full-sized by and large,

194 1 Vocabu lary Resource

 for the mo st part, 9 Opinion 10.2 Sug gest ions
gene rally, invite
normally, offer
9. I Express ing yo u r opin ion
typically, plan
usually, in my opin ion
proposal
view
prop osit ion
my im pression is stra tegy
8 lnformation (giving from my persp ective
an d requesting) 9.2 Highligh ting yo ur opinion
11 Reporting
In spite of my reservations. the
8. I In tro du cin g to pic- specifi c aggressively argue
play was actually very good.
in fo rm ati on angrily assert
act ua lly ,
Cult u rally. you can not fa ult New furio us ly declare
add itiona lly
York - it offers everyt hing. ad mitte d ly demand
cu ltura lly de ny
es pecially
financially mainly co nfide nt ly agree
historically notabl y eagerly annou nce
intellectually par ticularl y boast
legally predominantly claim
morally primarily ur ge
ph ysically rea lly hesitan tly ad mit
politi cally specially reluc ta ntly recognize
psyc ho logica lly su rely reveal
scient ifically und erstand abl y pat ien tly explain
tec h nically po litely agree
tech no logically 9.3 Intensifying your opinion ta ctfull y remark
visually sugges t
lI e is amazingly generous with his
m oney.
8. 2 Referring to content
It is a considerably longer
com prise production than previous ones. 12 Recommendation
cons ist of
conce ntrate on amazingly
co nside rably 12 . I Mak ing recommendations
elaborate
focus excee d ingly I strongly advise you to accept his
highlight extraord ina rily offer.
out line extre me ly Paul is highly experienced and I
un de rline highly thoro ughly endorse his application
deal with immensely [or the job.
refer to no ticeab ly
advi se
radica lly
endorse
8 .3 Req uesting information rem arkabl y
recom mend
significan tly
find out about support
tota lly
inqui re about u rge
trul y
invest igate utterly have no hes itat ion
give (so meone) adv ice about reservations
give (so meone) det ails about
seek information 12. 2 React ing to recommendations
10 Persuasion and suggestions
8 .4 Text ele men ts I will have to conside r you r offer
10.1 Persu ading someon e
conclus ion carefully before making a decision.
exa mp le assure
co nsider
intro duct ion convince
enc ou rage co nte m plate
paragraph reflect on
qu otatio n entice
think about l over
sec tion persuad e
sta te me nt reassure
su mma ry

Vocabulary Resource 1 195

Appendix

Student's Book Answers . .

Unit 9 IC This is normal , acce pta b le behaviour in the US amongst social equa ls. B is als o
accep ta ble although it wo uld be more com m on if you we re old er or rich er.
Speaking 3 pag e 116
2C South Africans take th eir rugby very se rious ly and as you have been inv ite d into
sorneone's home, it is rude to make a show of supporting the o pposition . It is muc h
better to a ppe ar as if yo u are only inter ested in th e skills bei ng d isplayed.

3C Childre n are regarded with reverence by Thais but age is a lso grea tly res pected in
the Far East so B is also po ssibl e.

4C Loss of face is a se rious issu e in th e Far Eas t a nd yo u sho uld avo id doin g anyt hi ng
wh ich mi ght ca use it.

5B It is very important to realize th at your ho st is reall y as king for a co m p limen t an d

ha s actually spen t a great de al of time a nd effort in seasoni ng th e dis h correc tly.

6C Britons will oft en sa y 'sorry' eve n if the ac tion is clearly no t th eir faul t. It is a way of
min imi zing the embarrassment that might be ca use d. Shyer individuals may act as
in A!

7A Amongst the older generation it wo uld be co ns idered rude to take a bottle of wine
as th e ho st s would ha ve spent time and effort selectin g th e ap pro p riat e wine to
com plime nt th e meal. However, things are more relaxed these days, a ltho ug h it
would usu ally be cons ide red im p olite not to take a nyt hing .

Unit 13 Ie 2f 3b 4a 5d
List ening 4 pag e 16 2

Unit 14 False. The average is two -man years and this is ge tting shorter.
Introdu ction 2 pag e 170 2 True. Th e fast est robot ho ld s the 38.4 kph land-speed record fo r a legged robot
vehicle, and has the size and appearance of an os trich.
3 False. It actually weighs ten times this - 20 to ns - a nd is used on oil platforms.
4 False. In fact , th e sm allest robot we ighs less than 30 grams a nd is smaller th an a
human thumbnail.
5 Tru e.

196 I Appendix
Student's Book Activities T

DOD
00
oo5J J COl I
oU
O@]

Q'

Appendi x 1 197
 3A

4A
You saw up to six UFOs - you ca n't be sur e about th e exact number because
th ey were moving too fast.
They were sphe rical in sha pe and metallic-looking.
It was 11.30 at night - you know tha t is correct becau se a radi o pro gramme you
were listening to on your person al stereo had just finishe d.
You had been inside your tent but came ou t whe n you he ard your friend -
you were worr ied by the hyster ical screa ming.

5A

198 Appendix
6A

6D

68

6E
, l'\\
~ .
~
.
.e-e

6C

Appendi x 1 199
 38

48
You definit ely saw eight UFOs - you cou nted th em .
They wer e like large oval discs of light. very colour ful.
It was well after midnight.
You were outside as you couldn't sleep - you had wa lked down to th e lake
and were on your way back to the tents.
You felt very calm when it happen ed .

58

200 I Appendix
 7A
12A
In vit e h im to pla y tenn is and h e will probahl y
declin e, because he fears that he will look fooli sh
- he pre fers to play gam es in th e office wh er e
he is a proven w in ner . If he ha s a holid ay hom e ,
o r stays in a plush hotel, he w ill he on th e ph o ne
s is tim e s n da y. doin g w hat he doe s be st. Relaxing
is 1'01" wimps.
13A 14A
So wh at can a 'le is ure advise r" do 1'01 ' him , 01 '
incr ea singl y, her '? Th e ba sic task is to cha nge
altitude s, a nd gradua lly introduce him to various
le isu re a ctivitie s. Some experts beli e ve in playing
wh at is kn own as the 'fea r car d'. The exec utive
is warned o r til e risk of'hurn out ' and told tha i if
h e doe s n' t lake ca re of hi s he alth . th e bu si ne ss
will s u ffer,
Appendix I 201
6A

6D

6B

6C

6F

202 Appendix
 7B

12B

BUI I beli ev e in a m or e positive approa ch . A good
sta rt is to persuad e him that holida ys ar e a
good 'psychologi c al inve stm ent', and thai it is
perfe ctl y fea sibl e 10 com bine busin ess with
plea sure . T h is ha s to be done st ep by ste p.
Th ey ca n take work with them . Th ey ca n ca ll
th e offi ce , thou gh th e aim mu st he Lo reduce the
number of calls as th e holid ay pr ogr esses. They
ca n have fa x es se n t to th em . Th e y ca n he
persuaded to tak e up golf. Once th e initi al lei sure
trainin g period ha s be en c o m ple te d he ma y
well e nd up making a happy di scover y: lei sure
can be fun.

13B 14C

Appendix I 203
13C 148

14D

2041 Appendix
14E 14H

14F

14G

Appendix I 205
Tapescri pt T
Unit 6
Intro du cti on 2 page 78

Interviewer For me, any film by write r-directo r
David Mamet is someth ing to savou r. His vas tly under-
rated second film, Things Change, starring Don Ame che
an d th a t archetypa l Mame t-rnan Joe Mantegna, is
currently experiencing a revival. It's the story of a lowiy
New York Ita lia n shoe-re pa irer, Don Ameche, who,
bearin g a striking sim iiar ity to a member of the New
York mob, is ap proache d and asked to become his
double and ta ke the ra p for murder. His promised
rewa rd is th e fishing boat of his dr eams, once he's
served th e d ue time in gao l. Mich ael Pond, your views
on Th ings Change?
Mich a el Pon d WelL I must sta rt by say ing I share your
ad mirat ion of Mamet's work. To me, he is a maker of
po eti c myth s and this film is no exce ption. It's a
poi gn ant an d mov ing story, lovin gly cr aft ed , with qu ite
magn ificen t ac ting by both Amech e a nd Mantegna.
Interviewer Yes, and clearly Marnet also epitom izes
tha t very Ame rican dualit y be tween ha rdn ess and
se ns itivity - which is a core the me in thi s film?
Michael Pond Yes, very much so. In fact, you cou id say
that he constantly div ides his ma le ieads into two types:
th e p ivota l figure who has to take a tough moral
decision - in this film th e Don Ameche ch arac te r - and
the flash guy who ta lks big, wh o aiways att rac ts the star
acto r (AI Pacin o in Glengarry Glen Ross a nd Joe
Ma ntegna as th e vu lne ra ble mobst er here in Th ings
Changes. And I think th e reason why the film is so good,
so powerful, lies in th e dynamics of th e relationsh ip
between these two protagonists.
Interviewer Anna Railton, can I bring yo u in at this
point, A powerful film?
Anna Railton [ suppose it is - I ca n't de ny that it has a
rathe r unusu al inten sity. And the two lead s ce rtainly
have presence . My reservation is that the film is marred
by the absence of any significant fema le characters,
which is unfortu nate, to say the least.
Michael Pond Presumabl y this is pa rt of th e rea lism?
Organize d crime is a man's wor ld, whe re wo men are
viewed as ado rnm en ts, or as practi cal providers, as in
th e exquisite portrayai of the hou sekeep er-cook in
Chicago.
Interviewer So you'd say that a ll in all the film is
completely authe ntic in terms of its characterization?
Michael Pond Yes, an d ...
Ann a Railton Well, I'm afraid I can't acce pt th at .
Quite frankl y, so me of th e minor roles we re defi n ite ly
pho ney, and in th e case of the junior mobster s, the
depiction bordered on caricature with a capital C.
Abso lutely un convincin g at times.
In terviewer Mmrn, you mi ght h ave to agree to d iffer
th ere . But , er going back to Michael's point, altho ugh
Mame t writes mainly about men, he's no t what yo u
would ca ll a macho dra ma tis t, An na.
Anna Railton No, th at's true. An d I ce rta inly liked th e
way h e brought out the frail ego be hind the br avado in
the Joe Mantegna part - that was clever, he p ulled it o Ff
well. But the fact remains th a t th is is a film abo ut men
and as suc h, I couldn't resp ond to it in a who lly po sit ive
way.
Interviewer And what of the the me encapsu lated in
th e title itself, Th ings Change;
Michael Pond Well actually, tha t for me is the
finishing touch . The film ha s so ma ny subtle sh ifts a nd
balances, all of wh ich a re very co nvinc ing - an d indeed
co mpelling . One of the scenes I reme mbe r mos t vividly
is th e return from that fishing trip, whe re you have two
men from very differ en t wa lks of life sta nding on th e
jelly, trousers rolled up an d everyth ing else st rip ped
aw ay. But, of co urse, as th e title says things cha nge -
the big man retu rns to his house and his role within
organ ized crime, while the little man has to me et his
own fate.
Interviewer Not entirely as yo u might expect,
perhaps ... bu t we mustn' t reveal tha t fin al de lightful
twist in the plot . Anna Railto n, Michael Pond, thank
you . Th ings Cha nge is ba ck on general release for a
limited p eriod - don' t miss it.

206 I Appendix
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