tJN I T

'1 Tuning in

Listening: mu ltip le choice (Pa rt 1)

1 . Discuss th ese qu esti ons.
Should music just be somethin g we listen to, or
should we also make music? Why?
2 Which would you rather listen to: live music or
record ed music7 Why?
3 Do you like hea ring background music in shops and
restaurants? Why7NVhy not7

Q .·.2 You will hear three different extracts.

Choose the answer (A, B or C) which fits best
according to wh at you hear.

I Extract On e I
On a local radio station, you hear some
information about a musical event. J Extract Three J

1 Wh at type of event are they talking about? You hear two friends discussing a concert they
A a concert have just been to.
B an exhibition 5 Wh at do they agree about?
C a music festival
A how closely th e band managed to
2 What type of people is Terry encouraging reproduce th e sound on th eir CD
to attend this event? B how dul l th e band's CD sounds
compared to the live performance
_A_p eg pl ~_":'{Q() ~~e_ Ci~J?_c=il;i ~e Qf c_Q Qt@_~ ~i~_g ___
to th e music .. - c-·how disapp-ointing ·the ·sr ecial
B people who have a professional interest effects were at th e concert
in th e music 6 Wh at did th e girl enjoy most about th e concert?
C people who would like to learn how to
A th e reacti on of the audience
play the music
B the band's choice of material
C the perform ance of one ba nd member
Extract Tw o J

Yo u hea r part of a rad io discussion abo ut music.

3 What is the ma n's attitude towa rds 1 Discuss with oth er stud ents wh at kind of
background music? music:
A He finds it irritating. • you find inspiring
B He's grown accustomed to it. • helps you concentrate
C He no longer listens to it properly. • annoys you
• is good to listen to when you're happy or sad.
4 Why does th e woman sometimes li ke to
play music when she's worki ng? 2 Would you be happy to live w it hout music?
A It stops her feeling lonely. Why?NVhy not?
B It helps her to concentrate. 3 Should musicians be pa id more t han peo ple
C It's a source of inspiration doing other types of work? Wh y?NVhy not'

6
 UNIT 1 Tuning in

;-: 2.
Choose two mistakes th at you found
difficult to spot.
2 Identify th e area of grammar in each
case .
3 Look up those areas in a grammar
reference book. Make notes on what you
learn, and explain it to another stud ent.

:3 Discuss:
• the best ways of remembering areas of
grammar that you make mistakes with
• the best ways of eliminating grammar
mistakes from your writing and speaking.

Keeping a grammar checklist

Always keep your written work, and
make a note of any areas of grammar
that you made mistakes with more th an
once, li ke this:

Grammar 1: overview ::;a.

1.. The emai l below contains ten different basic :::=a .&ret111-111,C1. r
grammatical mistakes. Find the mistakes and correct ~ C,!A,e.c.yJist
them. Then check your answers with a partn er. The ~ t~
f irst one has been done for you . - :f_ 1Ve. be.--e.11-
l .~
-- ~-
I
....._
pre. .se.11 t pe.r.fec.T
:;:;g_ _
----------------- --- -------------------------·--------·-\ ::=a. + -for/.si11c.e ooi110 to f!A,e.
(@00 . . . 1 :::a
r . ::::a
c.i11e.111,C1. -for u.J
I! Hi Carlos I ::::a
le.et.st six ~eO'.r.S.
I Just tou ching base to tell (0) te you about the fil m I went to see last
==a. t!il-ird J} :r.'d reetd the ~.
f night as you asked. My advice to you are - don't both er with it at
==a. c.011diti 011C1.f reviews 1 :r.'d !il-itve: .
\ all! It was complete rubbish, and a waste of time and money_I
I really wish I had not gone myself, and if I'd have read the reviews,
::::a aive.11 it Cl. 111,is.s ~ .
I I'd have given it a miss. I've been going to the cinema regularly ::::a
i since at least six years, and th at was by far th e worst film I had ::=a. ~.

~\ .
I ::::E_ -'
seen up to now - it's a such terrible film I can't understand how or
why they decided to make it. Apart of everything else, I was so ::=el.
bored! So in case you might consider to go, you know my opinion
:::::£ .
now!

Anyway - enough of my complaints - and in spite of my

disappointment with this particular film I haven't actu ally gone off
film s in general! So on a different topic - I know that you are Add to this checklist as you do more
interested for live music gigs, and I wondered whether might you written work and become aware of any
like to come with me to the open-air concert in the park next
other typ ica l mistakes t hat you make,
Saturday? It'll be great, and all th e others are going. Let me know
and refer to it before you start a new
! it what you think - but unless I hear from you by Friday I'll assume
you can't make it. I'm attaching some information about the concert
piece of w ritin g. This may help you to
with this email so th at you can see who is playing, and we can get avo id making the same mistake aga in .
th e ti ckets on the night.

So th at's all for now - speak to you soon.

All th e best,

Jose
 C\'IT 1 Tuning in

Reading: multipl e matching

(Part 4)

1 Discuss these questions.

Would you ever go to see a concert by a tribute
band - where a group of musicians impersonates a
famous group7 Why?NVhy not?
2 Why do you think tribute bands are popular7
~~ ·.,, ,.

.. . . '~~· · , 'a '~;t;;,:~ ' ' .'

3 Who do you think goes to see them?
4 How do you think they are regarded a) in the
music business b) by th e origina l band members?
A It's . a· hot ev.ening ·•in 'Smail :town ' in .the . ,_:. ':
.· 2 Read the article quickly to see if you were Engli~h ivfid.l.and~/:'Aiid · ·a~ · thd "!Nrei bari.d .· plays:.. :·:·'.'. ,. . ·
right. In which section was each of your the first- bars of th~
. .so~g' I Bet. You .,
iook Good. on th; ' '
1
·' ·( .

questions answered? Dance Floor.at.

a
.
loca.l.,club; .
thingS:are 'g·\·
ettjng
,
'yery. ·
s warm inqeed .. Ou.t. .on the .:dapce floor; in.::the·.•
· 3 You are going to read an article about live middle of' a steaming .crowd; a ~oupie 0£. doz~n ·
music. For questions 1- 15, choose from the young men are hurling th.emselves·arou'nd in tihie · · {
sect ions of the articl e (A-E). The sections may be ·to the music, 'sendi~g- glasses .andf' Coke · b'ottles . •. '.,.
chosen more than once. flying. As the song finishes,
• I l ;
the
'•
club' -owner.. tak~'•
s' I •

10 to· the stage and appeals for:calm, ''Jt's,a great set

In which section is each of the following
mentioned?
The preparation that one tribute band had
to do
A tribute band that now has imitators itself
by a great band, lads, but let's chill ;out a bft, eh?'
---- It is, in short, what )1ou might, sxp~ct 'tr.om a\li~e
performance featuring ·the mu~ic 1, o( one of .
LIIJ Britain's most explosive' rock: oytfits. Except t~e . .. '
15 musicians on stage are ~ouhe;, ~pticJvio~.keys, .
[[[] the Internet phenom<;non: The<y ate . a;.qibute
. t • '•• tr '

How one tribute band dealt with a potential band called the Anta(c:;tic:;· .fylonkey&, four youi;ig
shortage of material CI:CI men giving a musical impression' of the real thi.rig. "
'We have a ban.d of OU(.own.cal[ed Ryde/ sajs the
The good value for money offered by some 20 Antarctic's Ian Fktcher. 'B~1t Y,e coul~q~t get gigs. ,
tribute bands @I] An<l when we rlin;· _r.hey:alw:iy11 sai.<l; "Do yo'11><rlo,,,. ·.,~
The origins of the idea of tribute bands ~ covers?" We were ·sitting arourid' .thinking about ;: ·
· ' • ~ I 1 . ,. - .. - ·
how we ·. could . 'get out ...there ., and pla"· ,,.i.and : . .
~

The negative attitude of some people in someone ~aid: "Why don;t .we .do a,-:_fyI~nke)'s
the music business towards tribute bands []I] 25 tribute?'; . We all love thei~ music, ~o ,v~ did.' . · :·.

The difficulties that unknown bands have

in finding work at live venues
The widespread popu larity of concerts by
tribute bands in Britain
The reaction to a tribute band by a
[[[] . 13 f\f~yr_. two we~ks" 'cios~·:s~u~y, '.90h~ Arctic ''.;
· t:4onk~y_s' ?ebur .al5uffi ~ :.W1a}ep,~~ f,1opJ; ~aj·j ;.
Am, That's What !'in.Not-.,. Fletcher.and his'frlends
!]I] t9.
had .perfected the so.~rid the' P-~i.nf ; here. only
30 the most highly trai.ned ~~iirS Cotild :; ~pot 'the .

member of the original band
The enthusiastic response of
members of the audience
The similarity of the tribute band's
[[[] difference. '.Venues like Li{tp playfor hou'r ',he an
say~~ 'But the original .. aib4m . ~~ly Iastii»·; 43 ·
minutes~ so we play' a coupl.e ofsp,rig~ 6.vi~e.' .And
it goes down a storm. Arctic's fans,' soine so young
35 . they are accompanied by their ~arents, sing along

music to the original to every word. 1'.That's ·the thing about tribut~s'
· sa)1s cl~ b-6wn.er ] ulian" Harkins, whose _sJ.g~
1

How concerts by tribute bands are ·echoes to souridalikes every ·nig~t of the week. ~rn
un li ke those by the original bands th,e audirnce, there's no hol?ing back w~itin{to
4o see whitt happens. These ·are.:diehard fans. From
. the first bar to the last, they're really in:to it.' .' :·.
. . . ·. .' ~ ~

8
 U:\'IT 1 Tuning in

C The spread of the pop faker is by no means restrict~d to the

English Midlands. Check out the.live music listings of any UK local ··
paper and you'll find them stuffed with g~oups like Alike C~oper, 4 Tribute bands essentially
45 and Cheap Purple. All offer no~ just splendid names, but pitch- .
pret end to be t he origin al
,, perfect facsimiles of the genuine article. Such is the grow~h 9£,'th'e artist s. Look back through th e
.: musical copycat business, there's eve·n.an annual festival. Here:.you article and highlight all th e
can watch an.ersa.tz Freddie Mercury, M~rc Bolail and Jimi Hendrix words that are used to sugg est
. twang away for not much more than the cost of a couple of coffees. ~­ th e idea of copying .
~o Not a bad deal, given· thllt you '11 never have a chance to-see ·r9e
0rigin~ls. · · . . ..
.. !•' ~ •
··s Look th ese words up in a
dictionary such as th e Longman
·;>:· ·.:._IDIn ~: d.pc~_m ent~ry\.:, S~~1rJ:i1; the Cl~tic~: ~~ -be b:o.~dcasr• ~at9(thi~ ::·1 :i.~1 Exams Dictionary. In what
, .. ' month, . the. JO]Jrnalist Andr~w- Collins t~aces .. mbute l:!anO.s .to a · . ·. context would you normally
·. . .:failed B'eatles musical in die Jai:e 197bs: -C)ut of the ashes s;rrierged ··. : · expect t o find th em?
.... ss tli°e B0q.tieg Beatl~s,. whb ,h~ye now made· a 25-ye~r c~;ee~..-.but of . . r
impersonating the'· mostf~mous band o(the. 1960s. 'It's like tjm_e·· hurling (A) holding back (B)
travel. IL's a snapshot of tfie band ·as they· ~rere at their peak. You · stuffed (C) diehard (B)
can walk into a small unpretentious live mµsic· venue and se_e twang (C) chill out (A)
·someone ·pretending ·to ·be the Rolling Stones as they were ·in the covers (A) venues (B)
V%0s:. Go: along to. the genuine Rol.ling Stone.s gig and you'll see .
the rea!-'thin9'in t:heir sixties. 'It's a big d.ifference.'
Decide wh at part of speech
E In a sense, even i:he Antarctic Monkeys are haiiing back to a th ey are.
1 , ,.• . 1 1 t 1 • •
2 i_uui<. d L ihe rest of the
• 'a I f ' ' ' • •

1u:.L u111c, Liiv uay~ w11c;11 Lue t1.rq1c.; 1v10nKeys memse1ves emergea rt
· in a :s.mall ventie in Sheffield in the north of.Englan d, rather than sentence, and write down
65 playing domes in 'America. It may have bee~ _ only a few year~ ago, possible mean ings for each
but it's still a time th;it will never come again. Collins continues:
' 'There's an old rock journalists' idea of authenticity which can veer
· t0wards snolDlDer:y,' he says. 'The thing ab.out tribute bands. is th ey ·
~
I word.
3 Compare your ideas with other
stud ents.
of
take the snobbery .out· it:· T he-sell.re itabareL a0L5.1° i·11lileet.l, s~clr is "· ·
70 · the surreal•spin of the ,genre, the .worl~':;" ffiOH ~uc;ccssfu] tribute
I _6. , ChP.ck yo11r ;inswers by
· band is no longer a singular item. Bjorn Again, the Australian looking at th e dictionary
impersonators of the 1970s Swedish group Abba, have five or six extract s on page 188, whi ch
versio.q.s· of theniselves tol.\~ing the .globe at any one time. Th~y com e from th e Longman Exa ms
:··" have become a franchise. So wlrat do·the originals thin k about it all? : Dictionary. How close were
75 ' 1J:l,e . i3ootleg.,Beatl~s playef at the SOth :birthday party of ,Pink your answers?
.. ' · Floyd's Davia Gilin0ur; -:and ' among the- guests ,: was George
. Har.rison:.The ~eal Beatie was' int~oduc~d· to his imitators after the Z, Discu ss t hese questions.
. sho,w and wa~ very eompli~1enta~y.· . -
• •• •• f Wh at do you expect to find in a
good dictionary? Does th e
dicti onary you currently use
give you everythi ng you need?
2 Were the dictionary extracts
you looked at on page 188
useful ? Were the mea nings and
exa mples clear? Did you get all
the information you wanted
about the words? Wh at other
information about the word did
you find?
3 When do you try not to use a
dictionary? Why? When do you
find it useful to use a
dictiona ry/

.g
 UNIT 1 Tuning in

Vocabulary: word
formation (suffi xes)
1. Look at this examp le. What part of
speech are the underlined words? How
do you know?
Before going on stage, all I can remember
is a feeling not so much of fear or
nervousness, but of wonderful excitement.

. 2 Work with a partner. Look at the

words in the box. Do the suffixes in bold
general ly indicate that the word is a
noun, an adjective, a verb or an adverb?

weakness countable alternative

frightening rap idly option
successful performance legal
responsibility modernise political
enjoyment delicious decorative
confused pleasant combination

·., _3.,; Which suffixes from Exerc ise 2

make
• nouns from adjectives?
• nouns from verbs7
• verbs from adjectives?
• adjectives from nouns/verbs?
• adverbs from adjectives?
4-i Make a note of two more words
you know with each of the suffixes in
Exercise 2. Make sure that you also write
down what part of speech it is.
1 Read the title of the article. Do you
think the article will be about unusual
musicians, disk jockeys or music fans?
2 Read the whole articl e. Were you
right?
3 Decide what form the word in
brackets shou ld be, then choose one
of the suffixes from Exercise 2 to
complete the artic le.
TIP! Make sure that you read the
whole sentence, and look out for any
plura l nouns.
10
Making music ~- their w~_ y
A_recent, rather unusual music do'cumentary showcased
not (1) .................... (prOfession) rn_
usidan?, but London
busk~rs who were tak.ing part jn' a (2L ...:...:. .........(sponsor)
licensed busking scheme·yvhich now boasts 602
performers (3) .................... (regular) playing at 31 station
pitches in the capital. This was a (4) ....,............... (determine)
departure from the.standard approach to .musical
docun}entaries, but it was the po~hive (5) .................. ..
(impress) made by the quality of the street musicians,
and their (6) .................... (intrigue) personal backgrounds,
that led to the (7) .................... (product) of the show. They
are all fantastic musicians in their own right, but what
they. had to go through to perform is (8) ............ ...
(inspire).
The mother
As a mother of two daL/ghters and a fu ll-time history
degree student, Jorderie Roberts has her hands full. But
d~spite having had no (9) .................... (form) training, she
helps to pay her bi lls with her clear and (10) ....... .......... .
(power) soprano voice outside the Royal Opera House.
She has no agent and struggles at auditions because
she is unable to read music (11) .. .. (fluent).
 UNIT 1 Tunin g in

6
Do you have buskers in your city? How do
people feel about them?

"/, Complete the second sentence so that it has

a simi lar meaning to the first sentence, using the
word given. Do not change the word given. You
must use between three and six words, inc luding
the word given. There is an examp le (O) at the
beg inning.

TIP! Rem ember th at when you say things in

different ways, you often have to change the
form of a word, as in the exa mple below.

Example:
0 Lena was hugely disappointed when she lost the
record ing contract.
A
It came as z.i.~ 1.1.ge...tlJS..E:IPPP.irlt.l!'e..11.t.Jq Lena when
she lost the recording contract.
I'm very worried about David's forgetfu lness - it's
getting worse. MUCH
David's becoming . ..................... .......... .......... and it
worries me a lot.
2 People should take more respons ibil ity for their·
actions. BE
People shou ld .. ........................................... for their
actions.
The city worker . 3 The singer performed brill iantly and received a
F.or 14 years, Peter Murphy had a (12) .................. .. standing ovation. BRILLIANT
(respect) career as an accountant before .one day
The singer gave ... ....... and rece ived
deciding he wanted to b·usk for a living. He
a standing ovation.
vyalked out of his office, made an (13) ...:........ .......
(appear) on the streets the next day with a penny · 4 The young woman took an active part in street
whistle and never. went back tb his desk. Now he busking . ENGAGED
plays~ (elti~ harp. H~1 -alwaysw~nted to be a The young woman ...................... in street
musician, ·and being single and having no busking.
(14) ....: ... (responsible) for others, has-been
able to follow his dream. He has his own.. website .,[ .'. Discuss these questions.
and last year released his first CD .
Do you find street busking acceptable! Why?/
Why not?
The innovator
2 Which person from Exercise 5 do you find most
One of the first to have any (15) .................... (involve)
admirable? Why?
with the licensed busker scheme, Hadar Manor is
3 Would you like to busk! Why?/Why not! What
now in (16) .................... (negotiate) for. a recording
kind of busking wou ld you do /
contract. Her (17) ............:..... (determine) to make
4 Can you play a musical instrum ent! If not, which
her way in the music world led her to sirging in
one would you like to play? Why?
London stations. She earned enough to pay basic
5 What do you think is the most productive way to
bills, but was happy just to be able to give
fo llow a career in music!
(18) .................... (perform) . She was eventually
spotted singing one of her own songs outside
a tube station. '11 .
 CNIT 1 Tuning in

Use of English: open cloze 3

(Part 2) Read the article aga in and write one word in
penci l in each of th e gaps. Most of the words are
· 1 Discuss these questions. gram matical words (e.g. prepositions, ad verbs,
What type of music do you li ke7 etc.) rath er th an voca bul ary lin ked to t he top ic.
2 What do you thin k is the best way to find out If you are not sure of an answer, put as man y
about new bands, singers or music7 Why? poss ibiliti es as you think might fit. If you have no
idea, th en put a qu estion mark.
• listening to th e rad io
• reading the music press 2 Compare your ideas with another student. Explain
• word of mouth which answers you're sure about and why. Rub out
any alternatives.
• goi ng to live concerts
• surfin g th e Internet 3 Look together at any remaining gaps. Work out
what type of word is missing. If you're not sure of
2 t he exact word, have a guess.
1 Make a list.of the advantages and 4 Finally, read th e whole article again to make sure it
disadvantages of downloading music from makes complete sense with your answers in place.
the Internet for a) fans b) musicians.
2 Read the title, and then read the article
J4 Discuss these questions.
below quickly, without trying to fill in any 1 Does the writer think the Intern et is a good thing for
missing words. How does your list compare music generally?
with the writer's ideas? Does the writer 2 How do you think the music business has changed
have any different id eas? since this arti cle was written?
3 How do you like to get music yourself7 Why?

T·HE POWER OF FILE SHARING

The big music story The previous decade had seen a real revolution
of 2005 turned (8) ................ home recording. It hud become
(O} ... .9.Y..t........ to be the possible for anyone with musical ta lent, and a
success of the Arctic modest amount to invest in the latest digital
Monkeys, a British equipment, to achieve home recordings of
group (1} .......... . comparable quality (9) .. .. .. those produced in
debut single went professiona l studios.
straight to the top of
To people in the music business, (10) ....
th e charts. But theirs
was (2} . th e idea of allowing free down load ing was
ordin ary success story unthinkable. Surely, they reasoned, if you
' ~·
in the music business.
(11) ................... your music away on the Intern et,
(12) .......... wou ld buy a hard copy. But the
Far (3) . ... . being discovered and promoted by
one of the big record labels, the group had made success of the Arctic Monkeys demonstrated that
the loss of potential income when people
it (4) . .......... their own; recording th eir own
down loaded sorigs (13) . .. . tha n buying
material and freely distributing it via the Internet.
th em, cou ld be offset by the increased exposure
Music fans had downloaded th e songs, rea lised
1 the music got (14) .... a resu lt. In effect, it
(5) .................... good they were and then forwarded
the files to their friends by means of (6) ...
I was worth making some songs freely available
became known as 'file sharin g'. In (7)
i as a way of generating interest in others for
i (15) ................... ,of course, people had to pay.
words, the group's reputation had been
established via word-of-mouth.

12

Exam focus
Paper 5 Speaking: conversation (Part 1)
About the exam: You take the Speak ing test with
a partner. There are two exam in ers, one who
speaks to you (call ed th e Interlocutor) and one
who just Iistens (the Assessor).
In the f irst part of t he interview you and your
partner will be asked questions in turn by the
interlocutor. These questions will be about you,
and what you think about certain things. Some
typical topics are:
o where you c.ome from
e your home and fam ily
o your hobbies and interests
• what you do
• your future plans
• holidays and travel.
but remember that your partner also has to
speak' Try to re lax, and enjoy the interview.
Ci) · 1 ; Listen to part of an interview. Do you think
both cand idates:
• said enough? What ebe cuulu Ll1ey have sa id?
• gave intere~ li11~ answers? How cou ld they hilvP
made them more interesting?
·2
1 Work in a group of three. Student A is the
interlocutor. Ask Students 8 and C the
questions below in turn. After you have asked
and answered all the questions, discuss
whether Students 8 and C:
• gave enough detail
o gave interesting answers
• cou ld improve the answers they gave.
Do you enjoy listening to the radio7 Why?/
Why not?
2 Do you think that the quality of films nowadays is
improving or getting worse7
3 Which day of th e week do you enjoy most? Why?
4 What do you like doing when you relax7
5 What kind of job wou ld you like to do in the
future?
6 Which country would you most like to visit?
2 Think of six other questions you cou ld ask each
other, and write them down. Change roles and
ask and answer your questions.
UNIT 1 Tuning in
Grammar 2·: verb tenses (perfect
aspect)
·1 Look at t his se ntence from the text about
fi le sharin g on page 12. Whi ch event happened
f irst? How do you know?
Music fans had downloaded the songs, realised how
good they were and then forwarded the files ..
. i.
1 Comp lete the sentences using contracted
forms (e .g . He's not He has) .
He .................... (be) crazy about jazz ever since he was
five years old.
2 They ................. (finish) making the film in about six
months' time.
3 By th e time Lord of the Rings came out on DVD, I
........... ........ (see) it th ree times.
4 I think I ... ................ (go) to that exh ibition, but I can't
remember when.
2 Name t he tense you have used in each gap,
and match them to the correct description.
a) a state beginning in the past and lead ing up to the
prP~Pnt
b) an event at some time in past - not exactly
specified
c) something that happened before a given
time/date/event in the past
d) someth ing that wi ll or shou ld be completed by a
specified time in the future
3 Each of these sentences has a mistake with
verbs. Find the mistakes and correct them. Use
contracted forms.
After I was there for two years, I decided to leave
the music school.
2 By the time she's nineteen, she'll be away from
home for two years.
3 I th in k that Jose goes to the footba ll game every
week last month.
4 He always enjoys music from a very early age.
5 By the end of December, I finish my course.
6 She visits New York every summer since her friend
moved th2re.
Watch Out! Contractions~-----.,
• 's (has) - we use th is after pronouns and also
after proper names. He's/Tom's
• 've (have), 'd (had) and '// (wifn - we usually only
use these after pronouns, not proper names.
13
 CNIT 1 Tuning in

Simple v continuous form 2 Each set of sentences above demonstrates one

use of the form of the verb. Match each set to
3 the use below, and then write the use in the
space above the correct set.
1 Highlight the perfect continuous verbs in the
sets of sentences below. Then comp lete th e Repeated habit/\
last sentence in each set, using a perfect Results appa rent later .
continuous verb in the correct tense - past, Temporary activity or state ..
present or future. Use contracted forms. Duration emphasised .
Example: Incomplete action ..
A Bf3p.e.a.tf34 ha.IJ.i.t
4 Wh at difference (if any) does the change
I've been buying CDs off the Internet for years from simp le to continuous make to the fol lowing
now. pa irs of se nte nces?
2 She'll have been going out with Chris for three
a) I've bought some new clothes.
years soon.
b) I've been buying some new clothes.
3 l'q b..f3f3f1..ggin.g (go) to the gym regu larly al l that year.
2 a) Colin's living in London.
b) Colin's been li ving in London .
B ......................... .... ..
3 a) They'd been watching television before they
I've been working as a waitress recently to earn went out.
enoug h money to live on. b) They watch ed television before they went out.
2 Before she moved into the house, she 4 a) I haven't fe lt very well lately.
........ ................. (stay) in a sma ll motel. b) I haven't been feeling very well lately.
5 a) I'l l have fin ished by six o'clock.
c ........... . . . . . . b) I' ll finish by six o'clock .
We'd been trying to sort out the casting of the film 6 a) I've been to Paris three times.
for some time by then. b) I went to Paris three times.
2 We've been looking for the right person to play the
part for ages now. 5:
Read the comments from a music website
3 We . .. . . . .. (work) on location for six about recent concerts. Complete t hem using the
months by the time we finish the fi lm. correct tense of the verbs in brackets.

D present perfect simple, present perfect continuous

Julio wil l have been tra ining for the whole season, past perfect simple, past perfect continuous
so he' ll be looking fit. future perfect simple, future perfect continuous
2 She'd been studying all night, and she had big past simple, past continuous
circles under her eyes.
...--....... _.._______.........._...... - ... ·-·-~-,

3 Zoe .................................. (practise) rea lly hard, and it I

shows. ·--!
, ~, I

I (1) ..... ................. (listen) to rock music for many years I

E
- I (2) .. ....... (go) to some fantastic concerts in
Tom had been dream ing of working in the movies the eighties and nineties, but (3) .. .............. (go) to
for years when he got the ro le. one for several years until last week. I was glad I did - the
2 She's been hoping to get an interview with the concert was amazing!
director for the last six months.
3 I ... ... . ............ (wait) here for an hour soon.
----·-------·-------
., ..... .. ..

You will usually not be wrong if you use a simple I'm afraid that in my opinion the quality of music has declined
form instead of a continuous form, but th e recently, and I hope it won't take long before bands
continuous form often helps you to communicate (4) .. ... (learn) the lessons of the 'here today,
your meaning more effectively. gone tomorrow' pop that I think (5) .. . . . . . . (ruin)
music. By 2020 I want to hear cutting edge bands that by
then (6) ...... ........... (play') good music for at least
.14 ten yearsl
----------~----- ·----- ---
 UNIT I Tuning in

4 I should try to Lise lots of different grammatical

The queue to buy tickets was ridiculous - when I arrived structures and words.
people (7) .......................... ....... (stand) in the rain and one man 5 I have to get paragraphing and layout right, and
told me that he (8) ............................... (wai~ for over six make sure the language is always su itable for what
hours. If the band want people to come to their concerts, then I am writing.
they've got to improve their organisation.
2_ In Paper 2 your writing may be assessed on
t he fo ll owin g criteria:
a) organisation, coherence and use of lin king words
EC Work with a partner. Find an examp le of b) accuracy, including grammar, spel li ng and
something t hat: punctuation
c) range of vocabulary and grammar
• you've both been doing a lot lately
d) consistency and appropriacy of style and regi ster
• you' ll both have done by ten o'clock tonight
e) effect on targel reader.
• you'd both done by the time you were twelve
• you've both enjoyed today
Match the statements from Exercise 1 to the
• you've been hoping to do for ages, but have not
assessment criteria above.
done yet ·
• you both hope you' ll have ach ieved in the next
ten yCJ rs.
1 You are go ing to write a letter of comp lai nt
Use perfect tenses (simple and continuous) as about a f ilm. First, discuss these questions with
appropriate. a partner.
What kind of film do you think is su itable for a
Grammar reference p.197 (16) fami ly aud ience?
I What wou ld you norma lly expect to find in a fi lm
aimed at yo unger ch ildren?
Writing: drafting and organising 3 Whose responsibility do you think it is to mon itor
(Part 1) the films young children see?
2 Read the fo ll owing writing task, and underline
About the exam: Paper 2, Part 1 is a compul so ry the three things that you have to do in your
task, and you may have to write a letter, an letter.
article, a proposa l or a report. Think carefu lly
about what kind of text you have to write so
that you choose the right style of language to Your school is raising funds by showing fami ly
use. You will be given information to base your films at weekends. You took your young
writin g on; this wi ll be in the form of one 01· cousin to see a film there last weekend, but
more short texts wh ich may be annotated. You were disappointed. Read the advertisement,
should read the texts carefu lly, and use the the review and your notes. Write a letter to
information and notes appropriately to complete the schoo l outlining the reasons why you were
t he task. disappointed, your cousin's reaction to the
film, and suggesting what shou ld be done.
'·t What do you find most difficult to do when Started late Bad choice
you write? Read t hese statements and decide
how important you think they are when you Saturday 5 p.m. A fa ily film! Ma~ter
write in Eng lish. Then discuss your answers with a Plot is an action-pan ed comedy thriller
partner, giving your reasons. to please everyone. Aman is accused ~f Not long
I must remember who I am writing to, and what murder, and his attempts to clear ~1s enough!
overall impression my writing wi ll have on them. name are funny and enjoyable. Runnrn
2 I should make a plan before writing, and try to time 3 ho rs, with a short interval or
connect my ideas clearly. people buy ice cream. Tickets £9.
3 I don't need to worry about spel ling and grammar
mistakes when I write . No! Jokes too adult No reductions?
for young ones 15
 UNIT 1 Tuning in

5 To help you think abo ut t he org ani sation of

the letter, complete t he pl an of th e content
The acting is excellent below, add ing useful linking words and phrases
throughout.Although the from the answer.
plot is complex, and
S uitable sometimes confusing, it is Opening paragraph: Reason for writing
ornot? ~ rlP, Information included: ..
~er, and adult. However,
Linking phrases: I am writing to ...
the humour is black, and not
to everyone's taste. The Second paragraph: ..... .. ............................. .... problems
special effects are intense Information included: .
with images that could be Linking phrases Firstly, ... ; .. . ,
hard to forget. These might .... ............ . . . ... ....... ; On top of that ...

give children nightmares.\ Third paragraph: more ..

problems
They did! Information included: ........
Write your letter in 180-220 words.
Linking phrases: However, ... ;

.{4 :
1 Formal letters shou ld usua lly fol low a similar
pattern. Put the sections be low into an
appropriate order for a forma l letter. Each
section should usual ly have a separate
paragraph .
D any requests for action , or further
information
D explanation/clarification of the situation
D further supporting details
D reason for writing
2 Read the letter on page 191 which was
written in answer to the task, and answer
the questions.
Has the writer followed the order you chose7
2 Has the writer included all the information in the
notes?
3 What order has the writer chosen to use the
information?
4 Has the writer used a variety of linking words?
5 How has the writer expanded the points about
a) the practical problems b) the su itability of the
fi lm7
6 What styl e has the writer used?
7 Does th e answer deal with all the points equally7
If not, why not?
TIP! It is not necessary to includ e every point
mentioned in th e notes as long as the task is
achieved. You should decide wh at is important
to include and how to use it.
Final paragraph:
Information included: .... .................................................. .
Linking phrases: I suggest that ... ;
6 Look at the writ ing task on page 188.
_..7. Using the model in Exercise 4, and the plan
in Exercise 5 to guide your plann ing and drafting,
write your own answer to the task.
·;s Exchange your letter with a partner.
Evd ludte each other's work, using the checklist
below.
Have you:
D included all the points necessary for the
target reader to be informed?
D expanded the notes appropriately to achieve
the task?
D org anised your answers into log ical
paragraphs7
D used appropriate linking words or phrases?
D avoided copying long phrases or sentences
from the input texts?
D written approximately the right number of
words?
D used an appropriate style (in thi s case,
forma l)?
D used your grammar checklist to avoid
mistakes?
Writing reference p.199

16

· 1 Choose the correct connector to complete
the letter of comp laint.
(!)In the first place I At once, when I
arrived there was no record of my
reservation (2) despite I even though I had
phoned to confirm that very morning.
(3) Secondly I However,the table I had
asked for was already taken, and I had to sit
at a table near the door (4) even I in spite
of the fact that I specifically asked .to be
near the fire. (5) Furthermore I Since, the
menu was restricted, and I was unable to
have my first choice of meal.
(6) To sum up I Finally, when I was given
the bill the cover charge of £5 was
excessive for what had been very poor
treatment.
I suggest that you think about the way you
trrn t rrg1 1lnr r.11stomr.rs, (7) ns I
consequently they mny well vote with their
feet anrl go elsewhere!
2, Each of these sentences has a different basic
grammatical mistake. Find the mistakes and
correct them . Then check your answers with a
partner.
We go never out to the theatre any more - it's
too expensive.
2 Where are tickets? I put them in my wa llet, but
they'i·e not there novv.
3 Could you tell me whether is there another
cinema in this town7
4 The new arts centre are very nice - I rea lly like it.
5 That's the boy who brother I played footba ll with
as a child.
6 Th e tourist board gave us lots of informations
about the city.
7 Unless you don't work harder, you'll fail your
exam.
8 We considered to go to the concert, but we felt
too tired .
UN.1 T
9 I really wish I would have more time to study !
10 She apologised for been late.
11 I am knowing she enjoys going to rock concerts.
12 I can't get used to start work early in the
morn ing I
13 She managed to get to the top of the tower
despite of her fear of heights.
14 My teacher won't let me to get out of doing
homework.
15 If I'd have known she was in town, I'd have
arranged to meet her.
16 They've been living in this town si nce at least 25
years.
17 He's a such hard worker that he's sure to do well.
18 Computer games are a lot more cheaper now
than they used to be.
19 I found the fil m absolutely terrified.
20 He might decided to become a jazz musician.
3 Complete these sentences us ing t he correct
form of the word in capita is.
The show was extremely . ............. for all the fami ly.
ENJOY
2 The company needed to .. its procedures, as
there was no consistency in its approach.
STANDARD
3 The win ner of the lottery made a big .................... to
charity. DONATE
4 I feel very .......... ... that I wil l do well in the next
interview. HOPE
5 Many celebrities have benefited .................... from
sponsorship dea ls. FINANCE
6 There was a very . ...... discussion about the
issues, which led to a possible long-term solution.
PRODUCE
7 The fact that he never won a gold meda l was a
great .................... to the athlete. DISAPPOINT
8 It's important not to show any sign of .. .
when taking part in competitive activities . WEAK
9 The idea that the company wou ld cut sa laries was
seen as .. .... by the workforce. OUTRAGE
10 It seems to be quite .. nowadays for TV
presenters to receive enormous sa laries. ACCEPT
11 Many young ch ildren fou nd the fil m .................... even
though it was only a ca rtoon. FRIGHT
12 She found the positive ending to the film
incredibly . UPLIFT
 Listening 1
@ 2 Listen to part of a radio programme about
spending and saving money. Answer the
questions.
1 Imagine that you won the fo ll owing amounts
of money. What wou ld you do in each case? What point does th e example of the coffee
illustrate?
€50 €500 €5,000 2 What broader point is the speaker making7
3 Who do you ag ree with, the self-help experts or
the writer?
2 Imagine that you wanted to save the same
amounts of mon ey. How would you do it? @ ·3 ·
Wh at might you save the money for? Why?
1 Now listen to a psycho logist on the
programme. She divides peo pl e who are
a fl ashy new car designer clothes
spenders into three groups:
a personal development course
the latest mp3 player your retirement 1 sleepwa lkers 2 status seekers 3 scrimpers
an exotic holiday a donation to charity
Listen and decide which type of spend er wou ld
a rainy day anything else7
make each of the comm ents (A- F).
A I cou ldn't tell you how much I spent today.
3 Discuss these questions. B I know th at jewellery keeps its val ue, but it's hard
1 Are you a spender or a saver by nature 7 to spend so much at once.
2 How easy do you find it to save money7 C Basically, I just buy whatever I want I never look at
3 What kind of th in gs are worth saving up for? the price tag.
.18
 D The re are certa in things which everybody has, so Speaking: giving opinions
you have to buy them .
E I'd hate anyone to think that I cou ldn't afford the About the exam: In Paper 5, Part 3, the
latest fash ions. interlocutor asks candidates to complete a
F I' m good at saving, but I do li ke to go on the problem solving task. This involves lookino rit
-~---occas iooa l_shopp i og_sp[ee . _ _ _ _ _ _ _ _ _ _se'lernLpictures_wbich_pmvi_de_ideas_fou he task.

2 Which of the comments do you agree w ith?

Do you know any sleepwa lkers, status seekers
(ID tListen to an interlocutor setting a task, and
look at the pictures on these pages. What two
or scrimpers?
things do the candidates have to do?

@ ·4.. ,2
1 Now listen to a co ntinuation of the sa me
programme. What advice does the speaker
QID 1 Listen to two students beginning the task. Do
t hey describe the pictures? Why?/Why not?
give for people in each of the three groups in
Exercise 3? @2 Listen again, and make a note of any phrases
they use to:
2 Compare your answers. Which advice do you
th ink was the most helpful? What advice • give their own opinion
wou ld you give? • ask for their partner's opinion
• agree w ith th eir partn er
(D 5 . Look at the words and phrases in the box • disagree w ith their partn er.
th at come from the record ings. Which are
associated w ith a) saving or b) spend ing? Listen , _3.. Now work w ith a partner and comp lete the
again to check. task. Discuss each picture before reaching a
decision.
interest conspicuous consumption
go on a spree set a budget run out of cash .f Is there anything else that you think is more
a sou nd investment a nest egg a treat important than th e things in the pictures?
to economise in the red shopaholic
get through money like water on impulse
put it away for a rainy day a 'mu st-have' item
19
 UNIT 2 Spend it or save it
Exam focus
Paper 1 Reading: multiple
choice (Part 1)
About the exam: Paper 1 is the
part of the exam where your
reading is tested . There are
four parts to the who le test,
and it lasts one hour and
fifteen minutes. You must
decide how long you spe nd on
each part, and you must
transfer all your answers to the
answer sheet within the t im e
limit.
In Part 1 of the Reading paper
you wil l have to read three
short passages. The passages
will al l be on a theme, and will
inclu de different types of text.
You have to answer two
multiple-choice questions on
each text - and these will focus
on different things in the text,
for examp le; the writer's
purpose or opinion, the style of
writing, the meaning of certain
words and phrases, etc.
Suggested procedure
1 Read the first text to get an
idea of what it is about and
how it is organised.
2 Read both of the questions,
highlighting key words and
phrases.
3 Find the place in the text
where you think the answer.
is located.
4 Read th at part of th e text
very ca refu lly and choose the
correct answer.
5 Read the whole text agai n to
make sure your answer fits
the sense of the passage.
6 Go on to the next text.
TIP! Some questions give
line numbers to help you
f ind the place - but you sti ll
need to read the whol e text.
20
1 You are going to read t hree E!xtracts which are all concerned
in some way with mon ey. For questions 1-6, choose the answer (A,
B, C or D) wh ich you think fits best accord ing to the text.
EXTRACT FROM A SELF-HELP BOOK
A CASE STUDY: MELISSA
Melissa earns £27,000 per year as the PA to a Sales Director at a large
international company in London. She lives nearby in a flat she rents-With
her best friend, Sarah. The flat costs them £450 per month each. Mell.ssa
is a likeable, bubbly person who is also known to be very good at her: job. ..
s Alt11ough sl1 e has a slight problem witl1 punctuali~ and is sometimes
forgetful, she is generally forgiven for her shortcomings because of her
stylish dress sense and personality.
Melissa will be the first to admit, however, that her personal life is a
complete disaster, especially on the financi.al front She absolutely loves
10 shopping and has accumulated, and used, a lot of credit c.ards. Everyone ··
seemed to want to lend her money and she bought a ca~. went. on
holidays, furnished her flat and shopped till she dropped -' all on
borrowed money. On the shopping front, she reluctantly admits that being
scatty and disorganised, she constantly buys things that she doesn't
1s really need and never really thinks about what she spends her money on.
She spends lots on cosmetics, shoes and clothes, but she has nothing to
show for it because a lot of it is cheap junk. Massively in debt, Melissa
avoids opening her bank or credit-card statements because the sight of
them gets her down. She has no savings at all and frequently borrows
20 money from her mum that she has no hope of paying back.
,,, _............ -~~-- ... --.~
-"• ·-"' ,_~ -- ·------J>--...r--" .... . . ____,_ __ -----
1 In the first paragraph, we are told that Melissa has problems
A gaining th e respect of her colleagues.
B dealing with a fairly demanding workload.
C keeping on top of some deta iled aspects of her work .
D maintaining the professional appearance demanded by her job.
2 In the second paragraph, we lea rn that Melissa
A makes some attempt to plan her spending.
B is uncon cerned about her financial position.
C has been trying to economise in her shopping.
D is awa re that she may not always spend wisely.
-
 '. · VEN THOUGH I FOLLOW FASHION (in a far
" · from slavish way), there is no phrase that
·,,.,, makes me recoil more than 'must-have'. If I
read that X boots or the latest Y shades have been
5 decreed to be the latest 'must-haves', my immediate
reaction is mutiny. Why must I have them? Why
should I humiliate myself to go on a waiting list for
this supposedly desirable item? Most of all, why
should I fall for the designer's manipulative tactics,
10 which are intended only to swell his or her bank
balance at the expense of mine? Far more satisfying
is to pop into the clothes shops in my local mall and
buy a copy of said designer's gear for a tenth of the
price. Waiting lists? Huh! They're for mugs.
15 Actually, designer brands in general are for mugs.
They are for people too insecure to trust their own
taste. These people calculate that everything with a
certain label must be cool, so shopping there is a safe
bet. If you shop in the mall by contrast, you have to
20 use your discernment to find the one garment out of
U1ree lhal luuks greal. If you gu Lu a really cheap slwp,
the ratio is more like one in ~U. Hut boy is it worth it.
-~---.L"ik-e-sp-07,tt~in-g-a"li~tt.--le-g-.oln-n-ug-g-eteoi_n_a_m_u-.dd~y-r~iv-er~b-ed~,-
the find gives rise to immense satisfaction. Which is
25 why, according to a survey published this week, the
young rich are deserting designer shops for second-
hand stores and flea-markets. They prefer to
rummage for one-off bargains than to waste their
money in some posh department store.
3 In this article, the writer is
A questioning the quality of designer clothes.
B explaining the consequences of following
fas hion.
C encourag ing people to develop their own ta ste
in clothes.
D reporting on ways to obtain designer clothes at
good prices.
4 Wh ich phrase in th e second paragraph reinforces
th e idea that there is 'immense satisfaction' to be
gained from some types of shopping /
A shopping there is a safe bet (line 18)
B use your discernment (line 20)
C boy is it worth it (line 22)
D rummage for one-off bargains (line 28)
Cliddng_through_a_Mag .
For me, shopping is a social thing. It means t ime to gossip,
drink coffee and keep up with friends and trends (and trenrls
in friends). My consuming compatriots and I browse, select,
try out for size and discuss - and only if the_ item is pe1fect
5 do we buy. All of which is by way of expla1n1ng why I have_
never i-eally understood t he fascination with on\1ne shopping.
Who wants to go it alone, sipping a mug of home-made
coffee, buying items that you have never even touched, let
alone tried on! . . .
10 But it doesn't end there. Sitting alone, buying a nd1culously
expensive item becomes strangely easier - you. end up doing
the kind of thing you'd never do in front of a friend who has
shared your fears on the state of your credit card bill. True,
on line shopping a.voids the pain of crowds, flil.rking. and sore
15 teet, but you rnb> uut on the atmosphere ::inrl social staee,
..---~a=na700-are~µutentifllly-at-lca~t. moce_1LuJnerable.
~~~~~~~~."'11'!~~
·~--~- ~~--- -····· ... ~ ------·
5 What does the writer imply by the phrase 'trends
in fri ends' (line 2)?
A She worries about keeping up with a changing
social scene .
B She doesn't place much importance on the
opinions of others.
C She fears th at her friends may be disloyal in her
absence.
D She doesn't meet her fri ends unless she goes
shopping.
6 The word it in line 10 refers to the writer's
A experience of on line shopping.
B reason for disli king online shopping.
C wish to try things on before buyi ng them.
D need for advice when choosing things to buy
'2 The fo ll owing extracts come from the texts .
Do you agree with them? Why?/Why not?
• .. she constantly buys things that she doesn't really
need.
5 Actually, designer brands in general are for mugs.
• For me, shopping is a social thing.
 UNIT 2 Spend it or save it
Grammar 1: defining and non-
defining relative clauses
·1
1 Which sentence in each pair be low
contains a re lative clause that gives
• essential information about a noun7 (defining
re lative clause)
• extra information about a noun, but could be
omitted? (non-defin ing re lative clause)
a) People who use mobi le phones on trains
really annoy me.
b) The man, who spoke in French, used his
mobile phone all through the journey.
2 a) The man gave his money to charity, which
he preferred.
b) The man gave his money to the charity
which he preferred.
3 a) My sister whose flat is in central London, is
a charity worker.
b) My sister, whose fl at is in central London,
is a charity worker.
2 Comp lete the sentences abo ut defining
and non-defining relative clauses.
.................... relative clauses are sepa rated from
the rest of the sentence by commas.
2 In both defining and non-defining relative
clauses we use .................... for people and
.................... for things.
"3 In ................. re lative clauses the relative
pronouns who and which can both be
replaced by that.
4 .................... is a possessive relative pronoun and
can on ly be used before a noun.
2 Rewrite the sentences using where or
when. Then complete the ru le be low.
1 The school at which I first studied Economics
was in London.
2 Wednesday is th e day of th e week on which I
always have a meeting.
3 It was a conference in Rome at wh ich I met
my future husband .
4 Two o'clock is the time at wh ich I always
have a cup of coffee.
With relative clauses of place and tim e, use
where or when instead of ..
Grammar reference p.196 (13)
22
3 In non -defining 'clauses we can use which with
other wh- words. Rewrite the sentences using which
and anoth er wh- word .
Example:
I went to Paris last month, and it was then that I met my
new boss.
I went to Paris last month, .v.v.hic..b..V.V.?.~.Y!h.~.11.. I met my
new boss.
She gave me her ema il address, and that was the way
we managed to contact her later.
2 I spent th e money on a new car, as I had always planned
to do.
3 Her face was red, and that was the way we knew she
was upset.
4 He left at six, and that was the time she arrived .
5 The actor forgot his words, and so at that moment th ey
brought the curtain down.
6 I had a holiday in Spa in, and that was the place I learned
to swim.
...4'
1 Read the text quickly and find:
a) two reasons why celebrities support charities
b) how celebrity endorsement of a charity is 'mutually
beneficial' .
---- ..... ...- . ... ...... - ·-· .. - ·-···-· r--.,..-··---- .-···-.-...._
..,...~-
.,~
What's in a name?
Behind every modern-day celebrity there is a network
(1) .................... is what helps them to maintain thP.ir imrigP..This
network could include an agent, a manager, a personal trainer
and a full-time assistant, and quite often there is also a
'significant other' (2) ..... . ... . ... may have similar celebrity
status. But equally important to celebrities nowadays is the
particular charity to (3) .................... th e celebrity chooses to give
financial and promotional support.
This is because it is involvement with charities (4) ..... .
offers celebrities the potential for image and career
enhancement, (5) is an opportunity not to be
missed. Of course, their motivation is good, but it is also useful
if the public thinks of a celebrity not just as a beautiful
person, but as someone (6) ................ is willing to share some
of th eir good fortun·e with others.
The thin g (7) .. also makes celebrity-charity
relationships very positive is th e fact that they are mutually
beneficial. People attending a charity event (8) .... ... ... a
celebrity is present will remember it and may then support
th e charity themselves. A charity (9) .................... publicity
includes pictures of a celebrity will encourage more
sponsors, many of ( 10) .. will then want to donate
more money to th eir cause.
 UNIT 2 Spend it or save it

Sell your stuff online -

2 Read the text again, and comp lete
the gaps using a relative pronoun . without the hassle! ·

5 It seems to be a feature of today's (0) .~hr.9..f\19..~~.Y.. society that we accumulate

1 Choose two items from the list (1) .................. that we do not really need. Impulse buys and (2) .................... gifts begin
below. Write down one examp le of to clutter up our homes, and objects that began as a source of (3) .................... turn
• a thi ng you use every day into a source of frustration . Too good to put in the bin or donate to a charity
e an object you cou ldn't live without shop, these items are, quite (4) ................... .,just in the way1
o a charity you would like to support
Online auctions, such as eBay, provide a ready-made (5) ................... But as
• a time of day you enjoy
anyone who has tried it knows, buying goods online is (6) ............. easy,
• a period of the year you li ke best.
whereas selling them can be a complex and time-consuming business. You
2 Now work wit h a partner. Define need to take digital photos of the items from a (7) .. .... of angles, write an
each word using relative clauses, but
enticing descri ption to attract (8) .................... bidders, negotiate insurance costs
do not use the word itse lf. Your
partner must guess the word. and then queue up at the post office to despatch the thing. It hardly comes as a
surprise , therefore, to learn that over 90% of auction users are buyers rather than
Example:
sellers.
It's something which I use for contacting
my friends. Enter a new breed of service provider: the online auction facil itator, who in return
for a (9) .................... of the sale price as (10) .................... will do all the work for you.
6 Discuss t hese questions.
Basically, you just take the thing you want to sell to them and they do the rest.
Do you th ink it is important to give
money to charity!
2 What types of fund-raising events do
you th ink are most successful!

Use of English: word

formation (Part 3)
·. '.f · Work with a partner. Discuss these
questions.
1 Have you ever:
a) bought anyth ing in an on line auction?
b) sold anythi ng in an on li ne auction?
2 What are the advantages and
disadvantages of buying and selli ng
things in this way?

1 Read the text. Do not worry about

the missing words for the moment.
What does t he writer say about a) 0 THROW
se ll ing and b) buying online? What 1 POSSESS 6 REMARK
so lution to possible problems does 2 WANT 7 VARY
the writer suggest? 3 PLEASE 8 POTENT
2 Read the text again. Use the word 4 FRANK 9 PERCENT
given in capitals be low the text to 5 SOLVE 10 COMMIT
form a word that fits in the
numbered gap. There is an exa mp le 3 Wou ld you ever use an on li ne auction fac ilitator?
at the beginning (0) . Why?/Vl/hy not?
23
 UN IT 2 Spend it or save 1t

Vocabulary 1: compound 4 Thi s is a completely airtight containe r, so you have

to be careful that food doesn't go dry in the air.
adjectives 5 He was a totally self-made millionaire - he started
with a loan from his parents.
1
1 Match the two parts of the compound (I) 4 . Listen to the f ive short extracts. Which
adjectives. speaker mentions:
old a) fetch ed 1 a short-term plan made7
2 self b) fash ioned 2 a last-m inute decision reached?
3 last c) headed 3 a long-standing agreement broken 7
4 far d) centred 4 a long-term strategy followed?
5 air e) term 5 a so-called expert proved wrong?
6 long/short f) produced
7 level g) made 5
8 quick h) minute 1 Many compou nd adjectives are made with
9 so i) sta nding preposit ions. Choose the best altern ative to
10 long j) tight complete t he adjectives in these sentences.
11 mass k) called
Example:
12 self I) witted
It's dangerous to drive fast in built- up I off areas of
2 Whi ch of t he co mpo un d adjecti ves yo u've cities.
created might describe a) a perso n b) a plan She was too hard down I up to buy expensive new
c) an idea d) a th ing? So me adjecti ves fit in clothes.
more t han one category.
2 After a long period of hard work and poor sleep,
I was feel ing very run- out I down and quite ill.
.:""}. i Com plete t he sente nces usin g compou nd
3 Compensation given for accident or injury is often
adjectives from Exercise 1.
just a one- off I down payment, and not an
He made a ....... ...... decision to take the job, and income.
only just notified the company in time. 4 I'm so tired - I've been working so hard I'm worn
2 The economist was a very .................... man, not off I out.
incli ned to get over-excited by unexpected 5 Many older people who take care of their money
developments. are well- up I off when they retire.
3 It was a very idea - comp letely impractical 6 People who work too hard often get burnt down I
and unworkable! out when they are young.
4 Maria was a very .. .. person who never 7 I get so fed off I up when pol iticians ta lk too
thought about how other people might feel. much!

;·-r Work with a partner. Underline the fu ll 2 Choose two sentences that you agree with,
and te ll a partner why you agree with them.
col location (compound adjective and noun) and
explain why the last part of the sentence is
wrong . Suggest a correct version.
Listening 2: multiple choice
TIP! A com pound adjective may or may not be (Part 3)
hyphenated, so look careful ly at all groups of
words. (· ·1 Discuss these questions.
- - - -·- - - ·
When you buy consumer goods such as electrical
I have a long-sta nding agreement with Anna to goods and clothes, do you:
buy th e flat - we decided yesterday. a) look for the best value7
2 I bought a mass-produced car - I'm very pleased b) look for the best qua lity?
with it, beca use it's completely unique. c) look to see what other people are buying 7
3 She's a very quick-witted person - it takes her ages 2 How do you get information about:
to think of a reply. a) how good products are?
b) wheth er products are good valu e or not7
24
 UNIT 2 Spend rt or save it

CJ 2 You wi ll hea r part of a radio programme in

wh ich a socio logist, Gra ham Styl es, and a
journali st, Sa lly Greengrass, are discussing the
effects of co nsumerism in society. Choose t he
answer (A, B, C or D) whi ch fits best according to
what you hear.
In relation to the research he describes, Graham
feels
A ur1'.>ure what conclusions to draw from it. :;
....
B disappointed at how ungrateful people seemed ;, '
f; .
to be. "
/ ,

C concerned about how people interpreted th e

questions.
D unconvinced that increased income leads to
contentment.
2 Graham gives the example of a fridge to show
how
A consumer goods have gone up in price.
B people have unreal expectations of consumer
goods.
C people are influenced by the conspicuous
consumption of others.
D consumer goods that were once luxuries have
now become essentials.
3 Sa lly fee ls that the desire to own luxu ry goods is
...0 A not necessarily related to status .
I

\·
B not as unusual as Graham thinks it is.
C not actually related to personal happiness.
D not growing as much as Graham suggests.
I
4 Acco rdin g to Graham, what is the main.problem
that consumerism brings? l
lI
A people becoming more selfish
B natural resources being wasted
C environme ntal problems getting worse
D people getting into finan cial difficulties
5 What point does Sally make about the production
of luxury goods7
A It is good for the economy. . 3 Discuss these questions.
B It has seen a decline in quality. 1 To what extent do you desire luxury goods?
C It has changed a lot since the 1950s . 2 When you buy consumer goods, are you influenced
D It is not doing as well as it once was . by a) the media b) celebrities7
3 Who do you think is right, Graham or Sa lly7
6 Graham feels that fami ly life is suffering as a
result of 4 Imag in e that you are looking for a present
A the demands of employers. for a friend in your town. Discuss a) what to buy
B the effects of the media. and b) where to buy it. Then t hin k about why
C the attitude of children. yo u made t hese cho ices. Wh at actually influ enced
D the cost of basic items. you most?

25
 UN IT 2 Spend it or save it
Vocabulary 2: advertising
and marketing
1
1 Think of an advertisement on television
you think is particularly successfu l. Which
of the following techniques does it use?
Why do you think it is successful? Describe
it to your partner. Do you like it?
Why?/Why not?
memorable ji ng les a continuing story
celebrities or famous people humour
moral judgements or standpoints cartoons
beautiful scenery unusual events
2 What techniques used in advertisements
annoy you? Why?
3 How do you think an advertisement on the
printed page works? What makes it
different from one on television?
~-;
1 Read the title and text below. Why does
the writer suggest starting and finishing
the advertisement with a clear mental
image?
My advice to potential ad writers is this:
(1) .................... the following approach that I have
always found very effective. Memorable ads
always begin with good opening lines that
involve the reader immediately. They
(2) ............... a powerful initial mental image, and
don't leave readers in any doubt about what they
are reading. OK, these ads are not great
literature, because their purpose is to
(3) .................. the reader's attention immediately.
I use verbs, because they (4) ................ vivid and
vibrant images to mind, but I avoid adjectives, as
these remind people of poetry. An effective ad
malces a full circle, and (5) . . .. . .... with a mental
image that is jusl as effective as the first one. This
last image reinforces the first, and so (6) ...
the advertising message deep into people's
memory which makes it an effective selling tool.
26
2 Read th e text aga in, and decide wh ich verb from
the box best fits each gap. Th ere are two verbs
you wil l not need to use, and you may need to
change th e form of the verb to fit the gap.
run adopt grab create drive
finish ca use bring
3 Many co llocations are strong, i.e. the words are
usually fo und together, although they are not
fixed phrases, e. g. involve someone (in something).
Make a note of four strong verb/noun co ll ocations
from the text above.
·; ~
1 Do you notice ad vert iseme nts? Make a list of
where you ca n see t hem . Then read the text and
compare your id eas.
Ads are everywhere!
Overt commercial advertising is found everywhere, and includes
hoardings in the streets as well as ads taking up whole pages in
newspapers and magazines. Targeted advertising uses printed
flyers which are put through people's doors and (1) jJOjJ- /hold-/
get-ups on websites that people visit on the net. Television
commercials are generally thought to be the most effective format
for (2) huge- I great- I mass-market advertising, and companies
pay extremely high prices to advertise in commercial airtime
during popular events such as (3) tojJ- I high- I long-profile
football games or (4) highly I greatly I importantly regarded soap
operas. However, there is another form of advertising which is
more covert, the (5) so-named I -called I -considered 'product
placement'. In this form of advertising, which is found in films
and on television, a character uses a product on screen with a
(6) clearly identifiable I known I familiar brand name. Viewers
may not think they notice the name, but the effect can be
subliminal. Controversially, viltual billboards may also be inserted
into (7) actual I authentic I real-life settings where none exists.
·~-r-·- J'·· "'
·, - .. _ " ,.._..,.,••.~ __,.....,,..1-••-..;...,ii!~ .
.
2 Read the text aga in, and choose t he correct
alternative to comp lete each compound word.
Whi ch on e is a compound noun?
"4 Discuss the quest ions.
Would you buy something because it was well -
advertised7 Why7/Why not7
2 Do you th ink th ere is too much advertising nowadays?
Why7/Why not7
3 Do you think th at advertising gives th e consumer more
or less choice7 Why7/Why not7
4 Think of your least favourite advertisement. Why do
you dislike it? Do the rest of the class ag ree7
 UNIT 2 Spend it or save it

Grammar 2: articles • when only one t:hing or person exists (6)

• in general isations with singular countable nouns.
1 How many brand names can you th in k of (7)
for the fo ll owing? We use no article (zero article)
• in general isations with plural and uncountable
coffee jeans hamburgers computers
nouns when we mean 'all' (8) ................... .
shoes bicycles orange juice
• when we are referring to th e genera l use of an
institution rath er than a particular place. (9) ..
2 Read the text. What is the writer's overa ll
purpose? !':.- Grammar reference p.193 (1)
a) to introduce the concept of branding
b) to criti cise the spread of branding 4
1 Choose the correct article in the text below
(8 =zero article) .
The power of the brand name ~P._r_o_m_o_t-i-
n g~b-ra_n_d~n-am~e-s~~~~~(
What is a brand? It's something that is special in some
way, something that you can distineuish from other 1
What is it that makes the promotion of
products of a similar nature, and it usually has a (1) a I 8 brand name successful? Advertisements
1 for (2) an / 8 insurance. for example. play on
restaurants or a pair of jeans. The brand name, and the our need to feel safe; those for ciothes may
design or packaging, will have been carefully chosen to I appea l to our need to belong to (3) a I 8 group l
'
)

reflect the special features of the product. or to have (4) the I a desirable lifestyle. Many /
I

By the time you arrive at ·school or work in the brands appeal to what we would like to be
morning, you will already have been exposed to a huge rather than what we actually are. Modern
number of brands anrl hr;mrl namP.s. And this isn't just adverti sinq paints the picture of an ideal life -
a local phenomenon. Indeed, if you visited any rriaJor and yet (5) a I the world it portrays still fee ls
city in the world, you would be surprised at how many fa miliar. Indeed, the more often our self-image
familiar brands you'd see. In such situations, branding matches that promoted by (6) a / 8 brand, the
can provide a sense of security. Yet brand names also stronger and more successful (7) the 18 brand
have a huge financial impact on the consumer, who may image bernmes.
think that satisfaction can only be obtained by paying
extra for a well-known name.
.....,......_.,,....,.. ____ __
I
..,.._....,,e.-~----...,._.,.~··-"-,.--· ·""'··-"' · · -,--<!'·~~--· .. I 2 There is a mistake with the article in each
I Copyright Guardian News & Media Ltd 2001 I high li ghted word or expression in the
fo ll owing text. Co rrect the mistakes.
3 Look at the ru les be low for the use of
articles. Fi ll in each gap with an examp le taken
from the highlighted expressions in the text. A SUCCESSFUL ADVERTiS.EMENT
" ··..,.,A .

We use the indefinite article (a/an) for singular It is quite difficult tci work out whether (1 l advertise;neot has
countable nouns
been successful. If someone buys (2) car from a particular
• when we mention something for the first time company, you can't be sure whether it was (3) a company's
(1) ................. advertisement, .the price or (4) a poor quality of the cars on sale
• when it doesn't matter which particular person or
elsewhere that was (5) determining factor. So how does any
thing we are referrin g to. (2)
advert isement succeed in mak ing (6) th·e p'eople buy one product
We use the definite article (the) for singular and rather than an other? There is one clear message - it must
plural countable nouns, and with uncountable nouns
generate (7 l the strong response from consumers because,
• when something has already been mentioned surprisingly, it is almost impossible to get people to .change their
(3)
attitude towards (8) prnduct that they feel ini:!ifferent about.
• when we already know from the context wh ich
person or object is being referred to (4) .....
• when the following clause makes it clea r what 3 Did anything surprise you about the
person or thing is being referred to (5) ...... . information in these two texts?
27
 Ui\' IT 2 Spend it or save 1t
Writing: informal letter
(Pa rt 2)
Abo ut the exam: In Paper 2, Part 2, you
may have to write a letter, an arti cle, a
proposal, a competiti on entry, a report,
a revi ew, an in formation sheet, an essay
or a contribution to a lon ger piece of
writing (e.g. a book). You should take
carefu l note of what kind of text you
have to write . You w ill be given
guidance on what to write about in the
task itse lf.
::· 1.
1 Read the following writing task, and
underline the four things that you
have to do in your letter.
You recently tried to se ll an old
camera on an Internet auction site,
but had some problems. You want to
share your experiences with a friend.
Write a letter to your friend,
explaining what happened, wh at you
did about it, how it affected you and
advising your friend about using
auction sites in the future.
Write your letter in 220-260 words.
2 Work with a partner, and discuss
these questions.
What sort of problems might have
occurred7
2 What possible courses of action cou ld
you have taken?
3 How do you think you might fee l in a
situation like this?
4 What advice would you give your friend7
.:2
1 Read the following letter, wh ich was
written in answer to th e task. Answer
the questions.
Has the writer included ideas similar to
yours?
2 Has the writer included all th e
information necessary for th e task7
28
Dear Pedro,
. ? I t.houo hl it wou ld be a good idea lo
How are ~ou doing . " t.I
c.akh up on an~ news ' and something happened lo me rec.en ~
t.hat. I'd li ke lo l ei\ ~ou about..
L . t. sell m~ old digit.al c.amera on t.he Internet,
1 was pop1ng o
Ld
d" t. 1 t.L first.
b t. it. was a bit. of a isas er. n ,,e
and I r1a a go , u 1 t. ·t.
lac.e 1 hadn't. realised t.hat. I'd have lo pa~ t.he nlerne . St e
~ t.h~t. was a definite downside! 1 wrote a real\~ persuasive ad
. Id
but. it. was impossible t. o inc. u e a P o o"
h t. oraph of t.he c.amera ,
.
L. L L TLe advert. was on t.he site for five da~s,
wptC.P was a spame. P d
and al fir st. there were no bids but. t.hen on t.he last. a~
L f "1vel 1 t.houohl 1 was home and dr~ , but. t.he
t. 11ere were · " d W" t.h
bu~er real\~ \el me down bec.ause his c.heque bo~nc.e . . I t.h
L· d . Lt. 1 was naive - but. now I've lost. c.onf1dence tn e
111n s 1gr1 , L I
whole t.hing. At. least. 1 didn't. send him tpe camera.
. d lo t.Le website but. what. t.he~ said was t.hat.
comp Ia1ne r1 ' II lo
t.he~ couldn 't. control bidders , and it. was up lo. t.he se er~
L t.L · b ks TLe,, weren 't. ver~ s~mpalhelic real\~. 0
wat. c11 petr ac . fl " .
I'm f ed up because 1 was looking forward lo up~at.'.ng ~~
t.he mane\• - and it. is st.ill s1H1ng tn t.he
c.amer a once I got. " I
c.u board! I'm al a loss lo know what. lo do now un ess ~ou
p .,,Lo wants one! It.'s st.i ll in preH~ good
k now an~one ~ 11 f
·t.· d I'~ sure t.hat. it. would be a good bu~ or
d
con 1 ton, an •" 1 t.00 k h
someone. You rem e , "
~ber t.hat. it. was t.he camera w en
we went on hoIida~ together last. ~ear .
. t.he net. ( Drop me a
Have ~ou ever tried lo se II an~t.h ing on
line and lei\ me if ~ou've got. an~ lips!
Regards lo Helen and hope lo see ~ou soon.
All t.he best.
2 Underline informal expressions that mean the same as:
tried (pJrJ 2) 4 successful (para 2)
2 very unsuccessful (para 2) 5 take ca re (para 3)
3 a disadvantage (para 2) 6 unsure what to do (para 3)
TIP! Remember to add any useful expressions to your
vocabulary lists and includ e information about register.
.3
1 Th e writer has written too many words, but has
omitted part of the task. Rewrite the last two
paragraphs so that any unnecessary information is left
out and the missing information is included .
2 Exchange your rewritten paragraphs w ith a partner. Did
you have the same ideas?
·4 Write an answer to the task on page 191. Make sure
that you use an info rmal register and include all the
necessary information.
, Writing reference p.202
 lJ J.~ l T

·1 Read the text below. Use the words given in cap itals at t he end of some
of the lines to form a word that fits in the gap in the same line. There is an
exa mp le at the beginning (0) .

Dirty money
Sooner or later it's something that everyone does; you put your jeans
into the washing machine, having completely (0) f9.m9.H?.IJ. about the FORGET
money in the pocket. Coins, on the whole, s~rvive the experience
relatively (1) ........... ,but the same is not true of banknotes. HARM
These have a (2) ........... to disintegrate as a result of prolonged TEND
(3) ........... to the forces of heat, water and detergent. If you live EXPOSE
in Britain, however, all may not be lost. It is possible to send
damaged banknotes, (4) ........... for use as payment in shops and ACCEPT
other retail (5) ........... , to the Bank of England's 'Mutilated Notes LET
Section ' (BEMS) in Leeds . Here experts will give the note a
thorough (6) ........... and, if they are convinced that it is indeed the EXAMINE
remai ns of a valid banknote, they will send you a (7) ........... - or REPLACE
M least a cheque of the equivalent value.
And it's not only washing machines that destroy notes. According
to BEMS staff, who receive up to 500 (8) ........... per week, toddlers APPLY
and puppy dogs also figure high on the list of offenders, as do people
who hide their savings in rather (9) ........... places, such as microwave FORTUNE
ovens or damp cellars. Sometimes, even banks make use of the service,
as happened during last year's spring floods when a number of branches
found that their burglar-proof and fireproof safes sadly were not
(10) ........... waterproof. EQUAL

~2 Complete the second sentence so that it
has a sim ilar meani ng to the first sentence,
using the word given. Do not change the
word given. You must write between three
and six words, including the word given.
Tom's house is th e one with the blue door.
WHICH
Tom lives ....................... .. ...... a blue door.
2 Life without music would be very difficu lt for
me. LIVE
I would fi nd .................... .. .... .. ... music.
3 Lidia is a supporter of several wildlife charities.
NUMBER
Lidia gives ..... .... .............. .. .. .. .. wildlife
ch arities.
4 Spring is my favourite time of th e year. BEST
The time of year ... ............. .. ..... ...... . spring.
· 3 Choose the correct article or cross out both if
t here should be no article.
Self-belief and strong nerves are essential if you're going
to make your mark as (1) a I the salesperson. Take 21-
year-old Leonora Pearl for example. She's (2) a I the sales
consultant for (3) a I the Cabouchon Collection of
(4) a I the jewellery. She works from (5) a I the home or
wherever she happens to be. Not only is Leonora skilled at
selling jewellery, she is also good at selling (6) a I the job .
She says she fell in love with (7) a I the company's range
of products as soon as she saw it, and signed up to be
(8) a I the sales consultant 'within five minutes' . Leonora
finds (9) a I the pric;es 'fantastica lly reasonable' and
(1 O) a I the ava ilability of stock 'absolutely fabu lous'.
She is, in (11) a I the other words, a walking, talking
advertisement for (12) a I the products. 'In many ways,
I'm never really off (13) a I the duty,' she says. 'When I go
out, I always take (14) a I the duplicate set of whatever
jewellery I'm wearing, so that if anyone expresses interest
in, say, my necklace, I can sell it to them on (15) a I the
spot.'
.· :Our PE>-R0M for,;interaet~ · .. )!:aro · pracft~~;' ·:• 29
 UN IT

3 What makes us tick

Vocabulary: adjectives of
character
·. 1. · A television company is
planning another 'Big Brother'
reality show in which a group of
peop le who are strangers to each
oth er are locked into a house for a
given period of time. Cameras
record how t hey react to each other,
and viewers vote for who they w ant
to stay in th e house. The perso n · .•Name: :~ri5 • Descri~e yourself ~elo.w:
who stays th e longest wins a money
· '/.'m extre!nellf· ambdioU5:~ If doe5n .!f · ·
pri ze .
' ma.tier wha.f otl:ier5 think 0 . me a.nd I /I ·
1

What do you think the producers do afii/thinj to 3ef . oh in /;ft?:· 8einjj in

look for when choosing peopl e to · the hou5e' ·will 'JjNe · ine ·a. ·hi:Jh proflie
1
go into t he house? Why? a.nd 3et ·me .where I v.jflnf to l:ie: /' 11
• stron g, co nflicting personalities ma.ke· 5U~e- the ofher5 don't 'ta.ke .
• strange appea rance
'adv'am;age wh~n . ·I 'm not loo'ki113, ·fhtxJ3h, ·
' .. .. \ .... . . .. " . '

~L~:· Da;i~ ., :,• ~,· '. ~~scribe b~;~w:

• interesting hobbies
• varied background or experience yourself ·· ·
• sense of humour
I'm p,r:ettyqui~: r~a/Jy~and ii''rm .honest, ..
~en~it;ive. I'm a, bi~ se/f-consoious, and .iyhat·/,
need.if3 something different to take me ~ut ;f ·
Read the profi les or huµdul · mystilf, 'though (doii't reaily mind. 'B¢:ing in. the ·-.
co ntestants, and underline the :.~~qse, .woulq be good for 'me and m~lfe 'me.more .
adjectives t hey use to describe confid.ent. · ·
themse lves.
.·\ ..
., ...
N~me: Ell~ . .'
• <. ~
• • • •
Describe yourself below:·
•

2 Which of t he adjectives you

underlined do you think best
. ·' <!'~·~ ~ri~l>6 . ~,,.a ·:. 1 ~Mt to l,le. .~~rt ot
sums up each person? Do you
'..:' ; ~11. e.xl'~hMe,i\±;" I\"· i11.de.(>'e.11.de.ll.t . Md I
th in k it is posit ive, negati ve or
: ,. li~e. ~· thir\k '~f'o:· My5'ilt ~ I'll . try
either?
_i11.ythit-1 ~11.cl!.. ·. 1\.." ljlAite. _'til.citiAr11.
· ;tholA1h, Md : I'~ htA.ppy .with My . ow11. .
Example: · C9Mpii;._y . .-1dq11. 't ~~Ve. ·· to j~il\ ill. . .
Alain: idealistic - could be positive as · ~veriythi.\1 1oir,-.1 011. it I do11. 't w~;..t to,
long as it's not taken too far '. tholA1h I like. .'.to w~tch.

.,
Name:
l
IFrA.ITL •
. .
. Describe: yo~rself
. . .
below:
' .

;..: I,,., frvs+.vorfliy """ ~ppor+lve. "I, I',,.,

e;<c.e//et,f +~6/e-s.Jioo+er so :t -~IJ s+op
-..?'~~s, ,.., fk ·-~°"'Se. - I, /o~e. ~nk.il>J
w(+Ji o+.J:e.Nj · """ :I"" +,of'llly 'r.eli"61e. :t
."°".'+
'like Jpl<.es mvc.J., s0 z'1i l<.'!-ep if
~10Js - l.vf . +~+ tloe.s1J'+ ~.., +M..+ I'm
fJOf svppoHive ..
 C!\'!T 3 What makes us tick

Watch Out! sensitive/sensible;

sympathise!empathise
Choose the correct alternative.
a) It's sensible I sensitive to keep a note of your
passport number when you trave l.
Describe yourself below: b) She is rather sensible I sensitive and is easily
Name: &ir-10. . upset if people criticise her.
., \a.VIM a~d hign-spicrte.d tnoog'n ..
1 rn Pl~n(_) ~"VI Im • ond'1:0C-lpl1
: \·ne.d I can be. 2 a) She's wil ling to listen to people's problems
. • . . .•
-te.a.Cr ic:- S """" _J . , .. ·- and to empathise I sympathise with them when
.. _ 1 dO\'\ f soffe.c fools glad\<j
· paiie.nt · . . . they are upset
tm . I Scine.iirne.s: 1 l'.l\
a!ld so 1 anno'j pe.op e. · rn self and b) It's easy to empathise I sympathise with
e.x-tcove.c-t. I .wan-t .-to e.n)O<j 'j someone who has been through the same
1 'ci bn0g fo0 -to the noose.. experi ence as you.

Name: I-la.raid __ Oes:ribe. ~ourself ~elow: 3

I'm a. ·hlt. ql1Lck.-bi~red, a.r..d ql1Lt.e· 1 Highlight the reason each person gives for
a.sSeri:..i.ve - ~ . t.oo much ( .I ~ wha.t. I wanting to be in the house. Do you t hink that
t.hi.nll a.r1d Pe!JPk .~ t.hi.n!? I'm Self- their reasons are sensible or va li d?
opi.ni.~ted but. wh_:i should J let. pedple 3et. '1 r.~~:..J~ ~~ +: .. ~ ~~~~ t ~ ••• !...~ ... ~ .. l ..J ~~ I -~ ... i...
~
L..l\... \.IU\... VI I I IV\.: tJ\...VtJI C VV I IV VVUU I U lll OJ'\.C ll IC:
a.~ wi.l:.h: ·t.hi.'ntJs doo 't. li.k~ ?. I know . Ii 'm .
'-
J
most interesting programme for viewers, and
ri.3ht., . a.nd pe~e wi.11 Cl(Jree when I'm i.n' t.he ·
why. Compare your id eas with the rest of the
hOUSe br~"tJ~'..'8 _.~ve~°':': i._.,", li.ne. •
class. Do you all agree?

Grammar 1: modal verbs 1

1 .: Match the sentences to the ideas they
express.
You mustn't tell anyone about it, not even your
best friend.
2 I must phone Julie to tel l her where to meet us.
3 I might be able to go out tonight but I'm not sure.
4 I think you should tell Josh exactly how you fee l.
5 We don't have to go everywhere together, you
know.
· :l'11t. pre.tt~ .-.ioriltt,(l.£1 re."1.li}I-. i tlil>i1tl< · · .. 6 My mobile's not in my bag - it must be somewhere
positive.flt t.\1\0 :r '11t. soc.it.\bre.1 --nof. at home.
c.o1t.fro1lf"1.tlo1\t.\£- :r'o rl)Jlil>e.r!>- re.e. with . 7 Can I bring a friend with me to the party7
0
pe.opie.. :r fij(e. e.ve.~o;tte. to oe.f .01\ .. :r ht.\te. . . 8 You can always tell what Tessa is thinking from her
pe.opie. vM.o fr"1.11t.pge. ove.r ofke.r~. :l w"1.--nt to be. expression.
i'ft ~ke. ho-use. be.c.M<se. .:r iove. t11-e.e.ti11' "pe.opte . a) possibility e) prohibition
::r: Ct.\1\ e.11t.p"1.tkise. with, t.\1\0 c.~tti1\o to
0 . b) logica l deduction f) advice
tke.11t.. c) obligation/necessity g) permission
d) lack of obligation/necessity h) abi lity
Name: Brd:.n.
"'
- D 'b
escn e yourself below:

I 'rY\ <;:o.ri.."8' ernpo.!:.he.!:.i..c:, Si..l\c:ere o.nd , Grammar reference p.196 (1 O)

wo.rrn-he.o.r!:.ed . . I Kl\Ol.....l I CO.I\ be
Sel\!:.i..rnel\!:.o.I o.nd I !:.r~ !:.o pleo.Se o!:.he.rs
!:.oo much, bJ:. !:.ho.!:. . meo.l\S I'd be. @ble,
!:.o rno.k.e !:.he. o!:.he.rs feel o.!:. home. I 'II
orso.l\i..Se so.mes O.nd !:.hi..nss li..k.e !:.ho.!:. -
3e!:. ever~Ol\e. i..l\volved.
CNIT J What makes us tick

2 Comp lete the second sentence so that it 3

has a simil ar meaning to the f irst se ntence,
using the word given. Do not change the word
given . You must use between three and six
words, including t he word given.
It would be great if taking exams were voluntary
for students. HAVE
It would be great if students ..
exa ms.
2 It's possible that thi s book might help you in your
research. HELPFUL
You . .... ............... ............ ..................... for your research.
3 He'll probably be very successful. CHANCES
Th e ............. ......................... ....... be very successful.
4 Joe promised to ca ll ton ight, so I'm sure that's
him on the phone now. MUST
Joe promised to cal l tonight, so
.. . on the phone now.
5 Working on the shop floor is a compulsory part
of the training for everyon e. HAS
Everyone ..
as part of their tra ining.
Comp lete the advice below, using moda l verbs
from the boxes for each section . Th ere are two
verbs you do not need to use each time.
2 Think of some more ad vi ce on how to be a good
fr iend, using the modal verbs from the boxes.
3 Tell a partner about a t ime wh en you
• ought to have asked for help, but didn't
• could have helped a friend, but didn't.
How to be a good friend
Be aware
couldn't can might ought to shouldn't
The problem is that as we get older we fee l we
(1) ................... be able to sort out our own problems, and
we keep these to ourselves, rather than talkin g about
them. So if one of your fri ends suddenly becomes more
withdrawn than usual, it (2) .................... mean that they
..... on the shop floor
have a problem, but don't fee l they (3) ..... ....... .. tell you
about it.
Listen

could mustn't have to can't couldn't

If your friend wants to tell you about their problem, you

(4) ............. ...... listen! In most cases, you (5) ..... .... actua lly
do anyth ing about it, but allowing them to talk about
their feelings (6) .................... help th em to work it through.
Wait for the right time

shouldn't couldn 't must may can't

You (7) .................... be able to get practica l information that

can help your friend . You probably think you
(8) ........... . ..... tell them straightaway - but there's a ri ght
time for everything. So you (9) ......... ....... force the
information on them; instead, wait until they actually
ask for it.
Don't bring it back to you

mustn't can 't can might don 't have to

You (1O) ......... .. talk about your own experiences to

show you understa nd your friend's problems. If your
fri end doesn't ask if anythin g similar has happened to
you, you (11) ......... ...... go on about your own problems,
past or present. Remember, the most important th ing
you (12) ................ . do for your friend is just be there for
them.

•
 UNIT 3 What makes us ti ck

Exam focus Suggested procedure

Paper 4 Listening: multiple
matching (Part 4)
About the exam: In Paper 4, Part 4, you will hear
five short extracts on the same theme . In each
extract you hear one person speaking. You have
to do two tasks as you listen, and these will focus
on differenl Lh ings in lhe lex'ls, rur examp le, the
speaker's reason for do in g someth ing and their
fee lin gs.
TIP! Remember that there are two answers for
each speaker - one in task one and another in
task two. You hear all five speakers once, then
lth e seq uence is repeated.
1 Listen to the instructions and fo ll ow the
wording on the page.
2 Read both sets of opt ions in the pause before
the listening is played .
3 Underline the most important word in each
option .
4 As you listen for the f irst time, focus mainly on
task one. Write in t he letters of any answers
you are sure of.
5 As you li sten the second t im e, focus mainly on
task two.
6 Don't leave any questions unanswered. If
you're not sure, gues~. Although you may be
urisure, you have probab ly understood more
than you th ink, so your guess may be right.

CJ 1. · .~ou_ will he.ar fi~e short extracts in ~hi e~ p~op l ~ who h av~ chan_g_ed th.~i'. n a m ~s ta lk ab.?ut why they
did m is. Kememoer mat you must comp 1ete oorn tasKs as you 11sten. mu w 111 near rne recoraing twice.

TASK ONE TASK TWO

For questions 1- 5, choose from the list A-H each person's Fo1· questions 6- 10, choose from the list A-H where
reason for disliki ng their original name. each person got the idea for their new name.
A People cou ldn't remember it. A a friend's suggestion
B It fe lt rather old-fashioned. Speaker 1 [JI] B online rese.arch Speaker 1 cm
C Someone couldn't pronounce it. Speaker 2 [ ] ] ] c a fictiona l character Speaker 2 Dil
D It had n't been carefully chosen. Speaker 3 CJ]] D a fa mily joke Speaker 3 cm
E It didn't sound right for my career. Speaker 4 [JI] E an overheard conversation Speaker 4 CT[]
F People used to laugh at it. Speaker 5 [J1J F a magazine article Speaker 5 D1Q]
G It made me sound too serious. G a television programme
H It wasn't individual enough. H a co lleague's mistake

2 . Match each phrase from t he extracts to t he closest mea ning. ~;~ Discuss these questions.
Do you like your name?
to laugh it off (1) to stand out in a crowd (1) rea lly fed up (2) Why7NVhy not7
I happened to (2) to get his tong ue ro und (3) to split up (3) 2 If you cou ld change all or part
made redundant (4) did the trick (4) a snap decision (5) of your name, what would you
to tease (5) choose7 Why?
3 What disadvantages might
end a re lationship achieved its aim be distinctive make fun of there be to chang ing your
not take too seri ously pronou nce happened qu ickly lost a job name?
very unhappy by chance
 UNIT 3 What makes us tick
Grammar 2: gerunds and
infinitives
' What would you do in these situations?
A Your neighbour plays 60s rock music very loud
every evening.
a) ring them up to complain
b) go round and try to work out a compromise
c) play heavy metal music even louder in the middle
of the night
B A classmate tells the teacher that you copied your
last assignment off the Internet.
a) tell the teacher about someth ing that your
classmate has done wrong
b) resolve never to speak to your classmate aga in
c) decide not to cheat again
·~ 2.
1 Read the text opposite and decide which
statement best sums up the main point.
People who take revenge on others are
a) acting natu rally.
b) behaving badly.
c) rarely justified.
2 Read the text again and complete it using
the gerund or infinitive form of the verbs in
brackets (in one case it could be either).
3 Find a verb in the text which has the pattern
verb + object+ infinitive. Which of the other
numbered verbs could be followed by an
object in this way?
TIP! Note down verbs that are fo llowed by
the gerund or infinitive in your grammar
checklist, together with examp les.
3
1 Sometimes a verb may be followed by either
the gerund or the infinitive, but the meaning
changes. The meaning may also change when
the tense changes.
Look at the pairs of sentences and answer th e
questions.
a) John remembered to tell her about the change
of arrangement.
b) Peter remembered telling her about the change
of arrangement.
36
REVENGE ·,
I
Why do some people take revenge on others? Why aren't
we (1) able .. ....... (sort) out our problems without
!!
(2) seeking ................... (get) even with those who have hurt us? I.
I
Well, apparently we are simply experiencing a deeply rooted l
I .
part of human nature. Our desire for revenge comes from i
the brain's limbic system, the most primitive part of the
brain and one that we share with all animals. So when
someone confronts us, we often (3) prefer .................... (attack)
verbally or physically rather than (4) try .. ............. (work out)
II
a solution together.
However, unlike animals, we also possess a highly evolved
r
cerebral cortex which (5) allows us .................... (plan) and I
analyse - a nd this can make revenge more than just an I
instinctive reaction. A person who feels they have been
wronged may even (6) enjoy ..... (plan) a creative and
appropriate act of revenge.
When th ey consider they have been wronged in some way,
practically anyone may (7) attempt ............. ...... (get) revenge,
although it appears that older people are more (8) prepared
...... (forgive) and forget than the young and (9) prefer
I
}
(settle) their personal problems through
negotiation rather than through confrontation. j '
Some people suggest that taking revenge can be seen as a I
positive move, allowing you to work though your negative
emotions. Howeve r, it can also be dangerous, and you may
(10) risk ................... (find) yourself in a situation which rapidly
gets out of hand.
• Who remembered someth ing they had to do?
• Who simply remembered that they had done
something?
2 a) Carlos tri ed sending an email to Alina to explain
his feelings, but she didn't respond.
b) Jose tried to send an email to explain his
fee lings, but the network was down.
• Who couldn't send an ema il ?
• Who sent one, but did not get a good resu lt?
3 a) Andrew would like to finish it.
b) Jane would li ke to have finished it.
• Who can still finish it?
4 a) Jack mea nt to do the job on Saturday.
b) Jon mea nt to have done the job by Saturday.
• Who intended to do the job at th e weekend?
• Who wanted it done before the weekend?

2 One group of words co nn ect ed w ith·
observation (notice, see, observe, sense, fee l,
hear, etc.) can be fo ll owed by either a ge rund
or th e bare infinitive.
I .- Look at thi s pa ir of sentences and answer th e
question.
a) I saw Sa ra reading a book during th e lesson.
b) I saw Susan read a book during the lesson.
• Who finish ed the book7
:; Grammar reference p.197 (15)
4 Complete the sentences in a way that is true
for you. Use a verb in th e gerund or infinitive
form. Then compare your sentences with a
partn er, and explain your answers.
1 When I was young I generally wasn't allowed
2 On Saturday afternoons I generally like ...
3 I generally avoid ...
4 i reaiiy regret .
5 In the future I hope .
6 If someone wants to stop smoking, I suggest ...
7 I remember ... last week.
8 I noticed ...
UN IT J What makes us tick
Speaking: languag e of possibilit y
and speculation
F 1': Work with a partner. Look at the three
photographs below. Discuss what you think the
re lationship between the people in each
photograph might be.
colleagues strangers good friends
acquaintances siblings fami ly
boyfriend/girlfriend
How long do you think they've kn own each other7
2 How well do you think they get on with each
other?
3 Why do you thin k this7 Explain your reasons to
your partner.
~; i Listen to some students discussing their
ideas. Did they have the same ideas as you?
@ · 3,. Listen aga in and comp lete the se ntences
with exp ressions from th e reco rding .
Well, ....................................... the young couple are probably
quite close.
2 My .................................... that it's a long-term relci liur1 :,l1i p.
3 I ............. .. ... that they know one another very
we ll.
4 On . .. ....................... they seem to be closer than that.
5 I .. ........ if they were in a relationship
outside th e office.
6 I .. ........... that she is a friend of the fam ily.
·A· Work with a partner. Look at the
photographs on page 178. Take turns to co mpare
two of th e pictures, and say what you think the
relationship betwee n the peopl e might be, and
how good the relationship seems to be.
37
VN IT J Wha t makes us trek

Use of English:
multiple-choi ce
cloze (Part 1) The truth behind a smile
1 People smile a (0) . /?. . deal, and we seem to know instinctively
1 What do you notice first that some smiles are more genuine than others. But is there
when you meet someone any scientific (1) .... ............... for this? Recent research suggests
for the first time? that a mechanism in the brain can help us (2) . ... .
• hair
whether a smile is really heartfelt - or whether it is .just
• sm ile
being (3) .................... on for show.
• v01ce
(4) . .................. to various long-held traditions, a genuine smile
• personality
involves the eyes as well as the mouth. In the nineteenth .
• clothes
century, a French anatomist (5) .................... to prove this. He used
• something else.
electrodes to stimulate the facial muscles of volunteers,
2 How do you think (6) .................... creating false smiles. He found that real smiles
someone can make a were always (7) . .................. with the contraction of a muscle
good impression around the eye, but that his artificially induced ones were not.
• on you?
• on your parents? During more recent research, volunteers were shown a variety
of human facial (8) ........... . ....... and their reactions to these were
.. 2. monitored. When they were shown a happy face, 35% of the
1 Read the title of the text.
volunteers immediately started looking at the eye area,
What do you think it will checking for tell-tale crinkles that would (9) ... ................. that the
be about? smile was genuine: but when shown a sad or neutral face, they
did not So why did the human brairi evolve .to·(10) . ..................
2 Read the text quickly to between real and false smiles? It could be that this ability to
check.
(11) ............. ...... a quick assessment., of a smile has .an important
role ·to play in successful corimiuq..icati.on: A;geriuine s'.mile
(1,2) .:.........:......... as .a gesture of c:on·c:mation iri conflict. and it's ·
important to know whether we are really being offered a:truce
or not~ ·

-·~.,,· · -·

. 3 Now read the text again more carefu lly and decide which
answer (A, B, C or D) best fits each gap. There is an examp le at the
beginning (0).
0 A big B great C large D huge
1 A sign B basis C root D fact
2 A recollect B accept C admit D recognise
3 A put B brought C created D stuck
4 A Providing B Considering C Relating D According
5 A got down B set out C went off D carried out
6 A despite B thereby C however D nonetheless
7 A associated B mixed C joined D accompanied
8 A exhibitions B resemblances C appearances D expressions
9 A assure B confirm C justify D approve
10 A decide B tell C distinguish D reckon
11 A make B earn C do D hold
12 A aims B serves C portrays D applies
 UNIT J What makes us tick

4 Comp let e these sente nces using th e correct
form of a word or express ion from the text.
She arrived at the meeting very late, but her
apology was sincere and h
2 Using electrodes to stimulate the facial muscles of
volunteers led to the c . . of fa lse smi les.
3 When we genu inely smile, the muscles around our
eyes c . .
4 The e. . .... of the human brain enables people to
differentiate between a real and a fa lse smile.
Writing: information sheet (Part 2)
., 1. Are th e following statements about writing
an information sheet true or false?
1 You should always use full sentences .
2 You can use bullet points and head ings.
3 The aim of an information sheet is to catch the
reader's eye and make points clea rly.
4 You should use a formal style.
5 You should plan the information sheet ca refully.

I
•·.
5

6
Most people can a.... .... whether a smile is
sincere or not quite quickly.
A genu ine sm ile is seen as a c . . . . gesture
6 An information sheet is the same as an arti cle.

during a time of conflict.
7 A sm ile is one of the most successful ways of
c.. ......... a friend ly attitude.
8 An a . ....... . ...... smile can be spotted by most people
easily.
·s.· Apart from what they say, how else can you
tell wr1er1 )U lll eor 1e j) ;
2
Read the t ask.
Your school wants to help its students prepa re
themselves better for job intervi ews by helping
them to become more aware of things to do
or not to do to make a good first impression .
Irie Pr iriliµcii r1ci ) ci)K.eu you Lo urdw uµ dr 1

• not reactin g honestly to something? information sheet that he can disp lay on the
• telling a lie? careers notice board which will help students.
Write your information sheet in 220-260
• (un)happy about something?
word s.
• anqry about somethinq ?
• ur1~ure al.Juul ~u r11 e ll1ir1l:J ?
2 Discuss ideas that you ca n include in the sheet
.. 6. Discuss these questions. and make notes und er these headings.
Do you th ink that it is important to do scientific • Appearance
research into things such as smiling? Why?/ • Manner
Why not? • Behaviour
2 What effect can body language have on • Dos and Don'ts
communication? How ca n it cause
misundersta ndings? . Work with a partner. Look at the
information sheet in the Writing reference on
page 201 . Make sure that you read and
HEY! GREAT io understa nd all the Dos and Don'ts. Plan your
ME.£T you! information sheet and discuss these questions.
1 What title wi ll you give your information sheet!
:I. I111
2 How many sections will you have and what
headings will you use for each one7
3 Will you use a fo rm al or informal style7
4 What is the purpose of the information sheet!

39
 UN IT .1 What makes us tick

4 2 The writer has made eight spe lli ng mistakes.

1 Look at the inform ation sheet below, which
was written in answer to the task, and
compare your own id eas. Then discuss these
questions.
What is wrong with the general heading7 Choose
a better one from the options below
a) The art of making a good impression
b) Useful interview techn iques
c) Behaving better in formal situations
2 Is the introduction helpful7 Why7fWhy not?
3 Are the different paragraphs clear and complete 7
Does each paragraph have its own heading?
4 Does the information sheet inform and advise
readers in a clear and useful way? What techn ique
does it use to do th is7
5 Why can bu llet points be useful7 In the exam, what
must you be carefu l about if you use bu llet points?
Find the mistakes and correct t hem.
3 Th e writer has also made one mistake with
modal verbs and one mistake w ith gerunds
and infinitives. Find the mistakes and correct
them .
·s
Use the ideas that you discussed in Exercise 2.2
and write your own answer to the task. Use
t he questions you discussed in Exercise 4.1 to
help you .
2 Exchange your answer w ith another student.
Check each other's information sheets and
make comments on layout and style.
Remember to also look fo r spe llin g and
grammar mistakes .
:, Writing reference p.201

0 Pe.o\>le. >o..y 'yol}. ol\ly 1e.t ol\e. chtl..l\Ce. to E>e.ho..viol}.r

0 Mti..ke. ti.. 1ood fir>t iMf>re.S"> iof\ ' . V.Jo..t Cti..f\

yol}. do to iMf>rove. yol}.r cho.."ce.> of
t!..Chie.vi"1 thi> ~
Ai>f>e.o..rti..l\Ce.
Dre» >Mo..rtly bl}.t do" 't 10 ove.r the.
to\>. If yol}. o..re. ove.rdre.»e.d 1 yolA ere.I!..t
ti..I\ iMf>re.S">iof\ of forMo..lity 1 bl}.t yol}.
Col}.ldl\ 't dre.S"> dow" too Ml}.Ch be.Ct!..l}.S'e.
yol}. 1ive. the. iMf>re.S">iol\ tho..t yol}.
0 Col}.ld" 't co..re. le.». Howe.ve.r - ti.. word of
wo..r"i"1· Alwo..y> be. yol}.r>e.lf - if yol}.
0 we.o..r clothe.> tho..t o..re. l}.f\fti..M ilio..r 1 yol}.
wi II fe.e.I l}.f\CoMfore.to..ble. Md wi II "°t
~M i le.l A 1e.l\l}.i"e. S'M ile. e.>to..bli>he.S' ti..
re.lo..tiol\S"hif> 1 >o..y> tho..t yol}. o..re. hli..f>f>Y
to be. the.re.. Who.. t \>e.o\>le. ofte."
re.Me.Mbe.r of othe.r> iS' the.ir >Mile..
bo> ti..f\d bol\ 't>
bol\ 't
• to..lk too Ml}.Ch or too '11}.ickly. 1hiS'
1ive.> the. iMf>re.» io" tho..t yol}. o..re.
Mrvol}.§.
• for1e.t tht!..t yol}. CM o..S'k GjlAe.>tiof\S'
too. It i> 1ood to 1ive. the.
iMf>re.S">iof\ tho..t yol}. o..re. il\te.re.>te.d I I\

othe.r f>e.Of>le..
\>roje.ct the. ri1ht iMt!..1e. of yol}.r>e.lf. l>e.
Mtl}.rti..l. bo
• Mti..il\tM e.ye. cor..to..ct. !he.re. i> f\othi"1
wor>e. thM to..lki"1 to S'oMe.of\e. who
V.Jhe." yol}. o..re. Me.di "1 S'oMe.of\e. for the. Wol\ 't look yolA ii\ the. e.ye..
fir>t tiMe. 1 try to o..che.ive. ti.. bo..IMce. • re.lt!..x.

J
be.twe.e." frie."d lyr..e..» Md fon--10..lity.
Li>te." \>olite.ly1 do" 't il\te.rrnf>t 1 bl}.t If yol}. follow thi> o..dviS'e. 1 yol}. wi ll Mti..ke.
0 1ive. fall ti..l\S'we.r> whe." "e.ce.»o..ry. Ne.ve.r fo..bl}.lol}.§ fir>t iMf>re.S">iol\.
ti..
be. Mof\oS'ylo..bic . Re.Me.Mbe.r yol}. wo..r..t
0 Cof\ve.yi"1 M iMf>re.» io" of cil}.1e.t
40 co"fi de."ce. 1 f\ot >hy"e.S"> or "e.rvol}.§ r..e..S'>.
__..,.-- ~

--------~~ -~-·-....__,...__, _____,,,-/_...,._-~-------~- _,_,--- .

....__~ ...._..._._ ,.,.,,..,.-
 u 1~ 1 ·1·

1 Read the text below. Use the words given in ca pitals at

the end of some of the lines to form a word t hat fits in the
gap in t he same lin e. There is an examp le at t he beginn ing (O).

Control your anger

When a celebrity, a (0) pgfi.~igi.CJ.n or other person in the media POLITICS

spotlight loses their temper in public, they run the risk of
hitting the headlines in a most (1) ....... ........... way. For such EMBARRASS
(2) . .. outbursts of anger are often triggered by CONTROL
what seem to be trivial matters and, if they are caught on
camera, can make the person appear slightly (3) .......... ... But it's RIDICULE
not only the rich and famous who are prone to fits of rage .
According to recent surveys, ordinary people are (4) .... INCREASE
tending to lose their cool in public.
Yet anger is a potentially (5) emotion that uses up a DESTROY
lot of energy and creates a high level of emotional and
rihysical stress - and it stops us thinking rationally. (6) ..... CONSEQUENT
angry people often end up saying, and doing , things they
later have cause to regret.
So, how can anger be avoided? Firstly, diet and lifesty le may be
to blame. (7) ............... ... and irritability ce1tainly come to the surface TOLERANT
when someone hasn't slept properly or has skipped a meal , and
any (8) ............. ....... of caffeine can make things worse . TAKE
Taking regular exercise can help to ease and diffuse feelings
of (9) .........,however, reducing the chances of an angry response . AGGRESSIVE
But if something or someone does make you angry, it's (10) ADVISE
not to react immediately. Once you've calmed down , things won't
look half as bad as you first thought.

:; .2Choose the correct alternative in each of
these sentences.
As we get older we should I ought be able to dea l
with our own problems !
2 You must I could tell the truth at all times
otherwise someone will find you out.
3 I must I have to go now otherwise I'll be late.
4 You don't have I should to tel l anyone about this -
it can I may be our secret.
5 Of course you could I can go now - but leave
quietly, please.
6 The chances are that he will I would be very
successfu l when he sta1·ts his new job next week.
~ · ·3 . Four of t hese sentences have mistakes in
them. Find the mistakes and correct them.
Our brains allow us planning our lives well, which
an ima ls ca n't do.
2 I always try to working out the best solution to
problems by talking them over with friends.
3 I don't wa nt to suggest that planning revenge is in
any way a positive move!
4 When people take chances, they can risk to find
themselves in difficult situations.
5 I intended to have fini shed this by Sunday, but now
I'm so late there's no chance.
6 I really reg ret not to have studied harder when I
was at school.

.41
 UN IT

4 Pushing the boundaries

Vocabulary 1
1 · Discuss these questions.
What do you think of science7 Is it interesting or
boring 7 Why?
2 Did you study science at school7 Did you enjoy it7
Why?NVhy not?
3 Is science a popular subject in schools?
4 Do you think everyone should study science?
Why?NVhy not?
5 Do you think that science is important for you
personally?
· 2 ., Look at the title of the text below. What do
you think it will say? Read it quickly to find out.
What does the writer say makes science
interesting?
3
1 Read the text and think of th e word which
best fits each gap. Use only one word in each
gap. There is an examp le at the beginning (0).
2 Read the complete text aga in . Find short
phrases that mean the same as:
1 produced unexpectedly
2 to reach an understanding of something
3 separate something into smaller parts
4 on the whole
.. 4 Do you agree with the writer that scientific
knowledge has the potential for both good and
bad? Why?/Why not?

42
 Speaking: Parts 3 and 4
.. 1 . In Part 3 of t he Speaking test you will be
given a problem-solving task to do with your
p-'.lrt nP.r. After you have completed the task you
will be asked some genera l questions on the
same topic.
(D 1 Look at the pictures and listen to t he
interlocutor's instructions. What two th in gs do
the students have to do?
W2 Listen to two students ta lking about two of 1 Think about how you would answer t hese
thepictures.W~a m1sa eare -~~~~~~~~q~u~e~dfii~on~sc.~~~~~~~~~~~~~~~~~
with the task? What shou ld t hey be doing? Do you think we depend on science too much
3 Look at the fo ll owin g phrases. How and when
do we use them? Match them to the functions
below.
So what you rnean.by that is ...
What I mean is ...
I feel that ...
So you're saying that .. .
I'm trying to say that .. .
How do you feel about . 7
It seems to me that ...
Do you feel the same as ... ?
What do you think about .. ?
a) clarifying what someone has said
b) asking for an opinion
c) explaining your point of view
@4 Li sten to two different stud ents talking about
the other two pictures. How many of the
expressions above do they use? What
difference does it make to t heir discussion
compared with the students in Exercise 1.2?
5 Work with a partner and complete the task.
Discuss the pictures on page 178 and try to
reach a decision .
nowadays?
2 Was life easier or more difficult without gadgets?
3 Do you think that life is general ly better now than
it was for our grandparents?
4 If you were a politician, what changes would you
like to introd uce to the way we live nowadays?
5 What's the best age for children to sta rt studying
science in school?
6 How can we get more young people interested in
following a ca reer in science?
Listen to two peop le discussing the first
question. Do they have similar ideas to you?
Discuss any sim ilarities and differences with a
partner.
@3 Listen aga in. Do they use any of the phrases
from Exercise 1.3? Wh at phrases do they use to
add information?
3_ Work in groups of t hree. Discuss all t he
questions in Exercise 2.1. Use phrases you have
heard to clarify, exp lain, ask for opin ions and add
information.
43
UJ\ I T 4 Push ing the bo un da ri es
Grammar 1: co nd iti ona ls
(overvi ew )
-1
1 Comp lete senten ce b) in each pair so t hat it
has a similar mean ing to sentence a).
a) You won't pass your science test unless you
do some serious revision.
b) If you . . ............. ..... some seri ous revision,
... ...... fa il your science test
2 a) We didn't know th en what Oliver wou ld do
with the chemistry set, but later on we wished
we'd never given it to him.
b) If we ........................................... what he woul d do with it,
we'd never have given Oliver the ch emistry set
3 a) I don't have access to th e Intern et, so I don't
use my computer very much.
b) I ............ .... . ...... .... my computer more if I
....... .................... ... access to the Intern et.
4 a) Every time you press this button, extra mil k is
automatica lly added to you r coffee.
b) Th e mach ine ........................................... to yo ur coffee
when you .
5 a) I want everyone who comes from London to
stand up.
b) If ............. ............... ........... ... fro m London, . . ....
6 a) Don't touch thi s light switch because it is very
unsta ble and might give you an electri c shock .
b) If ........................................... th is light switch, it
......... ....... give you an electric shock.
2 Compl ete these rul es about co nditional
sente nces.
To give additiona l meaning such as possibi lity
and ability we use a modal verb such as
....... ... . ... and ......................... instead of .. . .. .... .. or
2 To express a general truth, we use if/when +
present simple + .....
3 To talk about somethin g that is contra ry to a
fact in the past we use
4 To talk about something th at is unli kely or
contrary to present facts we use
5 We can use the imperative form in the ... .. . .
pa rt of th e conditional structu re when we want
to tell someone to do something.
6 To talk about someth ing that is possible we use
, Grammar reference p.194 (3. 1)
2 Each of t hese se ntences has a mistake wit h t he
co nditi onal form . Find and correct t he mistakes .
If you really want to keep up with scientific
developments, you would have to read more 1
2 If th ere were more informati on about science on
television, there's a chance that youn g people should
get interested in it.
3 There is a great offer on sci-fi books on the Intern et -
if you buy two, you got one free.
4 I would have done better at science when I was at
school if I worked harder.
5 If I promised to take care of it, wil l you lend me your
video mp3 player?
6 I would n't take that job unless I were you!
7 If he went to the party, he mi ght have seen her there.
8 If you had taken up her offer of a lift, you might got
home sooner.
.3
1 Here are som e areas of life in whi ch major
changes could happen in t he nea r fut ure. Discu ss
possibl e ch anges with a partner. Th en make a
sentence for each one beg inning If ... and
describing a probabl e consequence.
Example: If cosmetic surgery becomes cheaper, more
people will want to have it.
cosmetic surgery: cheaper? more generally accepted?
television broadcastin g: on mobile phones?
on computers? more advertising?
medicine: transplants? genetic engineerin g?
2 Here are some areas in which major changes are
possible, but may be unli kely. Discuss possible
changes in each of t hese areas with a partner.
Then say what changes you th ink could happen
and w hat t he results would be.
forms of transport · ways of keeping in touch
ways of saving inform ation
Example: If cars were banned from city centres, there
would be less pollution.
3 Thi nk how your life woul d have been different if
these t hings had not been invented.
mobile phones cars computer games
Example: If mobile phones hadn 't been invented, I
wouldn't have been able to call my friends so easily
 UNIT 4 Pushing the boundaries

4 Work in a group. First complete the @ You will hear t hree different extracts. For
sente nces in a way t hat is true for you, then questions i-6, choose the answer (A, 8 or C)
compare your answers with others in the group. which fits best according to what you hear. There
are two questions for each extract.
1 If I have some free time tonight, I ...
2 If I become completely fluent in any other
I Extract One I
language, I ...
3 If I won a lot of money, I ... You overhear two friends, Phil and Miranda,
4 If I could live anywhere in the world, I .. . chatting at a science conference.
s When I was younger, if I had known .. . 1 How does Miranda feel about her job /
A disappointed with the salary
8 keen to start doing more practical work
Exam focus C optimistic about her chances of promotion
Paper 4 Listening: mu!tip!e choice 2 What drawback of his current teaching job does
(Part 1) Phil mention?
About the exam: In Paper 4, Part 1, you listen to A the constraints he works under
t hree short extracts of about one-minute each. 8 the attitude of students
As you li sten, you answer two multiple-choice C the lack of facilities
questions.
Ti 1e (! 11 et: e11't(cicts cii·e (1ut \ii-d<.ed ;;-, ai-1Y -.;..;ay a;-,d
IExtract Two I
you will hear a range of different speakers, You hear a married couple talking on the radio
contexts and topics across the three texts. You about their family life.
hear each extract twice before moving on to t he 3 The man says that the on ly disadvantage of having
next one . This part of the exam tests your ability
such a large family is
to understand the gist of what people soy, their
opinions, fee lings ond attitud es and wheth er or A it restricts their ability to make lonq-term plans.
not speakers are agreeing with each other. B it's hard to respond to each child 's particular
needs.
Suggested procedure C it makes it difficult to do things on the spur of
1 Read the two questions for each extract the moment.
before you li sten. Use the information on the
4 The woman tells us about their holiday plans in
page to help you . Remember the context
ord er to stress that
sentence on the page will give you
information about the speakers, context and A problems can occur wherever you go.
topic, and the questions themselves give you B children should be included in activities their
some information about what you're go ing to parents enjoy.
hear. C it's better not to be overambitious in planning
2 The f irst time you listen, mark the answer you family activities.
think is correct for both questions, even if
you're not sure. IExtract Three I
3 The second time, listen to check your answer You overhear two work colleagues talking.
and to be sure that the other two options are
wrong. 5 What is the man doing?
4 If you're not sure, then guess. You've probably A apologising for something
understood more than you think and you B blaming someone else for something
don't lose marks for wrong answers. C explain ing how someth ing happened
6 How does the woman react!
A She admits that she's had similar experiences.
B She advises him on a sensible course of action.
C She reassures him that he's done the right thing.

45
 UN I T 4 Pushing the boundaries
Vocabulary 2: word formation
1 Look at th e text. Can you work out which I
medical discovery is being described in each
section? Write the name of the discovery as a
heading A, B, C or D. .....
._.... . .........
Medical discoveries made
by chance
Not all medical mishaps have a bad end.
In fact, the history of science is full of
stories of how people made really
important scientific (1) .. .............. by
accident.
A ...
For example, it's well !mown that this drug
was discovered when Dr Fleming spotted some
mould growing on a Petri dish. Less well known
is that this was not the only fluke in the drug's
discovery. Six years (2) ......... ............ ., one of
Fleming's own tears fell onto a bacteria sample.
He found that the spot where it fell remained
sterile. It was this that gave him the idea that
certain compounds might show some (3)
bacterial (4)
1 Read the text aga in . Use the word given
in capitals to form a word that fits in
each numbered gap.
1 BREAK 6 CREDIBLE
2 PREVIOUS 7 ACCIDENT
3 RESIST 8 MIRACLE
4 GROW 9 DIAGNOSIS
5 BOTANY 10 PHOTOGRAPH
2 Write the words from above. There is
sometimes more than one word.
a compound noun made from a phrasal verb
breakthrough
2 an adverb made from an adjective
3 an adjective made from a noun
4 an adverb made from a noun
5 a noun formed from a verb
6 a noun formed from another noun
7 an adjective formed from another adjective
48
B .....
Another medical discovery came abo ut when carnation
farmers as ked why their flowers wouldn't bloom.
(5) ....................... discovered that the gas that was being used
to light the greenhouses was the reason . The gas was
then found to have even more (6) .. .
properties whe n humans were exposed
.-'
to it.
c ..
According to legend, this drug was
discovered when a South
American man with the disease
(7) ....... .. ........ drank water from a
bucket contaminated by the sap
from a particular tree. His fever
then (8) ................... disappeared.
D .. .
Th is vital medical
(9) .... .... ......... tool was discovered
when a physicist was studying
whether cathode rays could
escape from a glass tube wrapped
in paper. When they showed up on a
fluorescent screen a metre away, he
realised this new type of ray could even
.......... to record a human skeleton on a (10)
........ negative.
3· Discuss these questions.
What do you think have been the most significant
medical discoveries in history/
2 What med ical discoveri es do you think will be made in
the future?
Grammar 2: conditionals (advanced)
1
1 Which of t he options below are grammatical ly
possible to comp lete each sentence? Tick all the
possible options.
He wou ld never have become famous
a) had he been a typical scientist.
b) if he had been a typi cal scientist.
c) if he must have been a typica l scientist.
2 Please ask the doctor for my test results
a) if you happen to see her.
b) if you should see her.
c) if you see her.
d) were you to see her.

3 a) Supposing people co uld live for two hundred.
years,
b) Even if peopl e could live for two hundred yea rs,
c) In case peopl e could live for two hundred years,
d) Imag ine th at people cou ld live for two hundred
years,
how many wou ld really want to ?
4 a) If you were to find some of his DNA,
b) If you had found some of his DNA,
c) Had you found some of his DNA,
d) Provided that you found some of his DNA,
it's still un likely that you could clone William
Shakespeare.
5 I'll see if the doctor is free
a) if you'l l wait here.
b) if you wait here .
c) if you were to wait here.
6 I wou ld be delighted for him to participate in the
research
. . , \ ,,,.... 11"\rr hA 1 t.1A1 tl ~ -H·o ·'"' "
U/ Ulll\....JJ II\,.. VYVU I U U~I'-'-
~' b) we re he to agree to share the costs.
c) as long as he would agree to share the costs.
2 Look at all t he cond it iona l clauses you ticked,
and hi ghlight the ir structure.
Which correct sentence/option LJ )e):
another linker with il similar meaning to if: .q,!!!... ,
2 were to (stressing that something is hypotheti ca l) in
th e conditiona l clause:
3 a modal verb (suggesting th at something is
unlikely) in a conditional clause: ..
4 happen to (suggesting that something is un likely)
in a con ditional clau se:
5 an inversion in a conditional clause: .....
6 will (meaning 'are wi lling to') in the if clause:
3 One of these statements is false. Find the fa lse
statement.
a) Using an inversion is more formal than using if.
b) Supposing and imagine are more polite than if.
c) Using if+ was/were to stresses that we are talking
about a hypothetical event.
d) If+ will is used in polite requests.
Grammar reference, p.194 (3)
l iN IT 4 Push ing the bounda ri es
Watch Out! 1n case and if
In case does not have the same meaning as If.
In case is used to talk about precautions -
something we do to prevent or avoid a problem.
Take some suncrea m with you in case you need it.
Use your suncrea m if you sunbathe.
· 2 One word is miss ing in each of these
sentences . Put it in the correct place.
Example:
Were
(You to continue with you r studies, I am sure you
II
wou ld become a competent scientist.
We spent more time studying, we might have been
more successfu l.
2 If you just be patient, I'm sure the teacher wil l be
here soon .
3 If I were say that I wanted to become a scientist,
tf'"'I ch:lra th o rf"'\C"tc ... t..... ...... '" ••• ,.., •• l ,...J .......... ,.....,. ,,")
'-'-' ..,111u 1._ '-'' '- .._..._._..__.,
VV I I QL VVVUIU yvu .)UY:
4 If you happen see th e film before I do, please don't
tell me the end 1
5 Supposing I changed the date of your
appointment, that be a probl em?
· ·3 Rewrite th e sente nces usin g t he words in
brackets .
I won't use wireless connection to th e Intern et if
I'm not sure it's safe. (unless)
2 You wou ldn't have this problem if you'd taken my
advice. (had)
3 Imagine that someone found a cure for the
common cold, they wo uld be famous I (were)
4 I can't find my ca r keys - if you find t hem by
chance, could you ca ll me7 (happen)
5 The game to night wil l not be cancelled if the
weath er improves . (provided that)
6 If she works hard, she wil l be successful.
(as long as)
4 Work with a partner. Look at the dilemmas
below, and discuss what you t hink the so lutions
cou ld be . Then th ink of anoth er di lemma to ask
other stud ents in th e class to discuss.
If you happened to think that your friend was
spending too much time playing computer games,
what would you do?
If you happened to see someone travelling on a bus
without a ticket, what would you do?
 U 1'i IT 4 Pushing the boundaries
Vocabulary 3: collocations, fixed
phrases and idioms
Collocations
A co ll ocation is a combination of word s that
are usually used togeth er, e.g . catch a cold.
1 · The verbs in t he fo ll owing sentences have
similar meanings, but on ly one will col locate with
the fo ll owing noun. Choose the best verb to
complete the sentences. Then underli ne th e fu ll
collocation .
Some people can hold I maintain I keep th eir
breath under water for a long tim e.
2 Footba llers are at risk of injury, and often bend I
curl I twist their ankle or knee.
3 Ath letes can pull I drag I haul a muscle if th ey
don't warm up properly before th ey run.
4 Scientists ca n get I make I have a good living,
especially if th ey write books.
5 Peop le hack I probe I look into computers to get
persona l information illegal ly.
6 If you use the Internet a lot, you should always
note I bookmark I book your favourite web pages.
7 It's important to prioritise I rank I order your work
so that you ca n make the best use of your time.
8 Scientists conduct I control I check experiments on
anima ls before trying new drugs on humans.
·) Choose the adverb which collocates best
with the adjectives in these sentences.
·1 Th e play was utterly I mainly hilarious - I cou ldn't
stop laughing.
2 She was bitterly I completely disappointed with his
reaction to her news.
3 The proj ect was hugely I greatly successful, and
changed the company's approach to sa les.
4 He felt totally I deeply grateful for having been
given the opportunity to do the job.
5 He was absolutely I enorm ously impressed by her
knowledge of technology.
6 She was completely I exactly absorbed in her work
and hated taking holidays.
TIP! Wh en you learn new vocabul ary, write
down all possible co llocatio ns. This w ill make it
eas ier to remember and use co rrectly.
50
Fixed phrases
A fixed phrase is a co mbin ation of words that
are always used together, e.g . a matter of
opinion.
3 . Match th e sentences ha lves. Th e expressions
in bo ld make fixed phrases wh ich fo ll ow th e
pattern noun + of+ noun.
1 You have every ri ght to express your own point
2 Everyon e has to provide proof
3 Everything she said was a pack
4 When someth ing goes wrong in the science lab it
may be an accident, a twist
5 Children should be encou ra ged to develop a sense
a) of lies, and I didn't believe a word of it.
b) of view, but I am entitled to disag ree with it.
c) of identity when they set up a mobile phone
contract.
d) of curiosity, as this will help th em develop
scientific skil ls.
e) of fate or just an unforeseen chemica l reaction.
Idioms
An id iom is a group of words t hat has a
different mean ing from t he usua l meaning of
t he separate words, e.g. a piece of cake =
someth ing that is easy to do.
""'4' Look at what people have sa id. Wh ich
sentence answers t he questions below? They are
not in th e sa me order.
Example:
1 - d) Designing a website isn't rocket science .
I'm sorry - I just don't th ink that designing a
website is that difficult!
2 I've just bought a new computer and I'm hoping
th at my father will pay for it 1
3 I hadn't heard from her for years, so her emai l was
totally unexpected.
4 I thi nk th at the way th ey ta lk to each other is th e
real issue . .
5 You're always taking a risk with advertising - it's
impossible to be precise with your predictions of
profit.
a) Wh at's at th e root of the problem?
b) What came out of the blue?
c) Who wi ll have to foot th e bill7
d) What isn 't rocket science?
e) What isn't an exact science?

Exam focus
Paper 3 Use of English: gapped
sentences (Part 4)
About the exam: In Paper 3, Part 4, you are given
six sets of three separate sentences, each one
with a gap. For each set you have to f in d one
word which can fill all three gaps; th e word wi ll
always be in the same form and will always be
used as the same part of speech.
This task tests your knowledge of vocabulary.
Different words will fit in the gaps in the
sentences, but only one word will fit in all three.
So it is not poss ible to base your answer on only
one se ntence, or even on two of them.
The best way to prepare for this exam task is to
record vocabulary in phrases rather than sing le
words, and to check al l poss ible meanings and
collocations of words in a dictionary such as the
I nngman Exams Dictionary.
Suggested procedure
1 Read t hrough t he three sentences. If you think
of a possib le word to fi ll the gaps, do not
write anything unti l you have read all the
sentences and you are sure that the word fits
al l three contexts.
2 If you cannot immediately think of a suitable
word, check what part of speech is required,
e.g. noun, verb or adjective. You wi ll probably
already know t he main mea ning of the word,
but you may not recognise it immediate ly in
I
-~
these contexts. Look carefu lly at the other
words in the sentence and see if they suggest
any collocations or grammatica l patterns (e .g.
look at prepositions).
3 If you still can't think of a possible word, leave
the question and go back to it later.
4 Check the dictionary definition of the word
you have chosen. Does it fit all three uses?
LT:\' IT 4 Pushing th e boundari es
For questions 1-5, th ink of one word on ly whi ch
can be used appropriately in all three sentences.
Here is an examp le (0) .
Example:
0 The aim of this task is to ..t..e..s.J your knowledge of
vocabulary.
The drug company has decided not to ..Y!.S.t its
products on anima ls in future.
In order to te.s.t out his new theory, the scientist
has taken over the university laboratory.
1 In the .. ......... term, there is very little chance of
fund ing for further research into the matter.
There will be a ................. break after the next lecture
to give students the chance to grab a coffee .
After climbi ng to the top of the sta irs, the elderly
professor was rather .................... of breath .
2 Th e scientist's proposal to do furth er research into
his subject has been .................... by the finance
LU llll l·Jj((t:t:.
When there was a total ecl ipse, the moon
completely .. ......... out the light of the sun.
The road to the airport has been completely
............ by an overturned lorry.
3 If the co llege buys its computer Pq1 1irmPnt in bu lk,
it may get a special .................... from the suppl ier.
There has been a great .................... of money invested
in research into global warming in recent years.
Some people complain about having to walk home
in the dark, but for me it's no big
4 As the weather deteriorated, it became obvious
that we wo uld have to .. ............... back and find a
hotel in the town we'd just passed through.
When you see the hotel on your left, you need to
. .. right immediately afterwards.
If you ................. the piece of paper over, you' ll see
my address on the back.
5 Terry's in the ......... of applying for a new job with
a pharmaceutical company.
Scientists are developi ng a new ................... . that will
allow minerals to be extracted from waste.
You must check the temperature at each stage in
the cheese-makin g .
51
 UNIT 4 Pushing th e boundari es
Writing: articl e (Part 2)
1 In Paper 2, Part 2, you may be asked to
write an article. This can be on a range of top ics
for different types of reader, but there are some
features that are true of any article.
1 Look back at the article on page 46 . Whi ch of
t he following statements about art icles is not
true?
An article:
• should have an interesting title
• should have an engag ing open ing paragraph to
catch the reader's interest, wh ich can include (or
begin with) a question to involve the reader
• should have bull et points and headings
• can be in a formal, informal or neutral style
depending on th e targ et reader
• should finish with a statement or conclusion which
sums up and gives the writer's opin ion
• ca n talk to the reader directly, using 'I' .
2 What other ways ca n you think of to make an
article interesti ng for readers? Choose the
most important from the list.
• include structures to provide emphasis
• provide specific exa mples to illustrate points, not
just general statements
• use direct speech where appropriate
• use paragraphs
• use a range of interesting vocabulary and a vari ety
of structures
. :t :
1 Look at the writing task below and answe r the
questions.
How many thing s do you have to do? Underlin e
th em.
2 Who wil l read your article7
3 What style would be best for the target reader7
An international magazine for you ng peop le
has asked readers to send in articles on the
topic of 'Computer games - a comp lete waste
of time and mon ey' . Write an articl e
supporting or disagreeing with the statement,
and give your reasons.
Write your article in 220-260 words.
52
2 Look at the two introductory paragraphs.
Whi ch one is
more formal7
2 more suitab le as the introduction to an article for a
student magazine7 Why7
A
Some. pe.ople. SO.j Tha:t cornpu-te.( go.rne.s Me. o.
wo.s-te. of -time. o.nd rnol'le.lj, bu-t oihe.(s hold ihe.
opposi-te. point' of vie.w. lhe.(e. Me. cle.Mlj fac-to(s
That' can be. Ci-te.d on boi'h s ide.s, o.nd ihe.j ne.e.d
TO be. bo.lo.nce.d in O(de,( TO o.sse.ss ihe. T(Ue.
posi-tion.
B
.
..
Do yov. love coMpv.+ev- 9aMes ov- hllte theM?
~lltevev- yov.v- poiV1t of view> yov. llV'e V10t llloV1e!
Svlch ~Mes teVld to i:>v-iV19 @ov.t eXfreMe
v-eac+ioVIS iVI people> aV\d thev-e is little Middle
9v-ov.Vld. Wny is this? Let's fiVld ov.t. ,
·. ___,,,_------·--·- _,., . .-_,
. ~- ____
--··---- ___ _ .. ___ _ ,.~ ..-..-..--·._-.J
,.
1 Decide whether you agree with the statement
in the task, and write down three main points
that you want to make.
2 Starting with the introductory paragraph you
chose in Exercise 2.2, write three new
paragraphs, one for each point you want to
make. Remember to support each point with
extra detai ls, and to link your paragraphs
together.
3 Write your conclusion. It ca n be a whol e
paragraph, or just one or two lines. Remember
to return to the topic, and to summarise your i.
own opinion .
· 4 Use your grammar checklist to make sure
you have not made mistakes, then exchange your
articl e with a partner. Does your partner find
your article interesting? Do they have any
suggestions for making it more interesting?
, · Writ ing reference p.208
 ·u N 1 .'f

f Read the text below and think of the word 2 Read the' text again. Answer the ·
wh ich best fits each gap. Use on ly one word in each questions.
gap. There is an exa mple at t he beginning (0). Where do you think th e text was written 7
a) in a trendy magazine for teenagers
b) in a serious scientific journal
c) in a popular science magazine for general
How you can help science interest
2 Who do you think are the target readers/
Gr8nny find s evidence of alien life using the PC
a) scientists
her daughter bought her so (O) . t.h.z.it they b) anyone
could keep (1) . . ... ... . touch via emails. An c) teachers
accountant discovers a cure for cancer while
3 What style is the text written in?
taking a break (2) ....................... processing tax
a) mostly formal
returns on bis laptop. A teenager spots a comet
b) mostly informa l
heading (3) ........... ........... Earth and warns
government scientists about it. Do you think ·3 Find words or phrases in the text that
1
these stories are tru e or false? mean the same as the words in italics in the
following sentences. Which words are more
Although they sound (4) .................... the unlikely formal?
- 1 - ·· ~ . . . . c TT . . . . 11 ~ ................ ,..__ ,...1 1..... 1............ 1,..i.. .. ,... •.,. . . •. ,... 1-hr\TT ,.,..l""\,, l rf .... 11
vvvvu IJ l V\..... l\..LJUUlA... .1.U,
1-'IVL.:> V l lJ.vuy l..l.1.\,...J \,.,\JU.L"-1. <.t.J..I.
She wanted to rnainiain cunidli wiU 1 he1 . (µci 1d I)
become real-life stories thanks to a quiet 2 He was relaxing. (para 1)
revolution that may change (5) ...................... face of 3 A teenager observes a comet. (para 1)
science . 4 He established the project. (para 3)
5 Millions of people have registered. (para 3)
An American computer scientist realised that 6 More people are taking part. (para 4)
most PCs spend a lot of time doing nothing
except displaying screensavers, and decided to
put the technologica l power of these idle PCs
1 Find these words in the text. What part of
(6) .. . .. ..... use. He set up the SETI@home
speech are they? What are the other forms
project, in (7) ............... ...... PC owners agreed to of the same word?
allow their idle computers to scour radio
astronomy data for signs (8) ... .... .......... life on technological warn revolution
other planets. (9) ....... .... ....... expertise was required expertise evidence genuine
on the (10) ................... of the PC owner, and
millions have signed (11) ....................... worldwide.
Suddenly the idea of someone's grandmother 2 Comp lete t he sentences usin g the correct
becoming the first to find Extra Terrestrials form of a word from the box above.
doesn't look quite (12) ... . ......... silly. A teenager emailed a ... ...... to the
government about the dangers of an
(13) ....................... a result there is now growing approach ing comet.
public involvement in genuine, living science. 2 I'm not very good with using . .. manuals,
For years, the word 'amateur' has been I'm afraid gadgets unnerve me!
shorthand for 'sloppy' and 'muddle-headed', but 3 He's a real on astronomy - there's
nothing he doesn't know about the stars.
the word comes from Latin where it means 'one
4 When the mouse mat was first introduced, it
who loves something'. Maybe science is not
was regarded as a ... new idea.
(14) .. .. for professio nals after (15) .......
5 I was . . surprised by the success of the
and we should all learn to love it.
project.

c .or: your CD~l;lOIY.L,fOY'tµtefa

. tive exam praetice.
.. 53
 UNIT

5 Thril ls and skills

Listening 1: multiple matching

(Part 4) How do you think th e world of sport has changed
si nce your parents were young? Li sten to f ive
1 peop le talking . Match each speaker (1 -5) to one of
the topics (A- F). There is one top ic you do not need
1 Answer the questions.
to use.
A reasons for taking part in sport Speaker 1 DTI
B the sporting facilities ava ilable []]]
Speaker 2
C innovations in sport Speaker J [JI]
D attitudes towards hea lth and fitn ess Speaker 4 DI]
E the cost of buying sports equipment Speaker 5 CTI]
F th e income and status of sports stars
2 Do you agree with what these peop le say? Would
you add anyth ing? How do you th in k these things
might change in the future?

3
(D 1 Now listen to two peop le ta lking about sport. Using
points A-F above as headings, make short notes
about their ideas, and compare them with yours.
@2 Listen again . What unusual sports do the speakers
mention?

,.4
1 Work with a partner. Imagin e that you are
developing a new sport, and are going to combine
two different sports in the way that Boxercise or
Bouncy Boxin g do. Choose from the sports below,
and th ink about:
• which two sports you want to combine
• how you would pl ay your new sport
• why people would enjoy it
• what you would ca ll it.

tennis hockey . horse-riding basketball cycling

trampolin ing baseball any other

2 Tell other students about your new sport. Make

2 Compare your answers with a partner
and the rest of the cla ss. Is sport genera lly
popu lar? Why?/Why not?
54
sure you give reasons why people would enjoy it.
Then vote for the new sport th e class wou ld most
like to try.
 UN IT 5 Thrills and skills

Grammar 1: intensifiers/modifiers 2
Decide which of these adjectives from the text
1 are gradab le, e.g . interesting, and which are
Look at these two sentences from the ungradable, e.g. impossible. Write G
li ste ning . Underline the modifier and the (gradable) or U (ungradable) next to each one.
adjective in each sentence. Can you think of clear 6 limited
any other intensifiers you cou ld use with each 2 gentle 7 short
adjective? 3 steep 8 overwhelming
a) To be perfectly honest 4 amazing 9 honest
b) Professional sport is very conservative at hea rt 5 mind-blowing 10 important
2 Read the text below. Decide if you can use one 2 Look at the follow in g modifiers/intens ifi ers.
or both of the alternatives in each case. Using the text to help you, decide which you
can use with gradable adjectives and which
you can use with ungradable adjectives. Write
EXTRE ME SPORT G or U next to each one.
Alex Thompson is a bobsleigh rider. Why does she do it?
very terribly absolutely really rather
Because she is addicted to speed. This becomes (1) hugely I
completely extremely totally fa irly
absolutely clear when she describes what a bob5leigh run is
likP 'ThP ,t;irt nf .:i 'lirlP rnn i' nftPn 17) fr1irly I mm_nll'tPly
gentle, but then the track falls away and it's (3) veiy I really 3 Which modifier from the box above can be
steep. That's when the speed picks up, and some (4) really I used with both gradab le and ungradable
absolutely amazing thrills kick in.' How long does it take? The adjectives?
answer she gives is (5) quite I utterly mind-blowing - about
· 3 . There are four mistakes with modifiers in
~9 seconds. The .average speed she reac~es-is 120kph,-cand
the sentences below. f-ind the miStaK.es ana
the only ~hing separating ~lex's body from.the ~ce is correct them.
essentially aflat piece of metal on skates. [ying head-first, her
I found the whole situation absolutely
visibility js (6) extremely I totally limited and she can see embarrassing.
only about one metre ahead. When she's travelling at speed 2 I fe lt very resentful about having to work at th e
the time she has to make decisions is (7) very I utterly weekend.
short. When it _goes well, the whole experience can be 3 Everyone in the team was qu ite confident about
.. . .

(8) absolutely l tofally overwhelming. Asked whether she
feels upseuhat her sport is less well funded than others, Alex
is (9) ;lightly I completely honest: 'I'd like .more ~oney -
of course I wo~ld; But- ·l;d do it anyway - it's (i O) extremely I
terribly important to me, and Ijust can't imagine how boring
!. life would be w'
I
j;
winning the game.
4 She felt utterly nervous before going on stage.
5 I was completely disg usted by his bad behaviour.
6 It should be very clear that th e situation is totally
difficult.
7 His suggestion is absolutely ridiculous!
8 I find th e plan rather acceptable.
: Grammar reference p.195 (8)

·4 Tell another stud ent about the last time

that you felt
• really hot
• quite sati sfied with something you 'd done
• totally amazed
• extremely happy
• rath er annoyed
• absolutely exhau sted
• fairly surprised.
55
 Ci\ IT 5 Thrills and skills

Exam focus has recent ly fu lfilled a long-held ambition7 CLO

Paper 1 Reading: multiple matching helps other people when they're having
(Part 4) difficulties7 [[[]
is modest about th e level of success he's
About the exam: Pa per 1, Part 4 is a mult iple- attained7 [IT]
rn at chin g t ask. Th e t ext is on one topic, but may
be divi ded into different sect ions. You have to is looking for th e ri ght comb ination of
match 15 qu esti ons t o a particul ar piece of text. factors to increase his speed7 [IQ[]
Suggested procedure re members the moment when he decided
to have a go at th e sport7 [TI[]
1 Rea d th e instruct ions carefully.
2 Rea d all th e questions, high lighting key words mentions the unpredictable conditions
and phrases. affecting his performance7 [g[J
3 Read the whol e text quickly to get an idea of says that he ach ieves greater speeds than
t he co nte nt of each sectio n. participants in similar sports? [IT[]
4 Look at each question in turn. Find and
high li ght the pieces of text which talk about spends his free time on th e upkeep of his
t hese id eas (there will probab ly be more th an equipment? [H[J
one). lacks th e fin ancial resources to take part at
5 Read t he sections of text caref ully to decid e the level he aspi res to 7 ~
wh ich is the best match.
6 If you're not sure of an answer, move on t o .. i '
th e next question - this will save tim e. Go
back to those you're not sure about at the Compare your answers with another student.
end . • Did you look at th e same pieces of text for each
7 At the end make sure that you've answered all answer?
t he quest ions, and t hat you've used all the • Did you make th e sa me final choice7
possible keys (A- D). If you're sti ll unsure of
2 Double-check any questions to which you have
som e answers, then guess. Remember, there
different answers.
are no penalties for wrong answers in the
exa m and your instinct may be right!
'. ) Look at these words and expressions from
the text. Match them to the word which is closest
~ L You are going to read an article containing
to the meaning in context.
information about four different sportsmen. For
questions 1- 15, choose from the sections (A- D) . 1 to get told off (A) a) to be excited by
Th e sections may be chosen more than once. 2 to topple (B) b) to feel busy
3 to get in th e way (B) c) to fa ll
Whi ch sportsman ...
4 to wh izz about (B) d) to make small
adm its to enjoying th e competitive aspects adjustments
of his sport ? 5 to tweak (C) e) to tolerate
gets pleasure from doing somethin g that 6 to put up with (C) f) to complete a race
wouldn 't normally be allowed? 7 to get a buzz from (D) g) to obstru ct
8 to cross the fi nishing h) to move quickly
feels th at some people watch the sport in line (D)
the hope of seeing accidents? 9 to be hectic (D) i) to be reprimanded
suggests th at people may have a wron g
impression of his lifestyle? i: 4· Discu ss t hese questi ons.

has th e occasional mishap wh en taking 1 Wh ich, if any, of th ese sports would you try?
pa rt in his sport? Why?/Why not!
2 Why are people attracted to activiti es like th ese?
has recently cut back on his expenditure 3 Are there any disadva ntages to people doing sports
in the sport! li ke these? For participa nts7 For others7
4 Should th ese sports be allowed7
56

Thrills and skills
Our reporter Jo Malone talked to four men of speed
A ROGER: Formula Four
catamaran speedboat driver
Like our other speed lovers, Roger's
middle name could actually be
adrenalin. The record for his class of 55
boat is l 65kph and they normally
race at around the 152kph mark.
Roger's raced all sorts of powerboats
since falling in love with the sport in
10 1993 and is involved with everything from racing himself to 60
manning the rescue.and recovery boat at his club. He would
love to race the Formula One powerboats which hit speeds
of about 240kph, but can't afford this at present. As in the
wnrlrl nf mntnr-rnr.ine, ::is yon mow~ rlown the ratings from
15 four to one, so the cost of taking part rises astronomically. 65
Roger races all over Europe, enjoying the thrill of the race
as well as the chance to go incredibly fast. 'Where else in the
world can you drive a boat as fast as you like and not get
told off for it? It is an incredible feeling to drive fast on
20 waler. 11 Okph feels like travelling at 320kph. Every inch of 70
water is different, there's the wind, and the waves from the
bank and from other craft. It's never the same,' he says.
Quite the action man, Roger's other interests have included
navigating in a rally car, canoeing and sailing: 'I've sailed
25 for 30 years and all I've done is raced.'
75
B STEVE: Parakiter
Steve's sport may be one of the
slower fast-man activities, but it gets
his heart pumping. He rides a wind-
30 powered kite buggy, also known as a 80
parakite, at about 56kph. In his
three-wheeled machine, Steve sits
virtually on the ground and yes, he
does topple out sometimes. 'We're
35 only a couple of inches off the ground and it feels very 85
quick indeed,' says 29-year-old Steve. The record is just over
95kph and Steve has so far touched 72kph, and is hoping to
find the wind and surface conditions that will allow him to
go even quicker. 'The stronger the wind the smaller the kite
40 we use,' he says. Steve recalls the day he spotted the 90
enormous kites and buggies and decided it was a sport he
had to try. 'I've never looked back since. I like the adrenalin
of it and the feeling of control.' says Steve. 'It feels so fast.
Wind's an amazing thing,' he says. He and his fellow
45 parakiters need large areas of flat hard ground such as a 95
beach or a park with mown grass where there aren't too
many goalposts to gel in the way. He says the parakiters are
quicker than the kitesurfers, who use similar kites but whizz
about on surfboards on the waves: '[cou ldn't afford that,
50 and we are going faster.'
UNIT 5 Thrills and skill s
C JAMIE: Motorbike
speedster
Jamie loves the sheer thrill of
going extremely fast, extremely
close to the ground, on his
motorbike. He recently left the
powerful Superbike class of
monster 1OOOcc bikes for the
cheaper-to-run, but just as much
fun, super mono motorbike class. That's four stroke single
cylinder 720cc bikes which easily reach speeds of about
225kph on the track. He rides for a racing team and
competes virtually every other weekend in the racing season
from April to September. practising or tweaking his bikes
several nights a week. 'It's just the thrill. It's something that
I've been into that gives me the excitement I like,' he says.
His wife Amanda goes to watch and generally puts up with
masses of motorbike talk. One of the fastest riders on the
circuit, Jamie doesn't ride a road motorbike. Tm not
inleresle<l. I want lo go fa~t and race,' he says. He admits
that some spectators are partly watching to see the crashes.
'No-one wants to see anyone hurt, but it is quite spectacular
when they fall off,' he says.
D RALPH: Formula One
racing driver
Racing driver Ralph adores
burning rubber at 320kph on the
Formula One racetrack. 'I
started when I was ten years old.
It was my birthday and I had a
day's go-karting as a surprise
treat. I did that for six years and
achieved quite a bit of success.' This is an understatement
as he won virtually every race around. By the time he was
fourteen, karting had become more than a hobby, and he
was travelling all over Europe to compete. 'I wanted to go
for Formula One from that first day I started racing, so
getting the chance this year is like a dream come true. The
first time you drive the ca r it's amazingly quick, but after
that you get used to the speed and don't notice it. What I
get a real buzz from is going round in a good time or
crossing the finishin g line ahead of my opponents. People
think motor racing's a very glamorous situation with lots of
things going on, but the races are very busy with th e team
and the media, so you don't get to see so much of whatever
else is going on. Maybe at the end of the year, I'll be able to
sit back and reflect a bit, but for now it's pretty hectic.'
57
 UNIT 5 Thrills and ski lls

Vocabulary 1: word formation 6 I've read Lance Armstrong's autobiography six

times - I think it's really inspiring.
(prefixes) 7 Th e player was not feeli ng well, and
underperformed in the final.
1 Look at the prefixes in t he box. Alt hough
8 There was a kind of postmortem after the team
t hey do not mean anything by themse lves, they
lost th e game, to try to find out what went
are used to make words negative or opposite.
wrong.
Work with a partner and write down two 9 Do you use a monolingual dictionary in class?
adjectives for each one usin g the prefix. They 1O I find it easier to use a bi lingua l dictionary when
may be negatives or opposites. You can use a I'm travelling - it's quicker!
dictionary if you need to .
a) less of an action or quality than is correct,
needed or desired
un- dis- im - ii- ir-
b) again
c) opposite
d) after
_' i - Work with a partner. Take turn s to read one e) badly/wrong ly
of the following stat ements so th at your partn er f) two/double
can contradict it using a word with a prefix from g) too much
Exercise 1. Remember to stress th e prefi x.
h) being or becoming bigger, further, greater, etc.
Example: i) one/single
A: I think the new stadium has very comfortable j) of or by yourself
seats.
2 How does knowing the mea ning of the prefix
B: Oh, really - I think the seats in the new stadium
help you understand the word?
are very uncomfortable.
That information is completely relevant to th is 4 · Decide which prefix( es) from Exercise 3
discussion. can be used with each of the words below. Then
2 When I read it, I thought the ideas in his proposa l write a sentence using each one to bring out
for a new sports cl ub were tota lly log ica l. its mea ning .
3. The young footba ller interviewed on television last
night seemed very mature for his age. grad uate (n) instate (v) clockwise (adj) • l

4 Children nowadays seem to be more obed ient than understand (v) statement (n) active (adj)
in the past.
5 I found that last statement quite believable.

·3 Use of English: word formation

1 Some prefixes have a dictionary definition . (Part 3)
Look at the prefixes in bo ld in each of t hese
sentences. Match them to their meanings
be low.
1 Look at the title of the text on page 59. What
You' ll have to rerun the race, as the result wasn't do you think 'co unterfactual t hinking' might
clea r. b) involve?
2 Th e English team were completely outplayed by
a) seeing th ings in an unnecessarily negative way
the Austra lians.
b) not setting yourself high enough goa ls in life
3 I completely misheard th e tra iner's instructions,
and ran ten miles instead of ten kilometres. c) convincing yourself that fa lse thi ngs are true
4 He overate and put on so much weight that he 2 Read the text qu ickly to see if you were right.
was dropped from the team . Do you believe that people rea lly think in this
5 I am very antisocial when I'm train ing for a way? Why?/Why not?
competition - I never go out with fri ends because
I always have ea rly nights.

-58

"!.I
 UNIT 5 Thrills and skills
- - ------------

2 Read the text aga in. Use the words· given in
capitals be low the text to form a word that fits in
the numbered gap. There is an exa mpl e at the
beg inning (0) . Remember to look out for
negative prefixes.
Speaking: agreeing and adding
information (Parts 3 and 4)
. · 1 Read the fol lowing speakin g task.
I'd like you to imagine that your town counci l
wants to encourage loca l people of different ages
to take part in competitive sports. These are some
of the ideas that they are considering. Talk to each
other about how effective these different ideas
might be in encouraging people to take part in
competitive sports. Then decide which two would
be the most effective in encouraging people of
different ages.

Listen to two people discussing one of the

pictures on page 179. Make a note of:
• which picture they are discussing
• what points they make.
Listen again and comp lete the tab le with
expressions used in the discussion.

Make an Indicate partial Agree with

additional point agreement a point

On t op of that I take t hat

point on
board.

TIP! If you keep a note of these expressions I

and try to use them regu larly, they w ill sound j'
natural and you will use them effectively.

~ Work with a partner. Discuss the rest of the

pictures, and reach a decision .

.4 Discuss these questions. Where appropriate,

use the expressions you made a note of in
0 PERCE IVE Exercise 2.
1 CLOSE 6 WISE
Why do you think people enjoy takin g part in
2 SATISFY 7 POWER
competitive sports?
3 MEDAL 8 ADJUST
2 Do you th ink that it is a good idea for people to
4 FRUSTRATE 9 COMFORT
support a particular team7 VVhy7NVhy not?
5 INACTIVE 10 WRITE
3 What is the difference between watching sport on
TV and watch ing it live in a stadium /
3 Discuss th is question.
4 Do you think that major intern ational sporting
Are you a positive th in ker or a counterfactua l thinker? events have any rea l va lue?
What about people you know7 5 Do you agree that business is too involved in sporP
6 Should children be encouraged to take part in
competitive sport! Why7NVhy not7
59
 i; NIT .5 Thrill s and skills
------ ··--- - - - - -

Grammar 2: intensifying
comparative forms
1
1 Complete the text using
express ions from the box.

by far th e considerably
great deal much more

SES are named after Joseph

lLATESEXERC I ' · 1880Hewas
P . . ih was born in Germany in
P1\ates, 11
.
°
h.\ I but was c1e ell"1
very frail as a c I c'
.
t . .,, ·ned to overcome
. ramme of rigorous
his ill health and worked out a ~)1otygof sports. Not only
. . ·d as from a vat 1e
exercise, using 1 e · better than it
James: And do you think it works?
did his health become a ( ld) ~~·d;;·~l~at was strong and
but he develope a ' Anne: Well I've not had (5) half as many I slightly
had been, t d. in New York where
more problems with my back as I used to
fit. In the 1930s he set up al s.uri~~1 dancers and actors
his exercises became popu a1 '~ Pilates has become
before I started the cla sses. And I must say I
tl l t s In recent years . fee l (6) a bit I a bit more fitter general ly. It's
as well as a le e . ·u the general population than not a dramatic improvement - th ey say that
(2) . .··· .... popu~~;·a7~s ~uts (3) .. . .. . . less really you should combine it with aerobic
it was ll1 the p~st. other types of exercise, and
exercise to get the best results. But it's
impact on the iornts_ than best type of
many doctors say it is (4) .. ····· ....... . certa inly very popu lar. There were (7) hardly
exercise for older people. ·""' . any I nothing like as many classes when I
~-<r..../fl'.' ...,.._..,_\ ...~-- ...~ -:-:;~ started as there are now. There seem to be
·""J'·-. . . . . ..
':".~
(8) more and more I fewer and fewer
opening up al l the time now.
James: And is it all middle-aged people?
2 Choose the correct alternatives in the
Anne: l~ o, there are (9) slightly I scarcely more
fo llowing dialogue.
people in their thirties and forties in my class,
James: I was wondering whether to enrol on a but there are all ages really. Why don't you
Pi lates cla ss - you do it, Anne, what do you come along to a class and give it a go?
think about it? James: OK, maybe I will.
Anne Well, it's certain ly ( 1) not nearly as I no more
exhausting as something like aerobi cs or Grammar reference p.194 (2.2)
jogging . And I know th ey say 'no pain, no
3 Look at the expression s in the two exercises
ga in', but I'm (2) many more I a lot more
above. Choose three which are formal , and
likely to keep on with an exercise class if I'm
three which are inform al.
actual ly enjoying it.
James What sorts of things do you do 7
Anne: Well, the basic idea's what they ca ll 'drawing
•. 2: Work with a partner. Compare:
your navel up to your spine'. It's actual ly • your feelings about exercise
(3) quite I rather more complicated than th at, • how you spend your free time
but you do lots of exercises to strengthen • two places you have visited on holiday
what they ca ll the core muscles - th e • two films you have seen recently
abdominals, basica lly. They're all very slow • the music you listen to .
and controlled - (4) loads I less slower than
aerobics, for exa mple - and th ey're supposed Be ready to report a summary of your results to
to improve your balance and your posture as the class.
we ll as things like muscle tone.
60

vocabulary 2: sports idioms
1 c) really goes off the deep end if anyone argues with
Look at the expressions a-f be low. They
origi nally came from t he world of sport, but
are now common ly used in other situations.
Match each stateme nt to its non-sporting
context 1-6.
Wh ich of the people ·1-6
a) has just made a comeback/ d) has set a record?
b) has suffered a setback/ e) is an also-ran?
c) has fallen at the fina l hurdle? f) is a team-player?
1 Magg ie is the most unselfish person i've ever
worked with - she's so supportive of her
colleagues.
2 James can't win anyth in g - he'll always come last
whatever he does1
3 Petra has fina lly started dancing on stage again - it
took her ages to get back to fitn ess after having
I _. ____ I L _ I_
I lt: I '.>t:LU I IU uauy.
4 Peter was on course to win sa lesman of the month
award, but on the very last day a customer
cance lled a big order and Simon won it instea d.
5 Jane's final exam marks were the highest the
colleye l1 d~ ever awarued.
6 Erica had hoped th at she cou ld record her new
album in two weeks, but sbe got aJ.>ad thrual arid
was forced to postpone the session.
2 How are t he expressions used in sport?
2 • 3 · Choose two idi oms from the box be low and
1 The high li ghted common idioms and
expressions in the following sentences come
from sport. Match the sentence halves, and
decide what you th in k the idiom means.
He made sure that everything was comp letely
above board so
2 I never expected him to win because he had had so
many problems, but
3 He guessed comp letely right and
4 I can't do anything else to help you, you must
make the next move -
5 He's got such a short temper and
6 He got the information so quickly that when the
time came to close the deal he
7 He took unfa ir advantage and started before
anyone else so in fact
8 They moved the goalposts
9 They seem to have changed their minds about
what they want us to do, so in fact
C:\' IT 5 Thrill s and skills
a) scored a bullseye with his accusation.
b) there was nothing illega l or wrong about the deal.
him.
d) was in pole position.
e) he came first against al l the odds.
f) he jumped the gun.
g) by changing the rul es of th e competition without
warning.
h) it's a different ballgame now
i) and so the ball is in your court now.
2 Wh at sport or kind of sport do you think each
idiom comes from?
3 Choose t he best idiom to comp lete the
dialogues.
A: It's so difficult to discuss anything with him
because he gets ang ry so easi ly.
B: I know - one disag reement and he jumps the
gun I goes off the deep end.
L A: 1·ve done all I ca n and so it's up to you - the baii
1s in your court I it's a different ballgame.
B: I know - I'l l have to decide soon.
3 A Are you sure that everythin g is legal?
B: There's noth ing illega l about it - it's all
comp letely in pole position I above board.
4 A: She's overcome so many difficulties to win the
--competiti on1~. -----
B: I know - I have to adm ire her, because she's
scored a bullseye I succeeded against all the odds.
-,1.J. .
write a short dialogue for each one to bring out
the mean in g. Use a dictionary if necessary.
Compa re your dia logues with a partner.
Be a good/bad sport Don't count me out
Go the distance Make up ground
4.
1 Tel l a partner about
• something you did against all the odds
• someone who is a good sport
• someone who set a record.
2 Discuss a sportsperso n who
• has had a number of setbacks in their caree r. How
did they overcome them 7
• has made a comeback. How we ll did they do?
• has made a lot of money out of the ir sport.
3 Why do you th ink some sportspeop le are so
driven to win?
61
 l'\ Tr 5 Thrills and ski lls
Use of English: open cloze
(Part 2)
1 Wh at do you know about th e sport of
gliding? Discu ss t hese questi ons.
1 Who does it!
2 How much does it cost?
3 What do you think it feels like?
4 Why do yo u think people do it!
5 Do yo u thin k it is a competitive sport?
Why!NVhy not?
.2
Read the title of the text below. What
connection do you think computers cou ld
have with gl idin g? Read the text to find
out.
62
a) Do people fly using comp uters to help th em navigate /
b) Do peopl e use computers an d th e Intern et to see who
fli es furth est!
c) Do people only fly using virtual rea li ty like computer
gamesI
2 Now read th e t ext to find out about th e sport
Think of the word which best fits each gap. Use
only on e word in each gap. Th ere is an exampl e at
the beginning (O).
3 Discuss th ese question s.
1 Would you like to go gliding! Whyl/Why natl
2 Would you want to join a co mpetition like OLC?
3 Do you think peopl e's enjoyment of gliding co uld be
enhanced or red uced by the competition ?
4 What other sports do you think could be
organised in a simi lar way to OLC?
 lJi\' lT !i Thrills and skil ls

Listening 2: multiple cho ice 4 Tom is keen to po int out that, in his experience,
indoor cl imbing
(Part 3)
A is just as demanding as traditional outdoor rock
1 • Discuss these questions.
climbing .
B offers the thri ll of outdoor climbing in a safer
What do you know about th e sport of indoor or environment.
wall climbing?
C lacks th e element of fear present in traditional
2 Why do you th ink it has become increasingly rock climbing.
popular in recent years?
D requ ires a higher level of concentration than
3 How do you think it is different to outdoor rock outdoor cli mbing.
climbing?
5 Amy feels that compared with other kinds of
workout. indoor climbing
1 Find words or phrases in the questions below A focuses on one pa rticu lar group of muscles.
that mean: B does not require such a reg ular comm itment.
C represents more than solely a physica l challenge .
a) basic training
D offers a more appropriate form of training for
b) beginners
other sports.
c) a social grouping
d) not very willi ng 6 When asked wh ich type of cl imbing he prefers,
e) support one thing at the expense of another. Tom is
A keen to sLress that he enjoys both tyµes eyudiiy.
2 Are there any other words in t he questions
that you don't know or are not sure of? Check B ca refu l to avoid saying wh ich he actua lly
them in your dictionary. favours.
C reluctant to adm it that he likes outdoor cl imbing
CJ 3· You will hear part of a rad io discussion better.
D critica l of people who feel a need to take sides
about the sport of indoor cl imbing . Choose the
answer (A, B, C or D) which fits best according to on the issue.
what you hear.
4 Which do you think wou ld be more
According to Tom, young people are attra cted to enjoyable - indoor or outdoor cli mbing?
indoor cli mbing in the USA beca use
Wh ich do you t hi nk wi ll become more popu lar in
A th ey have been specifically targ eted by gyms.
the future? Why?
B there has been a growth in available facilities.
C it isn't regard ed as a highly competitive activity.
D it offers a ground ing in traditional climbin g
techniques .
2 What does Amy see as the main benefit of th e
game she describes?
A It gives climbers of varying abilities the chance to
cli mb together.
B It helps cl imbers remember specific moves th ey
have to make.
C It keeps more experienced cl imbers focused on a
clear goal.
D It allows novice climbers to build up their
strength.
3 Amy feels that in London , indoor climbing ,
A appeals to people with time on their hands.
B attracts people who dislike outdoor activities.
C is more of a social activity than a serious sport
D is part of a wider sub-culture including other
activities.
 UN IT .'i Thrills and skills
Wrnting: a reference (Part 2)
1 In Paper 2, Part 2, you may choose to write
a reference . Thi s wi ll be a job reference for a
friend.
Before you plan your reference, thin k about
• who you are writing to
• what the job is
• what points you need to include in your reference.
Imagine you are interviewing someone for the job
- what wou ld you want to know about th em7
Then organise the info rm ation clearly into parag raph s,
and use a semi-formal style. Finish with your
recommendation .
·2
1 Look at the task below.
The organiser of a sports camp for ch il dren has
asked you to provide a reference for a fri end
of yours who has app li ed for a summer job as
an activities supervisor at the camp. The
refe rence should include re levant information
about your friend's skills and interests and
su itability for the job.
Write your reference in 220-260 words .
2 Think about what to put in th e reference .
What should you not include?
• how long you have known your fri end
• what you and your fri end have done togeth er
• your fri end's character
• reasons why you li ke your friend
• your friend's skills and interests
• details of previous experience your friend has
• reasons why your friend is suitable for the job
• informal or colou rful language
1 Read the reference on page 191, which was
written in answer to the task. It is too long.
Cross out two sentences that contain irrelevant
information.
2 Underline semi-formal express ions in the
refere nce that mean the fo llowing:
1 polite (para 2)
2 is used to (para 2)
3 good at (para 3)
64
4 also (pa ra 3)
5 previously (para 3)
6 at a rea lly good standa rd (para 3)
7 so (para 3)
8 so (para 4)
9 put in (para 4)
10 I think she wou ld be good for the job (para 5)
4 Comp lete t he paragraph plan with the
information the writer has included in each
paragrap h. Wh at tenses or structures have been
used in each paragraph? Add th ese to the plan.
present present perfect past hypothesis
skills and qualifications future plans
recommendation her character
Paragraph 1: opening
Structures used: .
Paragraph 2: your relation ship with your friend + I
Stru ctures used: . ......................... ....... ./...............
Parag raph 3: ........................... +your friend 's interests
and suitability
Structures used: .. .........../. ..........1........... ...... ../
Paragraph 4: ... ....... .../reasons why she wou ld
be good for the job
Structures used: future/hypoth esis
Paragraph 5: ......... .
Stru ctures used: ..................................... ..
5 Comp lete the fo llowing task. Remember to
use semi-fo rmal language, and to organise your
reference clearly in appropriate paragraphs.
You have been asked to provide a reference
for a friend who has applied for a summer job
in an adventure holiday camp. The person
appo inted must have good socia l skills and
enjoy sports. Th ey must be reliab le and have
some knowledge of first aid.
You should include information about your
friend's personal qualities, skill s and relevant
work experi ence, and give reasons why you
recommend them for the job.
Write your reference in 220-260 words.
 . Li.NIT~

UJse of English: multiple-choice cloze (Part 1)

1 For questions 1-12, read the text below and decide which
answer (A, B, C or D) best fits each gap. There is an example at
the beg inning (0).

Chiptunes

When the pop singer Imogen Heap was looking for (0) ...6.. bands to go on tour with
her, she searched through My Space to find exactly what she was looking for. Two of
her selected acts are part of what's (1) .. ... ...... as the 'chiptune' scene which
cannibalises old toys and computers and turns them into strange musical instruments.
Imogen herself (2) ............. use of a modified Speak&Maths toy on her album and
gets it to (3) .............. things like 'sexy baby' which obviously it wouldn't have done
under other (4) .
Much of the (5) .................... of using these modified toys - which would (6) .................... have
been thrown away - is nostalgia. While she's ripping the back off them, rewiring their •
contact points and (7) .. ......... .. sinister looking switches to make weird noises, she's
not above getting sentimental about them. As she says: 'They have a (8) .............. in
G:i~· 1-;.cQrtG ~rid I lil~e the ide8. 0f (9) .................... theiii b::!.ck t0 life.'

The golden age of chiptunes was the early 1990s when the sound chips of video game
consoles were the only (10) ... . ........ available means of creating music on computers.
But the scene now has devotees all over the world , and sites such as My Space have
(11) .. ... .......... them to share their music. As one fan says: 'There's so much sound
production around now that 's hi-tech , clean and polished; this music is the
(12) ....... ............. of that.'

0 A support B assistant C partner D help

1 A named B termed C called D known
2 A finds B makes C seeks D gets
3 A talk B sound c utter D speak
4 A circumstances B situations c instances D cases
5 A reason B attraction c explanation D motive
6 A therefore B otherwise c nonetheless D meanwhile
7 A putting B sticking C attaching D joining
8 A place B point C seat D zone
9 A giving B taking C bringing D sending
10 A greatly B widely C largely D wholly
11 A facilitated B promoted C granted D enabled
12 A opposite B alternative C contrast D diversity

65
 UNITS 1- 5 Progress test

Use of English: open cloze (Part 2)

2 For questions 13-27, read the text be low and th in k of the word wh ich best fits
each gap. Use on ly one word in each gap. Th ere is an examp le at the beg innin g (0).

Does skiing have a future?

In recent years, the sport of skiing (0) .. h?.fi. . been having a tough time in Europe. A series of warm winters has
meant skiers arriving at their destinations to find grass and daisies (13) ................. ... there should have been snow. All
over the continent , people have been questioning the wisdom (14) .................... developing any more low-level ski
resorts, when even World Cup races at high levels have (15) .. ........ to be postponed for (16) .. ... of snow.
Environmentalists might consider this rough justice, however. Ski resorts have always been considered (17) . ..
best ecologically unfriendly. They cause forested mountainsides to be levelled and use up huge amounts of energy.
(18) ................. guaranteeing snow for skiers means more res01ts at higher levels, then this will put even (19) ..
pressure on fragile mountain ecosystems.
(20) ............. artificial snow may be the answer to some of the ski industry's problems , this too has its drawbacks. It
weighs five times as (21) .. . . .... as real snow, something which can't be that good for the mountain , (22) ......... .
to mention the energy used up in creating the stuff; twenty million dollars worth was used in one US resort in one
year alone.
So (23) ............ .... ... can environmentally conscious skiers do? Well, first of (24) .......... .......... , don 't even consider going to
a resort without an environmental policy. You (25) ......... to be able to find out things (26) ................. whether each
slope is given a day off to recover, and whether your accommodation is heated by a renewable source of energy, as
(27) .................... as all sorts of other details.
Copyright Guardian News & Media Ltd 2007

Use of English: word formation (Part 3)

V~ . For questions 28-37, read the text below. Use the word given in capita ls at
the end of some of the lines to form a word that fits the gap in the same line.
There is an examp le at the beg inning (0).

An old phone never dies

The mobile phone is fas t becoming the world's (0) .fa..V..O..LJ.r..it.~. gadget, with FAVOUR
nearly a billion (28) ............... sold annually around the globe. But what HAND
happens when the sc.reen stops flashing, the battery dies, or people simply
start laughing when you fish it out of your pocket?
In Britain, people (29) .. .. .. replace their mobiles every two years, with TYPICAL
25% of people (30) ................... their equipment each year. So where do all the GRADE
old phones go? Accord ing to Nokia, most get stuffed in a drawer and
forgotten . Although about 30% are traded in or inherited by a family
member, only 2% end up back at Nokia for recycling.
Markus Terho, director of environmental affairs at Nokia says: 'We've
been doing a lot of (31) ... .............. research into what would convince CONSUME
people to recycle their phones. The biggest obstacle seems to be
that people have very strong (32) .. . ........ bonds to their mobiles, and EMOTION
so are (33) ............. ..... to part with them.' WILLING
One answer is turning your old mobile into a charitable (34) .. DONATE
About 70% of mobiles sent for recycling still work, and these can be
(35) .............. ..... and sold in developing countries, where they provide an CONDITION
(36) . .............. ... alternative to new equipment. In many places in Africa, AFFORD
for example, where there are few landlines, having a (37) .. .......... mobile RELY
phone can make a real difference to people's li ves .
 l ' NITS 1-5 Progress test

use of English: gapped sentences Use of English: key word

(Part 4) transformations (Part 5)

4·: For questions 38-42, t hink of one word on ly . "-~ . For questio ns 43-50, comp lete the second
which can be used appropriate ly in all three se nte nce so t hat it has a simi lar meani ng to the
sentences. Here is an examp le (0). first sentence, us ing the word given. Do not
change the word given. Yo u must use between
Example:
three and six words in clud ing t he word give n.
o Naomi is a very approachable woman and people find Here is an exa mple.
her ..e.&l.f;Y.. to talk to.
Example:
My grandmother thinks that I have a very .e.<l.f;Y... life
· compared to her experience of being a teenager. 0 The two friends were sitting .on their own looking at a
It's ..e..a..f!Y... to see why so many people support the local computer screen FRONT
team who have done so well in recent seasons. The two friends wm c;itting hy the.rris.e./ve.s.Jrifr.C!n.t..g.f.
a computer screen.
38 I suspect that the new tax on airline fuel is real ly aimed
at raising revenue rather t_han at ................... the planet! 43 The pianist performed beautifully and received a
standing ovation. GAVE
If you buy goods online, you wi ll be ........ yourself
The pian ist .. .............................. and rece ived a
the effort of going to the shops.
standing ovation.
Fiona was rather extravagant and ......... regu larly did
not come easy to her. 44 The group's popularity increased thanks to word-of-
mouth recommendations. LEi.J
39 Rules about the use of kitebuggies 011 the beach on ly
Word-of-mouth recommendations
......... during the tourist season.
......... ................................ popularity of the group.
If you want to get good resu lts at the end of the year,
you need to ... .. . yourself to your studies. 45 That young man is the organiser of the charity concert
I told you about. HAS
Anyone interested in the job is invited to .................. .
That's the young man .. . ............... the
before the last day in June.
charity concert I told you about.
40 Your keyboard needs to stand on a .................. surface a
46 Why are some brands more successful than others?
comfortab le distance away from the screen.
MAKES
Wh ichever type of car you hire, with this deal you pay
What is . .. ......................................... some brands more
a .. ..... .... rate of £30.00 per day.
successfu l than others7
The landscape to the south of the resort is rather
..... and uninteresting compared to the hilly area 47 Unfortunately, I didn't have enough money to go to the
to the north . theatre regu larly. ABLE
If I'd had more money, . ........................ ............ to go to
41 According to a recent ............. , the number of science the theatre more regu larly.
graduates is likely to fa ll in the future.
48 Damian is sure to finish the race in first place . CROSS
Rolf decided to turn one room in his new fl at into a
. .. , so that he cou ld keep his work and his family Dam ian is sure to be the first person to
life separate. ............ ... ............. ... in the race.
In the 19th century, it was not unusual for wealthy 49 It is qu ite usual for boys to begin playing football at the
peop le to devote themselves to a life of ........ age of five. MEANS
It is by .. .... ........ for boys to begin playing
42 It is .................... to find a shop that gives a truly personal
footbal l at the age of five.
service these days.
One CD by that group is no longer available in the 50 Had he spent more time at home, he wouldn't have
shops and was classed as .................... in one online made so many friends. GONE
auction. If he .. . . ..... ........ .......... often, he wouldn't have
I have joined an organisation that is dedicated to made so many friends.
helping prese rve ................... species of butterfly.

67
 UNIT

6 Family ties

Reading 1
1
Wh at sort of thing s do pa rents and tee nagers
have argum ents about? Work wit h a part ner
and make a list . Decid e w hether t he po ints
on your list are either:
a) typical everyday arguments, or
b) serious issues that need to be resolved.
2 Do you t hin k th at parents and teenagers
have t he sa me ·ideas about wh at is a serious
issue and wh at is not? Why?/Why not?
· to letyoti·gci to.a party, then they: inake you come home
2 before most people even get th.ere. If y.ou try; to argue, · · ·
they,'11 say something like, 'You're lucky: ~.f{re letting ..
-
Read th e articl e qui ckly. Whi ch of th e points )·
· you .go out at all.' In order to win this one you ,have to .
on your list in Exerci se 1.1 are mentioned? Is l · - get·inside their heads and work out why they don't
th e style of th e article formal or informal? . · want you t6'g'o in the first pface. T-hen·c9me up with a
How do you know ? ..sensible .'solution. If they thlnK staying, iate is. out
2 Now rea d th e article more carefully. Mat ch · dangerous. reassure them_it i[;n't Teil thein where,th~
each st at ement to one of th e sect ions of t he . :party is, who you're gomg .with and whb's g:oiilg to be

arti cle. there, because parents like to.know.Sfutt like·that. Also,

· · tell them you'll get a cab home (yes, it's ewensive, but
In whi ch section are th e fo llowing ment ioned? lllUClt safer than walking or: gett,mg the bus). This is
an argument that's unlikely to impress eX~ctly,: the 'sort oftlung your panmts want to hear.
parents D f·' ·f.'

2 an unreasonable cond ition being imposed

by parents D
3 an argument where neither side will give
any ground D
4 an indication that you may be winn ing
an argument D
5 a strategy for reducing parenta l anxiety D . . . .
. ·B ': This is a classic ;mgryparehtphrase. used . -
.. .
...

6 co untering a suggestion with logical whenev~r they'i~Iosing an ar~ent. Make ~em

argum ents D ~· • : • ~ • ·1 '. ~

. ieJi.iise they're laying down the law for no reason. Don't

• • • • • •

7 convincing parents of a contin ued need for
something
8 getting paren ts to reca ll their own teenage
attitud es
9 reaching a compromise solution in a dispute
10 remaining calm wh en parents do not
. w;o'mental, just stay cool.and say._.'If you're not gomg to
D be' reasonable, I'm not going to argue.:with you.' That
way. you sound senslbl.e and m~ture, and yolir.parents
D don't and are mucl) less likely t<i continue S-crearning at
D · yo~·. The. only problem is, sometirn~s they are bein'g ·
D reasonable and say annoying-things ~e. 'If yow don't
• • do your homework, you'll get.into trouble.' Then you
· have t~;try: and strike a deal: ltke '01<. if I .get all m; :
• • .... •. IJ • • •
homework and chores done !onight. can.I' go to th~
: cinema with my mates tomorrow?'··

68
 UN IT 6 Family ties

Listening 1
(0 1 Listen t o two extracts from a radio programm e
about fami ly life. Choose th e answer (A, B or C)
which f its best acco rdin g t o wh at you hea r.

J Extract One I
You hea r a married couple talking about their children.
1 Wh at surprises people about th eir chil dren?
A Th ey have a good influence on th e behavi our of
other child ren .
B They still behave we ll when their parents are not
around .
C They appear unaffected by social pressures.
Obviously
.
girls get this more than boY.s. but my
. .' . ,. • • . . \.! 2 They fee l that th eir chi ldren are
mum hates it w.hen I, wear ridiculou~ly baggy je~s: .
Whether it's midriff-baring tops or enormous jeans. it
.. .
A sensitive to th e feelings of oth ers.
B un usually quiet and we ll-mannered.
C unaware th at their behaviour is untypica l.

J Extract Two I
You hear a teenager talking about her fa mi ly.
3 Why does she tell th e story about the babysitter?
A It chanqed the way she viewed her brothers and
sisters.
B It providPrl her with an opportunity to challenge
authority.
C It marked a turn ing point in her relation ship with
j
her parents.
!
4 She was upset that her offe1·was turned down
because
'Why s~ould .we Jaise A her parents gave no reason for their decision.
your allowance?' B she felt it revealed her parents' tru e attitud e
towards her.
D This is !Jicky. You've spent all tliis time tryirig to· C her parents accused her of giving th em fa lse
·peisu_ade your-parents you're independent. then you · in formati on.
ask them for money. They'll.probably say something
like. 'if you'.re so independent. :why don't you get ,a job?' 2
or s'ometlung equally annoymg. You cmuld try ~etting a
job, but jobs are hard, boring and leave you with l~ss 1 Work wit h a small grou p of oth er students.
time for pa'rtyfug. And what's the point if you can just Im ag ine th at you have bee n asked t o draw up a
get money off your parents?. What you need to do is · set of ru les for makin g fa mily life run more
.
.

persuade your parents getting a job is 'a bad idea. smooth ly. Think about both pract ica l and
Weigh up.the advantages and disadvantages, so y,ou emotional issues.
sound like you've' thought it through and know what Write down two ru les for each of t he fo ll owi ng:
you're falking about. If you say; jobs are too hard and . .
boring and you'd rather be out partying (even though parents sibli ngs grandpare nts
that's true). you'll sound irresponsible and you're much
.less likely to get a raise. Iiistead, say a job would
interfere with y,ollll schoolwork. You'll score majov 2 Compa re your ru les w it h other gro ups. Dra w up
Points with your parents, as it sounds like you've got a set of four rules for each group t hat t he class
your priorities right. can ag ree on. 69
 l ' :\'IT 6 Family ties
Grammar 1: hypoth eti ca l
meaning - wish
1 3 Complete the fo ll owi ng sentences so that
1 There is a mistake in so me of t hese sentences.
Find the mistakes and correct them.
1 I wish my dad co uldn 't always be so cross with me .
2 I wish I have an older brother.
3 If only I could spend more time with my
grandparents!
4 Wou ld you rath er I will ca ll back later7
5 It's definitely time the children go to bed.
6 Don't you wish you had spent more time with your
great-g randmother?
7 I wish I would stop eating chocolate '
8 Suppose nobody will come to th e party - I'd be
really disappointed!
9 I really wish I ca n play th e guitar '
2 Match each of the (corrected) se ntences above
to one of the following rules .
a) We use wish + past simple to express a wish that is
not true in the present. We also use it to express
wishes that might come true in th e future.
b) We use wish + would to talk about other peopl e's
irritating habits, not our own.
c) We use wish + could to ta lk about our own
irritating habits.
d) If only is used with the same verb forms as wish,
but ca n be used when your feeli ngs are strong er.
e) It's time or it's high time is used with the past
simple to talk about th e present or the future.
f) I'd rather is used with the past simple when we say
what we want to happen in the present or future.
g) Suppose mea ns what if? We use it to describe
something that may possibly happen or that may
have happened.
h) We use wish + past perfect to refer to things we
are sorry about in the past or that we regret
i) We use wish + could to ta lk about an abi lity we
wo uld like to have .
Grammar reference p.195 (7)
2 visual in turn in some detai l, and don't reac h a
1 Work with a partner.
Student A look at the text on page 189.
Student B look at the text on page 190 .
Read your text quickly and find out what t he
family co nnection is. Then choose t he best
alternatives to compl ete t he text.
70
2 Now tel l your partner what you have read
about. Exchange texts and check each other's
answers .
they are true for you . Tell another student your
answers, and answer any questions they may
have about your ideas.
1 I wish I was .
2 I wish I wasn't .. .
3 I wish ... wou ldn 't .
4 I wish I could .. .
5 It's high time I .. .
4 Discuss these questions.
What adva ntages might there be in living with a
grandparent?
2 Do you think it might be easier to live with
someone older or someone younger than you?
Why7
3 Is it better to live in a large fami ly or a sma ll
family? Why7fl/Vhy not7
Exam focus
Paper 5 Speaking: collaborative task/
discussion (Parts 3 and 4)
About the exam: In Pape r 5, Part 3, you and you r
partner discuss a situation or task outlined by t he
interlocutor. You are given some pictures to base
your discussion on, and asked to reach a decision.
In Part 4, you and your partner discuss questions
from the inter locutor w hi ch extend the topic of
Part 3.
Suggested procedure
1 Li sten carefu lly to the instructions for Part 3. If
you don't understand w hat you have to do,
ask the interlocutor to repeat the instructions.
2 Discuss the visuals w ith your partner.
Remember t he task you have been given - it
w ill also appear as prompts on the visua ls
sheet to remind you. As you have to ta lk for
about three mi nutes, you should discuss each
decision too qu ick ly. Yo u don't have to agree
w ith your partne1·, but remember to take turns
when you discuss and to use a range of
langu age.
3 In Part 4, try to init iate di scussion as we ll as
answer t he interlocutor's questions.
 UNIT 6 Family ties

1 You w ill hear two students doing part of a

Part 3 task.
~ 1 Look at the pictures on page 180 and listen to
the interlocutor's instructions. What two things
do the students have to do?
@2 Now listen to the students, Pascale and
Fernando, do ing part of the task. Which one:
a) initiated discussion as well as responding?
b) used th e best range of vocabulary and grammar7
2
Work in groups of three.
Stud ent A is the interlocutor. Turn to page ·182 and
read the interlocutor's instructions.
Students B and C are the candidates. Look at th e
pictures on page 180. Remember to keep to the
time given by th e interlocutor.
2 Discuss the activity. How wel l did the
cerid id cit~s ;ir>rfnrm7 \/\/h rit rlirl thr>v finrl
difficu It? ,
3 Form new groups, change roles and do the
task again.
CH I LDHOOD INFLlJE N CES
It's often claimed that the kind of childhood we
have, and what our backgrounds are, both play an
important role (1) .................... how successful our
future relationships are. But is this so? Isn't it up to
us as individuals to decide (2) ................... the truth of
this - whether to let our upbringing, good or bad,
determine the way we relate to those around usr
According (3) .................... relationship expert Brian
Firstall, although a: difficult family life can impact
(4) ......... ........ later relationships, this does not mean
that the rest of our life has to be dictated
(5) .................... it. So are you convinced (6) .. ......... his
theory? Or do you think that the way you are
brought up inevitably leads (7) ............. the kind of
friends you make, and results (8) ...... ... ... the
partner you choose? And should your family have a
say (9) .................... your decisions or should they
~iu111ly l1c ~· ·· ,.. 1 , , 11 ' .L - _,_ -~ --- ____ _
r dUM1c;u \ .l v J .................... Lill. l.UVll.l.~ y v Ll
make? Can you beneftl ( 11) . .... ...... their advicd
The bottom line according to Firstall is that it's up
to you - you don't need to suffer ( 12) .
things that happened in your past.

Vocabulary 1: word +
preposition(s) 4 Some verbs can have more than one
preposition, but the meaning changes. Choose
1 Group these verbs according to the the best preposition to comp lete these sentences.
preposition t hey are usua lly followed by.
1 Th e photograph reminded me about I of a picture
I had seen in India .
refer congratulate pay apologise result
concentrate boast benefit coincide 2 It was such a bad design that I complained to I
refrain suffer specialise insist confide about the architect the next tim e I met her.
confess react apply compare contrast 3 I hadn't heard about I from my friend for ages so I
worry learn sent her a card to make sure she was all right.
4 We all agreed on I with the time and place to meet
before the show.
2 5 I arrived late for th e dinner party, but when I
1 Read th e text. According to Brian Firsta ll, apolog ised for I to my host she was very
whose influ ence is t he strongest? understanding.
6 I saw the job advertised on the web and I
2 Read the t ext again and comp lete the gaps immediately decided to apply to I for it.
with t he missing preposition.
5 Discuss these questions.
3 Who has t he greatest influence on you,
1 How important do you think the opinion of your
friends or fami ly? Wh ose influence lasts the
fam ily should be in your own re lationships?
longest?
2 Have yo u ever dated someone or had a friend
whose family you did or didn't like? What
happened?

71
UN IT (, Family ti es

Reading 2: multiple
choice (Part 1)
1
Look at th ese sentences.
Whi ch describ es a nu clea r
family and whi ch describ es
an ext end ed family ?
a) It was a large rambling old
house in which four
generations of th e sa me
fa mily lived togeth er,
including an unmarri ed aunt
and two cousins who had
come to the city to study.
b) It was a small surburban
vill a, typical of th e area , and
inside lived an equally typi ca l
fa mily: mother, father and
two school-age children.
2 What are th e advantages
and disadvantages of
living in either a nuclear
or an extended family; for
parents, chi ldren and
other family members?
3 Which is typica l of your
country? Are thing s
changing? Why?/Why not?
2 Read the three texts
which are about families in
different parts of th e world .
Choose th e answer (A, B, C
or D) whi ch fits best
according to th e text.
When Pooja Arya got married
nearly three years ago, there was no
question of moving in with her in-
laws, as most young women in
5 India do followin g their wedding
day. 'My husband and I are both
independent-minded,' she says.
'I thought it would be more fun
to live on our own .'
10 After renting a place for 18
months,Arya, a camera operator for
a popular television channel, and
her financial journalist husband
were able to purchase a brand new
15 flat in Gurgaon, a suburb of New
Delhi that has sprung up over the
last decade, as multi-national
companies set up hearlq11 i1 rtPrs
and call centres in what had been
20 an undeveloped area south of the
capital.
And they are not alone among
young Indian couples in forsaking
the joint-family system.
25 A combination of shifting social
mores and economic changes has
pushed Arya's generation towards a
more modern lifestyle that includes
home ownership.
30 One of the main drivers of the
trend is an evolving credit business,
which now gives young Indians
access to home loans, not
previously available. Rising
35 employment and the need for a
more mobile workforce means that
professionals must frequently move
to a city different from the one
where they grew up to pursue a
40 career - Mumbai for finance, say, or
Bangalore for technology. Women
have also taken on jobs in droves
in the past decade, giving rise to
India's own Oinks - double income,
45 no kids - who have enough money
to leave the home they once shared
with mummy and papa and cover a
monthly mortgage payment.

1 For the writer, Pooja Arya provides an exam ple of a woman who
A was unusual in decid ing to go against convention.
B was determined to break with estab lished tradition.
C was influenced by peer pressu re to change her lifestyle.
D was instrumenta l in starting a trend that is now widespread.
2 In th e text as a whole, the writer is
A accou nting fo r social changes that he reg rets in India.
B argui ng in favour of a more fl exible fa mily structure in India.
C providing an explanati on for a marked change in some Indian li festyles.
D blaming fore ign infl uences for undermini ng trad itional Ind ian fam ily
patterns.
 ' UNIT 6
so the extended family is set to make a comeback in ..
Britain, research * carried out by a building society
reveals. It is easy to see why: grown-up cnildren can't
afford to move out of thefamily home, what with
-
5
booming property_prices and student loans to pay ba~~;
grandparents are living longer and can't afford the cost
of residential care.
some might see this as a good thing: children can bond
with their grandparents, who are so m~ch wiser'a~d
10 more patienMhan their parents. And if there is child'.-a~e
to be done, the old .folks are there to do it, in return Jor
being looked after themselves. Think of all the money to
be saved.
.'
But as someone who spent the early years of childhood
15 in just such a set~up, believe me, it's 'not all good news.
For the firsdour years of my life I lived in the villa in
Budapest that my mother had built during her heyday as
a popular singer in the .late 1930s. Her father, a village . -
headmaster, had contributed to the building costs _and
2o planned to move there with his wife, my grandmother,
when he retired. This they did, in 1948. By then my
narenfs had married and soon they had two children.
I learnt much later - when I was old enough to
understand such things - that as soon as my
2s grandparents moved in, life got _worse.for my father. My
stern Victorian grandfather felt that as he _ha.d° paid in .
part for the villn, he was a rightftil owner, the real head
of the 'household and my father *. little more than ·a
I explained, American women who moved to th e suburbs after World
tenant He answered the phcine whh the words 'Racz
30 residence'
.
' .(his own name);
\ .. and
. wheri1a frien~i ofmY, "
parents gaye them a·hahdsome wroughHron nameplate
bearing.both their surnames, it vanished from the front
gate within days, never.to be seen again..
3 In this arti cle, the writer is seeking to
A cha llenge certain predictions made by
researchers.
B explain why recent research may be
inaccurate in its findings_
J C provide a counter argument to some
conclusions reached by researchers_
D highlight possible consequences of
social changes identified by researchers_
4 What does the writer's anecdote about the
nameplate illustrate 7
A how unaware th e fam il y's friend s were
of their difficu lties
B how unreasonable she feels her
grandfather's behaviour was_
C how aware she was as a child of
tensions within the fami ly_
D how hard her father tried not to offend
his wife's family.
Fam ily t ies
~xBack
.:.:.: ____ _
~
forW'~rd
'3·
RE-load
:a
Horn~
a
$o;> arch
~
llft s.:: ~ p i'
r~L
:·.· i·;~,
cl
Print
cg)~
Secur ity
@!.
Shor1
?,;
"--...
;. ;.
I ®iJ.
Guest speaker Charlotte Allen brought a wholly unexpected
message to the College in her talk on March 29. Traditional
extended fami lies allowed women more freedom, privacy, power
and self-worth than they ga in from the fragmented families and
5 communities produced by the modem 'cult of self-fulfilment,' she
argued.
Extended fami lies have been th e basic social unit worldwide and
throughout history, even when peop le physica lly reside in nuclear
households Allen claimed, citing severa l stud ies. People in such
10 fami lies have important relationships with different family
members, so that their self-worth and con ten tm ent do not depend
on a lifelong emoii onal and intelleclua l 1un1ance witl1 t11 eir· spouses.
Allen described a way of life that is now large ly aba ndoned in the
West. It was characterised by fami lies * bound by duty and
15 necessity rath er th an by a quest for self-fulfil ment They were
economically productive un its in which women did socially
respected work in or nea r th e home, children helped with chores,
<>nrl n lrl P r nPnn lo h P lno rl r,;, ic::o rh ilrlron
- ··· - - · - · - · r - - r· - ·· - ·1 --· · ~ - -- - ···· - · - ···
Allen read an excerpt by feminist author Germaine Greer that
20 described a mid-20th-cen tur y Italian family. The married coupl e
grew apart as their romance wore off, but maintained a web of
relationsh ips with in-laws , siblings and parents_ In contrast, Al len
War II found th emselves iso lated from any extend ed fam ily or
,, 25 comm unity. Their on ly long-tem1 relationships were witl1in tile
household, and they were forced into inescapable intimacy with
only one person_ Their husbands became their only so urce of ad ult
' conversation . Suddenly, women began noticing that men weren't
'supportive', or 'responsive', and didn't share their fee li ngs. Their
30 discontent focused on the on ly fam ily relationships they had left.
5 The writer thinks that the theme of Charlotte Al len's ta lk
may
A come as someth ing of a surp rise to his readers_
B confirm his readers' negative feelings about the nuclear
family.
C contradict his readers' positive ideas about the
extended fam ily_
D make his readers recon sider other beliefs they have
about family life_
6 Charlotte Al len mentioned Germaine Greer's work to
emphasise the point that the nuclear fami ly
A has reduced th e statu s of women in th e community
B has ch anged the attitude of men to th eir families.
C never real ly existed until the last fifty years.
D puts too much pressure on one relationship
73
 VN IT 6 Family ti es
·----·-·------·------~

3 2 Comp lete t he se nten ces using a substitute

word from t he bo x. Und erlin e the word (s) the
1 Look aga in at your list of adva ntages and
substitute word rep laces .
disadvantages from Exe rci se 1.2. After read ing
the t exts, do you want to add any points?
it one do th ere that so neither not
Have you changed your mind about any of
them?
2 Find th e words in co lumn A in the texts. Match Example:
them to their meaning in the context of the Do you think Joe will remember Kath's birthday?
articl e in B. I'm not sure - he might ..d.o .. .
A B I'll be at the th eatre at 7 p.m. tonight.
1 in-laws (text 1 line 3) a) customs Good - I'll meet you ..
2 forsaking (text 1 line 23) b) large numbers 2 Are you going to go out with Jim again 7
3 mores (text 1 line 26) c) get close to I think ...... - he was very nice1
4 droves (text 1 line 42) d) best times 3 I can't decide whether to buy a new car or a
5 is set to (text 2 line 1) e) broken up second-hand .. . There are pros and cons on
both sides !
6 booming (text 2 line 5) f) reduced
4 Jack asked me whether I was going to the dance
7 bond (text 2 line 8) g) increasing
or .................... .
8 heyday (text 2 line 17) h) giving up
5 Nils lost his job on Friday. .. ......... was a real shock
9 frag mented (text 3 line 4) i) brothers and sisters
as his employers gave him no warning.
10 spou ses (text 3 line 12) j) looks likely
6 They aren't going to th e party, and .. .............. are we.
11 wore off (text 3 line 21) k) husbands or wives
7 It's a difficult decision, but I th in k I'll take the job -
12 siblings (text 3 line 22) I) husba nd 's or wife's
.................... means I ca n move to be nearer my family.
family
Ellipsis
Grammar 2: substitution/ellipsis We often leave words out to avoid repetition .
This is called ellipsis, and it improves the style
1 of the sentence.

1 Look back at the texts on pages 72 and 73.

What do the following words in bold in the · ·3 · Whid1 words or phrases have been missed
texts refer to? out in each of these sentences? Add the missing
words or phrases and compare the two
the one (text 1, line 38) 5 such (text 3, line 9)
sentences. Which version reads better to you ?
2 this (text 2, line 8) 6 It (text 3, line 14)
3 such (text 2, line 15) 7 They (text 3, line 15) 1 She was planning to visit her cousin on Saturday,
4 such (text 2, line 24) 8 Their (text 3, line 29) but now she can't ..
2 They feel tired but .. ...... ......... very happy with
2 Look at the texts aga in . Three places are th e decision they reached.
marked with a *. In each place, a different 3 Kate is leaving on Thursday, but she will email to
word or phrase is understood by the reader tell you why ........
but has been left out of the text by the writer. 4 Borrow as many books as you want ... ..
Wh at word or words have been missed out in
5 That laptop belongs to John. This ......... .................. is
each case?
mine.
6 He promi sed to ema il me, but he hasn't
Substitution
We often try to avoid repeating a word or 7 If you can ... ... . , call me when you get
expression that has already been used, as it there.
improves the style of what we are saying. To 8 I'm sorry I got annoyed - I didn't mean to
do this, we can use other words instead, e.g. it,
one, do, there, that, so, neither, not. These
connect phrases and sentences. Grammar reference p.197 (14)

74

4 Each of these dia logues has a mistake. Find
the mistakes and correct them.
A: Are you going to move house?
B: No, I'm afra id I can't afford.
2 A: I've managed to fix the broken mp3 player.
B: Well, I think we should get a new It'll never be
the sa me againI
3 A: Tell Peter I want to speak to him, please.
B No problem. I rlo
4 A: Who does this book belong to 7
B: I th ink it's Karen's one.
5 A: We all seem to have mo re free time than we
used to.
8: Do you think? I'm not so sure!
6 A: Do you think the traffic wil l be bad on
Satu rday?
B: I expect it because people will be trying to drive
to the beach as it's hot.
lr!P! Look out for ellips is and substitution in
[. reading tasks.
5 Work with a partner. Decide how the
fo ll owing text can be improved in style by using
substitution or ell ipsis.
w~ll~ocument~~ ~ rcl~tionships ~~:e:'
.· .· ;t IB
children and their parent:;;' .furidamentally affect
children's behaviour as adults. But now the
importance of the relationships between children
and their parents is being challenged as new
research shows that a child's relationship with its
siblings may have a more important effect on a
child's future adult behaviour.
Psychologist Francine Klagsbrun says: 'Our
relationship with our siblings is unmatchable. Our
siblings are there whether we like our siblings or
whether we don't like them. Other relationships
change - parents die, friends drift away, marriages
break up, but the relationship with siblings carries
on and the memories of life that has been shared
with our siblings remain with us long after
childhood has ended.'
lJ NIT 6 Family ties
6
Work with a partner. One of the responses in
each of these dialogues is not possib le. Cross it
out, then read the dialogue together, th inking
about the word stress in each response.
Do you think Sue will visit the UK again?
a) She might.
b) She might do.
c) She might do it.
d) She might not.
2 Can I buy you a drink7
a) No thanks, I've just had.
b) No thanks, I've just had one.
c) No thanks, I shouldn't.
d) No thanks, I don't want one.
3 Were you planning to visit us on Su nday7
a) No, but I can do.
b) No, but I can.
c) No, but I can think about it.
2 Write your own two- line dia logues, beg inning
with the fo ll owing questions. Then practise
reading them with your partner.
Do you th ink you wil l do that again 7
2 Can I help you 7
3 Were you planning to come to the party?
listening 2
1
1 Look at these adjectives. Which do you think
describe typically female characteristics and
which describe typica ll y ma le characteristics?
Are any of them equa lly ma le and fema le?
sensible emotional aggressive determined
adventurous cautious technically-minded
decisive caring contrary reliable
sensitive stubborn
2 Compare your ideas with another student.
3 Discu ss these questions.
Do you th ink people are born with typically male or
female characteristics, or are these a result of their
upbringing7
2 Wou ld you want your children to have typica lly
'ma le' or 'female' cha racte ristics7
3 Shou ld parents consciously try to influence their
ch ildren's attitudes and behaviour7
75
 U:'\ IT (> Family ti es
2 Exam focus
Q1 Li ste n to a mother spea kin g and decide
wh eth er she would agree or disag ree w it h
each of th ese statements.
Husba nds and wives should share the job of
brin ging up th eir children.
2 My daughters seem to have very different interests
and ch aracters.
3 I' m worri ed about my eldest daughter's behaviour.
4 I like my daughters to wear pretty clothes.
Q2 Listen again. Gaynor describes her daughter as
a 'tomboy'. Wh at has she noticed about:
a) Megan's physical appearance?
b) Megan's behaviour?
3
C) 1 Now listen to a second mother speak ing and
decide whether she would agree or disagree
with each of these statements.
Girls are easier to bring up than boys.
2 It's wrong to have ambitions for your children -
they need to find their own.
3 Husbands and wives shou ld share the job of
bringing up their ch ildren .
4 I don't want my son to become a typica l male.
5 My husband and I have the same attitudes towards
our son's upbringing.
@2 Listen aga in . Mari e ta lks about boys behaving
differently to girls. What examples does she
give:
a) of her brothers' behaviour!
b) of her son's behaviour?
4 Look at these extracts from the listening
texts. What do you think the highlighted words
mean?
1 My husband Rh odri is the breadwinner.
2 Women who mollycoddl e th eir sons turn th em into
awfu l husbands.
3 My husband's afra id he'll be picked on at school if
he's too soft.
5 Discuss these questions.
In what ways are Gaynor's and Marie's attitudes:
• the same?
• different?
2 Which of th em do you think has th e lJesl attitude
towards brin ging up th eir children7
76
Paper 3 Use of English: key word
transformation s (Part 5)
Abo ut the exam: In Pape r 3, Part 5, you are given
a sentence and asked to co mplete a seco nd on e
usin g a 'key word'. Th e mea ning of th e second
se nte nce mu st be simil ar to th e f irst. You must
use 3- 6 wo rd s, in cluding th e key word, wh ich
you must not change in any way. This t ask t ests
your knowl edge of grammatical structures,
voca bulary and different ways of expressing th e
sa me idea .
Suggested procedu re
1 Read th e t wo sentences and the key word.
Thin k about w hat information included in th e
f irst se ntence is missing in the second
sente nce.
2 Fill in t he miss in g words, being careful to keep
t he meanin g th e same.
3 Check th at you have not
0 chang ed t he key word
" ch anged the meaning
o written more than six words (contractions
count as t wo)
o made any unn ecessary changes, e.g. to
t enses
• made any spell ing mistakes.
For questions 1- 8, complete the second sentence
so that it has a similar meaning to the first
sentence, using the word given. Do not change
the word given. You must use between three and
six words, including the word given. There is an
example at t he beginning (0) .
Example:
0 What are the chances of the film winning an
Osca r' LIKELY
How .like.. lyJs..it.t.hii!t..t.hl'J..ff/m will win an Oscar'
1 Fewer people live in extended fam ily units in this
co untry nowadays. COMMON
It is ..................................................... to live in extended fami ly
units in thi s country nowa days.
2 I don't thin k yo u'll find it hard to find Cynthia's
house. DIFFICULTY
I don 't thin k ...... .............................................. finding Cynthia's
house.
3 My brother Sam was very surprised to be offered
th e job. CAME
The job offer ..... . ..... ....... my brother Sam
 UN IT (, Family ti es

4 I don't mind where we decide to go for our 2 Compl ete t he se ntences using t he correct form of
fami ly holiday th is year. DIFFERENCE one of the words from Exercise 1.
It doesn't ................ .................. ... ... ................ where we He booked a table at an expensive restaurant .... ... .. to
decide to go for our family holiday this year celebrate their anniversa ry.
5 Gaynor's friends persuaded her not to get 2 I had an acciden t with my sister's ca r and now it's a
marri ed in spring. TALKED write-off - it's completely .. ... ..... now.
It was Gaynor's friends .. 3 Could you .......... the table while I get the food readyJ
getting married in sprin g 4 Sometim es writers don't state exactly what they think -
you have to ... .. ..... it from th eir choice of words.
6 Why did nobody tell me that the match had
5 I'll have to stop at the bank because I've got ....... .. any
been cance lledJ INFORMED
cash on me.
Why . ... . . . ..... the cance llation of
6 The story about the homeless fam ily had a tremendou s
the matchJ
.......... on me. I was extremely upset.
7 Cindy intends to com plain about the service 7 immig1·<itio11 officers have to .......... the passports of all
in that restaurant. GOING the members of fa milies enterin g th e country, even
Cindy .............. ........... ................... complaint about children.
the service in that resta urant. 8 My clothes feel very ... ... .... since I lost some weight.
9 He has no .......... and wil l do anything at all to make
8 Could I borrow your umbrella th is even ing,
money.
please J LEND
10 I have very happy ........ .. of fa mily holidays at th e
Wo11ld ... thi s PVPninQ.
Uedlf l uu rirt i,J 111y Li1 iiui1uuu .
please?

Vocabulary 2: easily confused

words
1
1 Work with t hree other students. Choose
one of the groups of words A- D below.
Use your dictionary if necessa ry to find
the differences in mean ing between the
words in each pair. Check th e
pron unciatio n, part of speech and any
col locations as well as th e mea ning of
each word .
A compare I contrast; childish I childlike;
affect I effect; specia lly I especially
B prescription I receipt; principle I principal;
lonely I alone; memory I souvenir
C lie I lay; raise I ri se; practise I practice;
loose I lose
D worthless I priceless; imply I infer;
hard I hardly; check I control
11
2 Work w ith three students who have
stud ied different groups of words.
Exp lain the difference between th e words
in t he pa irs in your group.

77
 Ci\'IT (, Family ties
--·---------------..--
Writing: competition entry (Part 2)
About the exam: In Paper 2, Part 2, you may be
asked to write an en t ry to a compet ition of some
kind . 'Competiti on entri es ' are not a separate
text type, but can invo lve writing a description,
an articl e, a revie w or a narrative. W hatever the
text type, it is important to rnake what you wr ite
as interesting and engaging for the reader as
poss ible, and to include reason s why your entry
should be chosen. Rememb er, you are entering a
co111petition, so you have to persuade th e judges
that you should w in!
1 • t ell us why th ey deserve to win th e aw ard .
1 How do you think you can make your writing
interesting for a comp etition entry? Choose
the best ideas from th e list below.
a) use interestin g and va ri ed vocabu lary
b) t hink about you r ta rget reader
c) use a ve ry fo rmal style
d) use a variety of different stru ctures
e) link ideas log ica lly and cl ea rl y
f) use hea dings and bullet points
g) use direct quotations and anecdotes
h) use rh etori ca l questions
i) include persuasive argument or explanation of w hy
you should win
2 Whi ch two ideas on t he list wo uld not be
appropri at e for any of t he four text t ypes
g iven above? Which o ne is vita l for any
co mpetition ent ry ?
2 Look back at sectio n D of t he text on
page 69 . Find an exa mple of :
• a rhetorica l question
• a quotation
• informal la nguage .
3 Look at t he task, and t he co mpetit io n entry
t hat w as writte n in answer to t he task .
1 How is t he writ ing organ ised? Wh at is the
purpose of:
, ...
• t he first parag raph 7 • the last paragraph?
2 Rep lace express ions marked w it h * usin g any
o ne of t he th ree lin guistic devices in Exercise 2,
o r w ith substit ut ion.
3 Fin d six spell ing mistakes with doub le
consona nts.
78
You see th is announcement in an international
family maga zine.
'Best member of any fami ly ever!' award
We wa nt yo u to no min ate one of t he members
of your fa mily fo r o ur 'Best member of any
fa mily ever!' aw ard. Se nd us yo ur co mpetit ion
entry, te lling us abo ut you r nominati o n. Yo ur
entry should :
• describe wh at th e member of your fa mil y is
like
• expl ain wh at th ey co ntribute t o fam il y life
and how
Write your competition entry in 22 0-2 60
words.
I have a. fanf(bfiC brofher, Gianni, and I would like lfOU
fo consider 11/m for the '& :A member of a.nv fa.m111f
ever !' a.ward beCaJ.J5e I a.m 5Ure fha.f there ;s no-one
who d eserVes if more.
Fir5f I 'd like fo fell vou a.bout his persona.lliflf· He 's
kind, thou3hfful and never in a. bad mood. fie looks on
fhe bri:Jht 5ide of evervfhin:J, trvin3 fo cheer ofl1er
people Up when fhelf a.re 5ad On one oCCa.5ion he went
ouf of hi5 wa_v fo help a. friend who was in froUble,
even thou3h he wa.5 3oin3 fhrou3h 5ome difiCU/f fime5
him5elf fie ha.5 had. some health problems, buf a.lwa.vs
ma.ke5 li:Jhf of the problem5 ~.
However, if is whaf he brin:J5 fo fa.mill/ M e fha.f makes
him 5o 5pecia./. fie ;5 fhe o/de5t 5hlin:J of the fa.millf
(there a.re fNe of U5) and ifOU m,3hf fhink fha.f he
would prefer fo 5pend fime wifh hi5 friend5. &Ji he
doe5n 't do thi5 ~ /Jo, he look.5 after the voun3 siblin:Js~,
a.cfin:J a.s a. ba.blf5ifer a.5 well a.5 a. role model. When I
had problem5 wifh bultfin:J a.f 5Chool, he was the fir5f
fo 5Upporf me and help me sort if ouf with the bullie5
Wha.f he 50,id fo fhe bullie5 ~ wa.5 incredible !
fie d eserVes fo win fhe a.ward beca.U5e of hi5
se/f/esne55 and hi5 f hou3hffulnes People sa.v fha.t /,e
is o. bn3hf 1,3hf in fhe world, {}J1d for me fhi5 i5
ceda.inlv frue.
Gi{}Jmi i5 def,nifellf fhe be5f member of anv fa.m1llf
anvwhere, and I hope fha.t vou will see Id fo reward
----
-··
him a.5 I know he d e5erVes.
·- .-.....
··- /'' .:...... .. ··--' . _,,.,.... .,,. .!
..
4 Write your own answer to the task.
Re member to make yo ur answer interestin g by
using ling uistic devices from Exercise 2, and to
persuade th e judges t o pi ck your entry by
in cludin g a f in al persuas ive sentence. Check yo ur
spellin g w hen yo u have f inished .
Writing reference p.209
 UNIT
Review
1 Read t he text below and t hin k of the word wh ich
best fits each ga p. Use only one word in each ga p. There
is an exa mple at t he beg in ning (0) .

P.assport, money, tickets; these are all . ~ssential items to pack (0) ..wh~n. you're off on a
family holiday. A mobile ph0ne, (1) .................... ,is a different;matter, especially if ~veryone at ·
WOJk has·the number. Theoretically, it €2) """""""";"' 'to be possible for sti;essed-out managers to
a.
. have phone-free fortnight without interruptions. (3) ...............,.... reality, go to any
Mediterranean 'beach hotel where British families.st.ay .and you'll be co~fronted by the"
pathetic' sight of hu.sbands and fathers wandering_ around the :pool (4) ...........:........ mobile phones· ..
. clamped to their ears, saying things (5) ....................:: '.It's in the third drawer down, next to the
pencils,' or 'l thought that co~tFact went off last Wecjnesclay.' .

·'T'" +ho l"'onC";+;,. ,a "'h"a~1u>r· thara ·f'eo o:i trorrf,.. 1nvt':lnf'\c1t1nn hPhUPPn thP hP!:lllt'1 Af thP
.J..V L.L.LV .,JV.L.U,U,\.J.TV ....,~UVI.. , ....... \..A.l..VAV .&U ..... .,.._,._z::t'".., J ...... ..,.,.....,..t''°''"'• "" -....,.,- - - - : · ,- - - : - - _. ____ J - - - - - - ,.

surroundings, with the family all enj_oying tl1emselves together (6) ..........:.......: once, and the dull
·mundanity of the issues (7) ..................... discussion. ·To (8) .................... inatters worse, ;:i quirk of
ri19bile phone pricing means these poor fathers probably end. (9) .................... paying for the call
that's .come..befween (10) ..................:. and qu'ality tim~ with ~he family. .
. . . . . " . :- . · ~-

· Some, it's true, do try to resist (11) ....:.'..:........... pull of the phone; carrying it ar~und with them ·.
but leaving it switched off. (1'2) .......:............ they.·get back to the hotel.. The trouble (13) ...........,........ , -
. they sperid the whole day wondering who (14) ,,\,,,,,,'...::...... have ·called~ and.then tlie wh9le
evening in a Stilte of foustration because ~veryone .has now left the office and.they can't
(15) ....................
.
back them
.
to
fot
.
ano.ther six:te~n hour.s. ~.·~
0

2 Find words or expressions in t he text that

mea n t he sa me as:
under a lot of pressure
2 everyd ay and boring
3 a strange feature
4 return someone's ca ll

3 Each of t hese sente nces conta ins a wro ng

word . Find the words and correct t hem.
1 The pri nciple reason fo r the mistake was carelessness.
2 The doctor gave me a receipt to take to th e chemist.
3 I've lost such a iot of weight recently that ail my
clothes are lose.
4 Although it's not worth anything, that fami ly
photograph is worthless to me.
5 When he called he inferred that he would help us,
though he didn't actually do anyth ing.

Go to www.iTests.com or your CD-ROM for interactive exam practice. 79

 UNIT

7 Creative talents

Exam focus @ 1 Yo u will hea r a loca l ra di o announ ce ment about a

ch aritable event ca ll ed Th e Cow Parade. For questi ons
Paper 4 Listening: sentence 1-8, co mp let e th e sentences.
completion (Part 2}

About the exam: In Pa per 4, Part 2, you

hea r someo ne g iving a ta lk. A set of eight
se nte nces summ ari ses inform at ion from
he.co · . . . ·. .

t he ta lk. In each sentence, a word or short ·Tonight's programme is abot,it the city's twentieth
.. ·. . • annual . .. .:...... ~....:,.............:.......:........... .(1)
phrase is mi ss ing. As yo u list en, you
com plete th e ga ps in th e sentences with Fibreglass cows, (lecorated in a wide range of .
th e mi ss in g in fo rm ation . You hea r th e . .. .......:..:..:..................::...................... (2) and colours, wili be' Gn
w ords w hi ch you need to write on t he . . . .show around the city.
reco rd in g, but you don't hea r th e exact · rhe origina.1creat9i of the co~s was~ ........ ..:..........,.......... ~: ." ..:.·..........:.'....(3)
se nte nces in t he task . Th ey are a summ ary
. .· . .. by occupation.
of what you hea r. ,A zoo, a gi;lll.ery an·d a.............,:.........,..:.. :................... ,.......... (4) are given'
Suggested procedure '. as examples of l oca l fir~s: spon?orin g c,ows. '··
·., .
1 Look at t he rubri c and t he t ask hea ding. . ;At the ~nd of the'E;vent, up to .............:,............................:.. ~:......... (5).bf
Thin k about wh o you wi ll hea r, th e •• · • · th~ cow~ will be.sold ·in . a charity auction .
: .. «

co ntext (i .e. is it a radi o programm e, a . .1n 2(i)©3; a' cow decorat~d with small pieces of .
lecture, etc.?) and t he t opi c. :., '.: , .·· · · -... ....... ....:......:.,.........L ......:.........:.... (6)' sold for a recorq pric~ • • · ~
~· -~.. ~
2 Afte r hea rin g t he rubri c, you have t ime . . • -' . . .: ' . . • ' ,· • I '

One of the main .charities benefiting from .the even.t gives:aid to ·

t o read t hrough th e questions. Thin k
1 ..............,.. :., ....: .. :·'................ :........ ::.(7) in poor co.untrifs.
abo ut t he t ype of inform ation t hat is
mi ssing in each one. Fo r exa mple, is it . At events ~ailed ......·.......,.....................:.....:.'...:.......... (8), children.will dern~ate a ··
an object, a pl ace, a perso n or a cow w!th thumbnail photos.
nu mber?
3 Read t he who le sentence, in clud ing
any word s afte r the gap .
4 Liste n to t he record in g. The sente nces
are in t he sa me ord er as t he ta lk - use
them to fo ll ow th e speaker. Comp lete
any gaps you're sure of, but re member
you' ll hear the recording aga in.
5 Ea ch answer is a singl e word or a very
short phrase (e.g. a noun w ith
adjectives) . Don 't try to write long
answers, or you w ill miss t he next one.
You are listening for the missing
information - so don't w rite words
already in the sentence.
6 Li sten again to check your answers and 2 Wh o do you t hin k might buy t he cows? Do you
comp lete any mi ssin g ga ps. think they have any artistic value?
7 Check your answers. Do they make
comp lete se nse in t he se nte nce? Check, @ 3 Li st en aga in and make a note of words t hat mea n
for exa mp le, whether answers shou ld be t he sa me as:
sin gular or plural and that your spelli ng the entrance hall of a large public building.
is correct 2 money ra ised at a cha ri tab le event
80

vocabulary 1: phrasal verbs
1 Look at th is sentence from t he listening and
answer the questions below.
You may even have spotted the odd multi-coloured cow
popping up in unexpected places.
1 Wha.t difference wou ld substituting standing for popping
up make to how interesting the sentence is?
2 WhJt is the difference between the phrasa l verbs pop up
and pop out? What idea do they share?
2 have to work together. It is very im portant
1 Read the text. What is henna? What is it used for?
2 Choose the best phrasal verbs to complete the text.
3 What is the meaning of the phrasal verbs you did not
choose7 Check in a dictionary if you are not sure. Then
write a sentence to show the meaning of each one.
UXIT 7 Creative talents
----------
3 Discuss ·these questions.
Would you like to have henna art on you r
body 7 Why? NVhy not?
2 Do you thin k that anything that is tem porary
has any real value?
Speaking 1: two-way
conversation (Part 3)
1 In Part 3 of t he Speaking paper you
to discuss each picture in turn before
negotiating a decision. The expressions in
the box are useful for moving the discussion
on from one picture to another.
Why don't we talk about them all in turn 7
Let's move on ...
That's as much as we can say about that.
What about the next ... /
This one is interesting. What do you think
about ... ?
Have you any other ideas about this?
Let's go back to ...
2 Work with a partner. Discuss the
fo ll owing task. Remember to move t he
discussion on and ta lk about all the pictures
onpage181 .
I'd like you to imagine that there is a plan to
·open an arts centre in a sma ll town. The idea
is that this will attract visitors to the area.
Here are some of the things the organisers
are considering as possible exhibits. Talk
together about whether these are appr.opriate
things to exhibit in an arts centre. Then ·
decide which four might attract most visitors.
3 Discuss these questions.
Shou ld towns invest money in arts centres, or
in new businesses/ Why7NVhy not?
2 What kind of art do you li ke? Why?
3 Some people say that ali art is a waste of
time. Wh at do you think7
4 Do you th in k art should sti ll be taught in
schools/ Why7NVhy not?
5 Should artists be paid more or less money
than singers or actors? Why7NVhy not!
81
 C\'IT 7 Creative ta lents
·---------·

Reading : multipl e choice (Part 3)

1 Discuss th ese questions.
How have our ideas about what is art been changed
by technology 7
2 Do you think a computer game cou ld be considered
as a work of art? Why?/Why not?
3 What aspects of computer games wou ld you vi ew as
a) artistic b) technica l/

2
1 Read the articl e about computer games quick ly.
Do these people (A-D) believe that the games
are an artform or not?
A Nie Kelman C John De Margheriti
B Roger Ebert D Steve Stamatiadis
2 You are going to read an article about
computer games. Choose the answer (A, B, C
or D) which you think fits best according to
the text.
1 What is the aim of the Friday afternoon sessions
described in the first paragraph?
A to find out if a new game is working properly
B to allow non-specia lists to try out new games
C to give the game designers a chance to interact
D to give employees a break from intense
concentration
2 What does the word 'it' in line 30 refer to?
A a theory put forward hy Nir KPlman
B the total effect a computer game can have
C the video game as a form of entertainment.
D th e artisti c value of certa in parts of computer
games
3 In the third paragraph, the writer suggests that the
computer games industry
A has a lot to learn from the film industry.
B is fast becoming a part of the film industry.
C is more commercially driven than the film industry.
D has yet to achieve the high status of the film
industry.
4 According to the writer, why is Miyamoto compared
to the filmmaker D. W. Griffith?
A He has employed a similar style in his work.
B He has gained the respect of fi lm en thu siasts.
C He has introduced ways of working that have
influenced others.
D He has pioneered the use of a shifting perspective
in computer games.
5 Robert Ebert thinks that computer games should
not be considered as art because
A they are essentially interactive in nature.
B they do not present sophisticated ideas to the
end user.
C they are created by teams of people rather
than by ind ividuals.
D they are created by people with technical
rather than artistic skills.
6 For John De Margheriti, the artistic value of a
com rutpr o;:imp rrin hP mP.asured by
A the complexity of the goals the player is set.
B the degree to which a player gets involved
in it.
C the nature of the world that is created by the
designer.
D the extent to which the designer's original
vision is rea lised.
7 At the end of the final paragraph, the writer
reveals that he agrees with
A Stamatiadis's doubts about the content of most
computer games.
B Ebert's reservations about considering
computer games as art.
C Kelman's analysis of the state of the computer
games industry.
D De Margheriti's point about the functions of
artforms.
3 Which of the arg uments do you find most
convincing ? Why?

82
UNIT 7 Creative talents

83
l rNIT 7 Creative tal ents

3 Speaking 2: individual long

1 Find word s or phrases in the articl e that mea n the turn (Part 2)
same as:
1 not very we ll dressed (para 1) 1 Read the following task.
2 concentrating hard (para 1)
Here are some photographs of people looking
3 come from (para 1)
at pictures. Compare two of the photographs
4 lively (para 1)
and say what the people might be enjoying
5 mistakes (para 1) about the pictures, and how long the pictures
6 harmless (para 3) might be on show.
7 very impressive (para 3)
8 stealing (para 3)
9 was the first to try something (para 4) 2 In the exam you have to ta lk on your
own for about a minute. What do you think
10 very excited (para 5)
you shou ld spend most time on in this task?
11 makes a comparison (para 6)
12 involving (para 6) a) describing what you can see in the picture
b) speculating on what the people might be
2 Complete these sentences using the correct form enjoying
of one of the words from the article.
c) speculating on how long the pictures might
An ..................... discussion followed the talk about computer be on show
games.
2 Sandra was so ...... ....... ....... on her work that she failed to TIP! You should try to use a range of
realise that everyone else had gone home. language and functions, so on ly describe
3 Petra found a . ........... in the dress material, so took it what you can see very briefly otherwise
back to the shop. you will not have time to speculate. Try
4 The view from the hotel balcony was absolutely ...... . to organise your ta lk clearly, using th e
5 Toni's grandfather was the first to .. ... the use of task to help you. The task is summarised
computers in th is country. on the exam paper to help you .
6 I found that book completely ..... . ...... and couldn't put
it down.
 UN IT 7 Creative talents

3 Grammar 1': ways of referring to

Choose two of the pictures on these pages and the future
make a note of everything you want to say
about them in order to complete the task. 1
Don't write full sentences.
1 Read the following dialogue and decide if one
Example: or both of the alternative future forms are
Pie 2 people just looking possible .
Pie 3 father and daughter talking about the art
A: So, what (1) are you doing I do you do this
2 Exchange your notes with a partner. Expand weekend I
your partner's notes into complete sentences, B: Well, there's this brand new purpose-bu ilt gallery
using linking words and phrases from the box. that I've been reading about - it (2) opens I is
opening on Friday, so I (3) 'm going I go there on
whereas although but similarly Saturday. Apparently they (4) exhibit I are
conversely in contrast exhibiting a collection of some amazing an imal art.
A: An imal art! What's that? I've never heard of it.
. I
B: Nor me! But I've been checking it out on the
4
Internet, and there is a lot of information about it.
Return your sentences to your partner. Discuss I want to find out enough to understand what
your sentences. Then each complete the task I (5) 'm going to see I will be seeing in the
......
\l\1i+hf"l11t lf"\ AL,- i nrt '.:l t
~~- · ~~ '""~ ~-
\t f"\ 11 r
,~~· ~~ .. ..
contonror '.:ln".lin
-~ ~~~ ~~~""

Speak for about a minute. A: So do you th ink that an imals can produce real artl
B: Who knows? I'll tell you when I've been to the
2 Discuss how well you each completed the task,
exh ibition! But it's an interesting idea, you have to
and how you cou ld have done better.
agree.
3 Do the task again, comparing the picture you A: OK - I give in! What time (6) do you go I will you
have not used with one of the original be going I I might even come with you 1
pictures.
2 We can use the fol lowing forms to talk about
the future. Find an example of each one in the
dia logue.
• present continuous
• present simple
• going to
• future continuous
3 When do we use each form to ta lk about the
future? Use the grammar reference if
necessary. Write a sentence for each form to
show its use.
Example:
Present continuous: we use the present continuous
to talk about arrangements that have already been
made, e.g. I'm playing in a concert on Saturday
eventng.

.,. Grammar reference p.198 (16.3)

85
 C\I IT 7 Creative ta lents

2 Read the title of the following text. Wh at

do you think it will be about?

An artist of the future?

Is he a complete phenomenon? He dashes off
works of art with big, bold confident sweeps
of the brush, and his style has been compared
with Picasso. Nothing unusual in that, except
that Edward Simpson is only six years old. He
has become the youngest artist to have his
work accepted for the British Watercolour
Society 's annual exhibition, and his paintings
sell for £50 each.

0\ 2 Listen to two peop le who have read the same

'\£)
review, and are planning to go to see Edward's
paintings on show. Comp lete the summary of
their conversation.
3 Read the text aga in . There are five future
forms that you did not use in Exercise 1. Match
each of the numbered examples to its use below.
Then note down its form.
A to say that something will be completed at a
particular tim e in the future (EJ.)vyif.1.(a.Jr.e.a..t:lyJ.
have been
B to express a prediction
C to refer to the very next moment
D to express an arrangement or a plan that has been
forma lly organ ised
E to indicate a previously scheduled time
4
1 Read the extract from a review of an art
exhibition . What is special about Edward?
86
Sarah thinks that it is a good idea to be part of
somethi ng new because most people
(1) ............. ....... Edward yet. William agrees, and
thinks that it is difficult to predict what Edward
(2) ....................................... in the future. Sarah adm its that she
is (3) ....................................... buying one of Edward's paintings
as an investment, because it is possible that in twenty
years' time he (4) .............. ... .......... the most popular
artist in the country. William think~ thJt it is
impossible to predict what his paintings
(5) .......... .......... worth then. Sara h is plann ing to sel l
her painting for a fortune, so that she
(6) .................................... her time working in an office, but
instead she (7) ........... . ................. herself on a beach.
5 Five of these sentences have a mistake in
the formation of the future. Find the mistakes
and correct them.
I've never liked art, and so I'm not about to
starting going to art galleries now!
2 I hope we have started our new art course this
time next month.
3 Work on the new arts centre due to begin on
November 15th.
4 Do you think you'll be going to the exhibition this
weekend?
5 Look - those security men have stopped Sue - she
won't have been rea lised that she can't take her
camera into the gal lery.
6 I was on the point of buy the picture when I
rea lised how much it cost!
 UNIT 7 Creative ta lents

Vocabulary· 2: words with simil ar

meaning
1
1 Three of the words in each group be low have
a simil ar meaning. Highlight the odd one out
in each gro up. Wh at does it mean? You can
use your dictionary if necessa ry.
Example:
a custom a habit an anomaly a trad ition
An anomaly is a strange or unusual feature of a
situation.
1 collect hoard accumu late bu ild
2 symbol sign password logo
3 obsession preoccupation fascination
indifference
4 co ncea l display exhi bit present
7 There's no chance they'll have fini shed bui lding the 5 disincentive motivation reason ambition
new ga llery by the end of the month. 6 explore examine scru tini se inspect
8 Security offi cials at the ga llery are to get a 6% pay 2 Find at least one other word with a simil ar
rise next month. meaning to t he odd one out in each group.
Show the word to another student. Ca n they
6 Comp lete the second sentence so that it has match it to th e correct word?
a simil ar mea ning to the first sentence, using the
word given. You must use between three and six 3 Work with a partner. Using a dictionary if
words, including the word given. necessary, look at the t hree words that have a
similar meaning in each group above. Wh at is
I'm just about to buy an oil painting for my new the difference in t heir meaning or use?
flat. PO INT
I' m ..................................... an oil painting for my new 2 Choose the most appropriate words from
flat. Exercise 1 to comp lete t hese pairs of sentences.
2 The comp letion of the new exhibition space is Use words from the same group for each pair.
scheduled for next June. DUE You may need to change the form of the words.
The new exhibition space .. 1 a) After a detailed . ................. by experts, the painting
comp leted next June. was pronoun ced to be a fake.
b) The official .................... my passport before allowing
3 I'm assum ing that you haven't heard the news
me in to the country.
about the art co llege yet. UNLIKELY
2 a) iViost artists and musicians are not ................ and
I think you .. ............ the news about just want to produce wonderfu l art.
the art college yet. b) Sportsmen tend to be ... . ..... by the ir desire to
4 The gal lery will not stag e another exh ibition this win !
year. INTENTION 3 a) There was a successful . . ....... of album covers
Th e gallery has .. . .. another from the 1960s in London wh ich attracted
exhibition this year. many visitors.
b) Th e director gave a deta iled .................... on th e
7 Work with a partner. Te ll him/her: future plans for the art gallery.
• what you wi ll be doing at the weekend
o where you are going for your summer holiday
• about something you hope you wi ll have done or
achieved in a) three months' time b) one year's
tim e c) ten yea rs' time.
87
 C:'\!T 7 Creative talents
-·-----·----------
Use of English: word formation
(Part 3)
1 Discuss these questions.
1 Why do people collect thing s?
2 What kind of things do you co ll ect, have you ever
coll ected or wou ld you like to coll ect in the future?
3 What makes a col lection of anything va luable?
2
1 Read the text and find two pieces of ad vi ce
offered to peop le who have co ll ections.
A case o.f . .
ce>llection
.. maClness
:
Most p~ople who 'erijoy ·shopping as a 'leisure
(0) ?.~f.V.{t.Y soo~er .or later' re<ac~ the point }Vhere
.
they _have-tb .try.to reduce· the riumber of superfluous :
(1) ..,.,.:.:.........~.. that.they ~~ve acc~nmlated. Some things,
likedo.the~·t~ai ha;i,re bec@me (2) ..!.'-.. ''''.'''~·-··;are ~asily
disposed of; but to others\ve dev~fop a kind of .
sentinien'thl ·(3J . . .:. .::. ~. .:., like':souvenirs bought on .
holid<J.y~, qi ;gifts from ffie~cls. -Most teenagers build ·
up .collectl@ns; be it c::o's by 'favourite bands';·football ' J
membrabilfa, or. whatev~r~ but for som~ pedple the' . f
urge ,to'tollect, things continues into ad~lt life. · ·.
. . . , ' . ' • • .. Jo' •
Slich ,people .ar~ th({ ·subjed~'. Of a riewbook .by
Stephen Caiio'way that looks into the (4)"..:,, . . .:.........
obsessive world of,coilectors and their passi0ns·.
·or
These include all soitS people, ranging 'from . · '
(5) ..............:..... who hoard Fi~e Art to ordinary ·people ·
whose{6) ......... ........:. for, say,pootll~ dqgs le~9s' thein to ·
buy all manner of poodle ·art and poodle'shaped
objects. ' was an unusual person who dared (11) .................... (wear)
But whether you're int0 -3;1\POttery, football
programmes or vintage rnotorcycles, all collections
need space. As Calloway points out, with less
intrinsically (7) .................:.. artefacts, it is often only an
(8) .................... display that stops a collection frorri ·
becoming just a pile of old junk. Knowing when to
stop buying, therefore, and using good (9) ..................,.
when it comes to decidi'ng whatJoJceep and what to
sell on, is (10) .... ·: ... .... the key to ·su~cessf41 :
collecting. · tourists are encouraged ( 19) .. ......... (make) them a
..
88
2 Read th e t ext again. Use th e word s given in
cap itals below to form a word that fits in the
numbered gap. Th ere is an examp le at the
beginning (O) .
0 ACTIVE
1 POSSESS 6 FASCINATE
2 FASHION 7 VALUE
3 ATIACH 8 IMAGINE
4 DENY 9 JUDGE
5 MILLION 10 DOUBT
Grammar 2: verb patterns
1
1 Read the tit le and first sentence of the text.
Have you heard of Robert Rip ley? Wh at do
you know about him? Read the rest of the text
to see if you were right.
1
A man who couldn't stop
collecting thing s!
' Born in 1893 in California, Robert Ripley was a self-
taught artist, who managed (1) ........... (sell) his first
drawing when he was 14. A natural athlete, he longed
(2) .................... (have) a career in baseball, but failed
(3) ............... (achieve) this after breaking his arm in
his first professional game. Without allowing this
(4) .................... (interfere) with his other plans, he began
(5) ........... (work) as a professional cartoonist and in
1918 he started (6) ...... ........ ... (draw) cartoons featuring
odd facts. Their success encouraged him (7) ..
(pursue) his interest in oddities.
Ripley loved (8) .................... (collect) but avoided
(9) .. ................ (acquire) anything normal; he went on
(10) .................... (fill) his houses with odd artefacts. He
bright colours; he co llected cars , but never Learned
(12) .................... (drive). He never minded (13) .. .
(use) record ing equipment for radio broadcasts, but
avoided (14) .... (communicate) by telephone in
case he risked (15) ........ (be) electrocuted . He
detested (16) .. .... .. . . (swim), but owned many boats.
In 1933, he opened his first 'Odditorium ', intending
(17) .................. (display) his strange artefacts. He never
regretted (18) .. ............... (do) this, as it was so successful;
there are now over 27 museums in ten countries, and
holiday highlight.
 UNIT 7 Creative talents

2 Read t he text aga in. Comp lete it using

the correct form of the verbs in
brackets.

2 Match each set of verbs a- f to t he

correct pattern 1-6. Refer to t he text if
necessary.
a) D avoid, detest, imagine, keep on, mind,
miss, put off, risk
b) 0 beg, encourage, invite, persuade, urge,
allow
c) 0 attempt, deserve, expect, fa il , manage,
neg lect, threaten, dare
d) 0 forget, go on, like, regret, remember, or article of clothing in the past, but do we
stop, try (5) ................................. (mind/see) tMese thinQs .be,ing ' • ... l
. ,. . ' t ~-

e) D make, let, help v.alued now as part of a nostalgic art .motif in a .r

f) D beg in, continue, intend, propose, start trendy restau~ant? If o.nly wel1acil kept H1em, they ·,,, . t
1. .11Prhc: fn ll rnMPri h11 -inn nr infin iti11P llAlith tn\
would be worth ·a lot of money! HQwever, few of u~ ·i :·
. - , ' . . . ,. . - . '- • ' I
I
lb) ........................... . ........ \1magme1maKe);rnoney trom our
- · ·- - . - ·· - .• - -· ·- ; .. '::J - · .. . ... \""• • ••
·· ~ · · ~ ~- ,

• }
with different mea nings . . ,.... ' (~'II ).th111e ., f "~ ,
2 verbs followed by -ing or infin itive (with to) memories. . We (7) ·................................... 1ai11rea11se.
I'
I
with sma ll or no difference in mean ing future value of many of the items we. possess~}:!, .:. .;; .~ r;.I
3 verbs norma lly followed by infin itive (with and threw or gave them away. ·If only, we had ,. · ;;, : '~f
to) (8) . ............... ................. · (p!~nklevelop) a collectiom
. ., of
. ' j
J
~

4 verbs normally fo llowed by -ing such items ~t the time, we would not now,' · , ·, · ·
5 ve1'bs nmrnally fo llowed by an object and
(9) ..........:....:.... ::...~......... .(regret/miss ouQ on a hands©m~ :· 'J
infinitive (without to)
profit! So my advice to you is this: When anyone - • '
6 verbs normally followed by an object and
an infinitive (with to) parents; -pari:ne~s •.frierids' - (1 O) ..................................:.... .·
. .. : . •: ·. . • : . f ft!·j .. .

(persuade/have) a ·c1.earout of xour treasur~?. I· ~; .:

3 Choose the correct alternative in (11) .: ..................................... (i 1rge/rec0nsipeq. Tthey. may thi~k :: . ·
each of these ru les. . . , . . . . .. . ;11. ~

they are orily (12) ...................:...:........<:.... (attempt/remove) ;. .~~ :1;

Verbs fo llowed by the infin itive, e.g. unnecessary Clutter ·from youri >life, 0ut tt:ie~ may :tie _ .~ ·'
I expect to see him tonight, often refer
(13) ................ :..........:....... ~enpouragelmake). the bi@ge$(."~:~.: ·
back to the past I forward to the future. . . . 'i . . . .
mistake of y0ur life!: · ,. ..' .., .-· · ·,, · , ., ,- "
2 Verbs followed by -ing, e.g. I remember .· r.! ...
closing the window before I left the house,
often refer to an action or state that
occurred before I after the main verb.
5 Discuss these questions.
· Grammar reference p.197 (15)
Do you have a roomfu l of clutter, or are you tidy?
4 Comp lete the text using the correct 2 What do you th ink of the advice the writer gives at the end
form of both the verbs in brackets. of th e text7 Why7
Remember that sometimes you may need 3 Do you think that co llecting souvenirs could be a good way
to add an object. of making money7

89
 l'\1!'1' 7 Crea tive talents

Writing: review (Part 2) 2 Look back at page 86, where the

missin g element can be found . Then
1 Discuss these questions. read th e whol e revi ew aga in and
answer th e qu estions.
What kinds of th ings are reviewed in newspapers and
magazines? How would you describe the styl e of
2 How much are you influenced by a revi ew? Would a good the review - formal, informa l or a
review encourage you to go and see a film? Would a bad mixtureI
review stop you buying a book? 2 Why does the reviewer include direct
speech?
2 3 How does the reviewer catch th e
reader's interest in the beginning7
1 Look at the information about writing reviews. Then
4 In which part of the review does the
read the review of Edward Simpson's paintings below. reviewer include
Which element is missing?
a) a description of the paintings?
Reviews usually include the following elements:
b) his own opinion?
• introduction to catch reader's interest c) general comments?
• background information
3 The revi ewer has varied the
• a brief account of what is being reviewed
language to keep the reader's
• any general comments (either positive or negative)
interest and bring the paintings
• personal opinion and recommendation.
alive. Find words or phrases in the
review that mean the same as:
He comes from a long line of artists, but has been painting unenthusiastic
seriously for less than a year. Although Edward's 2 poor
grandfather is a p1'ofessional painter and illustrator of 3 exactly right
children's books; he was less than anxious to encourage 4 li ke funny drawings
his six-year-old grandson, partly because he didn't want 5 noticeable
hitn to damage his paints, but mostly because 'we did not 6 strongly affected emotionally
need another struggling and penniless artist in the family'. 7 the future is uncertain
In his father's eyes, though, Edward's paintings 'are spot
on. Edward really is a natural. He may only be six, but he 3 Look at the following task. Write
·has an, ~ye ·for art and knows instinctively'whai he is doing a review, remembering to Include all
with a paintbrush' . the elements from Exercise 2. Take
·. So what kind of pictures does Edward paint? He enjoys specia l care to begin in a way that
pairiting animals, especially dog~, and his approach is
simpie and direct. His bold cartoonisli figures have already {
I catches your reader's interest, and use
a range of vocabulary.
<
established a small but exclusive market; people may well
0

be collecting them.with-an eye to the future. He uses An international magazine is

primary colours. .
and a natural approach,
. and his pictures running a series of reviews of
would add charm to any livingroom. Some people might exh ibitions and museums ca ll ed 'It
find them too simple for sophisticated tastes, but there is rea lly had an impact on me!' You
. certainly something special about the sheep in particular decide to contribute a review. You
.that catches·the eye. , · · should describe t he exhibition or
• ' . ' I •' '
museu m, explain what had such an
. When I first saw Edward's W~)fk r·was surprised at the
impact on you and say whether you
effect it had on me. I was profoimdly moved. I found the
wou ld recommend it to others.
c'lean.lines 9f his paintings remarkable and thought-
1pro~oki~g, a retu!fl to the .simplicity of Picasso. Wtll Write your review in 220-260 word s.
Edward be the.Picasso.of the future? Only time will tell,
1but I thin~ his :exhibition is well worth a look.
'.· · Writin g reference p.204

90
 U N IT
7 Review
1 Read the text below. Use the words given in capitals at the end of some
of the lines to form a word that f its in the gap in the same line. There is an
examp le at t he beginn ing (0).

Would you pay over the odds for a private viewing?

How much would you be willing to pay for a few moments

alone with the world's (0) _cp13.~li~13.t painting? The Neue Gallery COST
in New York hit the (1) ......... ....... ... recently with its much publicised HEAD
(2) . ........... ... of the painting Adele Bloch-Bauer 1 for a record ACQUIRE
$135 million. The painting is now on public display and the
Gallery charges a modest (3) .. . .. fee of $15 to non-members ADMIT
who want to come in and view the work.

The gallery has come up against a problem, however. Demand

to see this picture has been (4) .. high, and there is EXCEPT
always a crowd of (5) ............. ... visitors gathered around it. ADMIRE
There is, therefore, no opportunity for quiet (6) . ...... of the CONTEMPLATE
work; no time when you can stand in front of the picture,
(7) ... .. ............. by the movements and comments of fellow art lovers. INTERRUPT

The gallery has, however, come up with a (8) ... ............ It has SOLVE
announced that on Wednesday afternoons the price will be
hiked to $50. This means that those willing and able to pay
(9) .................... more will be rewarded with a more intimate viewing. CONSIDER
Let's hope that the experience lives up to their (10) EXPECT

2 Choose the correct alternative in each of
these sentences.
The exhibition is about to I due to open on 12th
December.
2 By this time next year, I wi ll have been collecting I
collected footba ll memorabilia for almost 20 years.
3 How long does I will it take for the artist to finish
th is commission?
4 Do you remember to see I seeing that website
about computer games7
5 I'm really looking forward to go I going to the next
collector's fair.
6 You're bound to enjoy I enjoying that play; it's all
about a reclusive collector of fine art.
3 There is one spe ll ing mistake in each of
these sentences. Find the mistakes and correct
them.
Edward's grandfather is a profesional painter,
which has given Edward a head start.
2 It is very important to have a good ill ustrater for a
children's book.
3 I found the clean li nes of the pa inting both
remarkeable and fascinating.
4 Many artists strugg le to make a living, and some
remain almost pennyless during their lifetime.
5 I always read the reveiw pages of the newspaper -
I find them thought-provoking.
6 My room is fu ll of clutter - I'm always plann ing to
have a tidying sesion but never get round to it!

Go to www.iTests.com or your CD-ROM for interactive exe)m pra·ctice. 91

' . '
 UNIT
8 What keeps us going

Listening 1 G) 2 Now listen to someone talking about

the questionnaire. What are the
1 characteristics of peop le who score:

1 Look at this job advert. 1 twelve or above? 3 five or below/

SALES EXECUTIVE wanted for busy city centre
office. Good general education and interpersonal
skills are essential and some previous experience is
desirable. The successful applicant will be a self-
starter with the ability to develop the client base for
a new range of online services.
Send your CV to:
2 six to eleven?
3 Discuss your scores with a partner.
Which type of person do you think wou ld
be easiest to wo rk with?
2 Which type of person do you thi nk most
companies prefer to employ? Why7

2 Which of these words and phrases do you think Vocabulary: three-part

describe the sort of person the company is looking for? phrasal verbs
sociable able to work independently 1 Look at these extracts from
pushy has good judgement reliable listening Exercise 2.2.
wi lling to follow set procedures imaginative ... they're more likely to fit in with accepted
cautious conformist aggressive trustworthy methods and procedures ...
assertive has common sense obedient courteous
... just get on with what they have to do .. .

3 What do you think is implied by the term 'se lf-starter' 2

in the ad? Make notes.
@4 Listen to someone talking about self-starters and make
notes on what they say about the qualities of such
people. Then compare their ideas with your own. Were
. they the same?
2 for an amazing special offer of a DVD
1 Do you think you cou ld be a se lf-starter? Comp lete the
questionnaire, then add up your total score.
92
1 Match the sentence halves.
Some managers really look down on
administrative staff
2 People often come up against difficult
situations
3 I was so disappointed because I sent off
4 I couldn't go through with the job
5 I try to go ahead with all my work
independently
6 Although children grow out of playing
with cuddly toys
a) but I had a letter back from the company
5aying that they had run out of copies.
b) because I couldn't face up to the
respon sibility it involved.
c) in their workplace, and often have to put
up with a lot of stress.
d) they often don't get round to throwing
them away; mine are still in my attic l
e) but expect those sa me people to get on
with them.
f) so that I can cut down on the number of
boring meetings I have to go to.
 UNIT 8 What keeps us going

2 Think of a synonym for the highlighted three-

part phrasal verbs in the sentences on page 92.
Check your ideas in the Longman Exams
Dictionary. Were you right?
3 Replace the phrases in italics with a three-
part phrasal verb from Exercise 2.
It's not a great idea to order anything on the net
without checking that the site is secure.
2 Although people to ld me I was not very good at
footbal l it wasn't until I was dropped from the
team that I really came to terms with the fact.
3 Teachers often face bad behaviour from pupi ls in
the classroom
4 I don't have much in common with my sister -
we're always arguing.
5 I get through far too much chocolate - I'm trying
to reduce the amount I eat'
4 Comp lete the sentences below so that t hey
ere tri_lt:' fnr yni I ThPn rnmrrirP yoiir irJeas with
a partner.
I couldn't go through with ... because
2 I have to put up with ... because ...
3 The last time I ran out of ... was .
4 I really want to qet round to ... because ...
Use of English 1: word formation
(Part 3)
1 I
1 Imagine you are going to app ly for a job.
Which two of the following would be most
important in your CV or letter of appli cation?
• details of your experience and qualifications
• examples of your persona l qualities
HOW TO MAKE A GOOD
INITIAL IMPRESSION
If you're job-hunting in Britain, it's
(0) £3.13..~'3.11.t..iEi.I. to know the conventions for
writing a good Curriculum Vitae (CV).This is
usually a sheet of paper on which you list your
personal details, (I) ............ ........ and experience. Many
employers request a CV rather than issuing a
standard (2) ................... form when they are looking
to fill (3) .................... posts. The CV can, however, also
be useful if you want to write to employers letting
them know that you're available should a suitable
( 4) . ........... arise. (5) ......... and simplicity are
the key features of a good CY.
Employers may have to look through hundreds of
them when they are on a (6) . ...... drive, and
any that are overlong or have a poor layout are
i
i
likely to be discarded immediately, (7) ................... of I
the content. It is important, therefore, to make I
your CY look as business-like <1s possible. It's
(8) .................... to use good-quality, heavy, plain paper
and a clear bold typeface in black ink. Information
should be presented in the form of concise
I
sentences, possibly arranged into bullet points II
under (9) .. ............ Another important
consideration is (I 0) ............. ., as nobody is likely
to be impressed by CYs containing spelling or I
I
punctuation errors. So make sure you check it
carefully.
l
i
··--- -~---~ _...... ,.·-- ..... ..•..J--~ - ,_....... _
-- ,,,... ...... ~ , ~··. ; ·•- r• •• '

• information about when you could start 0 ESSENCE

• a list of your free-time activities and hobbies 1 QUALIFY 6 RECRUIT
• an indication of how much you expect to be paid 2 APPLY 7 RESPECT
• clear layout and accurate language 3 SPECIFY 8 ADVISE
4 VACANT 9 HEAD
2 Read the title and the text quickly. Does it
5 CLEAR 10 ACCURATE
include the two things you chose?
3 Make a note of the advice given in the text
2 Read the text again. Use the word given in
about CVs . If you were a boss, which piece of
capita ls below the text to form a word that f its in
advice would you t hink is the most important?
the numbered gap. There is an examp le at the
Why? What does it tell you about the app licant?
beginning (0).

93
 t:.'i IT «> What keeps us goi ng

Exam focus
Paper 1 Reading : gapped text
(Part 2)

About the exam: In Paper 1, Part 2, you wil l

·~ 1""' '•:) ·
j' "1) j_._ eum l)
·rt-
J · '
J '
b -~

read a text from which six paragraphs have

been removed and placed in jumb led order Preethi Nair tell s the story of how she
after the text. You must decide from w here broke into the world of pub lishing with
in t he text th e pa ragraphs have been
removed. On ly one answer is correct in each
the help of her pub licist, Pru Menon
case and t here is one extra paragraph w hi ch
does not fit in any of the gaps. The texts in
th is part w ill eith er te ll a sto ry, or present It all began about five years ago. At that point I'd never even heard
an argum ent in log ical steps .
of Pru Menon, and nor had anybody else. Frustrated with life in
Suggested procedure general and with my job as a management consultant, I started
1 Read the base text throug h, ignoring the writing a story on my train journey to the office. It was about a
opt ions A- G for the moment. Most of the young woman who wanted to follow her dreams but didn't dare to.
inform ation you need to fo ll ow t he sto ry Then, in one of those insane moments when the mouth engages
or argu ment is in t he ba se t ext. As you
without involving the brain, I told my boss I was resigning and why.
read, pay attention to t he information
and id eas before and after each gap - 'To finish a novel?' she asked with disbelief.
start to think abo ut what might be
miss in g. Underlin e any word s an d 1
express ion s t hat make direct reference to
what has gone before, e.g. so, next, it, Once it was complete, I enthusiastically sent off my manuscript to
though, etc. various publishers, imagining the day when I'd be signing copies
2 Read paragraphs A-G to get a genera l of my bestseller for admiring fans. Then came the first of many
id ea of the ir conte nt. Again, un derlin e 'thanks, but no thank you ' letters. Being rejected felt awful. So, in
any words and expressions that make
a moment of sheer madness I decided to spend all my savings on
direct ref erence to what has gone before.
3 Go throuqh the base text aga in . Stop at self-publishing my book. I'd come this far, I wanted to see it
each gap and check whether each option through.
A- G f its it or not. Look for vocabulary
and g ramm ar links. If you th ink you've
found the key, doub le check all the
refere nces, before and after th e gap. If My main discovery was that printing the book wasn't the biggest
you can't decide between two problem; the publicity would be the hardest thing to arrange. I'd
paragrap hs, write both letters and come need a publicist who knew the business to get me book reviews
back to it later.
and press coverage, otherwise I'd never succeed. But I didn't have
4 Wh en you've f inish ed, read the whole
t ext with your answe rs in place. Does it any budget. It seemed like yet another setback.
make sense? Doub le check any po ints
where the sense of the narrative or li ne
of arg um ent doesn't feel q uite right.
5 Remember, there is one option w hich So I installed two phone lines in my spare bedroom and created a
does not fit any gap . competent, extrovert alter-ego, by the name of Pru Menon. So
nervous that my hands were shaking, I made my first call. As soon
1 Yo u are go in g to read a maga zin e as the journalist answered, my voice faltered and, sensing my
arti cle. Six paragraphs have been removed
angst and inexperience, she practically hung up on the spot. I had
from t he extract. Choose from t he
paragraphs A- G the one wh ich fits each gap my head in my hands. What had I been thinking? But then I thought
(1-6). Th ere is one extra paragrap h wh ich about the money I stood to lose.
you do not need to use .
94

As the weeks passed, I was amazed at how confident and
professional I became in role as my pushy alter-ego. She was
the woman I'd always wanted to be. While Pru secured
interviews, I was busy doing them. If people said we sounded
alike, I'd have a comeback ready: 'Tl1 at's what happens when
you work so closely with someone.'
My next logistical headache was making sure there were
copies of the book in the shops. I l1 ad to qo to every bookstore
in London and plead wit11 t11emto stock the title. By this stage,
the stress of it all was getting too much.
- -:r1.----;-
I s::::ti;11;--d
-::-id:-:n-::-'t-ge-t:-a-:de 1w-:it-;--h-a~bi-:-
-a-;-- g -pu-:-b-::-lis-:--l1e-r,-:-b-,-ut-w-:-h-
about all the work I'd done, I knew I had to keep trying. Oeing
Pru had made me stronger in ways I could never have
imagined, and I'd learnt to cope with rejection.What's more, my
second novel poured out of me in six weeks and was sold as
part of a three-book deal to a publisher. Pru is finally in
retirement, but I still maintain that dreams do come true if you
really make them happen.
you be prepared t o go to get something you
rea ll y wanted?
UN IT 8 Wh at keeps us going
A I thought about asking a friend to do it - after all, I
couldn't really phone journalists and say 'Hi, I'm
Preethi Nair, and I have a fantastic book you must read
... it's by Preetl1i Nair!' But it was a lot to ask of a
friend. Then suddenly I got the idea of doing the job
myself. I'd have to change my name, and be much
more confident and pushy than my usual shy persona,
but it could work.
B I didn't tell anyone quite how much I stood to lose,
though, because I didn't want friends or family saying
it was a crazy idea. Instead, I told everyone I'd found
some freelance work, and did some research into how
pub!ishinq really worked.
C Nobody said anything and I was relieved. But after all
l1er hard work, I realised that my publicist should get
some recognition. Thanking her, however, would only
have drawn attention to the fact that my pushy
publicist was actually me- she was my alter-ego.
situations. And having secured a reasonable amount of
press coverage, I thought the rest would be easier.
Then the first boxes of books arrived from the printers,
all with page 179 missing. With the press waiting for
e n....,l....,th-ou-g-ht-~--l---~ie.w-copics,Und-t~pcnd--dn¥S-ar.illnigb10~glui~1g_.,_ _ __
the pages in myself.
E There was a pause in which I could have retracted
what I'd said. But I didn't. I'd always seen handing in
my notice as the hardest step. I had this na'lve notion
that the rest would fol low effortlessly, because I'd
taken a leap of faith. But it wasn't quite as simple as
that.
F So I told two close friends about my secret. I needed
them to stand in for me as directors of my publishing
and PRcompany at the event I planned to launch the
book. It was a great success, and when people asked
for my publicist, they were told that she had gone
down with 'flu.
G To prevent this happening again, I planned out
everything aconfident extrovert would say, took a deep
breath and started again. After about 20 phone calls I
got into my stride - chatting to media people as
though I'd known them for years - and learnt to be
unfazed by rejection.
2 Do you have a dream job? How far would
95
 U:\'JT H What keeps us going

Use of English 2: multiple-choice clo ze 4 Wh at kind of busin ess

enterprises do you think teenagers
(Part 1)
might be most successful at? Why'
1 Discuss these questions. • running a website
1 What do you think makes a job enjoyable7 • being a DJ
2 Are there any jobs you wouldn't like to do7 Why7 • operating a market stall
3 Wou ld you like to run your own business7 Why?!Why not? • organ ising sports coach ing

2
1 Do you think a teenager could run his/her own airline?
Grammar 1: direct and
Why?/Why not? What problems might a teenage reported speech
entrepreneur face?
1
2 Read the text quickly to see if you were right.
1 Read th e title of the text below.
• What was the prize given for?
TEENAGE AIRLINE BOSS • Who do you think might have given
him the prize 7
Martin Halstead is a young entrepreneur, last minute, Martin was left with no
(0) ....A ... known for having managed (8) ................... but to think again. 2 Read the who le text to see if
to launch his own airline at the age of But he was not to be (9) you were right.
eighteen. Martin had started his first In November 2005 , he relaunched the
business (1) .... , making flight company, this time planning flights
simulators for use in pilot training, from the Isle of Man to Edinburgh. A r------·--·-·-- -..----------·-·-·.., . ________
while he was still a fifteen-year- first flight departed on November 7th,
old schoolboy, and at seventeen he left carrying invited guests and media in an ! Prize for boss who I .
school to (2) .. ................. as a pilot. It
was whilst on the course that Martin
aircraft Martin had leased from another
company. (10) ..... the airline
I told staff: Spend less I
I
:.1•
I 1.
realised that (3) .................... of just
being a pilot, he'd like to run an
suspended operations in January 2006,
Alpha.One Airways had carried some
I time at work I . '. r
I ·v ! f.
airline business, and so he (4) ...... .. forty fare-paying passengers on the
Ian Barnard, a 36-year-old who works
up with the idea for Alpha.One route, and Martin had (11) ...
Airways. his clJ:eam. It was perhaps his naivety for a London financial firm, was dec1a·red
Martin (5) .................... J.Jlarn1t:J tu ily and youth that allowed him to ignore the country's best en:iployer by tne
between Oxford and Cambridge, and the problems and barriers that charity 'Parents At Work'. The reason
there was considerable public someone older may have seen as a may be s·urprising. Mr Barnard explained
(6) .. ... in the idea. But when a brick wall (12) .................... in the way of what happened: 'Having kids made me
big investor (7) ......... out at the achievement. realise there is more to life than work. I
also realised that my staff would be
3 Now read the text more carefu lly and decide which happier if they could see their children
answer (A, B, C or D) best fits each gap. There is an examp le more.'
at the beginning (0) . Mr Barnard arranged for his staff to
work for only nine days a fortnight, on
0 A best B greatest C most D widest flexible hours. He said: 'When we started
1 A task B venture C endeavour D affair giving people a day off every two weeks
2 A study B learn C train D prepare they felt uneasy about it at first, but they
3 A instead B alternative c preference D rather soon started to appreciate it.' He
4 A thought B dreamt c hit D came explained his philosophy very clearly by
5 A largely B initially c primarily D principally saying 'I always say that if staff are
6 A interest B attention C support D attraction happy, they work better, are more loyal
7 A held B called C checked D pulled and less likely to leave the company.
8 A way B option C chance D cou rse Another benefit is that the office is
9 A sent back B caught out C put off D turned down actually open longer than before
10 A Although B Despite C However D Nonetheless because of flexible working hours.'
11 A reached B comp leted C obtained D fulfi lled
12 A blocking B standing C stopping D impeding
96
 UNIT 8 What keeps us going

2 2 Comp lete the rules.

Answer the following questions using reported a) When something is always true, the tense of the
speech. verb .............. ...... change.
b) Reporting verbs that express the importance of
Why did Mr Barnard question his own attitude
an action are often fo llowed by the moda l
towards long hours at work!
He sa id that ...
2 What did he think about his staff's attitude to work7 Watch Out! say and tell -.----~
He real ised that ...
Which sentence is correct in each pair7
3 What did he say about the staff's reaction before he
introduced the scheme? a) She told me to talk to the boss.
He said that . b) She told that I shou ld ta lk to the boss.
4 What does he always say about staff attitude to' 2 a) She said that I shou ld talk to the boss.
work? b) She said me to talk to the boss.
He always says that ...
5 What did he say about the time the office was open7
He said that .. .
4 Complete the sentences using the correct
2 In which sentence(s) above: form of say or tell.
does the modal verb not need to change 7 1 a) James .................. me t hat you were wor k.1ng ·in
2 dces the 1.ierb !erise not nPPrl tn rhrinop 7 I nnrlnn .
3 cou ld the verb tense change (backshift)7 b) It was James who ................. that you were
Explain why. Look at the Grammar reference if working in London.
necessary. Then comp lete the ru les. 2 a) Harry goodbye to Sue and wa lked out
a) Modal verbs such as ....... ... ... ...... and .. .............. do not of the room.
="""'1-=-----a~·w
~ ay=s-'hanqelrre·rriurrrrwhen-the--reptir-l1r1g--ve 1°1J~i«-·---~b). Harry ................... Sue that he was leaving and
in the .................. tense. walked out of the room.
b) When the sequence of events is ... . . , it is not 3 a) I .................... Jules not to go to the party, but he
necessary to backsh ift from past to past perfect. insisted.
c) When the reporting verb is in the . ...... , present b) I .................... th at Jules shouldn't go to the party,
perfect or future, it is not necessary to change the but he insisted .
tense. 4 a) I ............ ....... to Carlo that it was the right thing
for him to have done .
., Grammar reference p.194 (5) b) I .................... Carlo that it was the right thing for
him to have done.
3
1 Read the rest of the text. What did Sarah @ 5 Work with a partner. Take turns to say
actual ly say (1-4)? Tell a partner. each of the reported sentences below, using
direct speech. Discuss whether you think you
are correct or not, and write down a version
Sarah Jackson, chief executive of you think is correct. Then listen to check .
Parents At Work, (1) explained that she
1 He said that he had been wrong to get angry.
had awarded the prize the previous
2 She sa id that she had earned more than ever
month for the example Ian's forward
the previous year.
thinking had given to others. (2) She
believes many people want to break out 3 She said that she had never met him before.
of the long-hours culture. (3) She 4 His father urged Michael to th ink about what he
accepted that Ian's company had was doing.
benefited from higher productivity and 5 She promised that she would work harder the
greater flexibility. (4) She also fo llowing week.
emphasised ·that lower staff turnover 6 He sa id he bel ieved that overall performance
should help to convince other wou ld improve if they gave bonuses to their
organisations that this was the way staff.
forward. 97
I. --
 Cl\ IT 8 What keeps us going

6
Q1 Li ste n to someone talking about how
they started the ir ca reer. Th en write a
brief summary of what was said, using
reported speech. Compare your version
with another student. Are they the same?
2 Write your own short description of your
ideal job. Th en read it to your partner.
They should write a su mmary of what
you have sa id. Then check their vers ion
with your own notes.

Listening 2: multiple choice
(Part 3)
1 How would you fee l if you were
offered a part in a TV soap?
What could be the advantages and
disadvantages of the job?
2
1 Look at the questions in Exercise 3.
Highlight the verbs, nouns and adjectives
that seem most important in each option .
2 Find words or phrases in the questions
that mean the same as:
finding the money to do someth ing
2 feeling pleased because people praise you
3 something you've always wanted to do
4 got used to doing something
5 having arguments
6 told people someth ing
7 be unreliable
8 got worried
@ 3 You will hear an interview with Amy
Kyme, a former soap star who now works in
the Health Service. Choose th e answer (A, B,
C or D) which fits best according to what
you hear.
2 Once she had settled into working on the programme,
Amy found that
A she kept fa lling out with her colleagues.
B the lifestyle associated with it didn't suit her.
C acting was more difficult than she had imagined .
D she wasn't left with enough time for enjoying herself.
3 What prompted Amy to leave her job 7
A something she was told to do
B increasing fee lin gs of homesickness
C an aspect of the plot of the programme
D the fact that she was putting on weight
4 After she announced her decision to leave, Amy
A felt gui lty about letting people down.
B started to have second thoughts about it.
C became anxious about her financial commitments.
D had to convince her family that it was the right thing
5 Why did Amy take a job in an old people's home?
A She was looking for less tiring work.
B She needed to do work of some kind.
C She wanted to feel responsible for others.
D She thought it wou ld be usefu l for her ca reer.
6 In her new work, Amy
A sometimes reg rets that she's no longer a celebrity.
B is pleased th at people remember her TV work.
C wishes that she had more leisure tim e.
D feels greater job satisfaction.

1 Amy accepted th e part in the soa p because 4 Do you think that Amy made the right decision?
A one of her fri ends was already workin g on Why?/Why not?
the programme.
B she saw it as a way of fin ancing her 5 What sort of person does Amy seem to be?
further training . Choose three words from the list.
C she felt flattered to th ink that she had
been chosen. thoughtful frivolous indecisive conscientious
D it mea nt she could fu lfil a lifelong ambition sociable laid-back realisti c sensitive
to act.
98

Speaking: comparing (Pa rt 2)
1 report.'
Work with a partner. Think of the ad vantages
and di sa dvantages of working in t hese
different environm ents, and what might make
people want to work there.
sma ll shop garage hospita l theatre
sports centre open-plan office
2 Compare two of the places by linking your
ideas using words from the box.
whereas conversely wh ilst though
2 Look at the photographs of people working
in different places on page 185. Compare two of
the photographs and say what the advantages
and disadvantages of working in each place
might be, and which might be the easiest to
work in .
3 Discuss these questions.
Do you think that people work harder or less hard
now than in your grandparents' day7
2 Do you think that people work too much or too
little nowadays7
3 How much time do you think people should spend
at work 7 Why 7
L' :\ Tr 8 What keeps us going
Grammar 2: reporting w ords
1 Match sente nces 1- 11 to t he appropriate
reported statement, question or order a-k be low.
Highl ight the words or phrases that helped you
choose the appropriate statement, then comp lete
the rest of the se ntence.
Example:
'I've mad~ up my mind ·- I'm going to finish the
report tomorrow'.
He decided to finish the report .~hf! r7JJ.><.t ..c1.?IY. ..
'Finish the report right now I'
2 'I think you should finish the report otherwise
you' ll miss the dead li ne.'
3 'Yes, it was me - I made the mistake with the
4 'Don't forget to finish th at report as soon as
you can.'
5 'You have to finish the report, because the boss
6 'I plan to finish the report this afternoon .'
7 'You don't have to finish the report because Sue
has already done it. '
8 'I' ll certainly finish the report by tomorrow
morning.'
9 'Well done - you've finished the report rea lly
quickly.'
10 'You're right - I have to finish the report today.'
11 'I really don't want to have to finish the report
today - it's just not fa ir!'
a) He congratu lated me on finishing the report .
b) He ordered me to finish the report .
c) He intended to finish the report .. .
d) He adm itted making the mistake .. .
e) He explained that I had to finish the report ...
f) He advised me to fin ish the report ...
g) He reminded me to finish the report ...
h) He agreed to finish the report ...
i) He confirmed that I didn't have to finish the
report ...
j) He promised to finish the report .
k) He complained about ...
99
 L'.\' IT 8 What keeps us grnng

2 We can report what someone says by using: 3 Choose the correct alternative in each of
• verb + infinitive (with or without an object) these se ntences. Then rewrite th e sentence so
that the other verb would be possible .
• verb + -ing, (with or without an object)
• verb+ that 1 She promised I announced to attend th e meeting.
• verb + preposition + -ing 2 He expected I insisted to receive the invoice before
• verb + object + preposition + -ing he paid for the goods.
3 Th e manager agreed I confirmed to accept the
Put the reporting words from Exercise 1 into the policy decision.
correct column according to the way they are
4 She demanded I ordered him to arrive on time.
used. Then add the words from the box below to
5 The employees offered I suggested to take a small
the correct co lumn, including the preposition
pay cut.
where appropriate.
6 The manager thanked I congratulated me on
changing the work ethic in the office.
announce command remark claim
offer refuse apologise propose ask
4
threaten invite accuse thank suggest
1 Work with a partner. Match the following
sentences to one of the reporting words from
the box below. There are two you will not
Verb + object Verb+ Verb+
need to use.
+ preposition infinitive preposition
+ -ing + -ing
thank confirm advise congratulate
congratulate complain announce apologise remind
(on) refuse ask -fA.v.ite...

Example:
Would you like to come and stay with me next
week, Carlos?
She invited Carlos to stay with her the following
week.
Verb+ that Verb+ Verb+
object+ -ing 1 PIPrisP. don't fo rget to send that email today.
infinitive 2 If I were you, I would resign immediately.
3 Well done for getting promoted - that's wonderful
news!
4 I'm definitely not going to do the tra ining course
next year.
5 The food in th e canteen is terrible!
6 Michael, please help me write this proposal -
I ca n't do it.
7 Thi s is to let all employees know that the managing
director wi ll leave the company next week.
8 I'm sorry that I was late - there was a problem
Watch Out! suggest - . . - - - - - -.. with the train.
Which sentence is not possible?
2 Take turns to report your sentences to each
a) He suggested going out. other using the reporting word you have
b) He suggested that they should go out. chosen.
c) He suggested us to go out.

' Grammar reference pp.194 (5), 197 (15)

100
 UNIT 8 What keeps us going

Writing: proposal (Part 1) 3

1 Read the fo llowing task.
1 In Paper 2, Part 1, you may be asked
to write a proposa l. You wi ll be given a
task and some input, but you may have to Your class is going to write a proposal for the ideal
add some ideas of your own. workplace of t he future. Read the comments from a
survey on the subject and the description of a
Look at the two outli ne plans below. popu lar workp lace from t he Internet. Then write
Which one is t he plan for a report, and your proposa l, identifying the main issues that
wh ich one is the plan for a proposal? shou ld be considered and proposing the ideal
A workplace of the future, with reasons.
Write your proposal in 180-220 words.
Reason for writing
Background information
Suggestions or ideas
Reasons wh~ the~ should be adopted 1
f- sf-ll.WJ wor)(i11Q. 11.C.l\Y
:[ C-l\11.
Summar~ oHie.r pe.opfo - so sh1Af 111!

It's hard lo work with noise -

it. 's especialI~ bad with the phone.
,,. ..

1 \"" v...1orr- 1e.d o.bou-\ ha.Vin:) -\o

-\o.ke. hJnc..h o.-\ o. .:ipec.. i~ i c..
-\ ifY\12. 1.

2
1 Which of the fol lowing statements are
usua lly true of a proposal?
:r f !A,e. ide.ll. o-F wor)( ! :I
(A,ll, t e.
11e.e.d f-o be. p1AS(A,e.cl1 f-o -Fe.e.£ :[ 1 ~
• It is written in informal language.

If:
• It includes suggestions and
recommendations.
• It includes direct speech.
pll.rt o-F ll. b'?A~ o-F-Fic.e. .

I • It may use head ings or bullet points if

appropriate.
t
I
0 It uses a lot of linking words to promote
clarity.
I = It proposes a new idea and tries to persuade
the reader of its va lue.

i • It uses a range of colourfu l language.

2 What is the difference between a report
and a proposa l? Complete the following
sentences.
the centre, and other smaller working areas with individual
desks. There are displays with the latest newspapers,
magazines, directories and reference books. Tea, coffee
and water are avail able. Th e environment is quiet: mobile
phones must be on vibrate, and persona l conversations

' A ..... ......... looks to the future, giving specific

plans for a particular situation.
2 A . . .... makes severa l recommendations
must happen outside. ~
"'bcellent
,;

I
;>.."'' • ··-·· ,,_, .-<':',, • - -- •• --r·,,.. -~- ~-- · - ~ - -·.-"'" .. - --- . ,_., _1
based on a current existing situation
101
r,
 UNIT 8 Wh at keeps us going
2 Read th e proposa l, which wa s
wr itten in answer to the task .
4 Look aga in at the task in
Exercise 3. In which part of the
proposa l has the writer included:
• comments from the survey
• research from the Internet.
Why is this?
5 8a_ck3round 1nformo._-/1on
1 Read t he proposa l again. Find
formal expressions that mean
the same as these informal
expressions from the comments
in the survey.
ca n't stand
2 especially bad
3 I need to be pushed
4 so shut in
5 I'm worri ed about ...
2 Identify the modal verb that is
used most often in the proposal.
In what part of the proposa l is it
used? Why is this?
6 In a Part 1 task you should
choose the information you use
appropriate ly, and you can expand
the information with ideas of your
own if you wish. The writer has
sa id there are four key features,
but has omitted one. Complete
the proposa l, adding the key
feature omitted from the input
information . You can use up to 20
words. Then compare your idea
with a partner.
7 Now write your own answer
to the task. Ask your classmates for
some ideas, and use these as the
resu lts of the survey. Remember to
check you r writing using your
check list.
Writing reference pp.199, 207
102
Introduction
Manlf people ha._ve problems wifh t heir workpla_ce.
We were a_sked t o wrife a_ proposa_/ f or o.._n id ea_/
workpla_ce tMt would a_ddress these Issues. We
undertook reseo.._rch ihrou3h a_ survel/ and reseo.._rch
on ihe lnierne f
Ii Is cleo.._r fha._j mMlj people d 1sl1ke noise,
pre f err1n3 io work In a_ !µJiei· envlronmeni, where
Ii 's impossible io hear oihers speakin:J !he phone
Is a_ particular issue here Oihers like io f eel
iho..i ihelj o.._re po.._rf of a_ i eam, o.._nd need people
o.._round them f o mo.._in-/ain -/heir mo/Na_f/on. .5ome
di5!1ke sma_/I of fices, find inj them clo.._usirophobiC.
Everljone must f eel comforfo.._ble, and noi ha._ve
concerns over Issues such a_s mea_/ breo.._ks.
.5u33esf1ons f or ihe idea_/ workplace of the
f uiure
!he idea_/ workpla_ce should Mve four kelj
fea_fures.
• If should be 113hf and airlj, OJ1d have spa_ce
between d esks so -/Mi people f eel co111forfo.._ble .
!here should be o.._mple opporfUniflj for people f o
move around , and fo have drinks and food a_j
anl/ l ime - noi onllj in des13no.._Jed lunch and
coffee breo.._ks.
!here should be a_ sense of jeo.._m spirif so fhaf
no-one is demofNa_Jed
•
Conclusion
!he idea_/ workpla_ce IS noi a f o.._njasl/ - 1f
recommend o.._j1ons like ihese are f ollowed fhrou3h
if co.._n become rea/dlf.
 u
1
~
1
T t:i Revie.w
1 Complete the seco nd se ntence so that it has 2 Th ey asked George to take .................... of the project.
a simil ar mea ning to t he first sentence, using t he There is a small .................... for using the swimming
word given. Do not change th e word given. You pool .
must use between three and six word s, including Melanie was put in .. ................ of ordering stationery
t he word given. for the whole office.
There are many things to think about before 3 This bag comes from the compa ny's mid-priced
accepting a job offer. TAKEN ........... of accessories.
There are many things that should
The mountain .................... in Tibet is one of the most
..... consideration before
fam iliar images in th e natural world.
accepting a job offer.
There is a wide ............ of food available in
2 It's a waste of time attending a job interview unless restaurants in London .
you rea lly want the job. POINT
There .... .................... .............. a job interview unless 4 Under the new law, cigarettes can only be
you really want the job. advertised at the ................... of sa le.
Please, hurry up and get to the .................. - I' m
3 'I'm afraid that I didn't do very well in my leaving in five minutes!
interview,' said Mike. ADMITTED
It's often hard to grasp the .. Ben's trying to
Mike ........ ...... ..... ............ gone very well.
make - he never thinks before he speaks.
4 The ca r park is only to be used by members of
5 I was at a .. ................ to know what to say when she
staff. .EXCLUSIVE .. __ I _I ·- - _ ..1. I_ - 1- - - 1 ·- - .. ·-
ll JIU I I It: LI It: uau I lt:VV) .
The car park is for . .. . members h d h f $1 o
T e company ma e a uge ................ o over
of staff. million last year.
5 'Fiona, I think you've been leaving work early, After the accident, Graham suffered from a
haven't you?' sa id her employer. ACCUSED temporary .................... of memory.
--=ii-~,,----i;lGmi' GmplGyG~ .... ...................... .. . .. .. ... work-ead'f.------b~~-------f,---, th----.,..t_.,.f _ _ _ __
6 The oss set an upper .................... or c amoun o
6 A clear and concise CV is a must if you 're applying overtime anyone could do in a week.
for a job in London. ESSENTIAL
We have no extra money - our finances are
If you're applyi ng for a job in London, it stretched to the .................... .
................................ ...................... . which is both clear and
concise. There's no ... ................ to what you ca n achieve if you
real ly try !
7 'I'm sorry that I broke your mp3 player, Brenda,'
said Trevor. APOLOGISED 3 Match the sentences to reporting verbs from
Trevor ........................... . ...... mp3 player. the box. There are two words you don't need to
use.
8 Flavia regretted not going to the concert. WI SHED
Flavia ........................................... ..... ........ th e concert. admit deny advise persuade refuse
agree apolog ise accuse
2 Think of one word only which ca n be used
appropriately in all three se nte nces .
'It wasn't me who upset the office manager !'
The office staff cou ldn't get the new printer to
2 'If I were you, I'd say I was sorry.'
.................... properly.
3 'You were told to write that customer a formal
Unfortunately, Tim's idea for a new office layout apology, but you didn't do it, did you?'
didn't ................... out in the end. 4 '! think it may have been my fa ult that the
Clare had to .... ................ towards a solution to the document was lost.'
problem over several months. 5 'Thank you, but I'm afraid I haven't got time for a
coffee at the moment.'
6 'I think you've got a point about that letter. I'll
rewrite it.'

· Go to www.iTests.com or your CD~ROM for interactive exam pra~tice. 103

 Speaking 1: choosing an image
(Parts 3 and 4)

1 Work with a partner. Tell him/her about

something which has inspired you and why. It
cou ld be a person, an event, a piece of music, a
book, etc. What do you think makes someth ing
inspirationa l?

2 Do this speaking task with a partner.

I'd like you to imagine that a college is running a

photographic competition. The college wants to
find the best inspirational image to use on a poster
which will be put up around the college bu ildings.
The college wants the poster to promote
international understanding. Here are some of the
photographs that have been submitted.
Ta lk to each other and decide which image
should be chosen and why.
104
3 Discuss t hese questions.
What qualities make a person an inspiration to
others I
2 What can we learn from internationa l travel?
3 Does international travel have any disadvantages?
4 Should young people be encouraged to travel?
Why?fWhy not?
 UNIT 9 On the road

Grammar 1: review of
Why did I do it?
narrative tenses
Climbing volcanoes (1) ...... ............................... (become) a popular
1 Choose the correct alternative in each tourist pastime in recent years, as it offers a tempting
of these sentences. Then match them to the combination of physical exertion and personal danger.
statements a-i about use of tenses. I have always wanted to try it, and when I found out that the
You sit I are sitting in my seat - cou ld you cone of Madera~ in Nicaragua (2) ....................................... (collapse)
move, please 7 inwards leaving a crater lake at the top, this seemed to be
2 He went out I has gone out without speaking, my chance. I thought that·swimming in a crater lake might
and she never saw I has never seen him again. · be fun, so I (3) ..·............................. (persuade) two friends, Rob
3 He travelled I was travelling through Greece ahd Sarah, to go witti me. Unfortunately, we had done very
when he met his future wife.
little planning before the trip, and so the whole venture
4 The train had already left I has already left
turned into a disaster. Once we (4) ·············· ·'···········'········ (arrive)
Switzerland when the snow started.
·at the summit we realised that, a thick ·mist ;ind heavy rain .
5 I' ve finished I 'd finished my homework - can
(5) '. ..................... ..............·(obscure) the view. Rob and Sarah
we go out now7
wanted to go back down immediately, but I felt that as we (
6 She read I 's read the guidebook on Brazil last
(6) ....................................... (come) this far it would be a w~ste of
week because she's so keen to go there. ,'
I

7 I'm visiting I visit my friend in Brazil next week. effort not to swim. I (7) ..................................... (know) that nothing
8 I've been stavinq I 've stayed in this resort for ever lives in crateflakes, whi.ch was rather spooky, and the
'• • • · • " I ' • •I • I I t I f. I.&. -'- I L " .&.

two weeks, and it's great I r:iomem 1oiveu111 Lu u1e 111uuuy vvc1Lei" 1 1e1 L Lr1al i L
9 She'd only lived J 'd been living in the city for (8) .......... .......... (suck) me down into its lifeless depths.
a week when she lost her passport. I (9) ....................................... (never!feeO so terrified in my life!
We use : After I had struggled out of the water, we started back
a) the past continuous to say that something down but by then ·it (1 O) ....,.................: ····:··· . (rain) hard for
f;:::=o----'---
w-a--'
s .,- 1e-:-ss:.-a-:- t;--:a--:--:
in_r_ir_o_<:J --: pa-:-r~ti~
cu'la.,.--r"t~1m
c:-e,,---,- r .,..,
0..,-- ev.,..:e~n't._ _ ___.;,...~t1eltitieng:-time-tfiat-#i€'5!e13e-wa5-slipper,y...aAfkdang&:Gu,,.._~---
b) the past perfect to show that something When we finally (11) ..,............ ~.... ················ (arrive) liac.k at the
happened before something else. · hotel, caked in ·~ud and soaking wet Sarah disc~vered ·that
c) the present continuous for temporary actions she (12) .............. ·····~···:,:.......... (pick up) an obscure mountain
and situations that are currently in progress. ·parasite and was covered in red swellings. Since then I
d) the pa st simple with expressions that refer to {1.3) ....................................... (not/climb) again, and when .friends
a completed period of time, e.g. yesterday, in ask 'so, (14) ...... :............. (you/climb) ahy more volcanoes soon?'
1999. . my answer is clear .:.. absolutely not!
e) the present perfect to indicate that a finished
action or event is re lated to the present.
f) th e present continuous for future ·3
arrangements. 1 Do you think that people who do unusual and
g) the past simple to ta lk about the past (unless dangerous things like this are:
there is a reason to use a different tense).
• adventurous7
h) the present perfect continuous used for an
• irresponsible?
unfinished action continu ing into the present.
e stupid?
i) the past perfect continuous to show that one
long event happened before another in the Exp lain your opinion to a partner.
past.
2 Prepare to te ll your partner about a similar incident
that you have heard of, or a tim e wh en you had a
2 Complete the text with the correct form
difficu lt or unusual experience yourself. Make notes
of th e verbs in brackets - present continuous,
on what you want to say, and think about th e
past sim ple, pa st continuous, present perfect,
tenses you need to use. Then ta lk to your partner
present perfect co ntinuous, pa st perfect or
and answer any questions they may have.
past perfect continu ous.
3 Write your notes up as a paragraph. Check your
Grammar ref erence p.197 (16) tenses, and make sure that they are accurate.
105
 CNIT 9 On the road
Reading: multiple matchin g (Part 4)
1 Look at the headline of the article. In what ways do you
think young people travelling in another country might:
• make friends with local people?
• upset local people?
2 Discuss these questions.
What problems might you have travelling in a country where you
don't know th e language?
2 What type of gifts do people from your country give when they
visit people abroad?
3 What type of souvenirs do you like to bring back when you travel?
3 Read the article quickly. Which section talks mostly about:
things to take with you? buying th ings?
photography! speaking another language?
problems on the road?
4 You are going to read an article about young people
travelling abroad. For questions 1-15, choose from the sections
of the article (A-E). The sections may be chosen more than
once.
In which section does the writer ...
criticise the behaviour of some trave llers?
ad mit to being too stubborn in one situation?
remember the kindness of a particu lar local official?
express a disli ke for a certain piece of equ ipment?
suggest remaining ca lm in the face of provocation?
recall being given advice about a persona l matter?
suggest a better alternative to a financia l transaction?
advise against having a tight schedu le when travelling?
encourage us to find out about the needs of local people?
recal l choosing to travel in a relatively uncomfortable way?
remember sharing a common interest with a group of
strangers?
mention being given a reward for being a source of
amusement?
suggest that some activities require the consent of local
people 7
admit to finding some difficult situations amusing to look
back on7
acknowledge that some people may find it hard to acqu ire
a useful skill 7
106
How to be
a good
traveller
You should aim to make friends
on your international travels and
avoid upsetting anyone.
A If you want to break the ice in
almost any social situation abroad,
remember you're a guest in
someone else's country, so you
5 should make some effort to speak . ·
th e language. Obviously you can't
CIJ==i expect to be fluent, even just getting
l1J=i by can be difficult if you haven't got
the time or aptitude, but any attempt,
EIIJ 10 however embarrassing, makes an
[II] enormous difference. The first time I
set foot in China, I only knew three ...
[TI] words of Mandarin, which I'd never
[[[] heard pronounced properly. In the
15 event, my first attempts at
[[CJ
conversation proved so entertaining
[[CJ to my hosts that I was promptly ·
[[CJ presented with a gift. So it's worth
trying to meet local people and
[IQ[] 20 getting into conversation. Even if you
end up speaking mostly in a shared
II1IJ second language, you can learn a lot
about one another. I once travelled
third class on a train from Harare to
[j1[J 25 Bulawayo, partly because I thought it
would make the overnight journey
ITIIJ more interesting. Since there were no
spare seats, I ended up crammed
[HO between carriages. But it wasn't long
30 before the guard took pity on me,
inviting me back to his cabin where
ffRJ he plied me with both stories and
refreshments until I cou ldn't take anY
more of either.

35
B The key to stress-free travel is never to give yourself a
deadline to meet. As soon as you do, things inevitably start
to unravel, and there's often very little you can do about it,
so you have to make the most of things. I often find that the
highlights I te ll the most entertaining anecdotes about are
40 times when things didn't quite go according to plan. For
examp le, on what should have been a twe lve-hour, cross-
country drive to the airport in Mongolia, our jeep got stuck
in a bog. Forced to camp overnight, we awoke to find a
small party of local nomads on horseback, complete
45 strangers, organising our recovery. We were eventually
delayed by twenty-four hours, but it turned out to be the
most memorable day of the entire trip.
C In many countries, haggling is part of everyday life, but
unless· you're after something quite pricey, it's not worth
so taking to extremes . I once spent a fraught morning in a
Nairobi market haggling over the price of a rug until I was
biue in the face, but the seller wouldn't budge below his
final price. It was only later that I realised I'd been giving this
guy a hard time for the sake of one euro. The bottom li ne is,
55 stop haggling when you stop enjoying it. Of course, even if
you're as nice as pie, there are always going to be people
who try to take advantage or abuse their po;;ition, and thai's
true of any country. If you do feel an official is being
unreasonable, be polite and stand your ground. The worst
Go thing you can do is lose your temper; the chances are that's
exactly what your antagonist is after, and it'll just make them
all the more determined to be difficult.
_TRA -V. EL
D Travelling shou ld always be a two-way experience. The
more your hosts can learn about you and your country, the
65 more you' ll both get out of it. Ideal in thi s regard are
postcards from home; pictures of the cap ital wi ll always go
down well as the scenes may already be fam iliar to your
hosts, but pictures of where you actually live and snaps of
friends and family are ideal for breaking the ice. It's amazing
70 how many times I've been told which of my friends I should
marry, for examp le! Gifts are also a good idea, but in
addition to, not as a substitute for, getting to know people.
If you do some research beforehand, you can take
something that might also be useful or of interest to those
75 you meet. In many countries, few things will ingratiate you
more with your hosts, for example, than things connected
with the 'beautiful game' . I was on a kayaking trip in a
remote region when i first experienced this phenomenon.
We were on the riverbank, surrounded by a group of excited
80 young ch ildren, but having not a word of their language, all
I could do was sm ile. Then one kid gave us the thumbs up
sign and said 'Manchester United' in heavily-accented
Er1 \:)i isi1 A iiveiy exci1i::1 11 ~,ie ui fJii::iyers' 11i::1111es er rsueu, 111uci 1
to everyone's amusement.
85 E But you'll want to take home some mementos too, and
this usually involves photography. I'm not a fan of sneaking
bo.ts-oLp.eopJe_wi1bJo.o.g_teJepb.oto_Je.os.as_uo1e.s.s_Jb.e¥-'-r.~
e__
just a small part of a bigger image. Many people are
camera-shy and, in some cu ltures, suspicious of
90 photography, thanks largely to insensitive foreigners
thrusting cameras in the direction of reluctant subjects,
particularly children. So if you're into portraits, make the
effort to talk to your subject first. To my mind, a portrait
without a name or a story has no more value than a
95 landscape without a location. But, at the very least, get
permission first. If you ask someone to do something for a
photo, then it seems reasonable to recompense them for
the ir time, but thi s is no substitute for giving people some of
your own time.
107
 lJJ\'IT 9 On the road

5 Comp lete the co ll ocat ions using one of the 6 fasc inated gripped ca ptivated
words from the box. Look back at the article to 7 accessibl e open restricted
check your answers. 8 pleased happy delighted
2 Are t he prepositions usually followed by a
break get give go lose make
noun, a gerund or eith er?
meet set stand take
2 Discuss these questions.
You have to .................... th e ice when you meet new What do you get worried about7
people for the first time. 2 What are you competent at7
2 It's useful to be able to .......... .......... by in a language. 3 Who are you most similar to in your fam ily7
3 You have to ............ ...... an effort if you want to
make fri ends.
Noun + preposition
4 It's difficult when you first .................. foot in a
country. 3 Nouns, verbs and adjectives that share the
5 I hope someone will . ....... ... .... pity on me if I get same root may be followed by the same
lost. preposition. Complete the sentences with nouns
6 Did everything .. .. accord ing to plan 7 formed from the adjectives in Exercise 1 and add
7 It's importa nt to .................... all your deadlines. an appropriate preposition.
8 Did that man ...... ..... you a hard time7
Enforced ............ .... ....... ........... fri ends can ruin
9 In an argument, it's important to .................... your
relationships when people have to spend a long
ground. time apart.
10 Try not to .. . ... your temper when people are
2 What is the actual . ............... the situation?
being difficult.
It seems to me that most people are lying about
what happened!
6 Discuss these questions.
3 Why is there such a .... .................................. trendy holiday
How do foreign tourists and travellers behave destinations nowadays? People are obsessed with
when they visit your country? them!
2 Do you agree with the advice given in the article? 4 Her extreme ... ............... .. . ..... flying really restricted
the amount of travelling she was able to do.

Vocabulary: dependent 4 Some nouns, verbs or adjectives that share

the same root may be followed by a different
prepositions - adjectives and nouns preposition . Comp lete the sentences with nouns
formed from the adjectives in Exercise 1 and add
Adjective + preposition an appropriate preposition .

1 There are often many .... .............................. Eu ropean

languages, which can help people pick them up
1 Adjectives with related meaning may be easily.
fo ll owed by the same preposition. Match each 2 I wish long haul travellers would show more
set of adjectives to one of the prepositions .... the environment and fly less.
from the box. You will need to use one 3 There are far fewer .. .. ................. holiday
prepos ition twice. packages th an travel companies want us to bel ieve
- I th in k they are all th e same rea lly.
at by about to of from with 4 He really loves travelling and gets a great deal of
................... seeing different places.
1 good excellent competent
2 concerned worried nervous 5 How much do you think travel will be
3 different separated apart restricted in the future? What will cause this?
4 similar related equivalent Wh at would make you agree to restrict your own
trave l plans?
5 typica l characteristic true

108
 UNIT 9 On the road

The Hungry Cyclist

When he's not travelling, Tom works
as a .. ..... (1)
Tom uses his website as a way of finding both
............... (2) and suggestions of
fooJ he should try.
Tom's bike has been adapted to avoid problems
of .... (3) in the gears .
Tom's bike has a .. .......... (4) that
resembles an American food item.
Tom's greatest problems on the trip are
caused by .. . ................. (5)
Tom had a particularly good meal after he
almost lost his ........................ . ........ (6) one day.
The food items that Tom has enjoyed most so
far are ....................................... (7) in North America.
The strangest dish that Tom has tried so far is
Listening: sentence completion a type of ............. ........ (8) made from
(Part 2) an unusual animal.

1 ~~~
THE HUNGRY
~--~---··-----.'

1 Look at the images from Tom Kevil I Davies'

CYCLIST
website which is ca ll ed 'The Hungry Cyclist'.
What sort of trip do you think he's go ing on? ~
What kind of help do you think he needs?
2 You're going to hear about Tom's trip through
the Americas. Make a list of the vocabulary G'.) 2 Liste n aga in and complete the sentences.
you expect to hear related to how he's
travelling . Think about: 3 Look at these answers that students wrote
in the exa m for the above task. Why wou ld they
• the eq uipment he'll need
be marked wrong in the exam? What advice
• problems he might have . wo uld you give these students?

2 1 graphhic design 6 dropped his gloves

4 bells 7 roadside diners
®1 Listen to the radio feature about Tom and 5 hills 8 chicken
answer the questions.
Which countries has he visited so far? 4 If Tom was cyc ling around your country,
2 How many ki lometres wi ll he travel in tota l? o wh ich route wou ld you advise him to take 7
3 What's the purpose of his trip? • what would you advise him to eat7
109
 C:\ IT 9 On the road

Grammar 2: emphasis (cleft se ntences 6 (She told her boss how she felt about the
restructurin g of the company).
with wh at)
What ....
1 Look at t his extract from t he listening text. 2 Rewrite the fo ll owing sentences without
What Tom eventually hopes to do is to raise £100, 000 for using a cleft structure.
charity Example:
Why did the presenter choose to use th is stru cture? What is happen ing nowadays is that people
are travell ing more.
2 Look at the dialogues below. Wh at does the People are travelling more nowadays.
structure beg inning with what emph asise in each 1 What he really loves is travel li ng by plane.
answer? 2 What I li ke to do is take photographs of every
• a whole sentence • the object place I visit.
• the verb or event 3 What I do is use the Internet to stay in touch
A: Th ey have to be there by six in the even ing and I when I travel.
th in k it's a long journey by train. 4 What I am enjoying is th e chance to travel
B: OK - what they need to find out is wh ich tra in leaves abroad for my work.
before lunchtime. 5 I was furious about the delay, so what I did
was complain directly to the airli ne.
2 A: He's always lucky - I bet that he was in time for th e
6 To my amazement, what the airline did was
bus! refund all my money!
B: Quite right - what he did was catch the bus with
aboutfivesecondstospare l 3 Choose the correct alternative to
comp lete the statement about cleft
3 A: Why was he so late? I just don't understand it l
sente nces.
B: I think th at what happened was he arrived at the
airport in good time but got held up in the queue to Cleft sentences are most ofte:i found in informal
check in . speech I formal speech I written texts.

Grammar reference p.195 (6.1)

1 Rewrite the fo ll owing sentences. Emphasise th e 4

bracketed part of each sentence using onP. of the
ways shown in Exercise 2. 1 Choose one of these topics to speak
about.
Example:
I want to know (how you trave lled to France last year). What I rea lly need to do to improve my
English speaking is ...
What .J.W?..n..t.t..o.. . kn..9.w.i.s.. ..h.o..~.Y().IJ. . t..r.131.V.8.Jle..4.t.Pf.r.a..ric.e..
2 I had a surprise last week. What happened
../.a..§t..Ye.?.r. . was ...
She (learned Italian so that she could speak to people 3 What I value about my best friend is ...
when she went to Rome on holiday). 4 What I'd really like to achieve in my life is ...
What she . 5 What rea lly annoys me is .. .
2 (People who are always late) annoy me most. (D 2 Listen to a student talking about the first
What. topic. What does she need to do? Why?

3 (He cou ldn't visit lgu a~u when he went to Brazil the first 3 Prepare to speak on your chosen topic for
time) and that made him determined to go back. at least a minute. Remember to begin
with the cleft sentence you chose.
What ..
4 (He went on a course to become a flight attendant) last 4 Work in groups. Take turns to talk about
year. your topic, and answer any questions.

What he ..
TIP! Although cleft sentences are found
5 I'd really li ke to have (a holiday in Antarcti ca) . in informal speech and sound very
What natural, don't overuse them as thi s can
110 so und forced.

Speaking 2: individual long turn (Part 2)
1 Look at th e three pictures, and read the task.
The pictures show people doing things while travelling. I'd
like you to compare two of the pictures, and say why you
think the people have chosen to do these things while
travelling, and what they tell us about the people's attitude
to travelling.
2 In Part 2 you wi ll be asked to compare different
pictures. When you compare you need to express t hings
t hat are similar and things that are different, and you will
also need to specul at e about th e pictures.
Read the example oppos ite and put the hi ghli ghted
phrases in th e correct part of t he table. Two have been
done for you as exa mpl es.
What you think/ Comparing and
contrasting
speculating
it looks as if
Qualifying what you say Giving reasons/explaining
~~nmre-~~~~~~~~~~~~~~~~~~----;u~s;e;t;he;;p~h;ra;s;es::___:_:_fr~o~m~t~h~e~t~a~h~le~.,~a~nrl'.'._ 'a'.____~~~~~
UNIT 9 On the road
Example·:
In the first pictu re there is a man sitting
on a station platform; it seems 'to be early
morning and what I ! hink he's doi ng is
waiting for a train . I don't think he's
going to work beca use he's dressed
casually so it looks if he's just going as
somewhere for th e day, or maybe he's
meeting someone off th e next train to
arrive at th e stati on..However;' in contrast
in th e second picture there are a lot of
people who are also on a station
platform but some of them are dressed a
lot mere smartly and to me they come
. across-~s feelin g bored because they do
this journey every day and tnat'S-wlly
they' re trying to pass the tim e by reading
a newspaper.
@ 3 Listen to a student co mparin g
pictures B and C. Add any more word s
""' nht·"'::oirt""lc- +ho\1 11 co tA + h a t:lh la in
V I l'"'lllt.A··"'"'.J >. 11 "-'J VI ... .._."'""., , , .._.., .......... , ' - ' , . ,
Exe rci se 2.
4 Now do t he task with a partner,
using the pictures on page 182. Try to
.'.
c e t se ntence.
111
 UN fT 9 On the road
Exam focus
Paper 3 Use of Eng lish: open
d oze {Part 2)
About t he exam : Paper 3, Part 2 is
an open cloze passage wit h 15
gaps. One wo rd goes in each gap .
Most of th e gaps will need
grammatica l wo rd s, e.g.
prepos it ions, articles, auxiliari es,
etc. rather t han vocab ulary relat ed
to t he top ic.
Suggested procedure
1 Read th e co mpl ete text qui ckl y,
ignoring th e ga ps, to get an
id ea of wh at it's about and how
it is stru ctured.
2 Read th e t ext before and after
each ga p ca re-fu lly. Thin k abo ut
th e t ype of word which is
missin g.
3 If you' re unsure of any answers
(e.g. whi ch preposit ion t o put),
th en gu ess - remember you
don 't lose marks fo r wron g
answe rs!
4 Wh en you've fi nished, read t he
who le t ext aga in to make su re it
all makes sense wit h your
answers in place.
11 2
1 For qu estion s 1- 15, rea d t he text be low and t hink of t he
word whi ch best f its each gap. Use only one word in each gap.
Th ere is an examp le at t he beginn ing (0) .
Example: I 0 I have
HOLIDAY SNAPS
Have you ever noticed how most of us (0) ... ha..\!.£!.... a
tendency to take too many pictures on holiday? Finding
(1) .................... in a beauty spot, we want to hold on to the
experience and so (2) ... ....... . ...... . comes the camera. But the
camera takes our attention away from the place itself with
(3) . ....... .......... . result that, in effect, we stop looking. What's
(4) .. .... . ......., only rarely (5) .......... . . ...... we study this type of
photograph closely afterwards. (6) ........... . ....... if we save and
print it, it becomes just (7) . . ........ . ..... of many in an album of
similar shots.
John Ruskin , writing when photography was (8) . ............ .... . its
infancy in the 19th century, fought bitterly (9) ....... ... .......... the
trend. He argued that, (10) ....... ......... . of taking photographs,
we should all learn to draw. His view was that if you try to
draw anything, (11) ... .... ......... .. simple it may seem, you
(12) ........ ............ be forced to look at it more closely. In looking
at things in this way, you come to appreciate (13) ... ..
they actually look like. He tells us, for example, that
(14) .................... most of us have never really studied a tree, we
say things like: 'I'd love to go to India.' 'Nonsense ,' says
Ruskin. 'First learn to see a tree properly, then move on to
your house and (15) .................... the time you're ninety, you
might be ready for a trip to India.' These are wise words
for our over-travelled, but under-observant age.
2 Discuss t hese questions.
Do you ag ree that we should learn to draw instead of taking
photographs? Why7/Why not?
2 How has the digital ca mera changed people's attitudes towards
photography?
3 Do you th in k people will take more or fewer photographs in the
future7 Why7
 I
I
. •
..,,
I.·
\_ ...
061 .
Writing: competition entry (Part 2)
l 1 Look at the photograph.
• Why do you think it was taken?
• What does it show about travel nowadays?
f
1 2 Read the fol lowing competition
1 announcement and for questions 1 and 2 choose
_ ____..,.r--'"th~~A~-1+-yoo-tl:l.~r+k-t-~t'"""s---~· 'f'htlTlctJcrcln o the previous work)luu-have
1 best according to the text.
Something to say about travel today?
Enter our competition for t he Travel
Photograph and Article of the Year! There are
two categories:
• Face to Face - people or an imals
• The personal approach - issues in travel.
Submit one photograph and article (220-260
word s) in your chosen category. In your articl e
you shou ld exp lain wh at your photograph says
about trave l today, with support ing details.
You should increase awareness of the issues
while clearly statin g your own po int of view
and eng ag ing t he reader.
1 The aim of the competition is to
A inform readers about travelling around the
world.
B allow individuals to express their personal
opinion.
C give young people an opportunity to become
photographers.
D explain environmental issues raised by travellers.
L '
2 The article submitted must be
A informative.
B interesting for people working in th e trave l
: - _ I. _ .._ __ _ .
II IUU ) lly.
C light-hearted and amusi ng.
D supported by proof of academ ic research.
3
done on articl es. Look at the Writing reference
on page 208 if necessary. What are th e four
main aims of an article that is also an entry for
a competition?
a) to engage th e reader
b) to explain a point of view
c) to organise the arti cle clearly and in an interesting
way
d) to present facts and figures
e) to win a prize
2 How ca n you achieve th ese aims? Choose four
id eas.
a) plan your ideas ca refu lly in paragraphs
b) use rhetorical questions
c) use direct speech
d) use a range of interesti ng and va ri ed vocabu lary
e) use connectors and link ideas well
f) think about layout, using headings and bul let
points
113
 UN IT 9 On the road

4 5 What linking words or phrases are used7 Find some

1 Look back at the photograph on page 113 and
the competition announcement. Your friend
wants to submit that photograph for the
competition, and has to write the article to go
with it but is not sure how to go about it.
What advice would you give your friend?
"' 2
(d) Listen to someone giving advice to their
friend. Was it the same as yours?
G) 3 Listen again and note down six key things you
must do when writing your article for this
competition.
5 Read th is article which was written in
answer to the task. Answer these questions.
What is the aim of the introductory paragraph?
2 Has the writer included all of the necessary points
from Exercise 3?
3 Has the writer included any of your ideas?
4 Does the article include varied and interesting
vocabulary? Give some examples.
examples.
6 How does the writer engage the reader7 Give
exa mples.
7 Is it written in an informa l or formal style7 Give
examples.
6 Now write your own answer to the task.
You can use a different photograph as your entry
if you prefer; choose one from the photographs
on page 104 or page 107.
1 Think of three points you could make in your
article about issues raised by the photograph.
Plan your paragraphs. What will you include in
your introduction? What will you say in your
conclusion?
2 Refer to your grammar checklist and to the
checklist in Exercise 3 to make sure you have
comp leted the task.
, Writing reference p.208

Travel I in:) around -\he world .seel'Y\.S -lo be an a-1-\rac...-\ ive way
-lo .spend your -\ il'Y\e. ~u-1 i-1 .S no-\ a I I :ipod new.s on -\he
1

per.Sona\ ~ron-1 . r\ave you ever -lh?uT-1 abou-1 -\he ne~-live

1
.s ide of -\ravel? And 1 1'¥\ no-\ -lalk 1n'3 abou-1 env1ronl'Y\en-la\
i.s.sue.s) e i-lher '.
Fir.s~J. -lhink abou-\ -\h~ -li~e you. ~a.s-le in airpor-1 c..onc..our.se.s.
A~r\Y\n'\ early) c..hec..k1n'3 1n) wa1-\ 1n'\ for .-\he plar:ie -lo leave -
-lh1nk w'ha-1 you c..ould _do
~ore u~e1ull~ 1n -\he -\11'¥\e. 1 c..an
-lh1nk of abou-1 -\en -lh1n:).s \f'Y\f'Y\ed1a-\e ly .
\hen ~here).:::. -\he -lil'Y\e you .:::.pend 0way trOl'Y\ your tal'Y\ily.
C.er-la1nly) you l'Y\ety be -lravellln'3 w1-\h friend.:::.) . for fun ra-lher
-lh0n for wo~k - bu-I no-\ everyone you _ l ove will be w\-\h you.
Friend.:::. c:W l'Y\lne .spen-1 a year bac..kpac..k1n".) around -\he _world)
and when a.:::iked whe-lher -\hey would d o 1-\ a~ 1n) r ep\ 1ed
1
w i-lh a very def in i-le no'.).
of c..our.:::ie -\here i.:::i ano-lher .:::i ide -lo -\he c..oin - 1 c..an 1-1
pre-lend i-l~-5 a ll bad new.:::.. \he oppor-luni-ly -lo .:::iee -\he. world)
exper ienc..e o-\her c..ul-lure-5) ha~e Cll'Y\etZ..in~ adven-\ure-5 - -lhe..se.
are par-\ .and parc..el of -\ra_v el\\n:). ~u-1 neve.r-lhe\e.s.:::i -\he
ne~-\1ve 1.s.:::iue-5 already ra1.:::ied nave -lo be balanc..ed w 1-\h
-lhe.:::ie advan-la'\e-5. And a-5 -\he pho-\o:)raph .:::.how.:::.) -\he.
per.::=:ion0I d i.:::iadVan-\a:)e-5 are very cy-ea-1. So a l I in a l I) i.s -\rave.I
1
wor-\h 1-\? 1-1 5 your c..all) bu-I 1 hope -Iha-\ 1 have a-\ lea.s-1
fY\etde. you -lh ink .

114
 u 1'"' 1 1
l_} Review

1 Read the text below. Use the word given in capitals at the end of some of the lines to
form a word that fits in the same line. There is an example at the beginning (0) .

Bag Manners

A few months ago, standing in a (0) .. fJ.~~11Jil'JfllY. endless check-in queue SEEM
at an airport (that perhaps should remain nameless), I couldn't help but
overhear an angry businessman loudly complaining to the (1) . . ....... ATIEND
behind the desk about our delay. His tone was very aggressive anci
he was using very (2) ........ ....... ... . language that I thought was quite OFFEND
(3) ....... ... ........ to the situation. APPROPRIATE

The airline (4) .................. didn't bat an eyelid, however, simply making a calm EMPLOY
apology as she continued with the (5) . ....... for checking in his bags, then PROCEED
handing him his (6) ................... pass with a smile. BOARD

As he walked off, still muttering obscenities, I moved forward to

take my turn. I (7) . ............... with the woman, commenting on her SYMPATHY
(8) ..... . . ........... in the face of such unnecessarily ill-mannered PATIENT
(9) ..................... She winked at me and replied: 'Don't worry, madam. That BEHAVE
gentleman is going to New York, but his suitcase is going to Beijing.'

The moral of the story? If you want to avoid the (10) . ....... ........... of lost CONVENIENT
luggage, never be rude to airport check-in staff!

2 Complete the second sentence so that it has 3 Add a prefix to each of these words to
a similar meaning to the first sentence, using the make it negative. Then comp lete the sentences
word given. Do not change the word given. You using the negative words.
must use between three and six words, including
the word given. ... necessary . .. convenient .. .practical
... eventful ... behaviour ... considerate
The aim of the competition is to inform readers
... related .respectful
about the region. PROVIDE
The competition aims
information about the region. I thought it was ...... to pack gloves for a beach
holiday.
2 The people in the photograph look li ke experienced 2 It was an ....... ............. flight so we arrived feeli ng ca lm .
travellers. IF
3 I think it is ........ ............ to local people to take
The people in the photograph look photographs of them without asking .
......................... ................... experience of travelling . 4 The timing of the flight was rather .................... for us
3 I get most annoyed when tourists don't show as it meant we had to wait around all day.
respect for local customs. IS 5 It's a nice guidebook, but its size makes it .......
The thing . .......... . when tourists don't for wa lking holidays.
show respect for local customs. 6 I think it was ...... .............. of Gemma not to ca ll to say
she'd be coming home a day later than planned.
4 There don't seem to be quite as many tourists in
7 My enjoyment of the trip was .. .. .... to the fact
the city this year. SLIGHT that I'd won it as a prize in a competition.
There seems to have been ......... . ................ . ....... ... . ... in 8 Because of their earlier .... . , we decided not to
the number of tourists in the city this year. take th e children to the cinema.

Go to W~vV.iTests.com
. or your CD~ROM for inter~ctive
. exam practice ..• 115
 UN IT
10 Close to nature
Listening 1
1
You hear two people ta lking
about the environment and
the natural world. Choose
the answer (A, B or C) wh ich
fits best accord ing to what
you hear.
I Extract One]
1 The man thinks that awareness
of the natural world and
environmental issues is
A not very important.
B nothing to do with him .
C irrelevant because it's too
late to do anything .
/ Extract Two I c) very little of it
2 The woman th inks th at
awareness of the natura l world
and environmental issues is
A quite important.
B someth ing she can help
with.
C someth ing everyone should
have. · do you generate?
2 Whose attitude do you agree
with? Why?
2 4 In your house or flat, do you
1 How aware are you of
environmenta l issues and the
natural world? Work with a
partner and do the 'eco-
friendly' quiz.
116
1 How much of your food is processed, 6 When you buy cosmetics or medicines,
packaged and comes from far away? do you
a) most of it a) never read the label?
b) about half of it b) check to make sure the product has not .
been tested on animals?
c) on\y buy products made by companies · ; : ·
2 How often do you travel by public
with a good environmental policy? ··
transport instead of using a car?
a) rare\)' or never
b) whenever possible
c) every time I go out
3 Compared to people in your
neighbourhood, how much waste
a) much more
b) about the same
c) much less
. a) :alw:ays ieave electrical appliances on . .
·standby?. : . . , ..
; b):turn off lights an(l electrical appliances ..
. . when you leave the' room?' . ·. .·
. c) only turn lights and electrical appliances
on when you neecl io.use .them? . ··
· .s When you buy 9onaumer goods for · ·
yourself or·9thers, do you ·
a).·go for the.one with theJ.Ilost elaborate
pac,ka.ging-?
.. b) ·avoid any tha~ seein to have too ·much
packaging? . .
c) .choose the one with the simplest
packaging?
 C'.\'IT 10 Close to nature

2 Discuss these questions. 3 Think of one word on ly which can be

What general environmental issue does each
question rai se 7
2 What do you th ink your own responsibil ity is to
these issues 7
3 How much can any individual do to bring about
change in these areas7
4 How important is it for people to engage with the
natrn;:il worlrP
3 Think about other issues that cou ld show how
environm enta lly co nscious you are and write
three more questions for the quiz.
Grammar 1: countable/
uncountable nouns
1 Look at th e alternatives in these sentences.
Which one is possib le or li kely? Whi ch one is not,
• ' - - 1· 1 _ I_""'\1 111 1- ""'\
ur I) re)) 1111.e1y : vv1 ry :
Scientists are on ly just coming to an
understanding of the true nature of space I the
space.
2 This encyclopaed ia is incredibly heavy - whatever
-__...,~---i5-it-maEle-eP-AA-iF0A-l-tFGFl.f-----------"'th"'a,...t_,_h""-"r>eo..lt""'u,_,_
rn""e.l.!
3 I need some advice I an advice abou l how lu look
after my new goldfish .
4 There hasn't been much news I many news about
the latest volcan ic eruptions in Asia, so they can't
have been serious.
5 I usually like to have a coffee I coffee before I do
anyth ing else in the morning.
6 We had an amazing time I amazing time on a
wildlife safa ri last year !
7 They are doing excellent research/ an excellent
research into an imal behaviour at my loca l zoo.
used appropriate ly in all three sente nces. In t hi s
exercise, all the words are nouns. Remember to
look for phrases which w ill help you, and th ink
about whether you need the singu lar or plural
form. You will need the same form in all three
sentences.
Remember to keep your ...... . on the weather so
that you don't get caught in the rain.
They bought the shares with an . ......... to making
a quick profit
Although they knew about the planned party, the
boy's parents decided to turn a bli nd .. .... and
let it go ahead .
2 I don't know how dangerous the jungle is - if you
go, you'l l have to take your .................... .
Th e ............... are that the zoo will be forced to
close.
Doing th e co urse wi ll certa inly improve your
. .... .. of getting ;i job.
3 She's in no ..... . .. to undertake such a physica lly
demanding trip.
He was al lowed to leave the country on .
d_,,_w"-'-i!t..Lh!.!.Lin,_t!..Lhwre""e'-'w
C'!.:e'°'e<.1'k""
:, ._ _ _ _ _ _ _ _ __
Anyone suffering from a serious med ic.J I ..
should think twice before undertaking strenuous
physica l exercise.
4 The team is now back to full ................. after a
number of injuries to key players last month.
It's always an advantage to be able to negotiate
from a position of .............
It is easy to understand the .................... of public
feeling against the use of nuclear energy.
5 1have abso IuteIy no ........... ........ what he means. 1

8 I just can't bear it if there's a hair I hair in my food

_ it makes me feel ill I Can you give me a general . ............ of what your
plans are7
9 We can't decide what to do until we find out
additional information I an additional information He still makes mistakes, but I th in k he's got the
about the whole thing. ri ght ······ ············· now.
10 A travel I Travel is one of my main free-time 6 He has shown no .. ....... in taking part in the trek
interests. across the mounta ins.
I believe that it is in the public ............. .. that the
2 Work with a partner. Are these words facts of the situation are made known.
countab le, uncountab le or both? How does the
There is a disturbing lack of .. ........ . in recycling in
meaning change if they're both?

l
the area where I live.
1 coffee 5 idea
2 hope 6 power TIP! Underline phrases that helped you to
3 water 7 authority id entify the missing word and add them to
4 point I your vocabu lary li sts .
·- ---------__J 117
Grammar reference p.194 (4)
 C\' IT J 0 Close to nature

Reading: gapped text (Part 2) 2 How important do you th in k it is to save ill.[ the
endangered species in the wor ld? Are some species
1 eas ier to sa ve than others? Why?/Why not?

1 Look at this list of endangered 2 You are going to read a newspaper article. Six
species. How many of each are there paragraphs have been removed from the article. Choose
left approxim ate ly? Match each from the paragraphs A-G the one which fits each gap
anima l to a number. (1 - 6). There is one extra paragraph which you do not
1 Giant panda a) 48,500 need to use.
2 Bengal tiger b) 3,735
3 Orang -utan c) 1,600
4 Asian elephant d) 25,600 - 32,750
5 Black rhino e) 3,000 - 4,500

A safari to save the big cats

Getting Namibia's farmers on board a large conservation project has
been one of the challenges for the AfriCat Foundation.

Clive leaned out of the Land Rover's door and raised
his antenna, rotating it in a semi-circle. We listened
hard. The receiver hissed. 'Nothing,' he said. 'Just
white noise. ' We made off again down the track for a
couple of kilometres, past thick clumps of bush and
thorn , to pause once more. And this time we clearly
heard the signal, a steady beep that announced our
quarry - a radio-collared cheetah - was near.
Mo, our cheetah, was on the move, but we eventually
caught up with him dawdling in the long grass. He had
last hunted a few days ago and was now contemplating
another meal. Just seven metres away, I could sense his
dismissive demeanour. So we left him to it, trotting
away into the seemingly infinite veld of central
Namibia, and headed back to our villa.
Donna Hanssen, one of the owners, explained the big
cats' plight in Namibia. Much of this arid country is
given over to livestock and game farms. Cattle in
particular require vast tracts of land and it's a generous
farmer who shares his thin pastures with much game.
rivers, their land is as ruggedly beautiful as its soil is
poor. Their herds never thrived. For a while they even
encouraged commercial hunting instead. AfriCat and
Okonjima's evolution as a luxury wilderness lodge in
the early 1990s changed all that.
Since July 1993, 868 cheetahs and leopards have been
rescued, 86 per cent of which were released into the
wild. Their guiding principle is this: relocating and
releasing a cheetah back into the wild is the only route
to conservation. Even if it survives just a few years, that
may be long enough for a cheetah to rear cubs and
secure another generation.
IsI
This ambitious project began in 2000 with the support
of the Tusk Trust. Here, in a I 0,000-acre enclosure now
restocked with game, young cheetahs are honing their
hunting skills in preparation for final release. They are
fed just enough not to starve but are largely forced to
fend for themselves. Generally, three months seems
sufficient to sharpen their hunting instinct.

Old habits die hard, though. Once the hunks of donkey

Hanssen herself has a farming background . Her parents meat had been given out, each animal scampered off
moved here in 1970 and struggled to run a viable cattle with its own ration to consume it alone and fast, for in
farm . With its rocky hills and escarpments parcelling the wild scavengers often help themselves to cheetah
118 huge tracts of land threaded by seasonal streams and kills before they've even had a chance to tuck in .
 UN IT 10 Close to nature

3 Discuss th ese questions.

A Even at the best of times, it's not easy to
make a living. What's more, in the absence Whose responsibi lity is it to save endangered
of other prey, carnivores rapidly acquire a species'
taste for livestock - so are often shot on 2 Should money be spent 011 other thin gs (such as
sight. With Namibia estimated to have cli mate change) instead? Why and what'
nearly a quarter of the world's cheetahs, the
looming question was: could they cheat their 4 Match the verbs 1- 8 to words a-h to make
seemingly inevitable decline? a common collocation. Look back at t he article
B Leaving the track to head cross-country on to check your answers.
foot , we were steered by the equipment as to hone a) a taste for something
surely as ants to honey. 'Watch those 2 to fend b) an ankle
aardvark holes,' urged our guide, for not 3 to acqu ire c) into the wild
only can they twist ankles but it is not 4 to be shot d) your ski lls in someth ing
unknown for warthogs or leopards to occupy 5 to rear \ 1· .
e1 a i1v1ng
them. Neither likes a two-legged surprise on 6 to make f) young
its doorstep . 7 to be released g) on sight
C We drove for hours on tracks that ranged
8 to twist h) for oneself
from graded to barely defined. Small, flat-
topped hills, or kopjes, stood like sentries on
immense plains with tantalising horizons.
Th~ light w~s hri lli ant. the space
bewitching. Occasionally the forward
trackers radioed directions or updates to our
guides. The process resembled an elaborate,
grown-up version of hide-and-seek.
D One afternoon , we visited the vast Welfare
enclosure. ts c eeta s are unsm :anle !frbwr- -,1- - - -
rclease, usually because of injury or
habituation to man, and will forever need
feeding. They now associate vehicles with
food and within minutes several bounded
across the plain towards us.
E That apparent simplicity is deceptive. Many
rescued animals are orphaned cubs,
inexperienced in hunting. Mo , the cheetah
we had tracked earlier, exemplifies one
solution - rehabilitation .
F This formed part of the Okonjima guest
farm , run by the AfriCat Foundation, which
aims to safeguard the well-being of
Namibia's large carnivores, principally
cheetahs and leopards . What began as a
welfare mission has expanded into education
and , most importantly, the conservation of
these exquisite animals - exquisite, that is,
un less you happen to be a farmer.
I G Today, they try and work with farmers ,
encouraging them not to shoot predators on
sight and offering to remove the animals
instead. Altruism, you might say, bas

I emerged from pragmatism. Yet there is little

doubting the passion driving the Foundation.

119

I
 !''\IT JO Close to nature
-------·--·---
Exam focus
Paper 4 Listening: multiple choice
(Part 3)
About the exam: Paper 4, Part 3 is a 3-4 minute
interview or discussion involving two or three
speakers. It is usually a media broadcast in which
a subject is discussed in depth. There are six
multiple-choice question s which follow the order
of the text, mostly focusing on the speakers'
attitudes and opinions. Th e questions dea l with
the main ideas in the text, but won 't use the
same words . Remember, they are testing your
understand ing of longer pieces of text, not just
individual words or phrases.
Suggested procedure
1 You have a minute to read the questions
before the recording begins. Read them
quickly, underlining the main words in the
question stem and options.
2 Each question focuses on one piece of text and
they come in order. Think about how t he text
will be divided into six parts - how will you
know when to move on to the next question?
3 The first time you listen, concentrate on the
question stem. Can you hear the answer to the
question without look ing at the options? Is
there an option that matches the answer you
have heard?
4 Listen again and check that the option you
have rhosen is correct and the others are
wrong.
5 If you're not sure, guess. You've probably
understood more than you think, and no
marks are deducted for wrong answers.
@) 1 You will hear an interview with Jake Willers,
a naturalist who is also the presenter of a wildlife
programme ca ll ed Insects from Hell. For
questions 1- 6, choose the answer (A, B, C or D)
wh ich fits best according to what you hear.
1 What attracts Jake to the type of an imals known as
arthropods?
A the scope that exists for future research
B the fami ly tradition of study in th is area
C the amount of data that has been collected
D the number of individuals found in each species
120
2 What does Jake suggest about Hollywood film s
about insects7
A Th ey have titles that don't reflect their content
B They tend to put people off his own
programmes .
C They lead people to take the an imals less
seriously.
D They do not necessarily feature the most
dangerous species.
3 Jake thin ks he was chosen to present the TV series
because
A he was already well -known as a presenter.
B he was wil ling to be filmed in unpleasant places.
C he came across as relaxed and natural on screen.
D he had experience of explaining things to
ch ildren.
4 What does Jake say about the content of the
programmes?
A He likes to write his own script in advance.
B He insists that any information given is accurate.
C He accepts that it is primarily intended as
entertainment
D He puts forward ideas for possible locations and
activities.
5 Jake fee ls that the incident with a baby elephant
he describes shows
A how crucial it is to have expert guidance.
B how all an imals can behave unpredictably.
C how brave you need to be in his line of work .
D how the best bits ot action cannot be planned.
6 In terms of his future plans, Jake suggests that
A he hopes to travel even more extensively.
B he intends to continue with both of his jobs .
C he regrets having become a tel evision
personality.
D he wou ld like to gain some broader work
experience.
2 What sort of person do you think Jake is?
Would you be able to work with th in gs li ke
insects?
If you cou ld meet him, what quest ions would you
ask Jake about his work?

.-J ·
· '!: :""· ;
£200,000 Dog
JOB: crime scene investigation dog
PAY: free accommodation and food;
earned £200,000 last year
CAREER: joined South Yorkshire Police at
12 weeks - few m_onths training
HOBBIES: chasing her tail, eating /"' ··
£129,000 Man
JOB: Chief Constable
PAY: £129,000 per year
CAREER: joined police in 1979; promoted to
Superintendent in 1995; promoted
to Chief Constable in 1999
~_., . ,.
__,...---·...-·
..•-
HOBBIES: rock climbing, mountain
---·-wa~~-J
-
..... ___..... _~.,,-· ...
Use of English: open cloze (Part 2)
1 around £200 ,000 per year.
1 Look at the information above about a po lice
dog and a po lice chief and answer the questions.
1 Why do you think the police dog earns more?
2 What special skills might the dog have 7
2 Read the text opposite quickly to see if you were
right. Ignore the gaps for the moment.
2 Read the text and think of the word which
best fits each gap. Use only one word in each gap.
There is an examp le at the beginning (O) .
C.\'IT 10 Close to nature
Sniffer dog earns more than Police Chief rl
Keela the police dog is something (0) ... :.9.f..... a
star. Her special talent is (1) .................. able to I
1
locate tiny pieces of evidence that can later be
confirmed by forensic'tests. It is an ability which {
has (2) ........ .......... her in the forefronfof detective
work across Britain. Indeed Keela, a 16-month- t
I
old springer spaniel, has become (3) .................. an
,:
asset to South Yorkshire Police that she ended {
(4) ................... earning more last year than the
region's C:hief Constable .
Thought to be the (5) ...... one of her kind,
Keela is (6) ................. is called a 'scene-of-crime'
police dog, and her secret (7) ................ her sense of
smell. She has been traine.d to detect microscopic
tr<lf'P< Af hJnnrJ nn lllP<>'nnn< nA m<>ltPi' (j(\
---·-- ........ . .
~ ~-~-...... ·· --r--: --- , -- . . . -------- ,-1 ......
thoroughly they have been cleaned; even on
f
clothing washed several times !n biological
powder.
Keela, (9) ..:............. parents.were also police_dogs , ,
joined the forr.e at twelve weeks old and wa~ .[
quickly identified (10) .'.:.............:... having the pe1fect
temperament for this kind of work. In situations
(11) .................... other dogs might bark and
(12) ........ .......... excited .on fihding something, Keela
has the ability to stay completely still and
pinpoint a precise area with her nose.
Her unique talents mean that Keela is much
(13) .. .......... demand by police forces across the
country, and she is hired out to them at £530 a
day, plus expenses. (14) .. . ........... figure is ten
times that (15) ...... an ordinary police dog
might earn, giving her owners an income of
3 Find words or phrases in the text which
mean:
1 something of great va lue to someone
2 to have the right character for someth ing
3 to locate something exactly
4 special ski lls which others don't have
5 very popular or sought after
121
 C\'IT 10 Close to nature
Grammar 2: intro ductory It
It as preparatory subject
Spoken sentences are often begun with a
preparatory it because this al lows the speaker
to place more emphasis on the most important
part of what he or she wants to say. It also
sounds very natural.
Example:
The heavy rain made driving difficult.
~ All sentences in English need a subject. When there
It was the heavy rain that made driving difficult
It emphasises the heavy rain.
1 Which sentences are correct!
1 What is it emphasising or referring to in each
pair of sentences? Underline the information.
a) It was John who came out with me, not James.
b) It was Saturday that we went out, not Su nday.
2 a) It's interesting how important pets are to many
people.
b) It's amazing what some people will do for th eir
pets.
3 a) It's important to be aware of environmental
issues.
b) It's not unusual to find environmental issues on
the front page of newspapers nowadays.
2 Look at the pairs of sentences again. Which
pair is emphasising:
an infinitive expression?
2 a clause beginning with a wh- word?
3 what comes first in the sentence?
2 The following sentences are all grammatically
correct, but would sound more natural if they
began with it. Change each one, keeping the
meaning as close as possible to the original. Then
practise saying the sentence to a partner.
Example:
That she should be told about it was essential.
It was essential that she shou ld be told about it.
Just to catch sight of them in the wild was a
privilege.
It was a privilege just to catch sight of them in the
wild.
How easy it is fo r natural habitats to disappear is
frightening.
It ....
122
2 That most people feel indiffe rent to th e fate of
so me species of animals is unlikely.
IL
3 For us to have seen a condor in th e wild was
thrilling.
IL
4 When you return my book doesn't rea lly matter.
IL
5 That the conference will take place next month
was confirmed yesterday.
IL
Watch Out! • - - - - - - - - - -
is not an obvious one, use there in front of nouns
or noun phrases and it in front of adjectives and
noun clauses to provide a subject.
a) Is hot today, don't you think?
b) It is hot today, don't you think?
c) There's a man in the garden 1
d) It's a man in the garden!
:-. Grammar reference p.196 (9.1)
It as preparatory object
It ca n be used before the object of a verb, and
in this case it is ca lled a preparatory object.
It can fol low the patterns below.
Subject/verb/it/infinitive or clause
I/find/it/hard to believe how many endangered
species there are.
They/made/it/clear that they were fond of animals.
I/hate, love, like/it/when they sing that song.
3 It is missing in each of these sentences. Put
it in the correct place.
1 She thought was strange that he hadn't contacted
her.
2 His headache made difficult for him to concentrate.
3 She thought had been a mistake not to sign the
contract immediately.
4 I found exciting that I was asked to take part.
5 His behaviour made impossible for me to continue
to work on his project.
6 I hate when he shouts like that.
7 I love when they have fireworks at a party.
. Grammar reference p.196 (9.2)

ft + reporting verb
It is common with reporting verbs or with
set phrases when the writer wants to
appear to be objective.
@1
Example:
It is thought that water once existed on Mars.
4 Rewrite these sentences using th e wrrecl
form of t he word in brackets.
Many people believe that global warm ing is
caused by human activity. (think)
2 The evidence seems to show that world
temperatures are ri sing. (appear)
3 Most people know that we should recyle
wherever possible. (common)
4 The evidence suggests that there are many
species on the verge of extinction . (seem)
sentences contain a mistake wit h it. Find the
mistakes and correct them.
I cannot bear it to see people being cruel to
an imals.
2 She loves it when peufJle ~ive lier 1Jre'.lt:r1L'.l.
3 I find it interesting to hea r you talk about your
experien ce in th e jungle.
4 He made obvious to everyone that he was not
going to get involved in the project.
5 I'll leave it to you to choose it th e film we
watch.
6 I knew it that they were unhappy about the
plan.
7 They owe it to us to be honest about thei r
fee lings.
8 It was James who gave me a lift last week.
Other patterns with it
There are some set expressions with it.
6 Work with a partner. Comp lete these
sentences with your own ideas. Th en exp lain
your se ntences to your partner.
It's rea lly vital that ... because ..
It's exciti ng when ... as .
It's rea lly worth ... since ...
It's often said that ... but I think .
I take it that .. as ..
UNIT 10 Close to nature
Speaking: sounding interested
1
Listen to two people ta lking about zoos and
answer the questions.
Whi ch one sounds the most involved in what they are
saying?
2 Whi ch one doesn't sound very interested?
3 How did you decide?
4 What effect does the attitude of th e speaker have on
the listener?
2 Whi ch of the fo ll owing statements are true?
To involve a partner in a conversation:
• it is always necessary to disagree with them
• it is a good idea to ask th em for th eir opin ion
• it isn't a good idea to use question tags
• it is important to answer using more than one or two
words
• intnn ;:itinn i~ imnnrt;:int tn n i11p- ;:i-· nnnrl
.. · · - · · - · · · - · · ·- · · ·· .- - · - - ·· · - - -
~ -- .J -
imnrP~~inn
I
• you shou ld talk a lot.
2 Which of the fo llowing phrases are engaging?
Which are off-putting? Try saying them to a partner
and see what thPy t hink .
That's rea lly interesting - tell me more.
Do you think so?
No, I don't really agree - but what I think is ...
I suppose so.
I totally agree - and what's more ...
A good point - it's absolutely true that ...
3 · Discuss the fo llowing question with a partner:
Do you think that zoos have a place in modern society?
1 Begin the conversation by expressing your view in a
bored way.
2 Then change to be more interested .
3 Finally change to sound interested, engaged and
involved.
4 Discuss these questions. Try to sound
interested, and to engage your partner in the
conversatio n.
1 Does it rea lly matter if some animals become extinct?
2 How can ordinary people help endangered animals7
3 Do we have a respons ibi lity to future generations7
What?
4 What can we learn from studying animals?
123
 C\ IT JO Close to nature
---- - - - - -·- - - - -

Vocabu lary: phrasal verbs and fresh en tidy do

compound nouns
3 Sorry I won't be joini ng you tonight, Ca rlo - I
Phrasal verbs with up and down have friends coming at the weekend, so I've got
to ............. ....... up the flat to get ready for them -
1 I've left things all over the floor! The whole
1 Look at th ese short texts containing phrasa l verbs place needs .................. up, though really I should
with up or down. Complete each gap us ing the .................. .. it up completely - redecorate
correct form of a verb from t he boxes. everywhere. Never mind - it' ll have to do for
now and they probably won 't mind too much I
keep make catch

I went on a tour of the wildlife park but I cou ldn't
. ............ up with the group - in fact, I got so far
behind that I was a bit worried I might get lost ! I tried
to ..... up with them, but whenever I thought I
had ......... . up enough ground they moved away
before I actually reached them. Final ly, th e gu ide saw
me, and stopped.
liven speed speak
4
Wom an: Pete - this is a terrible connection - I
can't really hear you. Could you ..
up a bit?
Man : Can you hea r me now? I'm trying to tell
you that I'm going to be late - my train
is stuck outside Birm ingham and unless
it .... ............... up a bit, I won't make it
before nine.
Woman: Don't worry - the party will on ly just be
.................... up by then! We'll save some
food for you - just get here as soon as
you can.

die close settle track

5 Followinq fierce protests from animal rights

campaigners, the local zoo has been ..................
down while allegations of cruelty to the animals
are investigated. Police have managed to .
down video evidence which will be presented at a
court hearing next week. They have appealed for
protesters to ....... down, and keep away from
ca lm cut narrow the court at this time, to allow the strong feelings
already fuelled by the demonstrations to .......
down.
2
Man: The planet is in danger l We all have to 2 Now match each text to the general
.................... down on carbon emissions and recycle meaning of up or down common to all
more! 1 We have to do it now! the phrasal verbs in that text.
Woman: ................... down, James - don't pan ic so much!
I'm su re it's not as seri ous as you think - and A ind icates a difference in size or intensity
anyway what can we really do about it? B indicates that something is being improved or
Man: It's no wonder the planet's in trouble if prepared
everyon e takes that attitude ! Th ere's plenty C indicates thoroughn ess or completeness, and
we can do - experts have .. ..... it down to a usually of ending or change
few key things - like recycling. That's why I D indicates that someone is moving closer to
get so depressed thinkin g about it - we can someone else
all make a difference 1 E indicates an increase in quantity or intensity
124
 UNIT 10 Close to nature

2 Complete the fol lowi ng sentences with the .. n"t"

\1\1 .. 1ng: repor t (Part 1)
correct missi ng particle: up or down.
1 Old glass is often melted ................. for recycli ng. 1 Look at the fol lowing Part 1 task.
2 It's too hot to go out now - let's wait until later
when it might have cooled . ...... a bit Your school is plann ing to run a special event
3 Before he cou ld sell his old car he had to touch called World Awareness Day. The princ ipal has
......... the scratches to improve its appearance. asked you to write a report on the best way to
4 James sidled .................... to Jane and whispered to her. approach this and what to include, based on
s The bui lding had been burn ing steadi ly for an hour questionna ires completed by students.
when sudden ly the flames flared ..... ............... and it
Read the extracts from the questionna ires, and
started to collapse.
the suggested timetab le for the day. Write a
6 Don't creep ...... ......... on me like that I You made me
report for the principa l outlini ng the situation
jump!
and making recommendations for what shou ld
7 The zoo's debts were mou ntinq ............ .... . so the
be included and when, giving reasons.
owners began looking for official sponsors.
8 The original article was too graphic in its detai l so Write your report in180-220 words.
the editor watered it .................... before publication .

Compound nouns formed from verbs

., \ /\ tl_ :_L A. • • , _ _ ..(..LL--- ____ _._ ___ - - - -·-- .- ___ : l_l-"1
:J VVI I l l.I I lVVU V I LI l t'.)t::' :>t' ll lt:I l \...t'.) 0 1 t: f-JU:'.>.) l l.Jlt::::

The rain downpoured in the afternoon.

I
2 The ra in poured down in the afternoon. Sp0nsorecl dean-.up,of schoql -"- make peofDle see · \
3 There was a downpour in the afternoon.
4 There was a pourdown in the afternoon.
amount-of rubbisln
. ... around
~ .
~ ~.. _____
. ....__· ---·
: . . · · · · . ·I · ~· ........,,.,...._.~

4 Comp lete t he fo llowing sentences with a

Fines for_litter - money used for recycling bins in 1
compound noun made from the word in capita ls
school. Event wt// have a long-lasting effect! /
and a particle from the box. ~- ··~-------·---·----·----- ----··-···-J

up down out back away

The relationsh ip between the two groups had

suffered a complete BREAK
Bring friends from.ot:Jt$itJ,e school - sp~J~d'1h~ !
2 She suffered a bad stomach ................ after eating
some contaminated food. SET
.message! . . ·· ., · •. ' · '°· ·1
'-'---~ ........---~- ---....--·--.:..._...•
3 I like getting .. . ...... on my homework - it's
useful even if not always good ! FEED
4 I've got far too much stuff in my flat- I need to
have a complete .. CLEAR
5 I can't be bothered to cook tonight - let's get a
TAKE .: sponsor an.:anima17" cute one.like a potar .
6 The project suffered a severe .. .. when the ':.bear:... that'd be .tun! ·
main sponsor pu lled out SET
7 There was a great .................... for the rock concert,
including the country's number one singer. LINE I
8 The company's finances suffered a rea l ....... . '1-10 I~
after the chairman resigned. TURN lo-I~ acfHlf~?
9 The school leaver waited anxiously to hear the I~ I /Vncli
.......... ..... .... of his first job interview. COME 1- 'I aifNlt~? '
'
1O Some people can change their attitude and _,.,....r--~
,,.-..../-----·;--.____,.-,,... ,- ~ ,, --_J
develop a whole new .. ........ ..... on life. LOOK
125
 !' NIT 10 Close to nature

2 Now look at t he three plans that were 4

written by stud ents to answer the task.
1 Read t he first part of a samp le answer be low.
Whi ch plan do you think is best? Why?
Which plan does it fo ll ow?
Plan A
2 How has the writer dea lt with t he input?
• included everything in th e order given
I Surve~ guest.ions and answers
• used the same words
2 Ana l~sis of answers • grouped input ideas into logica l groups
3 Problems uncovered b~ surve~
Lt Suggest.ions tor the da~ This report wi ll assess suggestions made b~ students tor a World
..... ...,. ,,. .....__ ·, .. _,...,,.-- . J-~----·~ ..................~ -"":--·..~·;1''rl•---_.., . . . _ . ,j#" ............. ~f Awareness Da~ in the school, and make rec..ommendat ions for what
should be inc..luded in the da~.
Plan B
Surve~ resu lts
Suggestions were c..ollated from guestionnaires c..omple-1:.ed b~
80 per c..en-1:. of students. Most. were keen -1:.o support. the da~,
I Re.Mot\ for writ i"1 alt.hough some fe lt. that it. wou ld be useless and preferred a
2 !.r.;.rve.y re.sr.;.lts sporting ad ivi -1:.~ suc..h as a footba ll makh. Suggestions were
3 Re.coMMe.f\d1Atiof\s for the. d1Ay divided in-1:.o rec..ommendations for the da~, and ideas that would
4 Cof\clr.;.siof\ have an efted in the long-term. The former inc.. luded a vegetarian
lunch, films and ledures so that. people c..ould be informed, and
clearing up liHer in the sc..hool grounds. Among the most popular
long-term ideas were providing rec..~c..ling bins for the school,
Plan C bringing in people from other schools even though this would have
a knoc..k-on effed on the whole c..ommunit~, and also sponsoring
\ \. \ t, \ • \ { ~ ~
1
\. .· I. \ \'.. '. ; t
I
an endangered animal.
... .;.. ..... .;....:.
Rec..ommendat. ions
--~
·· t Inl:.mdud:.Loo ' · -. ... · ,. . · c, The proposed timetable has two slots for adivities .
.2. ~ foforrno.t.~b!'I o.bOik.. ef\~Lroo~~~,:~LssGe~ Recommendations for using the alloc..a-1:.ed times are:
; :!:,'-._5~v~~ '(e~l:.S·::. :;::··. -~ .. · -~ .. ·~ · . .
· ·· 4-. Su esb. oos fOr !:.he d~· · ·
. -~ 00·. - - - __ . . . ,..
~. ......... - ,- '··' -.
-·1 ~·- f·
5
1 Work wilh d partner. Discuss how to dea l with the
recommendations, and how they shou ld be
3 Here is some advice about writing a grouped in the time slots. Think about:
report in Paper 2, Part 1. Do you think the
• how many recommendations you shou ld make, given
advice shou ld be 'do' or 'don't'?
the time constraints
.......... begin by stating the purpose of the • whether any suggestion s are not useful for th e day
report • what activities could happen at the same time
2 ....... summarise given information • when lectures would be most acceptable and effective
succinctly • when outside work should be done.
3 ............... use adjectives and adverbs for effect
4 ..... ........... use bullet points where appropriate 2 Discuss the approach to take in the report. Shou ld
5 ......... ........... include all the words from the input you use bu ll et points or text? Wh ere should you
texts include your own opinion?
6 ... .............. divide t he report into sections with 3 Now complete the task with your own ideas.
head in gs if appropriate
4 Exchange your work with a partner. Give feedback
7 ...... develop ideas in task input with your
using the advice from Exercise 3.
own details
8 ... use an impersonal semi-forma l/forma l
6 Look at the task on page 192. Write your own
style
answer to the task, using the approach above as a
9 . . .... give your own opinion throughout
model.
10 ......... use appropriate li nking words
11 ....... use all the information from the input ·• Writin g reference pp . 206, 207
126
 UNIT~
6- 1 U Progress test
Use of English: multiple-choice cloze (Part 1)

1 For questions 1-12, read the text be low and decide wh ich answer
(A, B, C or D) best fits each gap. There is an examp le at the beginn ing (0).

Happy to be average
At a dinner party I was at recently, conversation was (0) .... A .... fever pitch. A group
of very boring parents were (1) .............. ...... about just how exceptional their children were .
'Little Rosie was walking almost before she was born,' said one. 'That's nothing! Little
Bobby was using conditional tenses at thirteen months and was even (2) .................... his
mother,' said another.
Then came the (3) .................. of a woman who had, until then, chosen to (4) ..
silent. What (5) .................. was her child bringing into the world? The table hushed as she
spoke. 'Well, Theo's entirely average,' she said. 'But I love him.'
How brave she was to value the average, thereby elevating it to the extraordinary. The
ironic thing, (6) .................. , was that the rest of the dinner guests then started to compete
all over again, saying that actually their child was (7) ... ...... more average than hers
because, etc., etc. It made me (8) ......... ........... that being confident enough to say you are
entirely average (9) ... ... ........ that you 're actually anything but.
The world is full of superlatives. We have become (10) .................... to everything being
new, brilliant, fabulous, the latest or the best ever. So much so that we too (11) ..
talking like the advertisers who are always telling us that things are glamorous, fairy-
tale, glittering and wonderful. I'm sure that I'm not (12) .... .. ............ in feeling very tired
of it all.

0 A reach ing B raising C getting D making

1 A applauding B praising C boasting D complimenting
2 A altering B correcting C amending D revising
3 A attempt B go C turn D try
4 A rema in B repose C rest D resist
5 A gifts B donations C presents D contributions
6 A therefore B even though C nonetheless D of cou rse
7 A effectively B considerably C eventually D constructively
8 A perceive B imagine C rea lise D suppose
9 A means B tells C speaks D points
10 A acknowledged B accepted C accustomed D acquainted
11 A fall back B come down C get round D end up
12 A individual B unique C single D lonely

l
127
 UN ITS 6- 10 Progress test

Use of English: open cloze (Part 2)

2 For questions 13-27, read t he text below and th ink of the word wh ich best fits
each gap. Use only one word in each gap. Th ere is an examp le at t he beginning (0) .

Save the rhinos

The Save the Rhino Trust (SRT) is located (0) .. .Jn.. . the northwest of Namibia, far away from the
country's farming heartland. Its cause is a black rhino subspecies commonly known (13) .. ...... the
'desert-adapted' rhino, a hefty beast that trots up hillsides to escape (14) .. .... ..... ... worst of the heat,
drinks only every third (15) .................... fourth day and eats plants (16) ... ............ sap is poisonous to man .
These fellows are nothing if (17) .................... survivors.
By the early 1980s, poachers had nearly wiped them (18) .................... Some hunters even shot them from
helicopters - (19) . .................. much for notions of sportsmanship. (20) ............ ..... their lowest point, there
were perhaps 55 individuals left - but a recent census estimated about 130. That might seem a
spectacular turnaround (21) .................... it needs to be viewed against an overall fall in Africa's black rhino
population of around 90 per cent (22) ................ 1960.
In search of these elusive animals, I had come to the Palmwag concession - a former farm (23)
the land had originally been tamed by (24) ............ ........ rid of all the rhino. Now, there is a magnificent area
of wilderness (25) .................... aside for considerate tourism, game drives and the SRT base. This year's
pmticularly wet rainy season meant the rhino were harder to find. There was (26) .... ... ..... a lot of water
around that (27) ..... of keeping close to perennial springs, the rhino were wandering far and wide,
enjoying a spell of rich and plenty. We were forced to do the same .

Use of English: word formation (Part 3)

3 For questions 28-37, read the text below. Use the word given in capitals at
the end of some of the lines to form a word that fits in the gap in the same line.
There is an example at the beginning (0) .

Working at a theme park

Working as a Personal (0) ..8..E;,~.i~.t.PJtrt (PA) at a theme pm·k can be ASSIST

a lot of fun. It can offer a varied role and a friendly teamwork
atmosphere, (28) .................... to Suzy Baines who has worked at one ACCORD
of the largest in England for fifteen years. Suzy is now PA to
the theme park's Head of (29) .................... . As she says, in her job, MARKET
no two days are the same.
'I can't imagine working anywhere else - it really is so much
fun . Apa1t from PA duties, I organise (30) . and the CONFER
(31) ...... our staff make at them, and take the minutes in PRESENT
meetings. The staff here are a (32) .................... bunch, and so I get CREATE
involved in the planning of new attractions. But my main job
is to act as a (33) ............. I produce a weekly news-sheet for COMMUNICATE
staff to keep them up-to-date with all the latest (34) .................... . DEVELOP
We have around 550 permanent staff and a further 1,300 work
here on a (35) .................... basis during the summer months. SEASON
The people here are all like family and everybody (36) .. GENUINE
cares about everybody else. But if you're having a (37) ... FRUSTRATE
day and things are getting on top of you, there 's no better cure
than leaving everything and going for a ride on a rollercoaster! '
128

Use of English: gapped sentences
(Part 4)
4 For questions 38-42, think of one word on ly
which can be used appropriate ly in all three
sentences. Here is an example (0).
Example:
O Naomi is a very approachable woman and people find
her 6..EJ.6.Y.. tu Lalk Lu.
My grandmother thinks that I have a very ..e.?..S.Y. ... life
compared to her experience of being a teenager.
It's ...tl.iil.S.Y.. to see why so many people support the loca l
team who have done so well in recent seasons.
38 Tom and Angela were disappointed not to receive a
........... of cutlery as wedding present.
The college is drawing up a .................... of rules regarding
the use of the computer facilities in the library.
Elsa has been collecting Star Wars figurines for 12
years, and needs one more rare figure to complete the
39 As sales continued to decline, Patrick had no ..
but to close down the business.
At the new shopping centre, customers will find a wide
.................... of qoods on display.
Although Sally Green would have been Paul's ..
for the job, other members of the interview panel had
different ideas. · ....................................... for Raymond.
40 So did you .............. ..... any conclu sions once you'd
completed your research into the issue?
People don't need to learn how to ........ .... .. these days
as most designs can be created on a computer.
To decide who had won first prize, the organisers of
the competition decided to .................... the names out of a
hat.
41 Tom's story about the dog was rather boring and failed
to ..... the group's attention.
We didn't take the car on holiday as the boot wasn't
large enough to .................... all our luggage
Clarice went on to ................... a number of responsible
positions in the company before her retirement in
2005.
42 My clothes feel very .................. since I lost weig ht.
I had to pay for the cup of coffee with a £20 note
because I didn't have any ....... change.
The little girl had had a .................... tooth for some weeks,
and on Friday evening it fina lly ca me out.
UNITS 6- 10 Progress test
Use of English: key word
transformations (Part 5)
5 For questions 43-50, comp lete the second
sentence so that it has a simi lar meaning to the
first sentence, using the word given. Do not
change the word given. You must use between
three and six words including the word given .
Here is an examp le (0).
Example:
0 The two fri ends were sitting on their own looking at a
computer screen. FRONT
The two friends were sitting by .~ht1.'!IS.e.lv.es.Jn.Jr..o.rito..f
a computer screen.
43 I think it would've been nice to have had an older
sister. WISH
I ................. an older sister.
44 The car rea lly needs cleaning. TI ME
It's high ....................................................... cleaned .
45 I was just about to send you an email with al l the
information. POINT
I was ............................. ........... you an emai l with all the
information.
46 Raymond is obsessed with buying football memorabili a
on the Internet. BECOME
Buying football memorabilia on the Internet
47 'Having children changed my life,' said Molly. WHICH
Molly sa id that it ............................... her life.
48 Lots of people think that global warming has been
exaggerated by the media. WIDELY
Global warming is ....................................................... exaggerated
by the media.
49 The sun was so strong that wa lking across the sand
dunes became exhausting. STRENGTH
It was ....................................................... made wa lking across the
sa nd dunes so exhausting.
50 'I reckon you shou ld turn left here,' sa id the old man
we'd asked for directions. ADVISED
The old man we'd asked for directions
..... a left turn there.
129
 UN IT
11 Always on my mind

Grammar 1: mod aI verbs 2 2 Underline ten examp les of modal

verbs in th e past form in the text.
1 .· Match them to t he following uses:
Possibility:
1 Read through the text below. Whi ch person is describing:
a) the earliest memory!
b) an impossible in cident!
c) an event that could have had serious results? Logical deduction:
d) a family celebration 7 Obligation/necessity:
Advice (weak obligation):
EARLIEST MEMORIES Permission:
Ability:
Julie
I remember sitting on my grandmother's lap for a birthday, I think it was
,.._...o;)...:.'l• mine because they told me I could blow out the candles and I kind of knew Grammar reference p.196 (1 O)
·the concept of it but didn't know quite how to do it. I remember crying
1.. when one of my cousins eventually had to blow out the candles. Anyway,
2 Complete the sentences using a
when I told my mother this, she said I couldn't have remembered it past modal verb from Exercise 1.
because it was only my second birthday, but I'm sure I do. Sometimes two answers are possible.
I think my earliest memory is when my
Helen little brother was born, and I cried
I was on holiday at the seaside. I went down to the edge of the sea to because I wanted a little sister - but I'm
play, then when I looked back I couldn't see my family. So I not sure if I actua lly remember it, I
wandered along the beach looking for them. I walked and walked ........... I ................... remembered hearin g
for a long time, but I don't remember feeling scared or anything. my parents tell the story.
. Then an old couple found me and took me back to their home 2 I was playing with someone in the
and gave me something to eat. Then eventually they called the garden - it .................... I .................... been my
police - which they ought to have done in the first place, of sister, beca use she's five yea rs younger
course - and my parents came to collect me. They must than me.
have been incredibly worried - I'd been lost for four hours. 3 My father says when he was little he
had to ask if he .................... leave the table
after meals, and he wasn't allowed to
One of my earliest memories, from when I was about four, is seeing unless he'd finished all his food.
a speedboat race across a moonlit sky. Honest, it's there in my 4 I got into trouble with my grandfather
mind's eye and I can even remember thinking 'That's weird' at the once beca use he gave me some mon ey
time. I suppose it can't have happened. People say it might have and I lost it - he sa id I ...... been
been a dream, but I'm sure I remember it. more careful.
S I remember I jumped into a swimming
Gary pool once when I was just six, and I
My eighty-year-old grandmother once told me that she cou ld quite ..... .............. swim, but fortunate ly it was just
clearly remember being born! She described the traumatic experience the shallow end so I was OK.
of suddenly being surrounded by bright light and loud voices 'like 6 My mother says th at when I was tiny
someone turning the volume right up on the television'. She also she went shopping with me in my
remembered that later on she felt calm and settled and said that pushchair and left me outside a shop
this may have been as the nurse gave her to her mother to hold in and didn't remember until she got
.~ . . her arms.
home - she ........ . ... .. ru n all the way
--~--·-----·----------------------> back!
130

Vo!abulary 1
Expressions with take
1 Complete the short dialogues by matching
each sentence to a response below.
It was a long time before he could take it all in
and understand what people were telling him .
2 The class took to the new teacher the moment
she walked into the classroom.
3 You can't take anyone else on - the budget
just won't stand it.
4 You cope so we ll - you always take everything
in your stride.
5 Sometimes it's easy to take advantage of
people, especially when they are rather naive.
6 I think the boss really takes me for granted
sometimes - he never thanks me for the work
I do.
7 The show was amazi ng - it really took my
breath away.
8 Running the department sing le-handed is hard
work - it's taken a lot out of you and you need
to watch your health.
9 If you feel bad about what she said, then take
it up with her - don't let it go .
10 When he told me about the job I took it as an
offer, but in fact he was just talking in general
terms and I'd got the wrong end of the stick.
a) That's true, but it's just a case of doing what's
right and not asking too much of them.
b) I real ise that - I'll be carefu l not to overdo it and
get ill.
c) I think everyone felt the same - she's so
charismatic and easy to like.
d) Wel l, perhaps they just weren't explaining the
situation clearly enough .
e) I know - we can't really affmd to pay the staff
we've got already.
f) So you misunderstood what he was saying -
that's a shame !
g) Thanks - I do try not to make things more
difficu lt than they are.
h) You should te ll him how yo u feel - it's not nice
to feel unappreciated at work.
i) I know - I've never seen anything like it. It was
fantastic I
j) You 're right - I'll speak to her about it in the
morning.
2 Now te ll a partner what you t hink th e
high lighted expressions mea n.
UNIT 11 Always on my mind
Expressions with mind and brain(s)
2
1 Complete the se ntences using the correct form of
expressions from the box.
speak (your) mind
take (your) mind off something
out of (your) mind
read someone's mind
put (your) mind at rest
change (your) f11i11d
make up (your) mind
have something on the bra in
pick (someone's) brains
rack (your) brains
Example:
She never sticks to what she says - she's always
(;.h?ngirig .h~r..1J1ind. .
I wish he would decide what he wa nts to do - he can
never ............ ..
2 I've got an essay to write on psychology, and you
know a lot about it - can I ....... . ..... for some
ideas?
3 You seem to have a lot of problems - why don't you
come to the cinema to stop you thinking too much -
it wi ll .................. . ... your difficulties for a wh ile.
4 That's a crazy thing to suggest - I think you must be
............................. to think it wou ld work !
5 I downloaded that tune last week and now I can't
stop singing it - I've ....................... .
6 You've thought of exactly th e same idea as I did - you
must have .. .. .... !
7 If you are worried about the situation, then you'll
have to tell someone - don't be afraid to
............. and te ll them how you feel.
8 If you go and speak to a doctor, then he can reassure
you about your concerns - he can .
9 He had no idea what to do, and spent a long time
............ .... ..... trying to th ink of a solution.
2 Now tel l a partner what you think the
expressions in the box mean .
3 Tell a partner about a tim e:
• something took your breath away
• someth ing took a lot out of you
• you changed your mind
• you racked your brains about something
• you spoke your mind
• you rea d someone's mind.
131
 l.' N !T l 1 Always on my mind
Exam focus
Paper 1 Reading: multiple choice (Part 3)
About the exam: In Paper 1, Part 3, you read a
long text and the n answe r seve n four-option
multiple-choi ce qu estions which t est your
detail ed understanding of the main ideas in t he
text, as well as th e attitud e and op ini on of th e
writer. Th e questions fo ll ow the order of the text
and may focus on the mean ing of who le
paragraphs, on points of deta il or the use of
particu lar express ions.
Suggested procedure
1 Read the task rubric, heading and any sub-
head ings to see the type of text you are going
to read and someth ing about the topic.
2 Skim t he text qu ick ly to get a genera l idea of
what it is about and how it is organ ised. Think
about the ma in top ic of each paragraph.
3 Look at each question stem, but not at the
options for the moment. Mark the part of the
text where you expect to find the answer to
each of the questions.
4 f\low read the text carefu lly. When you reach a
part you have marked, look at the question
stern and th e options and decide which of
t hem is correct.
1 You are going to read a magazine article
about memory. For questions 1-7, choose the
amwer (A, B, C or D) which you think fits best
accord ing to the text.
1 What does the writer imply about the singer Tori
Amos?
A She is not alone in suffering from unexpected
lapses of memory.
B She could give no explanation for her sudden
loss of memory.
C She is more th an usually prone to short-term
memory loss.
D She may have forgotten her lines as the result of
an illness .
2 Th e writer mentions two of her friends in the
context of short-term memory loss in order to
A show how different people react to it.
B illustrate how preva lent it currently is.
C demonstrate how embarrassing it can be.
D underline how it affects people in different
ways.
132
3 In the th ird paragraph, the writer suggests that
A there are ways of improving so meone's memory
B people will need their memori es less in the
future.
C technology has increased our potential memory
load.
D our brains are good at prioritising what to
remember.
4 The writer quotes Dr Larry Jacoby to help explain
why in social situations
A people often fa il to remember the details of
long anecdotes .
B people tend not to pay close attention to what
others are saying.
C people don't reali se when others are not real ly
listening to them .
D people may forget who it is they have told a
particu lar story to before.
5 In the fifth paragraph, the writer
A acknowledges the truth beh ind a popular belief.
B admits that she makes little effort to recall
certain details.
C accepts that her short-term memory is bound to
deteriorate.
D agrees with the suggestion that memory loss
may be avoidable.
6 The phrase 'to this end' (line 78) refers to
A preventing short-term memory loss.
B understanding ourselves better.
C remembering th ings in detail.
D improving social skills.
7 What does the writer suggest about the event
ca lled Stop the Clock?
A Much of it was about memory rather than the
perception of time.
B It did not really address important issues to do
with memory.
C Part of it was of particular relevance to her
professionally.
D It was hard to give the discussions her full
concentration.
2 Do you have a good memory? What things
do you find easy or difficult to remember? Why?
 t a recent concert in Los Angeles, the singer Tori
A Amos was midway through her hit song Winter
when, suddenly; inexplicably; she forgot the lyrics.
Rather than warbling on about fires burning and flowers
5 competing for the sun as her eager fans were expecting,
she stopped in her tracks and started singing about how
tired she was feeling. Amos, it seems, had become the
latest victim of the short-term memory-loss epidemic.
It's a particularly modern affliction. We are fast
1o becoming the amnesia generation, plunged by the ever-
increasing pace of our lives into a fog of retold
anecdotes, lost information and missed ~~~-....._
appointments. I was driving through
London in a friend's car recently; when the
heavens suddenly opened. 'Oh dear!' my
friend screamed, helplessly cranking
various buttons and levers. 'I can't ~
remember how the windscreen wipers
work.' Another friend managed to
20 cruise through town for a full forty-
rive minutes before reaiising that aii
those people were not, in fact, waving
and pointing at her new haircut, but at
the briefcase that she had left balanced
25 on the roof of her car.
All tlle evidence is that our memories
aren'L what they used to be. Indeed, in a recent
report, the think tank Demos predicts that we could
become a society of memory haves and have-nots, with
30 only those who can afford to pay for costly brain-
enhancement treatments getting the best opportunities
in life, from exam passes to the boardroom. But are our
memories gettmg worse, or is it just that we don't care
enough to remember? We are bombarded with so much
35 more ihformation than previous generations. In days
gone by; you niight have known only thirty people in your
entire lifetime. Now, you probably talk to thirty new
people in a single day. That's a lot more to remember. And
technology, hasn't helped. We no longer dial numbers, we
40 just press a key: We don't need to remember birthdays or
anniversaries or the times of important meetings when
we have software to beep at us, and our brains have
adapted accordingly:
3
1 Match the following verbs to a word or phrase
to form a common expression used in the text.
to stop to sl ip to press to bu ild up
to swim to dial to tell to let
But some experts think there is another reason why
we forget the details of social conversations. Often, we 45
don't remember things because we're not listening.
Instead, we're tuning in to our inner dialogue, the one
that's going 'Does this shirt look OK?' or, even more
distracting, 'What am I going to say next?' Another
hazard of social-memory loss is unwittingly retelling the so
same anecdote to the same audience on different
occasions. There is, apparently, a reason for this. 'Two
processes are at work when we tell an anecdote,' says Dr
Larry Jacoby at the University of St Louis. 'The
first is the sheer familiarity of the tale, built 55
up over many tellings. This makes it all too
likely to swim into our consciousness.
The second is the recall of whether you
have told this group this story before.
As long as that works, you will not 60
bore them with it again. But recall
depends on well-functioning frontal
lobes.'
ll useu LU ue wiueiy Lituu15l1L lital
short-term memory worsened witl1 age, 65
while long-term memory got sharper.
This would certainly explain why I can
I' remember the songs my mother played
when I was growing up, but cannot recall the
name of our new neighbour. Alas, the memory 70
experts aren't prepared to let us off so easily: 'Memory is
a muscle. Use it or lose it,' advises expert Robert Allen, for
example, and he would seem to have a point.
Of course, memory is not just about remembering
names or where we put the keys. It is about who we are. 75
If we can't even remember the details of what we said
and to whom, then how can we possibly hope to make
sense of our lives? To this end, London's Southbank
Centre recently staged Stop the Clock, a month-long event
devoted to the perception of time. During the event, the 80
Dutch thinker and memory guru Douwe Draaisma led a
discussion looking at why we remember certain things
and not others, and the impact of memory on writers. It
was very thought provoking, apparently and I had fully
intended to go. But when it came to it, I was so 85
preoccupied with other things that it slipped my mind.
familiarity with something a number
someone off easily in her tracks my mind
into our consciousness a key anecdotes
2 Which of the expressions means: a) to forget
b) to get to know something?
133
 Ci\ I T 11 Always on rny mind

Use of English 1: multip le-choice 3 Talk about th ings that

• help you to concentrate
doze (Pa rt 1) • prevent yo u from co ncentrating.
1 2 Read the text quick ly to compare your ideas
with those of th e writer. Ignore the gaps for
1 Discuss t hese questions.
the moment.
How easy do you find it to concentrate
• when you're doing homework? 2 Read the text agai n and decide which
• when you're watch ing a film? answer (A, B, C or D) best fits each gap. There is
• when you've got something on your mind? an examp le at the beginning (O) .
2 How long can you concentrate for?

How to concentrate

Concentration is good in exams , bad in orange juice. Concentration happens when you (0) A
to focus on one thing to the (1) ......... ........ of all others, and concentrating on that one thing (2) ......
you to stop worrying about a lot of other things. Sometimes, of course, your mind concentrates when
you don't want it to. Maybe you can't get something out of your head, such as a problem you have to
(3) ...... ..... up to, or an embarrassing situation you've been in. That's why collecting things as a
hobby is popular; it (4) .............. ...... your mind off other things. Indeed , some people seem to prefer
looking after and cataloguing their collections to actually doing anything with them, because this is
when the (5) .................... , single-minded concentration happens.

The natural span for concentration is 45 minutes. That's why half an hour for
a television programme seems too short (6) .................. an hour seems too long.
But many people's lives are (7) .................... of concentration. Modern culture is
served up in small, (8) .................... digestible chunks that require only a short
(9) ...... ....... ....... span - although young people can concentrate on computer
games for days at a (10) .................... .

Sticking out the tongue can aid concentration. This is because you
can't (11) ................... yourself with talking at the same time and
other people won't (12) .................. to interrupt your thoughts,
because you look like an idiot!
Copyright Guardian News & Media Ltd 2006

0 A manage B achieve C succeed D accomplish

1 A removal B exclusion C om ission D rejection
2 A lets Bmeans C makes D allows
3 A face Bconfront C tackle D meet
4 A brings Bputs C holds D takes
5 A arresting Bgripping C absorbing D enthralling
6 A otherwise Bwh ilst C whereby D thus
7 A absent B devoid C lacking D deficient
8 A gently B plainly C surely D easily
9 A attention B application C consideration D contemplation
10 A length B stroke C time D sequence
11 A sidestep B distract C sidetrack D disturb
12 A risk B chance C dare D brave
134

Grammar 2: emphasis with
inversion
1
1 Tick the sentence wh ich is more emp hatic in
each of t he fo ll owin g pa irs. Mark t he words
t hat have been inverted wit h arrows.
Example:
a) I had on ly just sat down to eat when the phone
rang . n 4
b) Hard ly had I sat down to eat when the phone
rang . ./
a) Seldom have I come across such a strange story.
b) I have seldom come across such a strange story.
2 a) You must not leave your bag unattended at any
time.
b) At no time must you leave your bag unattended .
3 a) I didn't rea lise how hot it was unti l I went into
the garden.
b) Not until I went into the garden did I rea lise how
hot it was.
4 a) You mustn't go back into the build ing after
midn ight no matter what happens.
b) Under no circumstances must you go back into
lhe uui lding afte1· midnig ht.
5 a) Not only did I hate the book, but I hated the fi lm
of the book too !
b) I hated the book and I hated the fil m of the
book too!
2 Complete the ru le.
When words and phrases like not only, under no
circumstances, ............. ..... , .... , .................... and .....
begin a sentence the .. . and subject are inverted.
Watch Out! no sooner/hardly..., _ _ _....
~
hoose the correct alternative in each sentence.
hen complete the ru les below
) No sooner had he left the room than I when
they started talking about him.
b) Hardly had he left the room than /when they
started talking about him.
Use .................. when you start a sentence with no
sooner.
2 Use .................. when you start a sentence with
hardly.
Grammar reference, p.195 (6 .2)
UNIT 11 Always on my mind
2 Rewrite these sentences using the adverbial
in brackets at t he beginn ing and make all t he
other changes necessary to give greater emphasis
to each one.
I had just sat down to read the newspaper when
the telephone rang. (Hardly)
2 Less than a second after she stood up to speak the
fire alarm went off. (No sooner)
3 He forgets people's names and ulso finds it hurd to
remember place names. (Not only)
You shou ld never let anyone into your house unless
you have seen their ID. (Under no circumstances)
5 She never doubted that he was te ll ing the truth.
(Al no time)
6 I started to write the letter and then real ised that I
had lost their address. (On ly after)
3 Rewrite these sentences using standard
word order to make them less emphatic.
Rarely do you find a household without a
computer these days.
2 Hardly had she started to have a shower when the
postman knocked at the door.
3 Only after I had left for the airport did I remember
that my passport was still in my desk in the study.
4 Not on ly did he trust her, he never doubted her
loyalty to him.
5 At no time in recent history have we seen such
rapid progress in medical science.
'4 Comp lete the second sentence so that it has
a similar meaning to the first sentence, using the
word given. Do not change the word given. You
must use between three and six words, including
the word given.
Jane realised what she'd forgotten to do as soon as
she arrived. SOONER
No .. ................ ................... she rea lised what she'd
forgotten to do.
2 The use of mobile phones is absolutely forbidden
inside the laboratory. MUST
Under ........................ ........ .......................... used inside the
laboratory.
3 It's not often that you find someone with such a
good memory. COME
Seldom ............... .... ..................................... someone with such a
good memory.
4 It was th e first time that I'd tried mental activiti es
to help me concentrate. BEFORE
Never . ................................... mental activities to help
me concentrate.
135
l" :\ I T 11 Always on my mind
Speaking 11: individual long turn
(Pa rt 2)
1 1 Choose the best prepos it ion t o comp lete
1 Work w it h a pa rt ner. Read t he fo llowing exa m
t as k. How many parts are t here to t he task?
Look at the pictu res. They show people concentrating
in different situations. I'd li ke you to compare two of
the pictures, and say why it is important for the people
to concentrate in these situati ons and how easy it
might be for them to concentrate.
2 Take turns to choose two pictures, and th en do
th e t ask. Remember to ta lk about th e second part
of th e task (highlighted), and practi se timing
yourse lves so t hat you f ee l how long a minute
actuaIly is.
'2 Whi ch situation do you think is t he most
difficult to concentrat e in?
Vocabulary 2
Phrasal verbs with think
t he phrasa l verbs in each of th ese sentences.
His suggestion does make sense - at least it's
somethi ng to thi nk about I on.
2 I can 't thin k of I about anythi ng better to do in
this situation.
3 Their proposal needs to be carefully thought
out I of before they put it to th e committee
fo rmally.
4 I can 't make up my mind im mediately - I need
more time to th ink th ings over I up.
5 The whole day was a complete disaster -
whoever planned it didn't thin k thin gs out I
through careful ly enough.
6 The student was stand ing outside the
classroom trying to think over I up a good
excuse for being late.

Expressions with think
2 Read t he t ext below, and repl ace t he
highlighted phrases with th e correct form of an
expression from th e box. You may need to make
oth er ch anges to th e sentence.
think the world of thin k outside the box
th ink positively think on (your) feet
th ink better of (someth ing) think straight
. ' .
'
Jaines was finding it hard to concentrate.
He knew that he had to·. work on his
essay, but he was finding it hard to
(1) organise his thou~hts clearly because
his mind was in such turmoil. It was hard
to forgyt that his ~e.st friend, who (2) was t
the most
.. ' important
·- .
person..in his . life, was
\ .
at that very moment struggling to pass his ·
' of the sa me ....... ............. on th e issue.
·· entry test for university. James had
already advised Neil to (3) approach the 1 .
whole thing expecting to succeed, but.he
knew that Neil was very nervous even
though he had done a lot of work in
preparation for the written test. James
. also knew that Neil would have to pass
an interview as well as a itt!mtest all!
that he couldn't prepare..anythirig foi t ·s '
- IC ' •
. . i ·he would have to(~) react to whatever
'the inter\riewers. asked him. It would be
important for Neil to make a good ·
imptession, but then he ha9 always· been
good at presenttng original ideas - ·he was
good at {5) approaching topics or '
problems from new and unusual angles.
EventU'ally James gave up on trying to
work and decided he would call Neil.
liN IT 11 Always on my mind
3 Te ll a pa rt ner about a tim e you needed to
• think outside the box
• think on your feet.
Use of English 2: gapped
sentences (Part 4)
Think of one word which ca n be used
appropriately in all th ree se ntences.
1 During the concert, Tori suffered an unexpected
................ of memory fo r a few minutes.
Th e owners do not accept any respor1)ibili ty for
............. .... or damage to vehicles pa rked in this ca r
park.
Wh en Jason set up his own business he expected
to make a .... ..... ........... fo r the first few months.
2 Chloe realised that it was pointless arguing with
her bG'.:;j J ~Y further beca~se thej' '."-'e ~e c!e3 r!y not
The good th ing about having such a close friend is
that I ca n almost read his . . , and never have
to ask hi m what he th inks.
The fact that he'd offended Tania had been on
Terry') ................... tor some time.
3 Lookin g at Barry's assignment, you get a rea l
..... .. of the pride he takes in his work .
Th ere is no .................... in washing the ca r before the
journey, it' ll only need doing aga in once we get
•
there.
Fortunately, Louis .had the .................. to check th e
brakes before he rode off on the bike he'd
borrowed.
4 Fiona had a free afternoon, so was able to give th e
problem her full .. . ...... .. .
. Th e new research has been th e subject of
considerable media ............. ...... recently.
I think we should bring the problem to the ... ..
of the local council.
5 Sarah had to admit th at 'min d gym' was a .
she'd never come across before.
The loca l politician is hoping to be re-e lected for a
second ... ................. of office.
I think that in the short ... ..... . , we should
concentrate on keeping the service running.
137
 L\'IT 1 1 Always on my mind

listening: se nte nce com pl etion
(Part 2)
1 Discuss these questions.
What makes people laugh 7
2 How do you feel after having a good laugh about
something7
3 Is it easier to laugh with oth er people? Why?
4 Is laug hter always a sign of happiness?
·2 Look at the task in Exercise 3.
1 Before you listen, think about:
• the type of words that are missing in each gap
• the type of information you are listening for in each
answer.
2 Ca n you predict what some of t he missing words
might be?
@ 3 You will hear a radio presenter ca lled Tom
Membury introducing a programme on t he subject of
laughter yoga and its founder Dr Kataria. Comp lete
the sentences.
4 Were your predictions for qu estion s 1, 5
and 6 correct?
Would you enjoy a laughter therapy session?
What sort of people do you th ink go to
them?
Writing: article (Part 2)
1 In Paper 2, Part 2, you may have to write
an article. Even though they may be on
different top ics, good articles share some
common characteristics.
1 Work with a partner. Think about any
magazine articles you have read recently
and suggest possible characteristics of a
good article.
2 Now read the following arti cl e which
comes from a genera l interest magazine,
and see if any of your points are included .
1 What is it that makes you feel happy? Is it
what happens to you, or is it how you feel
about it? And have you ever considered the
question anyway'

2 Accord ing to psychologists, it's not events

~ . :.. . ..· .. '.. ~· ;, ,
\ . ' (good or bad) that determine our feeling of
well-being, but how we think and react to
them. Very successful people can be miserable
if they have a constant sense of having just
missed out on something - conversely, people
who appear to have less can feel incredibly
happy and fortunate because they va lue what
they have. It's the old 'is the glass half empty or
half fu ll?' question, and you r answer is crucial .

3 Match a purpose below to each paragraph.
There is one purpose you do not need to use.
a) Provide background information
b) Introduce the main idea
c) Give examples and further details
d) Engage the reader in the topi c
e) Summarise discussion and draw conclusions
4 Choose the best title for the article.
a) Good and bad fee lings
b) Coming to terms with envy
c) Go for gold, but be happy with less
2 Here are some suggestions that might
make any article interesting. How many of
t hese are included in the article you have just
read?
1 attention -grabbing title
2 intriguing and thought-provoking opening
paragraph
3 But how do we get to be 'glass half-full'
people7 One suggestion is not to compare
yourself with others, especially those who
seem to have more. Another old saying - 'the
grass is always greener on the other side of
the fence' - is very true, but of course that
green grass may be all an illusion . We don't
rea lly know whether the other person is happy
at all - we just imagine they are, and so feel
bad in comparison. But developing a positive
outlook on life is very important. People who
look on the bright side see possibi lities in
everything - they never imagine doors closing,
only opening. It's an enviable state of mind,
and it's a pity they don't sell it in the local
su permarket. If they did, then I for one would
buy buckets of it! But that's not going to
happen, so perhaps the answer when we
come second in a race, or see our neighbour
converti ng his house in a way that we could
never afford, is not to envy, but to aspire.
4 What we should do to be happy is not to
look at what might have been but at what stil l
cou ld be. And then just go for it! But the deal
is that we have to accept whatever
conseq uences there are phi losoph ical ly and
without reg ret - and be happy about it.
. ·~· -·-~-~---
L
U:\'IT 11 Always on my mind
3 rh etori ca l questions ad dressed directly to the reader
4 speaking directly to th e reader, using 'you'
5 using grammatica l stru ctures to give emphasis
6 giving interesting or su rpri sing facts or information
7 using a range of interesting vocabu lary, often
colourful
8 backing up ideas with specific deta ils and concrete
examples
9 in clud inq direct speech
10 having an interesting and 'punchy' final paragraph
or conclusion
3 · The writer has used a lot of interesti ng and
varied voca bu lary, including expressions.
1 Wh at do you th ink the following sayings or
expressions in th e article mean?
a) Is the glass half empty or half full?
b) The grass is always greener on th e other side of
the fence .
r) ThP11 nP11Pr imrininP rlnnr ~ r ln ~ i nn nnl11 nnPn inn
1 .J ....1 ....I' ,I I .....I
2 Find words or express ions in the article that
mean the same as:
on the other hand (para 2)
2 vital, very important (para 2)
3 something we thi nk is true but is not (para 3)
4 a good attitude towards life (para 3)
5 people who are opti mistic (para 3)
6 an attitude that we would all like to have (para 3)
7 take a cha nce and do your best (para 4)
~4 , Look at the two tasks on page 189. Choose
the article you want to write and work with
another student who has chosen the sa me ta sk.
~ ,5. Plan your article with your partner, and then
write it.
Decide how you are going to orga nise your ar·ticle.
How many paragraphs7 What will be th e genera l
purpose and topic of each one 7
2 Look at the points included in Exercise 2. Wh ich
ones will you include in your article7 They may not
all be appropriate.
3 Write your article .
4 Exchange your article with your partner. Make notes
of ways in which they cou ld improve their article,
and discuss them together.
5 Read the model answer on page 208 . Check that
you are following the 'Dos and Don'ts' suggested .
6 Write your final article, using your own grammar
checklist to make sure that it is accurate.
. Writ ing reference p.208 139
 UNIT 11 Always on my mind
----

Speaking 2 Student A look at page 189 for the answer to

question 1.
1 Work w ith a partner and discuss t he Student B look at page 190 for the answer to
fo ll owing questions. question 2.

1 Why can't you tickle yourself7 Th en exp lain th e reasons to each other.
First, ti ckle your partner's hand by wiggl ing your
fingers softly in the centre of their palm. Check if
2 Work with a partner. Look at the cubes and
describe what you see. Do you see the cubes
th ey find it ti ck lish. Now make exactly the same
movements on your own palm. What is the protrud ing out of the page or intruding into the
page? Do you see the same thing? Does what
difference?
you see stay the sa me, or does it change? . '.
2 Ca n you always identify what colour something isl
Ask your partner to hold out sideways at arms
length two pieces of different coloured card, while
you focus on their nose. Make sure you don't see
the pieces of card beforehand. What colour are
th ey?

140
 Li N l T
11 Review

Read the text be low. Use t he word given in cap itals at the end of
some of th e lines to form a word that fits in the sa me li ne. There
is an exa mple at the beginning (0).

A workout for the brain

The brain workout is a (0) Ji.t..ri.t3.~.£3. . trend which requires neither a yoga FIT
mat nor a pair of trainers. (1) ............... have shown that new nerve SEARCH
cells appear in the brain throughout life, and so mental exercise
can be (2) ...... ....... in ensuring that the brain functions efficiently. BENEFIT
As a result, both clinical research (3) . ........ and private ESTABLISH
companies are exploring what are known as 'brain enhancement
techniques ' which seek to (4) ................ the enormous capabilities MAXIMUM
of the human brain. What's more, the exercise analogy has
proved a popular one with software (5) ..... ..... offering such things PACK
as 'neurobics' and a number of 'mind gym' courses now
hPin.e; nffP.rPrl (6) COMM ERCE
Apparently, people have different brainwave patterns for differe nt
activities. For example, the beta brainwave helps us to make
decisions, whilst the theta brainwave helps us to relax and remember
things. Sometimes one brainwave can become (7) ....... . . ....., for example DO MINATE
people with high stress levels can get stuck in a high beta state.
The mind gym sessions help such people to regain (8) .................... between MOBILE
these brainwaves.
Training focuses on techniques such as speed reading, memory (9) .. CALL
and improved powers of concentration. Small sensors placed on the
client's head allow brainwaves to be viewed on a computer screen.
Sportspeople and business executives, high (10) ............... . ... individuals
who cannot allow their minds to wander for a second, have been
amongst the main clients so far.

2 Look back at your answers and fi nd: 2 Rep lace t he highlighted phrases with a
• a verb made from a noun phrasal verb or express ion with think.
• an adjective made from a verb 1 I just don't know what to do - I'm so confused, I
• a word to wh ich you added both a prefix and a can't get my ideas in order.
suffix. 2 The whole project fa iled, because the planning was
so bad - we 1ust hadn't considered all the knock-
3 Look at these answers which students wrote.
on effects pmperly.
Why wou ld they not get t he mark in the
3 My aunt is fantastic - she's such fun, and I love her
exam? What advice wou ld you give these
to bits.
students?
4 It's very difficult to invent a good excuse quickly for
1: research something you've done wrong .
3: establishment 5 Employers like it if you can approach problems in a
8: immobility different way.

Go to www.iTests.com or your CD-ROM for interactive exam practice. 141

 UNIT
12 A matter of ti me

The Futuro House

Designed in 1968 by Finnish architect Matti
Suuronen, the Futuro house was a classic flying
saucer shape - an ellipsoid shell constructed in
fibreglass and reinforced plastic, with ellipse-shaped
s windows, door handles, light fittings and even ellipse-
shaped power sockets. In theory its design was
'based on pure mathematics', but in fact this seems
highly dubious - the project supervisor remembers
Suur6nen having a much more intuitive approach.
10 There were no detailed drawings for the prototype,
and he would 'drop by the plant' and make
suggestions such as 'take away a bit here, add a bit
there' .
The initial commission was for a ski cabin, which
1s could be helicoptered into rough terrain, but
manufacturer Polykem hoped that mass production
worldwide would follow, and that the basic shell As it is, there are thought to be at least 30
could be adapted for both domestic and commercial surviving Futuros, including one in Japan, one in the
use. All looked to be going well until the 1973 oil USA and fo ur in Finland. But meanwhile the Futuro
25 has been reinvented as an art icop., artd found its
20 crisis more than tripled production costs; but for this
we might all now have one. way back into the glamorous world of parties and
f. . ' ~
spectacle when the prototype was used to house a
·•··'" headline-grabbing installation art project. What is
intriguing about the Filturo is that, forty years on;we
Reading 1: multiple choice (Part 1) · 30 still-see this object as futuristic, giving weight to the
somewhat questionable theory that it was actually
.-1 Do you like modern things, or are you an example of post-modernism before its time .
.• ,,. .. ...
interested in things from the past?
1 In the first paragraph, the writer suggests that
2 when developing the Futuro, Matti Suuronen
1 Work with a partner. Look at the picture A was keen to keep the design a secret.
above and discuss these questions: B had a rath er poor grasp of mathematics.
1 When do you think this object was designed7 C was unwilling to tru st his project manager.
2 What do you think it is used for? D tended to be more interested in style than
3 Does it make you think of th e past, the present or precision.
the future? 2 What does th e writer find strange about attitudes
4 What type of people would you associate with this towards the Futuro today?
object?
A People still thin k that it looks like a futuri stic
2 Read the first text to see if your ideas were object.
right. Did anything surprise you? B People fai l to see that the design was ahead of
its time.
3 You are going to read three texts which are C People see it as a work of art rather than
all connected in some way with th e idea of time. something practical.
Choose the answer (A, B, C or D) which you think D People in va rious parts of the world are keen to
fits best according to the text. preserve them.
142
 REVIEW OF A DO CUMENTARY PRO GRAMME
Watercolours of a history
waiting to happen
Years ago David tylandell began to record·his,si_nister : :
dreams. He painted their imag~s,.,then embel)isned the.in .·
with footnotes to add to the details.of what he had ··
• •j \ ;
's een'. On 11 September 1996 he dre~m.ed 'the_,
destruction of two towers. Beside the towe~s; in
5
M~~dell's painting, was outlined the he<!d of th,~ Sta~ue
of Liberty. Around the tqwers1he painting'.depicted ·.
biilows of smoke. five years later to the day soll)ething
r~ma·rkably a·l<iri to Mandell~s ghastly premgnitioi:i . ·•
ci'ctually happened. This we know: tor tucked into ·a·.
corner of his painting, easy to miss, there was'the . . ..
silhquette of an aircraft.
· The salient questions begin with the obvious: are
Mand ell's drea~s 9 spate of coincidence? Is he·a seer
1s abl~ to glimps·c future events in his droams or;is ha
merely a sad old fake? His other·dreams in'ciuded .
·prem'Onitions .of either disasters and momentous events -
: P.~"rhaps most remarkable was h[s picture of ~he g'as
attack on the underground iri Tokyo. Besidethe irnage,
20 .. Mandell's notes named the Japanese capital as.the
· venue of the outrage.
. . . people died: my grandfather in 1941, my
Th,.. ..... ,...,.. .. "'""'""n nnr11n11ln11 .... l11
• I llU tJIUMIUllllll\.t ..JV1 ,upu1vuo.J 1 y
· whether.or not Manq~ll was rece.iving apocalyptic
warning.s..Each key painting had been photographed by
25 staff at his local bank, in front of a calenda·r-clo.ck clearly
displayi.ng the.date by which the painting had been
made. Every painting predated the .incide~t it foretold.
., ·., The .~hots were ~xamined by aforen.sics exper.t.who
certified them genuine. Mande'll passed a lie-de.tector '.
test,~th.en" allowed himself to be bypnotised: One expert. "
thought he was mirroring the 1·aws of probability :.: but the
evidei:ice suggested, given th.e'relativ~ly im1all .numper ·of .
. dreanis rei:cirded ·and nis high 'nit-rate', thatMandell -....
'· ' wa~ rtiirro~.ing fh'i·
1aviqt impr.obabllity.', ·. ·i. ~ 11 · .••
· ... ~'/ ··"" ... •• • •
3 What do we learn about David Mandell's paintings
from the review/
A Th ey have yet to undergo scientific analysis.
B They are hard to understand without his written
notes.
C They may have been painted after the events
they depict.
D They seem to predict the location as well as the
type of event.
4 In the third paragraph, it is suggested that
A the programme had made exaggerated claims
about the dreams.
B the expert had been unable to give an adequate
explanation for the dreams.
C there was insufficient evidence to make any sort
of assessment of the dreams.
D th e programme makers had uncovered the
answer to the mystery of th e dreams.
UN IT 12 A matter of ti me
· t I
Golsoncott
When I was hanging around the
l '1/, ,:,. ,.1~1
nearby lanes as an adolescent,
.s>/£:,,,,, waiting for life to begin, I saw
Golsoncott as a place where
L
W.,,
nothing ever happened. I thought
of it fondly, but reckoned that it
was elsewhere that things went on and that in due
course one would go forth to elsewhere, with all
I that that implied. And so I did, but in due course
.I·1 10 also Golsoncott became a retreat, a haven when
rather too much was happeninp; >tht. s1·::ihlr. r.lr.rnent
in an unreliable world. You could know that it
would always be the same, year by year. Absence of
f event was now the treasured aspect.
Ii 1s During the 70 years of the family's occupation of
It the house no -one was born there, though three
f"l"\t1nh+ +n nt"+,..hliC"h·
UVU~lll. \.V VV\. UUll Ul l
i ....... .. ,.,~,.J •........,,.....,.,.l-,.,., •• '2A
f,!.Cl.lJ.U.ll.lVL.1.J.1,,...J. <..I ..L.
.,."" ,...,.,.., 1,.,+-a ••
J'-'U.l.U .lU.L"-'L)
,.,,.,,,..I
l.U. J.U
+.r."' fJ, , ,,"''' "' ,, ,.,r
J.J.J.J.U.'-J. ) J..J..'-)' '-l.1..4..1.J.~
Rachel. Events of a significant kind. To a 15-year-
20 old, things happening means a few ups and downs
in daily life, and Golsoncott was indeed fairly
immune to that. One calm rural day slid blandly
into the next, with only the weather serving up any
potent kind of ch:ingr.. Anrl even that interference
25 with prescribed toutine was sternly resisted: family
ethos was that you ignored wead1er and simply did
what you had intended to do. You went for a walk
in the rain; that was what raincoats were for.
..!.<!· ·.,... ... ~· ~ ~·Z'-.t ·~·l ~.~ ."
5 In th e first paragraph, the writer is explaining
A why she felt trapped at Golsoncott.
B why she decided to leave Golsoncott.
C how her attitude to Golsoncott changed.
D how she came to regret leaving Golsoncott.
6 Which phrase from the second paragraph
reinforces the idea introduced by th e phrase 'with
all that that implied' in li ne 8?
A ups and downs in daily life (line 20)
B fairly immune to that (line 21)
C slid blandly into th e next (line 22)
D stern ly resisted (line 25)
4 Do you think that what happens to a person
in th e past can influence th eir future?
Which of the three texts made you think about
the re lationship between the past and the future
most? Why?
143
 Ci\' IT 12 A matter of time
Vocabulary: idiomatic
language/collocations
1 in time
1 Look back at the three texts on pages 142 and
143. Find words or phrases that mean the
same as:
difficult to trust (text 1)
2 when something is made in large quantities
(text 1)
3 somethi ng that represents an important idea in
art (text 1)
4 add ing importance or va lue to an argument or
idea (text 1)
5 seeing something briefly (text 2)
6 doing someth ing thoroughly to high standards
(text 2)
7 a record of the number of instances of something
(text 2)
8 moving arou nd slowly without any purpose,
doing very little (text 3)
9 eventually (text 3)
10 good times and bad times (text 3)
11 a philosophy for living (text 3)
2 Now comp lete the sentences using the correct
form of one of the expressions.
Th e idea that anyone can pred ict th e future
accurately is very suspect - in fact, I think it's
2 I he evidence ....... ...... ............... the argument that
th ere was a town on the site in times gone by.
3 Cars nowadays are ................................. wh ich has
reduced manufacturing costs and made them more
affordable than they were in the past.
4 His dreams seemed to give him a brief
......... .... ........ into the future.
5 I seem to spend a lot of my time just ..
wa iting for other people - it's very frustrating 1
6 Life is fu ll of . . . ... , highs and lows - that's
what makes it challenging.
2 quickly to check your id eas. Have you ever
1 Look at the fo ll owing extract from text 1.
Wh at does the high li ghted phrase mean?
it was actually an example of post-modernism
before its time.
2 Comp lete the sentences with a col location
with time from the box.
144
in no time waste of time at the tim e
pressed for time for the time being
running out of time time after tim e
kill time
I th in k that studying History in school is useless -
it's a complete ....................................... .
2 I decided to go on holiday to India last year. It
seemed like a good idea . , but I didn't
realise that I had chosen the hurricane season 1
3 I'm studying hard, so I've told my friends that
................................... I'm not going out at weekends.
4 Sue is so quick - she learned how to use the new
softwa re ..................................... .
5 I'm sorry, I can 't stop now - I'm really
....................................... . I'll catch you later.
6 Peter has been delayed, so I'm going to get a
coffee to .. .............. until he gets here.
7 The train was held up by sig nalling problems, but
lucki ly I arrived just .............................. ....... to catch the
plane.
8 We must reach a decision by 8 o'clock and it's 7.45
now - we're rapidly .....
9 I've told you ........... ............. not to do that, but you
just keep doing it !
.3 Work with a partner. Take turns to describe
a situation to illustrate one of the phrases from
Exercise 2. Your partner shou ld say which phrase
you are illustrating.
Example:
A: I had to wait for the bus for ages, so I bought a
magazine to read.
B: You were killing time.
Grammar 1: passives 1
..
1
1 Read the title of the artic le on page 145. What
do you think the article will be about? Skim it
heard of a job li ke this?
2 Read the article again. Rewrite the numbered
sentences using the passive form.
Example:
(1) ... in which older people from diverse ethnic
backgrounds are encouraged to share and record
their memories

THE MEMORY BANKER
Meena Khata loves her job, because she
can travel the world and immerse herself
in different cultures. But she does this
without ever leaving her office in London.
It is here that she runs a project
( 1) which encourages older people from
diverse ethnic backgrounds to share and
record their memories in order to bring
alive a past that (2) people might otherwise
lose. Age Exchange is a unique
organisation that uses story-telling, drama,
art and dance to build bridges between
generations. (3) Someone set up A~
Exchange in 1983 as a reminiscence
theatre company, but demand grew and in
198 7 (4) they opened the Reminiscence
Centre. Meena is one of only eight full-time
·workers with the project, and (5) the
director has assigned many .vital jobs
such as running the shop. museum and
tea-room to volunteers.
Meena plans to record people aged 50
and over talking about their childhood,
family, homes and memories of their
country of origin. Among questions (6) she
will _~k t!wm are why lhey l:ame to
Ilritain, and what their first impressions
were. Creative activities such as drama
and dance provide trigger material that
unlocks their memories. Participants
create memory boxes containing images
and objects that illustrate their stories.
(7) We should not ignore this opportunity
to capture living history. There is a danger
that once the older generation has gone,
their stories will disappear, and (8) will
close a rich vein of living history for future
generations.
3 The numbered se ntences in the article
would be better in the passive form,
for one of three reasons. Match each
reason to the sente nces.
a) The agent is unknown or obvious.
b) Th e focus of th e sentence is on the event
and not the agent.
c) The agent is people or things in general.
UNIT l 2 A matter of time
Passive infinitives ·
If t he subject is not t he agent, we can use a passive
infinitive.
Example:
The stock is to be checked every Friday so that levels can
be maintained.
The report was thought to have been leaked to the press
by a secretary.
2 . Comp lete the second sentence so that it has a
simi lar meaning to the first sentence, using the word
given and a passive infinitive. Do not change the word
given. Use between three and six words, including the
word given.
The original plan was to finish the project by the autumn .
HAVE
In the original plan, the project . . by th e
autumn .
2 I won't have any repetition of this bad behaviour at any
time. REPEATED
I don't want this .. . .... at any time.
3 She wants everyone to realise that she is an intellectual.
SEEN
She wants . ........... ......... . .. .. ;in intellectua l.
4 Everyone believes that th ey have moved away from the
area. HAVE
They are .. . ...... . ...... ......... from the area.
5 People say that he has recovered from the accident quite
quickly. SAID
He ......... ... .. .... from the accident quite qu ickly.
6 No-one can do anything about the situation . NOTHING
There ....... ...................... ............ about the situation.
Grammar reference p.196 (12)
· 3 Discuss these questions.
Read the last sentence of the article aga in . Do you agree
with the writer about the danger in the last paragraph, or
do you feel that it is not important?
2 Which is more im portant to have recorded: people's stories
and memories or facts and dates of important events?
3. What personal things would you like to be saved from your
early years? Why7
4 Have you ever seen anything displayed in a museum that
was used by someone in your fami ly? If yes, how did it make
you feel7 If not, how would it make you feel if you did?
5 What aspect of the town where you live wou ld you like to
be preserved for the future? Why7
145
 l'.\'IT 12 A matter of tune
------------
Reading 2
1
1 Work in groups of
three.
Student A read th e book
synopsis on page 189.
Student B read the book
synopsis on page 190.
Student C read the book
synopsis on page 192.
2 Te ll one anoth er about
wh at you have rea d.
Wh at idea do th ey all
share?
3 Wou ld you li ke to
rea d any of th e
books? Wh ich one and
w hy? If not, w hy not ?
Do you believe t hat t im e
travel is poss ib le or is it
just fi ct io n? Why ?/Why
not?
.· 2 i Rea d th e t ext in
Exa m focus Exerci se 1.
Do es t he w riter believe
that t im e tra vel might
exist ? How are his ideas
sim ilar or different t o
yours? Wh ich of t he
t hree books you
discussed in Exercise 1 is
mentio ned?
146
Exam focus
Paper 3 Use of English: word formation {Part 3)
About the exam: In Paper 3, Part 3, )'OU read a short text from w hi ch ten
words have been removed . The ga ppe d words are listed to the right of
th e text, but not in the form that is needed in the context of the text.
You need to change th e words, usually add ing prefi xes and suffixes, to
match the sense of the t ext.
Suggested procedure
1 Read the text quickly to get a general idea of wh at it is about and
how it is organ ised. Don't answer any of the questi ons unt il you've
rea d t he w hole text.
2 Look at each gap in turn and th ink about the sentence. What type
of word is missing; an adjective, noun, verb, etc.? If it is a noun, is the
word sing ul ar or plu ral? If it is an adjective, is it pos itive or negative?
If it is a verb, w hich t ense will it be in?
3 W hen you have answered all t he questions, read the text carefull y
aga in. Does it ma ke comp lete sense with al l t he words you have
created?
1 Fo r qu estion s 1- 10, rea d th e t ext be low. Use th e w ord given at t he ..
end of some of th e lines to fo rm a wo rd t hat fi ts in t he ga p in t he sa me
lin e. Th ere is an exa mp le at t he beg inning (0) .
".
Example: I O I physicists
The enigma of time travel
Is it possible to travel backwards and forwards tbrougb time?
For decades the world's top (0) .PhYS..i.c.is.t..S. . have been trying to PHYSICS
answer this question. But so far, nobody has come up with any
(1) .................... proof that travelling through time is actually impossible, CONVINCE
although all sorts of (2) .................... to the idea have been raised. OBJECT
For example, some say that time travel might lead to what they
call 'temporal paradoxes' , like going back in a time machine and
(3) .................... meeting your own mother before she gave birth to you. ACCIDENT
It sounds like the plot of a classic science-fiction film , doesn't it?
And it's a sign of just how (4) .................... the concept of time travel is to APPEAL
serious scientists that it was left to a (5) .......... ..... .... to come up with the NOVEL
idea in the first place. That honour goes to H.G. Wells, in his 1895
classic The Time Machine . Was Wells dabbling in a fie ld that he
didn 't understand? Was it all just a bit of literary (6) ............. ? SPECULATE
Maybe not: Einstein's theory of (7) .. ..... .......... does not di sallow the RELATIVE
(8) ... . ............. of time travel. And modern scientists looking for what's EXIST
called the 'Theory of Everything' are (9) .. ...... to ru le out the WILL
idea completely. So who knows, the idea of travelling through time
may not be as (10) ................... as many people think. RIDICULE
2 Discuss t hese questions.
If you cou ld travel back in tim e, wh ich peri od of history would you like to
travel to? Why?
2 Would you prefer to trave l to th e future7 Why7/Why not!

Grammar 2: the future in the
past
1 We can use the past continuous to ta lk
about plans in the past that were in the
future at the moment of speaking or
writing, e.g. We were meeting at 6 o'clock,
but Joe called and changed it to 6.30.
2 We can use was going to when we talk
about plans in the past that we still haven't
fulfilled, e.g. I was going to post the letter,
but I forgot.
3 We can use was thinking of+ -ing for future
plans that are not definite, e.g . I was
thinking of tidying the house this weekend.
1 · Match these sentences to one of the uses
above. In which one is the plan not fulfi lled?
a) I posted Sally's parcel for her. It wasn't a problem
as I was going to the post office that afternoon
anyway.
b) I was having my hair cut that afternoon, but I
cancelled the appointment when I heard the
news.
c) I was thinking of phon ing you anyway th is
afternoon .
i. Grammar reference p.198 (16.4)
. 2 Complete these mini-dia logues using the
correct form of the verb in brackets.
A: Look - the cinema is closed next week for
refurbishment.
B: Oh , that's annoying - I ........
new blockbuster sometime soon.
2 A: Hello, Peter - what a coincidence that you've
phoned right now!
B: Why?
A: Well, I had just picked up the phone and
.......... (ca/O you!
3 A: This morning I was told that Jane
................... ... (come) tonight, but I ca n't see her
here.
B: Wel l, we invited her but she phoned thi s
afternoon and said she
and had to cancel.
4 A: Hi, Sue - I'd like to talk to you about the new
project. Is this a convenient time/
B: Actual ly, I . .. .. (just go) for lunch.
Why don't you com e - we can talk over a
sandwich.
5 A: We .................. ...... (go) on an organised tour of
Rome last month, but we both got flu and had to
pull out at the last minute.
B: What a shame !
UNIT 12 A matter of t ime
3 There are othe r ways of expressing the future
seen from the past. Choose the best form of the verb
in each of these sente nces.
Our broadband connection wasn't working, and we
hoped that the technician wouldn't take I won't take I
didn't take long to reach us!
2 When the train broke down between stations, we had
no idea that we should be I would be I will be stuck
there for fivP. hours!
3 The project manager hoped that the project will have
been I would have been I had been up and running by
January, but it wasn't.
4 As he wa lked towards her she rea lised that he is about
lo I wos about to I has been about to speak to her.
5 On the itinerary, we were to arrive I were about to
arrive I would arrive at the station at nine, but the train
was late and we missed our connection.
4 There is a mistake in each high lighted word or
expression in the text. Correct the mistakes.
Digging up (and burying) London's past
Archaeolog ist Duncan Hawkins redrew the maps of i
Roman London three years ago after discovering an !
Ancient Roman palace four metres .below street level. t
At the time he called it the most exciting discovery to L
be made in London for years, even though he always '
suspected he (1) were going to find something in the l
area because of references in other documents. f
The actua l discovery was made because a builder
(2) would erect an apartment block in the area, and
had to undertake an archaeological survey first as a
.. .......... (see) th e
precondition. This survey exposed the site. Once they
had started to dig, archaeologists knew it was crucial '
that they completed their research within six months ~
because the building work (3) is scheduled to go ,
ahead at that time. What about the site now? It is
buried below the block of flats ! How does Hawki ns \
J
fee l about thi s? His position is clear. Archaeology has
a dua l role - to preserve the past, and disseminate
information to increase our understanding of the past.
Without the opportun ity to do the dig, he (4) would l
.... .... ..... ...... (work) late still look for confirmation of the site among l~
contemporary documents. He always intended to
bury the palace carefu lly, so that other archaeologists 1
1
(5) will be able to find it when further bui lding took
place, however far into the future that (6) were.
I
. . ,)
.. ~ ·- .,.
,·
5 Te ll a partner about a tim e when you
• were hoping to do something but cou ldn't
• would have done someth ing if you cou ld
• were about to do something which fell through. 147
 UNIT 12 A matter of time

Listening: multiple match ing 2 Make a list of th e good and bad features of
computer games you have played. Think about:
(Part 4)
• th e setting • interactivity
1 Discuss these questions. • th e plot • graphics, etc.
Do you often play computer games?
2 Why do people enjoy playing the games?
3 Wh ich are the most popular genres7 Why?

@ 3 You will hear five peop le talking about a computer game they played recently.
Remember that you must complete both tasks as you listen. You wil l hear the record ing twice .

TASK ONE TASK TWO

For questions 1- 5, choose from the list A-H what For questions 6- 10, choose from the list A- H each
each person says is the best feature of their game. person's ma in criticism of their game.
A It's fast moving. A It's too simi lar to its predecessors.
B It's easy fo r beginners. Speaker 1 [JI] B The graphics are disappointing. Speaker 1 cm
C It has wel l-known characters. Speaker 2 [ ] ] ] C The audio is poor quality. Speaker 2 [JI]
D It has good puzzles. Speaker 3 [JI] D There are techn ical problems. Speaker 3 CJ]]
E It's designed by experts. Speaker 4 [ ] ] ] E It becomes too complex. Speaker 4 [ ] ] ]
F It has rea listic graphics. Speaker 5 [JI] F It involves a further payment. Speaker 5 []IQ]
G It has an unusua l setting. G The characters don 't speak.
H It has a strong plot. H It gets boring after a wh ile.

Speaking: two-way conversation

(Part 3)

: 1 In Part 3 of the Speaking test you have to

complete a task with your partner.
Think about the best way to do this. Which one
of the following pieces of advice is not correct?
What is wrong with it?
• Try to make a decision about th e ta sk immediately.
• It doesn't matter if you don't talk about every
picture, as long as you use good language.
• Ta lk about each picture in turn, before reaching a
decision.
• Don't worry about the timing - the interlocutor wil l
stop you at the end of the time.

2 In this part of the test, you should interact

with your partner and show evidence of turn
taking. With a partner, think of some ways you
can ask each other's opinion, or take turns to
speak, e.g . Do you agree with me ? Is that what
you think?
148
 UNIT 12 A matter of time

·• 3·, Look at the fol lowing task. Do the task with
your partner, trying to follow the advice in
Exercise 1 and using as many different ways of
taking turns with your partner as you can.
2 Which thing do you wish had not been discovered
or invented? Why?
3 What invention can you th ink of that was
predicted incorrectly?
4 How important do you think it is to continue to
make technological and scientific advances?
5 What invention would you like to work on? Why?
6 What can we learn about any society from the
things that it values?

.s· Share your ideas on the questions in

Exercise 4 with the rest of the class. Were their
Look at the photos. Discuss these questions. answers similar to yours? Make a note of any
Which thing do you think wi ll continue to have the useful ideas that you didn't think of.
greatest impact in the future?

I • ' , -· . -~· 1-,

~ i']~
'
I~''
' i
_.:k.=- '
,
I
: I
.1,
l-
- ,,
'.1 . ----- / . .-~ -~ .
. )
I
•
···---- ."-,"'4
- ......
- ·AO '

' .., H - • ~
Ui\TI' J 2 A matter of tim e

Use of English: open cloze

(Part 2)

' 1 · Discuss these quest ions .

Why do people genera lly like science-
ficti on books and films! Do you enJOY
them I Th ink of some we ll-known
novels, fi lms, TV programmes, etc.
2 What do you thi nk science-fi ction can
tell us about:
• life today!
• the past?
• the future /
3 What do you know about th e TV seri es
Star Trek?
Do you thin k program mes like this are .' · · Ev~n'' (o). .~hqY.!ik.the fantasy te1evisi9~ series Siar Trek ...
ever scientifica lly accu rate? . ; .:has been fil:ound for .over..40 y,ears; ii may.still have : . . . .
\. : some ~hies· to offe~ about ~Ur.own future. Ma~y . '
~.-2'; Read th e text to see wh at th e · · · s~ientistS. are a~id fan~, ahd ever the ·show d°) ... -.. .. . . . .
writer thinks about th e sc ientific . . . ._ . . . l. . •· •.. - • . -

predi ction s in Star Trek and compare startea

. in the 1960s, . it has. been praised·(2} ...:.....:.:.......:·. a .
.

your id eas. Ignore th e ga ps for th e . ·' .: source "<i>~ inspiration' and :visionary ideas: (3) ...:..:..... ~......: to ..
... ·. . . . ·. . . . . ' '
moment. Does anything surprise you? @ne-of.the programllle's scientific'advisers, we've . .
. caught·€4) _.,. .:".. . :. .:. ~.. with lillct gon~ ·beyond.' many of. th~ · ·
-:-3.. Read th e text again and think of
: . . tllirigs foatured (S) ·~:...'. ...":...·...... the original senes. Sci how
1

the word whi ch best fits each gap. Use .• ' . . •' '. •. ~
!' . . . •, - ' ~ .. _ . . .. •
. t ~ :' ••

only one word in each gap. Th ere is an milch ©f the·prngmunme has:become sc;;ienee fact, · . . ·
(6f:.:.........,:....:· h@~ muc,h is still sciienee flction? '.
0

exampl e at the beginning (0).

I . . .
. . • ' .

4 Can you think of any other
sci ence-fict ion programm es, books or
films which have:
• successfully pred icted future events?
• remained convincingly futuristic despite
developmen ts in technology?
. ~7) ..:...::;...:....... tbings as tricorders,_ comm~nicators and
•interactiv.~ corrwutelis ~e (8~ ....................:.:!ongerfantaw.
" ·. Magiietic resonance unaging; mobile.phones and the.. ·
i.· . ,Internet ~ppeared in.refil life long (9) .:~... .... ,.:..... ,. th~ . .
• ~~rd ·cen.tury, (10) ....1.....:......~.. is when the ~how had · .
pre<;l~cted tl:iat such..technology (11) .:................:. be
. . - : :a . . ~ .~

, ·.·. available. Even detrnal regenerators; used in the

· · 'ficti~~aJ 24rll -~en:~t~,' ilea1 ~oui:i<ls instantly, ·
aritidpated todafs -~se of lasers.to heal tissue and
'· i·epall:,.e,ye damage.· .. •·
, _The-t(anspoFteF. is.'i~rob~bly the mo~·t memorable
feature of Star Trek,'bi1t could it.become (12) ............:......."
· reiiiity? ·Physi~i~ts {13) .........:."........ .the idea of teleportation .
.seriously and :there li~ve been various attempts to
'tra~sport' objects from (14) :......:.........:. place to another.
Sadly, how~ver, (15) .............;....... Scientific American
•magazine is to pe belieyed, 'the teleportation of large
objects or humans remains a fantasy ' .
.. ,.,.,.. ·-.- .... ~ ·--:-~
 UNIT 12 A matter of time .

Writing: essay (Part 2) 'l Think about the purpose of an essay, an

article and a report. Complete the table using
1 In the exam you may have to write an essay words and phrases from the box.
in which you present an argument. You should
uses colourful language
• use a semi-formal style
uses sem i-formal language
• make sure that you organ ise your argument clearly
uses objective language, often with the passive
• lin k your ideas appropriately presents a clear argument in linked paragraphs
• remember that the purpose is to explain your point can use bul let points
of view or persuade the reader to agree with you . us@s paragraphs for e#eet
You can organise an essay in different ways. You makes recommendations based on facts
can: entertains
persuades through discussion
a) present both sides of the argument one by one
known reader (x 2)
and then say which one you tigrcc with:
general reader

1 1n-\roduc.Aion 5-\ct-\in~ 5i-\uaAion

z.. Two or -\hree pain-\5 5uppar-\in~
essay article report
one 5 ide ot -\he a.r~\Jl"Y\en-\
3 Two or -\hree pain-\5 5uppar-\in~ f
language
-1\-.. e o--it.er ~ ,QI::'.- or --inl::'.- (;ti -~ul"Y\12.f '"°' I
__4_ C._o _n...~-~~~-\in~ you:___~
_in-io_n--~ purpose
b) present arguments for and against specific points
and then say which one you agree with:
~----.--......,...,.,..._,,~...-_,.-.-----~..,__ _,organis_
a_tion_ ___ ___ l,!?es @r9_grapl!__s ____ _
for effect

target reader known

reader

Look at the following task. Decide:

•:.<.I
I ln-lrodudioh $}a-lirig ~itL\alibn and
'-
.~our opinion.: -
2. Points for + suppor-liris de-lail
3 Points against. + s~pp~rt.~7s ·~e~ail ,, .
Lt Coridusion conf'irmit:is ~c:>u'. o_p.il')Jon _ ·
-~--1__.,-fl--._1
I,
• whether you agree or disagree with the statement
• how you want to organise your essay
• what details you want to include_
j You have had a class discussion on the value of
studying the past, and whether it is important
j
to help us prepare for the future. Now your
~- .J--- teacher has asked you to write an essay giving
your opinions on the following statement:
There is little point in preserving buildings and
stories from the past - we should look to the
future, not live in the past.
Write your essay in 220-260 words.

·fS -1
 UN IT J 2 A matter of ti me

4 2 Co mpl ete the fo ll owing out li ne of the essa y in

note form .
1 Th e essa y below was written in answer to t he
t as k. Read it and answer these questions. Introduction: s.ta.~~'!.lerit gf~()pic
1 What organisation has th e writer used! Second para:
2 Is th e style semi-formal or informal?
Point 1
3 Wh at is th e purpose of th e rh etorica l question at
the end of the introduction / Third para:
Point 1
Conclusion: .
SoW\e reople .sg,y that it i.s a waste of tiW'le
. to pre.sel'Ve hi.story) aVld that the pa.st i.s
3 Highlight four lin king words or phrases in the
9ooe aVld .shov.ld k for9o+teV1. EM+ i.s thi.s essay. Whi ch one introduces:
really tro.e? • the first idea /
• a contrasting idea 7
OVI the ooe haVldJ there i.s a .sfroV19 ar9LAW1eV1t • an opinion/
for lookiV19 forwards) V\O+ backwards. Life i.s • a reason?
for IiviV19 aVld for takiV19 ri.sk.sJ aVld We Cllv\ ·
4 What is the effect of using these words?
M Ver .fully appreciate ~at liviV19 cooclitiO\l\.S • surely (para 3)
were like 500 year.s "90· So ~+ i.s the • too (para 3)
poiV1t iV'I pre.Sel'ViV19 old bLAildiV195J tlV\d learniV19 • obviously (para 4)
abov.+ theM? Mooeycov.ld k better .sreVlt OV1 5 Look at t he essay aga in. Un derlin e:
other thiV19.S. • a phrase which introduces a general statement
rather than the writer's opinion
OV\ the other · ~J alth0v.9h it i.s tro.e that • a rhetorica l question
we ctlVl t c~e the pa.s+J it i.s ~ere We .
1
• the sentence in th e conclusion that links back to
CllMe trom. So if we ~ LAVlder.sttwld if) aV\d the introduction.
how reop\e li~edJ theVI 'f./e al.so LAV\der.stllV\d
Cllvl
/ 5 , The essay is too short (200 words) . Work
~re abov.+ ov.r.se\ve.S:· hwJ .SLArely We ~ve a with a partner and th ink of one extra detail that
re.spOV1.5ibili+)' to fLAtLAre 9eV1eratii:>Vl..SJ .so you could add to each of the midd le paragraphs.
that they too CllV\ LAVlder.sttwld +heiY Then add your points to the essay. Make sure
back9Yov.Vld? that you link them in using appropriate linking
words.
1 t .seem.s +o ~e that kviowiV19 ~eYe we
· ( Now look at the following task . Write your
came trOM 9ive.s LA5 ··~ ·.seV\.5e of ideV1ti+y a~ own answer, using one of the approaches
LAV1deY.sttwldiV19 of OV.Y.selve.s. foy thi.s rell.50V\J suggested . Remember to plan your ideas and to
1 feel that theYe i.s a lo+ of poiV1t iV1 link your paragraphs and ideas with in paragraphs.
pYe.Sel'ViV19 old bLAi\diV19.s tlV\cJ .SfoYie.s trOM
the pa.s+J llVld that the .s+a+emeV1t i.s WY01'19. You have had a class discussion on why it is
important to preserve the past. Now your
Obviov..sly we .shov.ld' V\O+ live iVI the pa.st, bLAt
teacher has asked you to write an essay givi ng
We .shov.ld Yemel'l'\bey it. your opinions on the fo ll owing statement:
We should spend more money on preserving our
r ... ~- .. • .... __ past - it is too important to lose.
Write your essay in 220- 260 words.

• Writing reference p.210

152
 lJ 1~ 1 T

·· 1 Think of one word only which can be used
appropriately in all three sentences.
The date for the open ing of the new museum has
been .................... for next September.
A resea rch project has been .................... the task of
investigating whether time travel already exists.
Beverley had .................... out at dawn, determ ined to
find the archaeological site before lunchtime.
2 On his trip across the USA, Brett didn't make it to
San Francisco because he ran out of ............
With the benefit of hindsight we can see that the
invention was years ahead of its .................... .
It's not that Phoebe was wrong, she just didn't
choose a good .................... to bring up the subject.
3 Contributions to the international charity appeal
have .................... one million dollars.
Eric .................... over, picked up the photograph and
rea lised he was looking at himself as a small boy.
In the 1970s, Britain only had three TV channels and
w~ . Compl ete the second sentence so that it
has a similar meaning to the first sentence,
using the word given. Do not change the word
given. You must use between three and six
words, including the word given. Here is an
example (0) .
0 The architect wanted nobody to know about his
new idea. KEEP
The orch itcct wanted ...F.9. k13.13.P... NS.. .. f.1.13.W.J4.t:.?... §!....
secret.
1 Our visitors experienced a two-hour delay on the
motorway. HELD
Our visitors were .......................................................... two hours
on the motorway.
2 Someone ought to have let the police know
about the incident at once. REPORTED
The incident should .............................. ............................ th e
police at once.
~ C: ::i ll11 nririin::il h1 into nrlorl tn tr::n1o l hi/ ::iir r::ithPr
......... .. }
..., ,, "::J" ' ..... "} ... ..... . . -- - · - - - - ·- J - · ·· -
-~- · -·~·

than by train. WAS

popular programmes often .................... an audience of
over 20 million. Sally's .......................................................... travel by air rather
than by train.
4 There's no .................... in doing further resea rch into
time travel as it's clearly never going to be possible. 4 If we want to bid in the auction, we must do it
soon. OUT
-On entering-the olEl-c-astle, yeu-get-a-real "· ........ . of
history and how life must have been in the past.
-- Time ...=. . . . . . . . .:.=. : : :.
the auction .
=. .
=-it we wann o bici-i'r r

Penny was so absorbed in the sci-fi novel th at she

had lost all .................... of time passing. 5 At least thirty Futuro houses may still be in
existence . THOUGHT
5 The college principal said that he .................... to bring At least thirty Futuro houses ..........................................................
the catering faci lities up to date. exist.
We decided to ask the lecturer exactly what he
.................... when he used the word 'teleportation'. 6 Sa lly didn't know it, but her attitude wou ld soon
change. ABOUT
Of al l the awards that the actress won during her
Sally didn't know it, but there
career, the Oscar .................... the most to her.
.......................................................... change in her attitude.
2· Choose the correct alternative in each of 7 John's hair rea lly needs cutting. TIME
these sentences. It's ......................................................... hair cut.
Tom said he had I would have every intention of 8 Tommy's plane should have landed at 15.00, but
finishing his research project before the end of term . there's no sign of it yet. SCHEDULED
2 When it was first televised, nobody could predict I Tommy's plane ......................................................... at 15.00, but
could have predicted how successfu l Star Trek was there's no sign of it yet.
going to be.
3 Many of the predictions wh ich David made I could
make have come true.
4 As a schoolboy, Jeremy wanted to I was wanting to
become a professional footballer.
5 Some people dream about famous events long
before they happen I would happen .

153 •
 A way with words

Reading: multiple
matching (Part 4)
/ 'f Discuss these questions.
Do you like reading about
celebrities? Why? What is so
fascinating about them?
2 Do you think there is too much
written about celebrities in the
media generally nowadays?
~ ·] Read the article on page
155 quickly to see if your ideas
are the same as the writer's
and find:
.(· . You are going to read an article about ghost writers, the
people who actually write many celebrity autobiographies. For
questions 1-15, choose from the sections (A- E). The sections may
be chosen more than once.
In which section of the article is each of the following mentioned?
a ghost writer whose work is said to have influenced other writers ITIIJ
one publisher's modest expectations for a celebrity autobiography la]
the attitude of aspiring celebrities to the media
the need to fulfil people's expectations regarding the celebrity
the changing status of ghost writers in the profession [[[] [[[]
the lack of prestige celebrity autobiographies once had
in the industry u:r=J ~

• the names of two publishers the reason why celebrities feel a need to produce an
• the names of three ghost autobiography
writers the need to keep on good terms with the celebrity
• the names of two celebrities.
the range of companies now publishing celebrity autobiographies ~
'Iii 3~' Which section talks about: the type of consumer that celebrity autobiographies appeal to ~
the attitude of new celebrities? the lack of recognition ghost writers can expect in return for
2 the results of an unexpected their efforts
success?
- 3 hGw a-9hGst-writer-wGrks?- --· th ~ indifferenc~ of_OQese l~ bdty lo a_book's suc~s_?_
4 how a deal was struck? a ghost writer who had problems getting close to the
5 what a celebrity autobiography celebrity concerned
contains?
5 Match the words and phrases from the article to their closest
synonyms.
1 to be looked down upon (A) a) of low social status
2 clued-up (A) b) money earned from sales of a book
3 must-have (A) c) show disgust for
4 to turn up one's nose (B) d) become friends
5 downmarket (B) e) considered inferior to
6 royalties (B) f) aspiring
7 to turn down (B) g) essential
8 to tap (C) h) become more confidential
9 shirty (D) i) well-informed
1O would-be (E) j) refuse
11 to open up (E) k) exploit
12 to bond (E) I) showing irritation
UNIT 13 A way,with words
Ci\' IT 13 A way with words
Vocabulary 1: adverb ials
expressing attitude
1 How do we express our feelings and ideas
clearly? Look at the statements below. One
word in each sentence tells you how the
person is fee ling. Underline the word, and
decide which person is indicating that
a) th ey have heard that something is true though
th ey are not sure.
b) someth ing is easily noticed or understood.
c) they th in k that there is no doubt about something.
d) they are speaking for only themselve$.
e) they are giving the most important information.
f) they are speaking directly and honestly.
g) what they are saying is in fact th eir true opinion, or
contrastin g what has been said before.
Frankly, I th ink that books written by celebrities are
usually overrated.
2 Actua lly, on second thoughts I don't rea lly want to
go out tonight.
3 Well, basica lly it's just a matter of fil li ng in a form
and they do the rest for you.
4 I wasn't at th e conference myself, but apparently it
was a success.
5 Many people enjoy going to the cinema but
personally I prefer th e theatre.
6 He was so upset - clearly not inviting him to the
party was a mistake.
7 We don't have much money, so obviously knowing
the total cost of the trip is very important.
2 Two of the word s are almost interchangeab le.
Which are they?
·. 2 Work with a partner. Decide which of the
alternatives in the following sentences is most
likely, and why.
1 The young man was read ing avidly and was
actually I personally I obviously enjoying the book.
2 Well, basically I apparently I personally all that
happened was that I was told to concentrate more
in cl ass !
3 I've known Carlo for years - obviously I actually I
personally he's my oldest friend.
4 It's a difficult situation all round, and frankly I
apparently I clearly I wish you hadn't said what
you did.
5 Unfortunately I couldn't be at the meeting, but
clearly I apparently I frankly from what I've heard it
was useful and productive.
6 Going on what happened afterwards, it was clearly/
frankly I personally th e wrong decision.
7 Apparently I Obviously I Actually no-one is
suggesting that it was your fau lt - you weren't
even there!
8 It's easy to find out everything you need to know
about th e project. Apparently I Clearly I Basically all
you have to do is go on to the Internet and
down load the information pack.
.J.:. Look at the following statements.
I'm amazed that reading hasn't died out all together
by now - what's the point of it nowadays?
Technology has taken over and we just don't need it.
In historical terms, reading and writing have only been
accessible to everyone quite recently, but it has changed
the world. Where would we be without them?
Work with a partner. Choose a statement each
and think of four arguments to support it. Then
discuss them with your partner. Use adverbials
where appropriate to show how you feel.
Grammar 1: participle clauses
P·articiple clauses are quite forma l and appear
more In writing than in speaking. They are · . ·.
I '
· form.ed by replacing sor'ne~hing in a sentence ··
with a present participle (-ing) or a past
·participie. · ·
Example:
'You see, I'd arrived for work late so many times in
the past th at it wasn't a surprise when the boss
told me off!'
Having arrived late for work on numerous
occasions, Jack was given an official reprimand by
his superior.
Clauses including a participle can be used to
rep lace a relative pronoun and a verb, and to
rep lacewprds which give reasons, show results
or indicate time.
To replace a relative pronoun and a verb
·1· Look at these sentences and answer the
questions below.
1 a) People who play sport regul arly are generally
healthier th an those who don't.
b) People playing sport regu larly are genera lly
healthier than those who don't.

2 a) Children who are brought up to read books
cope well at school.
b) Children brought up to read books cope we ll at
school.
1 Wh ich sentence in each pa ir uses a re lative
clause? Which one uses a participle clause?
2 Which pair of sentences (1 or 2) has an active
meaning? Which one has a passive meaning?
Complete the ru le.
A participle clause with an active meaning uses a
participle.
A participle clause with a passive mean ing uses a
........... pa rticiple.
-..t Using participle clauses occasionally gives
you the opportunity to use a range of structures.
Rewrite the extracts from different written
documents below, rep lacing the relati ve clauses
wit h participle clauses.
,... ________ ,__
l:J\Olllf.llt:.
Students who fini sh first should leave the exam
room quietly.
Students finish ing first should leave the exam room
quietly.
The witnesses saw a fire which was burning in the
distance.
2 Not all the people who were registered for the
conference actually attended.
3 The piece of wood that was holding the window
open had fa llen out, and this allowed the burg lar
to enter the house.
4 You r priority when you are making a career move
should be the salary.
5 We obtained a copy of the government report
which was published last week.
6 Anyone who wants to join should register on the
website.
7 He was working at a desk which was piled high
with papers, and clearly his working conditions
were poor.
To replace words which give reasons,
show results or indicate time
.3 ' Look at these sentences. Which word in the
first sentence in each pair indicates reason, result
or time? What has replaced it in the second
sentence? Comp lete the rules below.
a) Since we had paid so much for the holiday, we
were upset that the hotel was so bad.
b) Having paid so much for the holiday, we were
upset that the hotel was so bad.
UNIT 13 A way with words
2 a) Once she had fin ished her homework; she
decided to go out.
b) Having finished her homework, she decided to
go out.
3 a) She had been told that she could apply for the
course, so she sent in a form .
b) Having been told that she could apply for the
course, she sent in a form .
Words such as .................... , .................... and .................. can be
replaced by a participle clause.
When the sentence is in the past, the participle clause
can be formed by .................... + past part1 .c1 .pIe.
k 4 i Rewrite the sentences using participle
clauses, and removing the linking words or
expressions. Make sure that you use the correct
tense.
Example:
Becau~e I wa~ l. J ruug hl up in Spain, I speak both
Span ish and English.
Having been brought up in Spain, I speak both
Spanish and English.
We have two small ch ildren and as a result we
don't go out much in the evenings.
Having two small children, we don't go out much in
the evenings
We arrived very late, so we decided to get a taxi
from the airport.
2 I saw what the food was li ke in the hotel, so I went
to a restaurant to eat.
3 Once they had announced their proposals, the
management expected the workforce to support
their new pay structure.
4 I looked forward to the party for weeks, and so I
was upset when it was cancelled.
5 When he had finished his lunch, he rushed out of
the house to catch the train.
6 I ordered a steak, and consequently I was annoyed
when the waiter brought me fish.
~ Grammar reference p.196 (11)
157·
 UNIT 13 A way with words
5 2 Discuss these questions.
1 Read the text below. Which argument do you
think t he writer supports?
2 Rewrite the text using participle clauses to
replace the numbered sections and making
any other changes necessary.
The hardest thing we do?
How do we all develop language? The linguist
Noam Chomsky believed that (1) we are born with
an innate knowledge of grammar with the result
that we don't need anyone to teach us the grammar
of our native language; (2) once they have started to
speak, children automatically speak grammatically.
There is support for this theory from studies of
child language (3) which show that children use the
correct word order without ever having been taught
what that order is.
In contrast, the psychologist B.F. Skinner
believed that children must be taught language,
(4) because what they should do is copy models.
They imitate everything they hear around them
(5) and in this way they learn the rules of their
native language. But an interesting argument
against this is that the amount of time it would take
for a child to imitate everything they heard would
actually exceed the age of the Earth!
3 Discus~ l11ese questions.
1 Which theory do you like the sound of?
2 Do you think it is easier to learn a language when
you are young or when you are older?
3 What aspect of learning a language do you find
most difficult?
Speaking: discussion (Parts 3 and 4)
. 1, Work with a partner and complete the
following task. Look at the pictures on page 183.
Remember to express your own opinions and to
ask your partner what they think.
Here are some pictures showing different
occupations in which further study is often
undertaken. First, talk to each other about how
important it might pe to continue to study in these
occupations. Then decide in which occupation
further study is most difficult to do.
l< 158
1 Some people say that studying is a waste of time,
and getting experi ence is more important. What do
you think?
2 What are the advantages and disadvantages of
studying alone and studying with a teach er? Do
you think that it is different when you are learning
a language from learning anything else?
3 How far do you agree that studying at school is
more im portant than studying as an adu lt?
4 What do you think are the most important subjects
to include for young people nowadays? How
important is it to learn other languages?
5 How important are communication skills?
6 How do you think technology wi ll influence
education in the future?
Exam focus
Paper 3 Use of English: multiple-choice
doze (Part 1)
About the exam: Paper 3, Part 1 is a short cloze
passage from which twelve words have been
removed. For each gap, you must choose which of
the four words in the multiple-choice question
fits the gap best. These questions test your
j understanding of fixed phrases, col locations,
I
_I
linking words and expressions and
complementation (e.g. dependent prepositions,
gerund and infinitive, etc.), as well as your lexical
knowledge.
Suggested procedure
1 Read the text quickly to get a general idea of
what it is about and how it is organised. Don't
answer any of the questions until you've read
the whol e text.
2 Look at each gap in turn and th ink about the
se ntence. Can you predict the missin g word
before you look at the options?
3 Look to see if the word you pred icted is one of
the four options. If it isn't, look for reasons
why the options don't fit the gap. For
example, the wrong preposition may follow,
the meaning may not be exactly right, etc.
4 If you're not sure of an answer, guess - you
don't lose any marks if you get an answer
wrong.
5 When you've answered all the questions, read
the whol e text again to make sure all your
answers make sense in the context of the
whol e passage.
 UNIT 13 A way with wo rds

, 1 For questions 1-12, read the text below and decide which answer ·
(A, B, C or D) best fits each gap. There is an :example at th e beginning (0).
Example:
0 A come B made C caught D met

An unusually successful lesson

A school in Scotland has (0) . ... . . A. . . ... up with an unusual way to improve its
pupils' health and well-being, (1) .................... at thesame time helping them to
become better learners. The six-year-old children have started doing a type of
massage that was developed in Sweden. Iri the dasses , ead1 d1ilJ d1uoses a
partner and takes it in (2) .................... to receive a massage of their back, neck and
shoulders. Not only do the children (3) .................... the activity fun, but this kind
of massage also (4) ...... .............. muscle tension.
To (5) .................... interest to the activity, the teachers have linked it to a story
about a small boy who wants to play in the snow, but first must put on his
glasses - the (b) .................... of the giasses is traced on the chiidren's shouiders.
Then he helps his mum with the baking - this involves kneading the
shoulders, and finally he goes out for a walk and has to (7) .................... the snow
off his coat on his return. The story is told slowly, each movement being
repeated three times .
When the·massage classes started, the children used to chatter and (8) ......
about, but now they are quiet, their faces pictures of (9) .................... concentration.
And the activity (10) .................... them in other ways too; they are noticeably
calmer and more (11) .................... of each other in the playground as well as being
more relaxed and (12) .................... to learn in the classroom.

1 A whilst B otherwise C whereas D instead

2 A rota B turns c order D sequences
3 A perceive B find C regard D discover
4 A supports B comforts C relieves D softens
5 A add B earn C gain D increase
6 A figure B form C profile D shape
7 A brush B mop ·c sweep D dust
8 A joke B mess C laugh D kid
9 A stressfu l B heavy C intense D strong
10 A promotes B enhances C favours D benefits
11 A friendly B tolerant C co-operative D helpful
12 A enthusiasti c B keen C optimistic D fond

.'. 2'. Do you thi nk the massage classes are a good idea?
What other non-academ ic activities do you think cou ld help ch ildren's
concentration ?
 C~IT 13 A way with words
Vocabulary 2: communication -
idioms
, ') · Look at the highlighted expressions in the
following sentences. Use the context to work out
what they mean. Then check your ideas in a
dictionary such as the Longman Exams Dictionary.
Her manner of speech was, tq say the least,
rather original.
2 I hate parties where people just stand around and
maJ<e :SmaTI ,t9lk with people they've never met
before and may never meet again.
3 My younger sister was very naughty today ..:. she
got ~ -real"~'alkimg~t9 from our father!
4 I dislike listening to politicians when they just talk
and ta lk and never•
;~¢UO
~ ~~
.t, (
the
'• ·.
.'poirit
.r . ._
5 I just cou ldn't 1i;nakeJ'ieaa-.n,or:tail1of what the
lecturer was saying - he used so many obscure
· words that I've never heard of!
6 I hate going out_yyjth work colleagues when all
they do is ,t9ll< ~hoP. - we all have a life outside
the office, but they seem to ignore that!
7 I thought I'd made it clear but she got hold of the
,WriQog~.B.@_p,t t8i.~[[R,- I asked her to come on
Saturday but she turned up on Sunday!
8 It's difficult to have a real conversation with him
because he doesn't seem to understand turn-
taking - he talks and I can't .gef'lf&..i0~rd~ in
· eqg~~~i~.· , ..
9 I think we've been alt<' · ~·: 9t·C;.r6ss-pur~~s.es ~- I
was talking about my sister, not my sister-in-law,
so you have misunderstood.
1O It's difficult to work for someone who thinks
the~'.!e" b~t~er } ha~ou, especially when they 'tplk
dowri .t0 Yow·ai1 _tile ·t ~~·
11 My sister is very straight with everyone - she
always<SpgaJ<S .~I :miff~I, even if it offends people.
12 I think that we have to pull down the barriers, so
to .·speak, between people so that we can all get
on well.
WE.LL, or COVtlSE,AS I WAS SAYING- To
MARJORIE ONLY Y£S'fl~f)AY', WllAT YOll
UAI/£ TO BEAR lf'l MtNP WHEN Yo1J'RE
DEALIN6 Wtn-t TtlfS SDRf' OF THING IS
THAT ~0$T /..Afl.6£ COil.PoMTtONS -nltSE
PAYS Arte ENTIRELY Co"1Ml1TEO To
fllLLY ROLLING . OIJT THE LE6'1$LA1'oH.
. IP-'
\ .,,
~ ..~ "
. l ',
2 Work with a· partner. Th ink of a situation to
illustrate one of the expressions from Exercise 1.
Your partner shou ld guess the expression you are
illustrating.
Example:
A: I was talking to my sister but she wouldn't listen
and was going on about her own problems, so
that it was impossible for me to say anything!
B: You mean you couldn't get a word in edgeways!
·-3 · Some phrases with say are useful in
speaking. Match the functions 1- 6 to the phrases
a-f. Then write a two-li ne dia logue using the
phrases. Practise saying it with a partner.
Example:
A: I think that it's going to snow tomorrow.
B: Well, as it's 30 degrees today it seems very
unlikely, wouldn't you say?
to show that you don't know the answer to
something
2 to ask someone else's opinion when you want to
influence them
3 to ask someone else's opinion
4 to show agreement
5 to indicate that something is true in spite of what
you have just sa id
6 to indicate that something is generally uncertain
a) I wou ld say that the plan should work.
b) Sorry, I couldn't say.
c) Reading anything is a good th ing. Having said that,
I think it's important that books are well-written .
d) It seems very un likely, wouldn't you say?
e) What wou ld you say?
f) Who can say?
· 4 · Discuss these questions. Try to use the
expressions from Exercise 3 in your discussion.
How do you feel when people talk shop? Do you
ever do it?
2 Are you good at making small ta lk? How important
do you think it is? Think of situations when it
might be an important skill to have.
3 When was the last time you got the wrong end of
the stick? Describe what happened.
4 What can you do when someone talks down to
you? How easy is it to deal with this situation ?
5 Is it always a good th ing when people speak their
mind? What problems might it cause?
6 When it is difficu lt to get a word in edgeways, do
you feel frustrated? How important do you th ink
turn taking is in relationships?

Grammar 2: passives 2
· 7-fWhere do you think the passive is
used most often? Why do you think this
is? Match a source and reason to each of
the.following extracts.
1 Man bitten by dog
2 The house was originally built in 1854, and
was extended in 1895 when the west
wing was added.
3 The recommendation of the board is that
the policy shou ld be implemented.
4 The man was charged with robbery, and
rem;.mueu ir1 Lu~Luuy ru1 Lhree weeks.
5 It is hoped that the project will address the
underlying issues and a reasonable solution
will be reached.
The initiative' h~s been g.enerally·welcorhed. a~"a'n example of creative
Sources - -- ----------- --- ·-· - --~ __thinkingj).~tsJde_the ~ox{ and de'seryest~ b$..g,ivena fair ~ce!-_-~_..,_-
. although (4) its findinsis will be.closely monitored by ~ducational
press release . guidebook · authorities'in the months to'corrie.... ,;;' · . •.
newspaper headline report
criminal record ,,, • • , __ _ _ ----~ -....:__,---_...__..,,
Reasons
charge more important than the person
mal<ing it
infcffrriation more important thnn agent
no agent - object more important than
subject
object or event more important than
subject
needs to sound objective and impersonal
. Read the article. Some examples of
the passive have been highlighted. Match
each of the uses of the passive a-d to one
of the examples.
a) Using the passive means we can avoid an
awkward change of subject in the middle
of a sentence.
b) We often use the passive with verbs such
as think, believe, know, say to give a
general opinion.
c) Using the passive can make a statement
sound more impersonal and less connected
to the speaker.
d) We use the passive when the active form
wou ld require the use of an indefinite or
vague pronoun, e.g. someone, they,
people.
UNIT 13 A way with words
Children to be offered lessons round the clock
I
A truancy-hit school will lengthen its hours ond add
online teaching to entice bored pupils
!
J
CHILDREN attending aschool criticise.dfor its p9or truancy record are
being offered 24-hour teacbing. As part gf thetwo-year pilot project,
they are provided with onlineteaching thf?ug,hout the night, and
I
classrooms are kept open from 7 a.m. to 10 p.m.
When aspokesman for the school (1) "'."as asked about theproject, she
provided a written statement explaining t.hat it wasan attempt to meet
J
the needsof children normally forced to fit in with education
conventions. Thestatement pointed·out that children must want to
come into school, and most p·lay truant because they arenot engaged
by the lessqns..(2)Jt w~~ gelieve.d that thps( who d,on'.t r~s~onq. ~o the
)
classroom:might be ~timtJlated by 9rilineJearning and·e-mentoring, and
"
as aresuli"the ~a.fes of.(~)·tfuaii~:woula be sig~ifica~tly reduced
during the life' of the p,roject. .; . ; 0
?. ,
'.· -.:, , ·
.• ;, \ ~ ,· "".!.a!""':.. - -\,<:~}
.i. ·•'
·
I ... ·-· · .. · .
~· ~ Look at the words in italics in the following
sentences. Is it possible to make this part of the sentence
passive? If ye_s, _n.i.~~e the tra12sfo_'.n;_~t ion : ~f n?t,_why not?
1 Someone will be able to answer all your questions very
soon.
2 They say that archaeologists will soon be able to explain
how the pyramids were constructed.
3 Students have been asking for some more revision on the
· Roman period of history.
4 Everybody believes that the government has raised taxes
too much.
5 I had a great surprise today when the people at the Inland
Revenue sent me a cheque for overpaid tax!
6 You must clean up your room before you do anyth ing else !
7 The col lege is going to send more than 20 students abroad
to study.
8 Someone got a fantastically high score in the test, but I
don't know who it was!
4 · Work with a partner. Look at the following
situation. Discuss what you think the school should do,
and then write a statement for release to the loca l press
describing your solution . Use the passive as much as
possible.
A local school is finding it difficult to motivate students to
take part in extra-curricular and sporting activities, and fears
that students will become unfit and unhealthy
1.61
 UNIT 13 A way with words

Listening: mu ltiple choice I Extract Two · I

(Part 1) You overhear two young people ta lking
about a course the girl did .
.·1 Discuss these questions.
3 What was it a course in ?
1 Wh at are the qua lities of a good teacher?
A jewellery making
2 How should the performance of a teacher be judged?
B fashion design
a)through exam results?
C fine art
b)through student feedback?
c)by assessing his/her impact on students' lives and 4 They agree that the course tutors should have
development? A introduced students to people who cou ld
3 Should education prepare young people for life or help them in their careers.
for work? B helped students to organise public showings
of their creative work.
C made arrangements for students to gain
some work experience.

IExt~act Three I
@ ·· 2 You will hear three different extracts. Choose
the answer (A, B or C) which fits best according to
what you hear.
You hear part of a televised debate about
technology and education.
5 What is Dr Ashby doing in this speech?
A putting forward a new theory
B questioning the results of recent research
C revealing the weaknesses in a common
perception
6 Dr Ashby mentions television and mobile
phones to illustrate
A how technology can interfere with students'
ability to learn study skills.
B how young people ure the first to see the
potential of new technology.
C how predictions about the effects of new
technology came true. ·
'1:.~· Do you agree with Dr Ashby's point of
view?

/ Extract ·one 4 ' What other aspects of new technology

You hear part of a radio programme entitled My can be useful in ch ildren's:
· Favourite Teacher, in which a woman called Jill is a) learning of specific ski lls?
remembering her schooldays. b) general education for life?
1 Jill feels that Miss Cape's greatest qua lity was her ability
A to keep control of the class.
@ .;. 5 Look at these words and expressions
from Dr Ashby's ta lk. Listen again and decide
B to keep the class motivated. if she used them in a positive or a negative
C to keep her students entertained . way.
2 Jill tells the story about the difficult student in order to
underline Miss Cape's individualistic self-centred hype
get to grips with
A inconsistent attitude to discipli ne.
B impatience with certain kinds of behaviour.
C professionalism in the face of provocation.
 UNIT 13 A way with words

Vocabulary 3: similes (like/as) 2 How can Sally· do presentations without looking at

all nervous? I'd be terrified! .................. ...... .
·1 • '
Sim) Ies ar.e oft.en 1;1sep if1 ?Pee~9\ o(vyrit\r,i'g ~o 3 Is Sue all right? She looks really pale - should we
make something more inter.estihg to listen .to, suggest she sees a doctor? ........................................................ ..
ot to make' a point se'em stronger or'rnore 4 A: You look very relaxed, Carlo - did you sleep well
memorable. .• ' . in the hotel last night?
B: Very well - th e bed was so comfortable I slept
Similes with like
5 The boss just never thinks before he says anything
Example: - he rea lly puts people's backs up sometimes.
He never settled anywhere for long - he moved
around all the time.
He never settled anywhere for long - he lived
like a rol ling stone.
Writing: proposal (Part 2)
:'f~ Work with a partner. What do you think the
.
highlighted similes with like mean? Write down . In Paper 2, Part 2, ~ou may be asked to
your ideas, and then check in a dictionary. write a proposal. You will be given a task and a
, . , context, but you will need to use your own ideas
- - .-i- - - -1-_Ld_ad111se_)!.o.uJo:ke.ep__?ulDL~ b_e...b..<2S.S.5....Way_ todQ.1/,_ _ - -iA-the-f)Fef>esal. __ __
He's like a _beur with iJ 5orc hcQd.
7 \i\/hPn I wPnt rri mrin 0 with friends last year. it was Which of the following statements are not true of a
so peacefu l - in spite of the uncomfortable ground proposal?
I slept like a log . • It is written in an informal style.
3 I rea lly didn't enjoy the party - it wasn 't my scene. • It gives facts.
I felt Hke a fish.out' of water. • It uses a range of interesting vocabulary.
4 He feels so strongly about some issues, li ke the • It is possible to use head ings and bu llet points.
value of books - telling him books are a thing of •- 1t~makes-suggestions.. or rec:ommendati0ns. ·
the past is lil«~~ a r~9 rag fu.a bom
5 He doesn't think before he speaks - he just says
the first th ing that comes into his mind - he's' like a
bull in a chinarshop. 1 Read the following writing task.

Similes with as ... as Your college wants to improve its results in

foreign language exams. Your class has
dther similes .link an .~djective ancl a noun to
conducted a survey to identify the reasons for
create .a stronger: effect: · ' ..
the current situation, and you have been asked
to write a proposal making recommendations
Example:
(with reasons) to improve it.
He was very angry and went red in the face.
as
He was so angry his face was red~:as'a · oe~trciot. Write your proposal in 220- 260 words.

, 1?'.:l. Match the simil e halves. Are they t he same

2 Which organ isation wou ld be best for the
in your language? Use each one in a sentence to
proposa l?
bring out its meaning.
A B
as strong a) as a sheet Introduction . Introduction
2 as light b) as an ox Main issues identified Recommend ation s
3 as white c) as a feather Recommendations with Reasons for
4 as quick d) as a cucumber reasons recommendations
5 as cool e) as a flash Conclusion Conclusion

3·
Use similes from Exercises 1 and 2 to
describe these people.
1 John just sits around on his own - he never takes
part in any office activities. ................................
3 Discuss with a partner your ideas for
• possible reasons for the situation
• recommendati ons for im proving it.
 UN IT 13 A way with words

3 Read the proposal below, which was written 4

in answer to the task . Compare the ideas in th e
1 Highlight five uses of the passive. Which parts
proposal with your own . Which organisation has
of the proposal are they in? Why? Why is it
the writer used? Fill in the missing headings.
important that these sections seem objective
What recommendations does the writer make,
and impersonal?
and what reasons does he give?
2 The writer has used a range of structures. Find
TIP! If you choose to use bullet points in a two participle clauses and underline them.
report or a proposal, make sure that you sti ll 3 The writer has used two expressions that are
use a range of language. Don't be tempted to too informal for a proposal. Find them and
use notes or simpl e structures. rewrite them in a more forma l way.
4 The writer has made eight careless spelling
mistakes. Find and correct them. What kind of
mistakes were they? Do you make this kind of
:l1'ltrod'!Ac. tio11
spelling mistake yourself? Make a note of any
The. s-urve.7r c.011~1Ac.te.d tt111.0~ st1Ade.11f.s .ide.11htie.d two
0 mistakes that you do make, and learn the
M i11. probfe.111.s with £t\11.~1At\Oe. fe.ttc.Li.111 111. t(,(e. c.o£.£e. e..
0 0 correct spelling.
This propostti o-uHi11e.s fke.se. probie.111.s tt~d 111.tt)(e.s , .·
re.c.o111.111.e.11.dtt tio11s· -P.or sofotid11s.
( !) ...................................... : 1 Read the two tasks below.
011.e. o.f the: biooe:st prob£e.111.s ide.1'lti.fi.e.d i11. tV.:e. ' s-urv~~ .
is 111.0tivP.fio11. - st'!Ade.11.ts do11 't ~e.t .tu c.hP.11.c.e. to 'IASe. The number of students taking part in sporting
tv..e. .foreci011 £tt~~~O.e, o'!At~ide. f.~ :~~Sr-?.riiti. 1. t\11~ tr' it activities at your co llege is fa lling. Your class
is I-I.ii.rd :for fhe.1t1- .to be. i1-tfe.re.ste.d 111. it; Tue. SfC.011d has conducted a survey to identify the reasons
prob£e.t11. .is c.o11.e.c..t~d ·fo this1 w~ic.h .. iF fhi'. .:~f'IA~i~is for this, and you have been asked to write a
.fi11d it di.fic.1Ait to ft\£)(. to e.ttc.h of.1-1.e.r .i1'l. P-11otl-l.e.r · proposal making recommendations (with
0
iP.11. 1Att~i .1¥f-~1As~· 'it .fe.~£s ·-u11t\t.«rti.i'. . ·~·>. · reasons) to improve the situation.
( z.) ..........::.... :....:...::.........:.. . ' . •. Write your proposal in 220-260 words.
• A widb se.!~C:t;o-ti. ~.f
DVDs sko-u£d ~ :~~ ti.v~i~bk I-ti
. rv.e. (.;0.~~?..1£ 1~~!~~ !Cit- s~1Ad~·~i ts to. ~ow1:·~o"~iih
. c.t\11 ·?.f i1sfe.M4-0' fo 111. tv.e: £P.1'l~ae. bi1-»a· st11Ad1e.d,- Your college is planning to implement a
This wo'!Aid pro\iide. 111.0tivti.tio111 1vi-ti~ 'sf1Ade:11ts ti. r~r:J.
0 programme developing communication skills
re.t\S01'\ to £.iste:-x to tl-1.e. £.t\-x0 '.!Ati.oe.: f.h~~ ~:e.· ~ftl.r1'\J1'l0· for the workplace. Your class has conducted a
• Tu.ire. c.o1A£d be. 011e. dti.}1' ti. we.e.)( se. t t\S1~e. w"'-8.:11, the survey to identify what students would like
who£e.. ~iti.ss oit.~ spe.P.KS i-» tv..e. se.c.o-x4··1t\11 1Ati. e. • :r.f .
0 0 this programme to include, and you have been
e.ve.~o1'le. ft\)(e.s pti.rt1 the.11 it sho'!Aid 1'lcit -fut. .· . asked to write a proposal making
sfrMt~e. ~11d .wo1A£d be.c.01t1-e. se.c.o-»d 1'\t\f1Are. 11'l t1111£.. :rt recommendations (with reasons) on how the
C.01Aid De. £ots o.f .f-u11 t\S we.££. programme should be organised.
• A 111.o-xth£(Jffi5e. c.o1A£d be. ttwttrde.d b(J the. c.o££e. e. to
the. st1Ade.11t who htts 111.ttde. tl-1.e. 111.osf pro re.s 1 wr1He.11
0 Write your proposal in 220- 260 words.
0
the. be.st e.St\(J or spoke.-x the. 1t1-ost i-» ti.t.e. se.~11d
it\11~1AP. e.. Tu.is wo'!Aid provide. c.oli\-pe. titio-x1 wh1c.h is
0
we.H-)(1'low111 to be. 1i1-0tivP.ti11 . · .
2 Choose one task, and discuss your ideas with a
0 . partner. Then write your proposal using the
samp le answer as a model. Make sure that you
Co11c.£.'US i01'\
use an impersonal style, use the passive where
A££ thre.e. re.c.0111£.1'.1dtttio11s Mde. IA.ere. wo'!Aid -»e.ed to be. appropriate and use a range of structures,
.f1A££() s1Aporte.d b}t the. 1t1-P.11P. e.1t1-e.-x t o.f f v.e. C.o£le.r.-. ·
0
Howe.ve.r1 J: .fe.e.£ tt;'..ttt i.f the.() we.re. to be. i1t1-~£e.1t1-e.~te.d1
especially if you include bullet points. Check
your spelling once you have finished.
tl-1.e.re. wo1A£d be. t\ re.tt£ i1i1-pr0ite.111£.11t 1-» tl-1.e. s1f1AP.t1011.

·-~....- .. ~.>.. ~Jt ... .,, . ............ ~ .r· ... .. ,,. -t' -~· .....
--·
,-rr-.- ... _....--,.; ,,_,...___.. • Writing reference p.207 ··

1 -. Read the text below and think of the word
which best fits each gap. Use only one word in
each gap. There is an example at the beginning (0).
First words
The SONY Computer Science Laboratory in Paris
· a cosmopo1·1tan pIace (0) ....................
is where an
international team of researchers converses in
English, French and Japanese. But the air is also
·(1) .................... of more exotic voices uttering strange
words (2) .................... as 'wabaku' and half-
recognisable phrases like 'pushred wablueko' .
These are Luc Steel's talking robots. Even the
most accomplished linguist will have problems
(3) ................. ... polite conversation with them, because
iliey don'tSpe any anguage we Rffow. Insteao .
thP.v -invPnt
~--- .I -- - -- .
thP.ir (' 4)"
For decades, scientists have argued about
(5) . ............ . . . it was that our ancestors came to evolve
something (6) .................... complex and elegant as
language. What sort of brain would they have
.n~ede~? Linguist.Noam Clio_II]SkY. believe_d that
some kind of linguistic rules must be encoded in
our genes and brains. (7) .................... opponents argue
that picking (8) . .................. language is simply a matter
of learning, and that given enough examples we can
extract meaning, rules and order from (9) ....................
we hear, through a sort of subconscious statistical
analysis.
But Steel's research points (10) .................... a third
way. Time and time (11) .................... he has heard new
languages evolve in computers that are not
programmed (12) .................... with the equivalent of an
innate linguistic sense or with statistical powers.
Instead, for each new language, rules are gradually
invented, negotiated, built upon and spread
(13) .................. .. pairs of robots talking to , and learning
from, one another. In (14) .................... words, language
is a complex adaptive system, a living thing which ·
organises (15) ................ .... and spreads like a virus.
lJ 1~ 1 1
2 Complete the second sentence so that it has
a simi lar meaning to the first sentence, using t he
word given. Do not change the word given. You
must use between three and six words including
the word given.
They are doing translations of that book in various
European languages. VARIETY
That book is ......... ............... ..... ...................... ...... of European
lang uages.
2 More people are speaking the Welsh language now
than they did 50 years ago. WIDELY
The Welsh language .................. ........................ ................ than it
was 50 years ago .
3 People now think that language developed
through negotiation. THOUGHT
Language ......................... ................................ through
negotiation.
4 Children ought to learn computer skTITSbefore th.ey
Computer skills ........................................... pre-school
ch ildren.
5 Someone asked the police spokesperson to explain
why the star had been arrested. GIVE
The police spokesperson ..........................................................
explanation for the star's arresf ..
6 Nobody pays much attention when elderly people
complain about fa lling educational standards.
NOTICE
Little ................................................ ........ who complain about
fa lling educational standards.
"3 There is a mistake in each of these
sentences. Correct the mistakes.
He never thinks before he says anything - he's like
a horse in a china shop.
2 I've never seen him so angry - his face was as red
as a rose.
3 He trains in the gym every day - he's as strong as
an elephant.
4 I just didn't feel comfortable working there - I fe lt
like a fish out of sea.
5 I don't know how I thought of the idea - it came
to me in a bang!
6 I'm sorry, but I don't know what to tell to you .
 It's how you tel I it
Reading 1: mu ltiple
choice (Part 1)
. . 1 Discuss these questions.
1 Do you enjoy stories?
Do you like:
• listen ing to stories?
• reading stories?
• following stories in films or
TV programmes?
• telling stories?
2 What makes a good story: the
characters, the plot or the
ideas?
!' ·2· Think about an interesting
story you heard/read/saw
recently. What made it
interesting? Was it:
• the content?
• where you heard it?
• the way it was told?
Tell your partner either the
story (if it's brief I) or a quick
summary of the story.
· 3-.: You are going to read
three extracts which are all
concerned in some way with
stories. Choose the answer (A,
B, C or D) which you think fits
best according to the text.
Sign in I Help
The Neverending Story
An excellent story, one that can be read again and again
REVIEWER : Am azon .co.uk Reviewer
It is unfortunate that a movie was made out of this book, because it really
takes something away from it! Th is is a wonderful, original story - a boy
named Bastian steals a book called The Neverending Story from a
bookshop and hides himself in the schoolhouse attic to read it. The book
he has stolen is about the magical world of Fantastica, a world that is
interconnected with its ruler (the Childlike Empress); but she is dying, and
Fantastica is dying with her. As he reads on, Bastian gets slowly more and
more drawn into the book, until the two worlds begin to overlap .. .
The style of the book is clever and elegant. It is easy to distinguish the parts
set in Fantastica from the parts set in the schoolhouse, for the parts in the
schoolhouse are written in italics. The ideas are original (I love the idea of
the 'nothing' that engulfs Fantastica - you can't even see it properly because
there is nothing to see) and nothing else I have ever read rivals it for
ingenuity. Though the book is not particularly long, so much happens in it
that by the time you reach the end you feel as if you have been reading it for
yP.rirs. The broad outline of the plot that I f:}ave only covers the first part of
the book. I can't write any more because I don't want to spoil it. The book's
also humorous and gives the reader a few things to think about, though not
in an obvious way - the morals are there to be picked up if you happen to
notice them. This is an absolute classic, and I would unhesitatingly
recommend it to anybody who loves a really good fantasy novel.
I© 2007 Amazon.com, Inc. and its affil iates I
~~··- · ··--- ..
1 The revi ewer says that this book is superior to others she has read
because
A the ideas it presents are so clever.
B the style of writing is so original.
C the plot is so dense and involving.
D the characters are so appea ling.
2 Wh at does th e reviewer feel about th e more thought-provoking
aspects of the book?
A They are best ignored.
B They are quite subtly presented.
C They are weakened by the use of humour.
D They are too moralistic to be taken seriously.

EXTRACT FROM THE NOVEL THE ISLl,l_NP
Alexis had only one clue to her mother's past: a
faded wedding picture which had stood on
Sophia's bedside table for as long as Alexis
could remember, the ornate silver frame worn
thin with polishing. In early childhood when
Alexis used her parents' big, bumpy bed as a .
trampoline, the image of the smiling but rather
stiffly posed couple in the picture had floated
up and down in front of her. Sometimes she
asked her mother q~estions .about the beautiful
lady in lace and the chiseiled platinum-haired
man. What were their na:rne~? Why did he have
grey hair? Where were they now? Sofia had
given the briefest of answers; that they were ·
Aunt Maria and Uncle Nikolaos, and they had
lived in Crete and that they were both now
1- -ae4~'!"'F!¥s · l'lfor.mati0n-had;.satisfied-Alexis~th<m:-~+-
: - out rrow .she needed to krtow more.It was
.,
u1e
.. :
::ildlU~
,. . , . . -
U! LlU~
- • - · - --
J:.IH-LWt: -
-~
.... -
photograph in the entire house that intrigued
her as much as anything. The couple had clearly i
been significant in her mother's childhood and !
yet ~qphia-aiways seemed' reluctant to talk
aqoU,qhem. It was,much inore th.an rcluct~ce;
rn'f<ltfit:wassru Bor~ refus.al KsAl~xis gre\v .. f
int0: ~.~oles<teifce· sh~ "J:iad·ie~~<0. ecl tcrn~spP..ct her ·
mocl,1.er's desire for privacy ..:.. it was as keen as
her ·ownteenage instinct to Jock herself away
and . aV.oid communication, But she had grown
bey9nd all that now.
3 Why did Alexis find the wedding photograph
in her mother's bedroom so interesting?
A It rem inded her of her childhood.
B It was clearly a most treasured object.
C She didn't believe what her mother said
about it.
D She remembered feeling frustrated by her
mother's attitude.
4 From the last sentence of the extract, we
understand that Alexis
A was no longer curious about the people in
the photograph.
B regretted not being more communicative
as a teenager.
C had come to understand her mother's
feelings better.
D had decided to ask again about th e
photograph.
UNIT 14 It's how you tell it
More than words can say· 1·
jfollywood has always mined' comic books for rea.dy-rnade . .
characters with instant audience recognitioi1. Som·e of the
resultant films were good- think of Superman and the spiritual J
darkness of Batman - most less.so. Some directors are mining .~
graphic novels to better effect. Quentin Tarantino used anime, J
the two-dimensional animation style derived from Japanese
manga comic books, for scenes in his film Kill Bill. Back on the . ·
printed page, however, the graphic novel form is evolving.
Authors and artists now use the literary form as witness to recent \
events, for polemics, for corning-of-age stories and for tender
~~~~~ - ·.
Graphic novels often demand three readings: once for the text,
once for the drawings and once to bring the two together.
Authors play with the possibilities, using the graphics to;tell a f
1
I
different tale to the text. In Jimmy Corrigan: the Smartest Kid
_ onEarth7by_Chris..Ware,~~~~tr~~e.,dia~eY\ItP~ n·~tu ed_ .
! in. a diner scene i'eminiscent of Edward Hopper's painting
~-
L!~t:
-· ~ 1__· c.._~
UHLY Hauic u
- . . .J ~ .Mi~hth'J.~! 1ks. !tis on!~r !~ti:r, wh~n thP.y rP.<tlise t.hat. t.hey havr.foul
their car stolen, that the reader turns 'back to see the thief
clearly outlined by the.light from the diner window. Ware varies
his frame sizes too, adjustingthe e~phasis pf.each and, on some
l pages, creating a collage of images. that' illuminate the ~story.
I Other authors use whole pages to.create the df.amatic.irilpact of ·
~ -.a film close-up. . .• · · ·· · · · · ··· ~
1.;
-~~-......-..:.- . --·~~·. ;,;. .'. ;' .f
5 In the first paragraph, the writer is suggesting that
A films based on comic book characters were generally
i
·-~-......_j
unsuccessful.
B fi lm adaptations are influencing the development of
graphic novels.
C fi lms are harder to adapt from graphic novels than
from comic books.
D fi lms based on graphic novels rather than comic
books are more rea listic.
6 The graph ic novel Jimmy Corrigan is mentioned as
providing an example of
A an irritating experience for readers.
B a scene that would work well in a film .
C an imaginatiYe use of an evolving format.
D a plot that relies more on the artwork than the words.
4 Discuss these questions.
1 If you had to choose, which of the three novels would
you prefer to read? The Neverending Story, The Island or
Jimmy Corrigan? Why?
2 Have you ever read a graphic novel?
3 How do you think novels will ch ange in the future?
167 ,
 Ci\Tf 14 It's how you te ll it

Use of English: open doze (Part 2) 2 Compa re your·answe rs with a partner and
justify your ideas.
1 Discuss these questions.
4
How do you enjoy spending evenings with friends?
Do you ever go to live perform ances such as a live 1 Read the comp lete text again and answer
concert or a drama in the th eatre? these questions. Did anything surprise you in
2 If you go to a live concert, what kind of music do the text?
you Iisten to? How did people orig inally keep a record of poems?
3 If you go to th e theatre, what do you li ke to see? 2 What happened when people began to write
4 Have you ever been to a live show where poetry poetry and stories down?
was read aloud? Do you think you would enjoy it7 3 How popu lar is performance poetry today?
Why?NVhy not!
2 Discuss these questions.
Do you think you like poetry? Why?NVhy not?
1 Look at the title of the text below. What do 2 Which words sum up poetry for you?
you think it wi ll say about how popu lar cu lture a) interesting d) boring
started? b) funny e) irrelevant
c) difficult f) old fash ioned
2 Read the first three sentences to f ind out.
3 What makes poetry different from text for
f.·3/ you? Choose some of the fol lowing ideas.

1 Now read the text and think of the word rhyme rhythm strange words
which best fits each gap. Use on ly one word in lots of adjectives difficult ideas
each gap. There is an example at the
beg inning (O).

. ... ,,. ·: .. ,.
~

The ·birth ofpopular cultute .... • •,( I •· :::

~-- - r • . ,:';.
. ..
~
' '' . · ~· _/~}{/ :;.:J:~j:?;'.: ' .: i•h
!{'~ ::,, . :_wl'.!:Jr1.'f·~ IQipk o.hu0pulul t:l!liu1e·1l1ese Jyy,~,>; •· ... :_,- ~h8~~e:d_-1Sb,:~fo~·'.j_ef.J~ of·a(dm~:
'.· .. . (OJ . what spring to niind are p.op m ui;i~, a_ nd ' . · f9:l\,:.:.~'.;~!:·~:W~1$[,rf19.n ~~ ·'p~t~p~q~;~ra :
'l ' '. ' television prog'rc:'imme~ (1) ' as sfop '' became
: ·.r.· -·• ·_(10)::: ... :~,. .....,.... seporaie
.1, . .: .. ,__._ •.· ·,/ _: ..
6rtform. · {
;~ ,~f,''<!.':" •./:; -;:;.-.

,,'.., ·. operas: few of. l)~\v.ould think of poetry as ci . · Neq,niiy,b,ile;~· in.'rg\al:b.nd travellin~{~~ie(\~~('..;~
'' .,: form of p~pubr ~ulture;' although a'tjpe ~f p~eiry ' pe1f0rnianci po_ etry :developed .i'riio-.tfie {6lk~~~;{
' :. (2) . . 'we!F be the common ancestor of much ' ' . o.( 11 J .:'..::..:....:.::... ; l9t~dus~d with Afra:~_[llerita~-;~:;;#tl\f;';" · • :~
:
· :'irciditions i~ ~~orhe' modern popiukir ·music:· >;;=:Jf.1' -" :~~;:
·· )
:" •·\ . :
• •' · ·.•• .·~;:-_:·.·: ••. • 1. :· . ;_ ... ~:-·-<,.:+;?· .....· ~:'_.
(12) .................... poetry itself has never di~d b~t. fev> ' ~; i'.
' . · · . · · • _: ·. . .,l:"r_- • ··~ Ii •, .
people' rea~ it:9r attend poetry performances ~b~s.e . 1~~ "'. ' '
days: And fl 3) .,.......... poetry still bcc;:asio~plly ·:~>;; :.".:'
w ...,. ;

1 1
e njoys.buisis
.
.of. vvii:!Eir popularily,
r• . .' · . ' .·'\"..:fi· .'·· ·. \ .,. '
often.:. conf'\eded
- -,,·.·fl .r· rl
'~I.
·.· / ' • t~

' with·re.yoluti.9."r1~-i'n. popular culiffreJt~r ..:.~.:.•.'.~,:,....:J~): .·. ,;(!

·.- • ._-·,•!:;;•;• tvf'.:io· r . _.,,~ _... ":vi,. '.-f·lf".~H:r:-,..~i,. J· ·;;:r-
the Punk 'or Reggae poets of the late 1wentietn ··• ·," .;~ '. .< .
• •• • - • . • • • • • • ... ,J..( ••

century,·and c;ontemporary rap artist~ . Through .· _· : . \. . . .

· !hes~ ·rec:ple,r.perforpance poetry. occ8,5/o~~]Y,,1,;:: ' · 1~~ ..
forc;es" (15J ..... .'L:..... }.waybad ·irito' the .pw~~i'c-,'.'.'~;i"':';: ..... ;
consciousness -: 'perhaps tapping inlo a folk ,
the memory of' how ,.
popular
. .
cultu~e all startei>
 UNI T 14 It's how you te ll it

5 Vocabu!ary· 1: books and stories

1 The lines in the fo llowing poem are in the
ll Complete the sentences using words from
wrong order. Work with a partner and create a
the box. You may need to change the form of
poem of your own, using the lines in any
the word.
order. You can leave out lines if you like, but
you must not change them. Remember to give
paperback blurb volume copy
your poem a title.
best-seller whodun it edition thriller

There are four .................... of the latest version of the

dictionary - it's huge!
2 I like to have two ................... of my favourite book -
one to read when I travel and one to keep at
home.
3 Her first novel did not sell well, but her next was a
.................... and was sold to Hollywood.
4 His first book is still selling well, but it is now 20
years old so he has updated it and the new ....... .
-. ~

5
will be published next year.
I enjoy al l kinds of hooks but my favourite kind of
_ t - •• • - I I . • _ ~ ; • - . - - .L _ _, I . -
)LU I y I) d ···················· - I 1uve LI y1111,;1 LU 1,;1ue::i::i VVI IU LI l e
murderer is before I get to the last page!
6 The kind of book I take on holiday is one that I find
exciting - a .................... like those written by John
Grisham, that have crime and spies and so on.
7 I only buy books when they come out in .... ...............
because they'rp rhPilf1Pr thiln the hardback version
and lighter to carry around.
8 Before I buy a book I always flip through it lo get
an idea of the story and also read the .................. on
the back which gives me a short summary.

2 There are different ways of reading. Match

the ways to the descriptions.

wading through dipping into

browsing skimming

I spend a lot of time looking through books in

shops. I tend to read different blurbs and a couple
of pages from each book before I choose the one I
want to spend my money on ..............
2 Even if I find a book hard to read, I'll sti ll struggle
on to the end because I can't bear the thought of
not knowing what happens! ................ . .... .
3 I love travel books - I don't read them from cover
to cover like a novel, but I tend to flip through
2 Read your complete poem aloud to the class. them and find locations that I imagine I'm vi siting .
Use intonation and rhythm to make it
interesting. Ask the other students what they
4 When I read a text in an exam I usually read it
thought of your poem. · quickly first to get a general idea of what it's about
@3 Now listen to the actual poem. Was your before reading it in detail. .. ... .
version the same or different? Which do you
prefer? Why?
·1.69
UN I T 14 It's how you tell it

Exam focus 5 In Part 3, remember that one of the ski lls in

discuss ion is t urn-ta ki ng; co-operate w it h your
Paper 5 Speaking (Parts 1-4} pa rtn er and ask t hem fo r t heir opini on. Th is is
a shared t ask!
About the exam: Paper 5 takes 15 minutes for a 6 Don't worry if t he interlocut or stops you
pa ir of candidates . There are two exam in ers, but before you have f inished speaking - th at just
only one (t he interlocutor) speaks to the means t hat you have run out of t ime!
candidates. The assessor just listens.
Yo u are assessed on: Work in groups of four. Decide who will be
o the accuracy and ra nge of grammar and Ca ndidate A and who will be Ca ndidate B, and
vo cab ul ary th at you use who will be the interlocutor. The fourth student
• discourse management, e.g. the way you should listen and think about how we ll the two
organise your ideas and whether they are ca ndidates are performing.
relevant to the task you are doing
The student who is th e interlocutor should look at the
• pronunciation
script on page 187.
• your ab ility to interact with your partn er and
w ith the interlocutor. Candidate A look at your photographs on page 184.
Candidate B look at your photographs on page 184.
There is also a general mark given for your
overall performance in the whol e of the test. The interlocutor shou ld read the script and time the
Although it is important that you interact with activities while the other two stud ents are doing the
your partner, you will on ly be assessed on your tasks. When you have f inished, discuss together:
own performance and you will not be com pared • anything that was difficult
with your partner. • ways in which performance cou ld be improved.
There are four parts to the test
Part 1 The interlocutor asks you questions about
yourself and your opinions.
Part 2 You each speak for one minute alone and
without interruption. You are each given a set of
three photographs and asked to comment on
two of them. You are also asked a brief question
after your partner has spoken about their
photographs.
Part 3 You work with your partner to complete a
task based on pictures.
Part 4 You answer questions from the
interlocutor con nected with the topic of the Part
3 task.
Listening: multiple choice
(Part 1)
Suggested procedure
1 Li st en ca refully to th e inst ructions th e . .f Look at the task on page 171 . The three
interlocutor gives you for each part of the test. extracts are on different topics. Discuss these
2 Be positive. Speak clearly and answer questions.
questions fu lly, although rem ember that you How many people will you hear in each extract?
only have to give a brief answer to th e 2 Where does each extract come from?
question fo llowing your partner's 3 What is the topic of each extract?
photographs.
4 Look at the mu ltiple-choice questions. How much
3 If t here is anything you don't understand, ask do you know about the extract before you listen?
th e interlocutor.
4 Try to use a range of language when
TIP! In t he exam you have time to read the
comp leting the different tasks, and don't
questions before each extract is played. Use all
wo rry if you make a mistake. Accuracy is only
the information on the page to help you
part of the assessment criteri a.
imagine the situation and think about what you
will hea r.

t[} _. 2 You will hear t hree different extracts.
Choose the answer {A, B or C) whi ch fits best
according to wh at you hea r. There are two
questions for each extract.
IExtract One \ 3 What do you th in k makes a good film ?
You hear the beginning of a rad io discussion
about ce lebrities.
1 According to Sally, what can psychologists
now do?
·A help people who are obsessed with celebrities
B assess how serious an obsession with a celebrity
might be
C show people how to use their obsession in a
more productive way
2 What does Sally suggest about the majority of
people cl assed as suffering from CWS?
A There is nothing so unusual in their behaviour.
~ Thi:>y ;i rp ;:irt11;i lly rlning c:; nmPthing ci11ite creative .
C They are in danger of becoming obsessive about
their hero.
IE~trart r~ri-~ \
You hear part of a talk given to a group of
parents by Derek Palmerston, an expert in
education.
3 In th is part of his talk, Derek is
A criticising certain types of behaviour.
B arguing in favour of a new approach.
C questioning certain assumptions.
4 In the rest of his talk, Derek intends to
A provide evidence to support a new idea.
B compare two ways of dealing with a situation .
C give a detailed account of the research he's
mentioned.
\ Extract Three \
You hear two friends discussing a fi lm.
5 What is the man's opinion of the film?
A It didn't live up to his expectations.
B It was a waste of time going to see it.
C It is a film that he would recommend seeing.
6 What do the two friends agree about?
A how well the characters were developed
B how well the battle scenes were directed
C how good the main actor's performance was
UNIT 14 It's how you tell it
3 Discuss t hese questions.
Would you be interested in read ing stories about
celebrities written by their fa ns?
2 Do you think it is possible to study whilst listening
to music?
Vocabulary 2: synonyms
One of the things that makes a story
interesting is the variety and range of,
language the writer uses. Being aware of
synonyms and paraphrase will also hel.P you in
the CAE exam.
f~ The vocabul ary in t he following text is
rather boring. Work with a partner, and replace
each highlighted word with a synonym. Use a
dictionary or thesaurus if necessary.
Janet (1) asked Carlo to take her back to the t
hotel She felt (2) ner\tous, now that she kn~whth;
the klller was still free. It was all .becau~e ~ en;w
information that could convict him, ~n~ \ h
(3) ~n_ew, that he (4)'knew - so (5) as a.re~\4- er
life was in danger. d
Once she arrived in her hotel room she sat own
on the bed, (6) thinking :"'haUo d.o next She
didn't (7)·k.now. She (8) was SL\r,.p~1~e,d w~~: the
telephone rang suddenly. Shehp1ck~d upt the other
.
receiver her han d shak'ing· T e voice a
end wa~ strangely familiar.
2 What do you t hink happens next? Write a
short paragraph to comp lete the story. Try to
make it as interesting as possible. Then compare
your ideas with another student.
3
@1 Listen to a student read ing her paragraph.
Is it very different from yours? Notice any
interesting. vocabulary, e.g.
• what was her heart doing7
• how much was she shaking?
• how did the man get into the room?
2 Record any new words in your vocabu lary
notebook, taking care to note its exact
meaning and any contexts in which it can
be used.
 UNIT 14 It's how you tell it
Writing: the set book (Part 2
question 5)
About t he exam: In Paper 2, Part 2, Question 5,
you can choose to answer a question on one of
the set books. You may be asked to write an
essay, an article, a report or a review. You can
follow the genera l gu idelines for each task type,
but the deta ils wi ll come from the set book you
choose.
You don't have to answer Question 5, but if you
do, you need to know the book well enough to
be able to answer the question by referring to
t he story or the characters.
Suggested procedure
1 Read the book all the way through, and enjoy
it! Get a genera l idea of the story and the
characters, and think about any parts you
rea lly enjoyed. Talk about it to your friends,
and see what they thought about it.
2 Read the book again, this time more carefu lly.
Make notes for yourself under the fo llowing
head ings:
o Plot: main events and the order that they
happen in the story
0 An important decision, event, letter, meeting,
etc. that has ah effect on the plot
• Characters: what they are like, how and why
they are important in the story
• Places: quick descriptions of setting and
locations
o Your own reaction: your feelings about the
book, with reasons for why you feel like this.
TIP! You don't have to be positive about
everything in the book - it's all right to dislike
parts of it as long as you have good reasons
and can explain your ideas!
' 1.
1 Work with a partner. Choose one of the set
texts, or a different book that you have both
read . Make a list of some questions that could
be asked about the book.
2 Read the following questions. Are they the
same as yours? Add yours to the list, and then
discuss them all. Make sure that you think of
examples from the book to support your ideas .
. 1?2
What makes the book interesting or exciting7
Describe a memorable or exciting moment to your
partner.
2 Choose the most interesting character and describe
him/her. Is th is also your favourite character?
3 Is the title a good one? Why?/Why not?
4 Wou ld the book make a good fi lm? Why?/
Why not?
5 Wou ld you recommend this book to a friend?
Why?/Why not?
1 Look at t he two tasks on page 191 . In the
exam t he questions wou ld be on t he specific
set text and not genera l.
2 Read t his answer, wh ich was written in answer
to task a). Notice how the writer has given an
idea of t he plot, and used examples from the
book to support his views.
The la.st book I read t hat I rea.11~ enjo~ed reading was
'The Pelican Brief' b~ John Grisham. Wh~ did 1 enjo~ it
so muc.h '? It is a. real page turner, a. whodunit with
man~ unusual a.speds , and a. brush with romance.
The slor~ is fu ll of lwisls. Lale one night. Abe
Rosenberg, l he Supreme Court's liberal judge, i& gunned
down in his own home. The same night, lhe court's
~oungesl and most. c.onserva.live judge is strangled. W~l
linked lhe two men and wh~J were lhe~J ki lled'? . Da.rb~1
Shaw t hinks she knows lhe answer. She is a la.lenled
law student who begins her own invesliga.lion inlo lhe
murder of lwo Supreme Court Judges, during which she
stumbles a.cross an obscure c.ase lhal links lhe murders
lo a ric.h businesman. As if that wasn't. bad enough she
then finds a c.onnedion with the President of lhe
United Slat.es. Her dilema. is c.lear - who c.an she tell
and who c.an she trust.'? It. turns out lhal she c.an
trust no-one and has lo slrugle lo survive long enough
for the lrulh lo be lold.
'The Pelican Brief' is a fun and quick read, but. due
lo its episodic. nature it does feel a lilt.le rushed in
places. I found ' the final third a. lit.lie confusing, and
had lo read it c.areful l~ lo see what. was going on; this
means lha.t. I have a small resavalion in recommending it.
whole hearledl~. However 1 it is fast - moving and e~c.iling,
and all in a.II it. is well worth a lr~!

3 Work with a partner and answer the questions.
What kind of book is The Pelican Brief?
2 Is the style of the review semi-formal or informal?
Find some examples to prove your idea.
3 The writer has made four spell ing mistakes. Find
and correct them.
4 Find words or phrases that mean:
a) an interesting book (para 1)
b) a complicated story (para 2)
c) come across by chance (para 2)
d) a book that is easy to read (para 3).
,3
1 Work with a partner. Th ink of a book that you
could either write a revi ew of for task a) or
write an essay on for task b). Decide:
• wh at style you will use
·• -· whatevTcience- you w ill-use from the book to
support your ideas
• how you will organise your answer.
2 Write your answer. Show your partner and
check each other's work for:
• spelling
• punctuation
• grammatical accuracy.
Grammar: mistakes to avoid
Spelling
It is impori:ant to. ge( spelling right in the exam, as
you willn<?U~e~ ~~e·mark in paper 3, Pilrt.2. of.in ·
·Pap-~{4-:;·Part. 2 i!f ypu,s8ell' the yvord ii:ic~rrectly:
.· Keep- a _rt9Jt~f ~R,uri owr:i mista.k es _a~d fry-to look
,out;fqr tH,~~· in' Y.9.Yf ~ri~i ~g,_ th~n ybu ca~ a~oid
them. NB -Both Bnt1sh and 4-rnencan spell.1ng 1s ·
.aC:cepta'b1e.. · ·., · ·
.{ . •\ ''
Mistakes often occur in words that have: ·
• ·double rnnsoriantS,.e.g. different, necessary. It is
also easy to,adq consonants when you a(~ not
sure if they' are aoubled or not, e.g: exaggerated
• silent·.Jetters (letters that you don't pronounce
when you say th.~ word), e.g. know, fight,
thol!lgh · · ·
• letters which may sound like other letters, or are
difficult to guess from the pronunciation, e.g.
grammar, ·magazine
• prefixes and suffixes, e.g. responsible, mistaken
• plurals.
UNIT 14 It's how you tell it
Other problems can occu r in words that:
• sound like other words (homophones), e.g.
here/hear, .weath~rlwhether
• haye ·pr0bleflis with letter order, e.g. receive,
believe.
TIP! Learn the two rules below.
i comes before e except after c, e.g. friend,
ceiling
is is a verb, ice is a noun; so advise = verb,
advice = noun
Choose the correct spelling of the words in
each of these sentences.
What is your key recommendation I
reccommendation for the project?
2 I believe I beleive that they are going to bring out
a fi lm-of-tl'le-book-:-- -- ------ _ _ __ .
3 I thought that film was incredably I incredibly
J1)sappo/n tfng / df~cppofnt/ng .
4 I'm studying performing art - I love the course
becuase I because it includes movment I
movement through dance.
5 I had a real argument I arguement with my friend
about the merits of the book.
6 It's their I there party so the chaise I choice of
food is up to them .
7 I practise I practice dancing every day, which
keeps me supple I suppel and fit.
8 I just don't feel comfortable I comfortible with the
idea of asking him to pay - he can't rea lly afford I
aford it and we could cover his costs ourselves I
ourselfs.
9 What I Waht do you think about the idea of
watching I waching television tonight instead of
going out?
10 I think children benefit I beneffit greatly from
learnin g other languages I langages when they
are young .
11 One of the popular courses at university
nowadays is psychology I phsycology and many
employers seem to th in k that it's usful I useful for
the workplace .
· 2·, Work with a partner. Think of five words
that you have difficu lty spelling. Dictate them to
your partner and see if they can get them right.
173
UNIT 14 It's how you te ll it

Punctuation 5

Common mistakes with punctuation are: 1 Work with a partner. Think of any difficulti es
that you have with any form of punctuation.
• commas • exclamation marks Write a sentence and show it to your partner
• apostrophes • question marks to check if you have got it right.
• hyphens • sem i-colons, colons.
2 This extract from an informal letter has no
punctuation. Work with a partner and insert
·· 3., Discuss with a partner:
the correct punctuation.
• what you find difficult about using any of the
punctuation above
this book 3ra.bbed. me. from the first
• any ideas for remembering how to use each one.
pa.3e whenever I ha.d to put if down
Watch Out! apostrophe - - - - - - -
I couldnf stop t6~nkin3 .about if ifs not ·ii
unlike a. ·sherloc// hdime6 'novel but set ,,,
An apostrophe indicates something is missing, or · ~ew '~~tk ~d ·nof '. ~n~/a.nd fhe ': 5t;~if5 : i
possession, and is not used when the word is just
fuli Of fl/J;'.5f5. :.a!id'"fu~;5· '~hy5d ' kept m
e' ! \
a plural.
3ue~.61n3 the whole time .the a.uthor5 .
Which one is correct in the pairs of sentences? a,ftenfion to. det~'l hrin:J5 f'he CJfif v,v/dlij
What is missing? Which one is just a plural? . to '/,fe overiJJi ,+ was a. .fhtillin3 · excifin:J .
1 a) It's raining . read a.nd Im sure ifOUre join:J to love if
b) Its raining.
2 a) You're coat is hanging in the hall.
b) Your coat is hanging in the hall.
3 a) Video's for sa le
b) Videos for sale
Writing: Paper 2 overview

' There are two mistakes in each of these ,'."'t i

In Paper 2 Writing you have to do two tasks
sentences. There may be a mistake where there is and you have one hour and a half to complete
punctuation used incorrectly, punctuation that the whole paper. There are two parts, and each
shou ld not be there or punctuation that has been question carries equa1 marks.
omitted. Find the mistakes and correct them. PJrt 1 is compu lsory and you may be asked to
I do like going to the cinema; however I really produce an article, a report, a proposal or a
didnt enjoy the last film I saw. letter (180- 220 words).
2 My favourite Eng lish meal is fish and chip's, In Part 2 you choose one task from four
although I also like roast beef? (220-260 words).
3 Im meeting my friends at the theatre because
theyr'e probably going to arrive quite late. Questions 2-4 may include:
4 My five year old nephew loves reading - its really • a newspaper or magazine article
good that he does. • a contribution to a longer piece such as a leaflet or
5 It was your' idea to go out last night so its not my brochure
fault that you are tired this morning! • a sem i-formal or informal letter
6 People say that young people don't read much • a report
nowadays so how often do you read a book • a proposal
7 I find it very strange the way english people eat • a review
potatoe's with every meal! • a competition entry
8 I could'nt answer the last question in the test so I • an information sheet
asked the teacher afterward's. • an essay
9 The review's of the film were really good, so I was • a reference.
very disappointed that I cou ldnt go.
10 Let's go to the show tonight instead of saturday Question 5 is based on set texts, and you may
because, I'm really looking forward to it and I have to write an essay, a review, an article or a
can't wa it! report.

2 Work with another student. Decide which of
the items in Exercise 1 you generally find easier
to write. Discuss why.
~- Look at the following task and read the
answer on page 190.
You see the following announcement of a
competition in an international magazine.
HOLIDAY OF A LIFETIME
We are offering you the chance to win one of
a range of exotic holidays, all expenses paid
for two weeks, for you and a friend. Just write
to us, describing the most exciting holiday you
have ever had. Winning entries will be
published. ·
Se.n.d entries to: The Editor, Today Magazine,
PO. Box 743, London.
vVrite your competition entry in 220-260 wur l.b.
M 4 Read the task and the answer again. Decide
if the answer would be classed as a band 3
(satisfactory) or band 5 (very good) on the CAE
Paper 2 marking scale given below.
~ ~
i:-.-.·.: >- - • ·:· ~- • •; ·-
Band ·s'For a Band 5 to be awarded, the can'didate's
4
writing has a very positive effect dh the target reader.
The crontent is relevant* arid the ~opic . is folly
deV.eloped. Information .and iaeas are skilfully
·orga'~ised thro.ugh a rf!nge of c;ohe~iye devices, yvhich
are·wsed .to good effect. A wiae'r?ri,ge.of c¢mplex .
strl!ictures ·and vocabulary is l'.lsed effectively.' Errors
•. ' ,.t • •
minimal, .and inaccuracies which do 0GGur have,no '· .
irri~~ct.Grj c:ommuriication. Register and format .are .
.· con~ister:itly apr:iropriate to,the purpqse .of tbe.ta~k
. ah if the audience. · ·
Band 3 For a Band 3·to·be awarded, the candidate's
writing' has a satisfactory effect on the ·target reader.
The content is relevant* with some development of
the topic. Information and .ideas are generally
organ.ised logically, though coh,esiv~ devices may not .
always. be used appropriately. A satisfactory range o~
structures and vocabulary is used, though vyord choice
may lack precisicm. Errors which do octur do n.ot
cause"'difficulty for the reader. Register and format are
re~·sonably appropriate to the purpose of the task and
the audience. ·
5 Look at the Examiner Comments on the
answer on page 192. Then improve the answer
by addressing the comments.
UNIT 14 It's how you tell it
!' ~ Now choose one of the following writing
tasks (or the task in Exercise 3). Your answer
should follow the instructions given. Write
220-260 words.
Your local council is concerned about traffic
problems where you live. You have been
asked to write a short report on the state of
public transport in your area with
recommendations on how to encourage the
local population to use public transport
more and their cars less.
Write the report.
2 A magazine for students of English as a
Foreign Language has asked for articles on
sensible ways of preparing for English
language exams. You decide to submit an
rirtirlP _ S1inn~st strateaies for oraanisina
revision in~the weeks before the-exam and
provide specific ideas as to how students
should use their time in the week before
the exam.
Write your article.
~ .
• ..i '..-'!"" _-,-,.. ': - "-t ~ ·- .. ,.
3 You have been asked to contribute an
information sheet for school leavers who
· are hoping to go to college. Include
information about how to choose a course,
what to think about when choosing a place
to study and how to prepare yourself for
are
'· ' living away from home.
Write the text for the sheet.
·
1 When you select the task to answer in Part 2,
remember to:
a) choose a text type which you feel confident about,
and that you feel you can write well. Ask yourself if
you have written this kind of text before, if you can
organise your material appropriately and if you are
sure about the appropriate style.
b) make sure you have clear ideas of what you will
include as the content. Do you know the key topic
vocabulary you wi ll need?
c) plan your paragraphs before you start to write a
fu ll text.
d) include all the points asked for in the task.
us· ·
 UNIT 14 It 's how you tell it

2 Discuss your cho ice of task with

another student. Explain why you think
this is th e best choice for you.
3 Now write your answer. Remember not
to take longer than 45 minutes and
remember to check your work.

-··~ Now look at all the writing

r,

assessment bands on page 211 in the

Writing reference . Give your work to
another~udentsotheycansugge~
which band they think your answer might
come in. Discuss with your partner which
areas of your answer could be improved.

Y 8"~If necessary, rewrite your answer. Try

and improve it so that it would come in a
higher band.

Reading 2: planning to take

an exam?

1 Doing well in an exam is not only a

matter of learning. Look at the
headings a-f, and discuss with a
partner what kind of advice you think
would be included in each one.
a) Making the most of past papers
b) Being aware of your particular issues
c) Looking after your body
d) Getting into the swing of it
e) Getting things into your head
f) Keeping yourself going

2 Now read the text and match each

heading to the appropriate paragraph
(A- F). Fill in the gaps in the paragraphs
with either Do or Don't.

"l Which piece of advice do you think

is the most useful? Can you think of any
other piece of advice that might be
useful for other students to have?
 UNIT 14 It's how you tell it

(D) ..........................................................

. Certificate in Advanced
English quiz
know
... ". t<' ;.

How well do you the CAE exam?

· ... See pow many 0( these questions you can answer
. ~ . • l . ,, - . . .

'.··and then check t0·see if you were right. · .

1'..;I:low
r ..
inanr- J?ai>~rs ·;\ate·-tp.ere
. • .. .
in.the CAE.
·,.. .exa:m?
..
~-
What '
j.s eacJ:l'one
.
called?.. ·
')) 1 .t..-
2. ·H!\JW
...long
;·
d0es. ·e·a.ch paper last?
•,

· ·.listening pape;r?
17 ~e all parts of the sp~~irlg p~per asses'sed? J.~:
. ·• . . l ,, . . . ' ·f~ .; ~
18 'Are
'
you. in competition
• ' .
with your
.
paithedn
. ..
· .~ ·
. •!1. -~
· the speaking paper? · ··
19 How long is it before you get your result?
20 What iriform~tion do you get on ·a) the
results slip b) your certificate?