VOCABULARY Describing people 1 Choose the correct option. 1 He's a complete snobbish / snob, He only talks to people who went to the ‘right’ school, 2 He's so cynical / cynic. He thinks everyone's got an agenda 3 She has strong principled / principles. | completely trust her. 4 He's ever so charming / charm. He makes everyone feel special 5 She's a real / really bitchy. She can be quite nasty about people. 6 She's a bit of painful /a pain. She really makes life aiffcut, 7 Its his sheer arrogant / arrogance that | hate. He thinks he knows it all 8 She's completely incompetent | incompetence. She's really messed things up. 9. He's got a real stubborn / stubbornness streak. You ‘won't get him to change his mind, 10. She's incredibly intense / intensity. We always seem to end up having quite heavy conversations. 11. She's very wiling / wilful to listen, fm sure you'll get a ‘g00d response if you tell her what the problem is 12. He's a right laid-back / slacker. He just seems to lie around all day. Work in pairs. Think of typical things the people in Exercise 1 might say. a snob: I couldn't possibly stay in a cheap hotel like that, 16 Complete the sentences below with these pairs of words. Underline the whole phrase each word forms part of. The first one is done for you. | back + undermine bothered + notice ‘easiest + lighten up boss + got ahead exaggerating + seriously panies + stride Femind + prone shy + centre stands up for + principles + 1 Once he’s made up his mind, he won't back down even if he's in the wrong, and 2 She's constantly gaing behind my saying things to____me, 3 He never seems that by criticism or bitchy ‘comments. He just takes no of ital, 4 she _ what she believes in and she sticks to her She's not easily bullied, 5 He's one of those people who never He Just takes everything in his, 6 She's not exactly _and retiring. She loves to be the ____of attention. 7 He's not the — person to talk to, lwish he'd alte. 8 You'll need to__ her aboutit. She is to forgetting things lke that 9 He's abit prone to so wouldn't take what he said too 10. She's the kind of person who's constantly sucking up, tothe in order to Work in pairs. Think of adjectives or nouns you could use to describe each of the people in Exercise 3.5 Work in pairs, Student A and B. Student A: say the sentences in Exercise 3. Student B: close your books. Respond to Student A using the adjectives you thought of in Exercise 4 A: Once he's made up his mind, he won't back down ‘even ifhe’s in the wrong. B: I know, he's so stubborn. It crives me crazy sometimes! DEVELOPING CONVERSATIONS Giving your impression I we want to give our impression of people in the public eye of people we haven't met many times, we often use these structures. He seems faily laid-back. ‘She strikes me as someone you can trust. He comes across as a real gentleman. get the impression / feeling she's very principled. 6 Work in pairs. Together, think of five people currently in the public eye. Then spend a few minutes thinking about your individual impressions of them and why you feel like this. 7 Share your impressions of each person using the structures in the box. Use the questions below in your conversation. ‘So what do you think of ..? What do you make of ..? What's your impression of ..? LISTENING 8 ERE Listen to three conversations about different people. Answer the questions for each conversation. 41. Who is the person they mainly talk about? 2. What is the person like? 9 ERE Work in pairs. Try to remember the missing words from the sentences. Then listen again and check your answers. 1a He's b He always just gets really defensive and big barrier © Maybe you need to___and talk to his line, manager about i? 2. a I've always thought he uy. bb [just think you've got him wrong, He's of various different causes. 3a She's really nice and very bright and chatty. We a really decent b The only problem is she kind of. morning, The guy on the other side seems pleasant enough, buthe __a bit of a slacker. every 10 Work in groups. Discuss the questions. What would you do in the first speaker's situation? Do you know anyone who has a difficult relationship with their boss? Why? + Can you think of any celebrities who try to raise awareness of a cause? What's the cause? What do you think about it? + How common is it for people to share accommodation In your country? Have you ever shared accommodation with anyone? If yes, how was i? I not, how would you feel about it? + Have you ever hit it off with someone straight away? who with? CONVERSATION PRACTICE 11 Write a name for each of the five kinds of people below. Think about: the words and phrases from this lesson you could use to describe them; ‘examples of their behaviour or habits; the kinds of things they say or do; how you feel about them and why. ‘Someone: 1 in your family 2 that can be described with one of more words from Exercise 1 3 you get on really well with, 4. quite unusual, eccentric or annoying 5 you admire 12 Workin pairs. Swap names. Ask and tell each other about the people on the lists. Find out as much as you can. TA EOE Unit 2. Relationships 17GETTING TOGETHER SPEAKING 1 Work in groups. Discuss the questions. + What do you think are the pros and cons of the following ‘ways of meeting a partner? having an arranged marriage going on a blind date meeting through work or university meeting via an Internet dating site + How do you think the photo relates to meeting @ partner? What do you think of this method? + Which other ways of meeting partners can you think of? What's good / bad about each one? READING a Read the article opposite about love and relationships. Answer the questions. 1. How are the three strands of science ~ social science, Neuroscience and computer science — possibly helping to improve relationships? 2 How convinced is the author that science will actually provide benefits in this field? Work in pairs. Discuss why the following were mentioned. 4 doing your own thing 5 kids 2. changing partners 6 thousands of online 3 patience and Profiles perseverance 7 collaborative fitering 4 arlists, poets and playwrights 8 arranged ma lage Complete the sentences with some of the phrases in bold from the article. 1. We constantly update the website and have special offers to 2 Asacompany, we ____bullding long-term relationships with our clients, 3 The important thing is_ past failures. 4 Thore Is now to support the idea of banning laptop use in the classroom, 5 No single test would human consumption, 6 Im speaking ata conference for __ 7 The discovery for dementia the product is safe for biometrics. the key to developing a cure 8 The Guardian spoke to Tim Watson about his clash with the press and how he Choose two of the topics below to talk about. Spend a few minutes preparing what you want to say about each one. Then work in groups and share your ideas. + why divorce rates are rising + how to have a long and happy relationship + the pros and cons of having kids + what you should look for ina partner UNDERSTANDING VOCABULARY Phrasal verbs ‘A phrasal verb isa verb wlth one or two linked particies. These particles are words we use as prepositions or adverbs in other contexts, Often the meaning of a phrasal verb is not obviously connected to either the: verb or the particle. We've alirays got on very well (= We've always liked ‘each other and been friendly) Youre expected to come up with clear ideas about Who you're fooking for (= suggest or think of) ‘As with normal vorbs, you need to notice the collocations that phrasal verbs are used with. Some phrasal verbs may also: + form part of commonly used phrases, + be usually used in the passive, + have more than one meaning, require object pronouns (me, you, he, she, I us them) to be placed between the verb andl the partite. 6 Use these phrasal verbs from the article to ‘complete each group of phrases below, J sound out sort out be subjected to end up. narrow down move into 1 ~ aplace to stay /~ a visa / ~ our differences / ~ the dispute 2 ~a thorough examination / ~ terrible verbal abuse / ~ torture / ~ regular safety checks 3. ~ new premises /~ publishing /~ the Latin American market / ~ my new apartment 4 ~ voters / ~ your views /~ the members of the board /~ staff about the changes 5 ~ the list of suspects / ~ your options / ~ the focus of the essay /~ yaur topic 6 ~ in trouble / ~ homeless / ~ getting to bed at four in the morning /~ spending over £2007 Look at these phrases containing two-word phrasal verbs which have already featured in this book. Which phrasal verbs usually use object pronouns between the verb and the particle? Which have the pronoun after the particle? 1 bring in new restrictions 2 drag down the rest of the team embark on a strategy give away his millions go through huge changes knock down the slums set out an ambitious plan sot up a recycling centre 9 stick to your principles 10 take over the bathroom 8 EMBED Listen and check your answers. 9 Work in groups. Answer the questions. 1 How important do you think it sto stick to your principles? Can you think of times ‘when maybe it’s better to abandon them? 2 Doyou know anyone who's ever quit their job and embarked on a whole nev career? 3 Which people you know have been through the biggest changes since you've known them? 4 Can you remember a time you ended up spending more money than you'd planned to? Do you know anyone who's ever set uP company? FROM CUPID T0 COMPUTER Rose McLoughlin explores the brave new relationship between romance and science Fred and Doreen Wilson are not your avetage husband and wife. In fact, having just celebrated their 75% wedding anniversary, they may well enjoy the nation’ longest-lasting marrias ho great secret to outr success,’ muses Fred. ‘We've always got on very well and we've always respected each other, but neither of us has ever expected the other to be the only source of happiness in life. We've been off and done our own things, but we've always come back to each other afterwards andl thats helped keep things fresh. When things go badly, people often think changing partners will help, but hardly anyone ever ends up better olf asa result, Given that in many European countries over six out of ten marriages. now end in divoree and even in more culturally conservative places rates of 20% are no longer uncommon, stich patience and perseverance may seem like a thing of the past. In fact, though, researchers are convinced that we can all learn how to be happier by drawing lessons from couples like the Wilsons. Over recent years, social science has increasingly moved into what ‘was traditionally the domain of artists, poets and playwrights, and ote result has been a wealth of studies exploring love and marviage and the experiences of these who've been through ital already ~ and lived (0 tell the tale, This research reveals that we have more chance of staying together if we contribute equally to the household, don't attempt to sort out problems by text message, get plenty of sleep and avoid having kids! ‘While social scientists analyse the wisdom of life-long pariners, researchers working in the field of neuroscience believe they can now detect the signs of true romance in those embarking on new relationships by observing which pars of theit brain light up ~ and to what degree they do so ~ during scans, Distinctive patterns of electrical activity are noticeable in volunteers who claim to have recently fallen in love and an informed viewing of neuron activity could be sufficient to determine whether their feelings are strong enough for their relationships to last. However it sin the field of online dating thatthe appliance of science may well prove to be most lucrative. Whete early sites simply promised access to thousands upon thousands of profiles, an excess of choice that did not result in a huge increase in the number of couples finding love, their modern counterparts are increasingly narrowing down our choices by using sophisticated ‘mathematical formulas to try to ensure subscribers are matched to those they are supposedly most compatible with, Subseribe to a site today and youte expected to not only come up with clear ideas about who you're looking for but to also answer upwards of 200 extra questions designed to sound out your morals values and beliefs. These details are then subjected to an analysis called collaborative filtering, whereby the preferences of lauge numbers of people ae collected and divided into groups of sila users. There is, of course, a deep irony in all of this. In the West, we tend to regard arranged marriage as an outdated relic from a distant era and \ve pride ourselves on our freedom and individuality Yet it could easily be claimed that we've simply replaced one kind of human) ‘matchmaker with another technological one, The degree to which this will ensure marital suecess remains highly contested. Perhaps, in the end, we may have to accept that chemistry will never be ‘completely understood by scientists! Unit 2. Relationships 19SPEAKING Choose which relationships from the box below you have had. Put them in order from the biggest influence on your life to the smallest influence. ‘Then work in groups. Compare and explain your choices. siblings grandparent ~ grandchild | lite partners arent child | colleagues teacher — pup business partners coach — athlete | neighbours doctor — patient | LISTENING HCH Listen to five people talking about a young man called Toby and an incident he’s been involved in. Decide: 1 who each speaker is and what thei relationship to Toby's 2 what you think the incilent they refer to was. ee eee! 8G] Work in pairs. Check you understand the phrases in bold, then discuss the questions, Listen again and check your ideas. 1 What were the mixed messages Toby recelved? 2 What will help him get back on the straight and narrow, according to his grandmother? How did the ridiculous confrontation come about? Why do you think Toby was unwilling to back down? Why has the incident come as a shock to his coach? What did Toby confide to his coach? Why did the doctor say the man was in remarkably good health? Who came to his ald? 9 Why did they split up, when it came down to it? 10 Where was there a scene and what do you think caused i? GRAMMAR be a Would Would has many different uses, including talking about past habits, giving advice, talking about the future In the past, and explaining hypothetical consequences in conditional sentences,4 Match each sentence from the listening (1-6) to ‘a sentence (a-f) that has the same meaning of would. | probably would've stayed with him if he'd apologised 2. When he was a toddler, I'd do the childcare most days. 3 I knew it would come to no good, but you can't really interfere, can you? 4 remember once | asked him to change desks and he just wouldn't — just refused point blank. 5 He should obviously be punished, but after that 'd still lve him another chance. 6 | would say he has a stubborn streak and he's been prone to outbursts and answering back ‘'é.consider talking It through with a therapist. You ‘shouldn't bottle these things up. b For some reason, the car wouldn't start this morning so 'm waiting for the breakdown people. ¢.They sold it would be miserable today, but it’s actually ‘turned out quite nice. ¢ they'd intervened, the situation would be a lot worse now. Before the anger management classes, he'd often get into unnecessary confrontations. f I wouldn't say i's a disaster ~ just a sight setback, ideas on PAE 5 Use structures and phrases with would to write sentences about the story of Toby. Think about: + what you'd say his childhood was like ~ what he and his parents would do and how they got on + why you'd say different people have the opinions: they co, + why you think he was arrested and how it would've been different in other circumstances. + what you'd imagine /hope would happen to Toby now. + what you would advise him and the people he knows todo. rd say he had a difficult childhood because his parents would argue @ lot and they wouldn't spend a lot of time with him. Iwould've thought Toby still likes his ex-gitriend. 6 Work in groups. Share your ideas and see if you agree. VOCABULARY Relationships 7 Work in pairs. For each sentence below, decide: ‘8 what relationship in Exercise 1 you think is being talked about. 'b Ifyou think the relationship is good or bad — and why. «if you could say this about any relationships you know. 1 They're going through a bit of a rough patch and have talked about splitting up. 2 [keep an eye on her as she's quite frail and has no relatives nearby, 3. As a teenager, she really sparked my interest in science, 4 I've collaborated with him on a number of projects and he’s taught me a lot They're not on speaking terms at the moment, which can make It awkward at meetings 6 We're on firstname terms as | have to go and see him so often. 7 They maintain a professional relationship, but they don't see eye to eye on many issues. 8 They get on each other's nerves all the time and they're constantly competing for my attention, 9. She puts people at their ease and reassures them about the whole process. 10 He pushes his kids incredibly hard. 11 I:don't really know any of them as we tend to keep ‘ourselves to ourselves, 12 He doesn't tend to pull his weight, which causes some frietion in the office. SPEAKING 8 Work in groups of three. You are going to roleplay some conversations. Student A: look at File 7 on page 187. ‘Student B: look at File 8 on page 185. Student C: look at File 9 on page 189. Read your three problems and choose the one that you think is most interesting. Plan how to describe the problem as if it was really happening to you. Think about some details to add. 9 Now roleplay a conversation about each problem. ‘You can start the conversations like this: A: What's up? B: Oh, it’s... explain the problem) Continue the conversations by sympathising, sharing experiences, giving advice, offering reassurance, etc. Use some of the language below. + Oh dear! + That must be difficult. + How awful! + Tknow exactly what you're going through! + Something similar happened to a friend of mine. +d talkit over with them (fl were you) + Have you been in touch with the police? + Td have thought they could help, + Td imagine it all blow over. + wouldn't worry about it, + What an idiot! 10 When you have discussed one problem each, choose another one or invent your own relationship issue. Have further conversations. Unit 2 Relationships 21n Work in pairs. Check you understand the phrases below. Discuss what you think could go wrong with each of these aspects of building a skyscraper, what the consequences of the errors might be, and how they might be resolved. + get planning permission + employ a building crew + blast a hole for the foundations + bring in and remove materials from the site + erect and operate cranes + deal with suppliers + ensure site safety + protect adjacent buildings Work in groups. Rank the topics in Exercise 1 in order of how difficult you think they will be when developing a site like the one in the photo (15 the most difficult, 8= the least difficult). MEM Watch the video and decide what you think the three main challenges are. How do they resolve them? HEI Work in pairs, Do you remember any of the numbers missing from the sentences? Watch again and complete the sentences. 1 There are nearly__ skyscrapers in New York City 2 When preparing the foundations, it ook a year to remove ___ cubic metres of earth. 3 About __ pounds of building material comes. in on each truck every day and they do around __lits each day. 4 The building crew are working about a metres above ground level 5 The average weight of a load of steel beams is about — tons. 6 The trucks sometimes have to cut across —_ lanes in order to tur, 7 The five water tanks wil ventually contain lives of water. 8 The spire is assembled trom _ pieces at a hetght of ___metres above ground, 9 Once complete, the building will stand at _ metres high, Work in groups. Discuss the questions. + What do you think of the building design in the video? What do you think the building Is for? + What buildings that you know would you describe with each of the adjectives below? Why? amazing hideous unusual controversial + What buildings are being erected in your town at the moment? + What are they for? Do you think they're a good idea? Why? / Wry not? + Have you ever had to put up with building work? Where? What happened? UNDERSTANDING FAST SPEECH EA Listen to an extract from the video said at natural pace. Try to write down what you hear. Then compare your ideas with a partner. MEI Try again. This time you will hear a slower version of the extract. Check your ideas in File 10 on page 189. Groups of words are marked with / and pauses are marked //, Stressed sounds are in CAPITALS, Practise saying the extract.REVIEW 1 GRAMMAR AND UNDERSTANDING VOCABULARY 1 Complete the text with one word in each space. Many people * now consider New York to bbe among the safest major cities in the wortd, but it has ?___ to overcome huge problems to reach this situation. Back in 1990, the place was *__ ‘war zone, with the murder rate *____risen to almost 2,500 a year and thousands of shootings taking place too. Fewer and ® tourists *_—__ ‘venture beyond a small central area of the city. So how did New York manage to restore law and ’_ and become what itis today? First and ®____, citizens got to the point where they were *____ ‘and tired of the situation and demanded political ‘change. The government brought ". tougher and more efficient policing. However, this probably would not " been enough on its own without ‘an economic recovery and huge investment in the poorest areas of the city, Successive governments stuck "= _____ these policies to ensure success. 2 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 five words, including the word given. 41 We generally used to ploy in the street when we were kids. By_____Inthe street when were kids. WOULD 2 you ask me, he's too demanding of the kids. Iwould "the kids too hard, SAID 3 The city is completely different to what It was like when lived there, The city __some huge changes since |ived here, THROUGH 4 know the coach was bad, but i's terrible that people abused him that way. ‘The coach should __ abuse lke that, however bad he was. SUBJECTED 5 From what | heard, they have reduced the list of candidates to five. They seem _____ Ist to five candidates. NARROWED 6 Things stil need to improve, but atleast they demolished the slums. ‘The city would be a lot worse if they ___the slums. DOWN 3 Choose the correct option. 1 I doubt you will hear/ have heard of the place | come from. 2 We got approval for a oan to start a restaurant so we're hoping to set it up / set up it next year. 3 The mayor introduced sweeping changes being elected / having been elected by a huge majority. 4 wish we would do / had done something about the Iter before it got so bad. 5 knew the whole venture would fail / wil fail as soon ‘as we embarked on it / embarked it on. VOCABULAR’ ‘Match the verbs (1-8) with the collocates (a-h). 4 undergo ‘a. me/ my authority demolish b huge changes / an operation undermine the decline / traffic sot out ¢ restrictions / a heavy fine @ onthe fumes /on a bone spark t choke 9 h 2 3 4 5 impose 6 ‘ bullding / all his arguments, 7 my interest / waves of protest a {an ambitious plan / the options halt What do the adjectives describe? Put them into ‘two groups. affluent ‘Complete the idioms with a preposition in each space. Then think of a real example for each one. 1. She takes everything her stride. 2 They don't see eye eye on many issues. 3 He often goes __ my back. 4 We're not___ speaking terms. 5 He has to be the centre attention 6 There’s a real buzz the place. 7. She really puts people ___their ease, 8 Itreally gets my nerves. Complete the sentences. Use the word in brackets to form a word that fits in the space. ‘about food. Only the most 1 He can be very. ‘expensive will do. (snob) 2 [think you need a bit of _ (arrogant) 3 We stayed in this ___itle vilage. (charm) 4 People are quite _ about politicians, but | think we can change things. (cynic) 5. The city became run-down because of the sheer of ety council. competent) 6 I's quite a rough area, 've heard about several round there. (mug) 7 He can be very aggressive and he gets involved in to be successful stupid — ‘about nothing, (confront) & The doctor said | was In__ good health. (remark) Complete the text with one word in each space. ‘The first letters are given. | shared a flat with a friend at university, Miguel. We were fine most ofthe time but 'n ‘and again we'd?e___u_ having an argument. Cleaning caused the most fr____. Miguel is quite intense and fussy. He can’t stand seeing even a tof dirt in the house, whereas I'm a bit more +. He'd sometimes accuse me of not pulling my "we. which would annoy ‘me because | often cooked for him, so Td tell him to yoeeeeee ites ‘and that the place didn't have tobe absolutely *p- all the time. Review 1 23IN THIS UNIT YOU LEARN HOW T! + discuss different aspects of culture and society politely disagree with people's opinions express feelings and opinions more emphatically + describe useful objects and household jobs + discuss your own personal and national identities SPEAKING Work in pairs. Look at the photo and discuss the questions Who do you think the people are? + In what country do you think the photo was taken? + What + What do you think it might say about the culture of the place and people? + How important do you think itis to maintain traditions? Why? » you think fs happening In the photo? VOCABULARY Society and culture Check you understand the words and phrases in bold. Then discuss to what degree the sentences apply to your country. 1. The people are incredibly welcoming because hospitality is central to the culture. 2 I's quite male-dominated. Women are looked down on and there's stil a lot of clscrimination. 3 I's quite conservative, so if you don’t conform, ife can be quite dificut. 4 Roligion plays a powerful role in society. 5 Everything's very bureaucratic. You need a permit (FID card for everything, 6 think it's a very family-centred culture, Most people's social lfe revolves around thair extended family 7 i's basically a very secular society and people have lost touch with their traditions. 8 Socially i's a very liberal society. People dont like to interfere ~ i's very much live and let lve. 9. Life is tough, but people generally have a very positive outlook. 10 Class is a big thing, People are very aware of your background and there's not much social mobility 11. Humour Is a key part of how people relate to each other. People often take the mickey out of each other. 12. People are very reserved ~ you can only relate to them on a superficial level Do you think the descriptions in Exercise 2 are good for a country? Why? / Why not? In each case, try to think of one flip side. eee Unit 3. Culture and identity 25THINGS ARE DIFF DEVELOPING CONVERSATIONS Challenging overgeneralisations When people use stereotypes or overgeneralise, we often want to challenge what they say ~ or moderate it, We can Use various phrases to do this, Come on! That's a bit harsh / ofan overstatement / @ stereotype, Isn't 121 I wouldn't go that far What? Everyone?/ All women? It's not as though we're all lke that That can't be true! I's like saying ail Dutch people ore toll Just because you're Brazilian, doesn't mean you ike Footbal There must be loads of British people who don’t crink tea! 6 Work in pairs. Take turns to say and respond to the overgeneralisations below. Use the phrases in the box. 1. Men are no good at listening Women are terrible drivers. ‘Young people these days have no respect. The people from the South are more friendly The rich are only interested in themselves. People who are on benefits are just lazy ‘want to work they don't 7 The Biitish are such hypocrites! 8 How come you speak my language? You're British! Work in groups. Discuss the questions. What stereotypes are there of your county? + Ave there stereotypes of people from particular cities for areas in your country? + Are any of these stereotypes positive? How fair do. you think they are? + Do you think you've ever been stereotyped? How?LISTENING 3 EMEA Listen to three conversations about society and culture in different countries. Answer the questions for each conversation. 1. What aspects of culture do they talk about? 2. Are the speakers talking about thelr own culture? 3. What feelings are expressed about the culture? 4. [BME Are the sentences true (T), false (F) or not mentioned (N)? Listen again and check your answers. 41a Zoe's partner is from a different country b The people Mehdi works with are making fun of him. ¢ Mehdi wants to change jobs. ‘They don't have enough admin people. b People are happy to queue. 2. The speaker stayed with friends who live there b Most women don't work ¢ The government is encouraging changes in attitudes to women. 5 Work in groups. Discuss the questions. + Bo you know any couples who are from differant cultures? Where are they from? + Do you think different countries have a different ‘sense of humour? Why? in what way? + Have you ever misinterpreted something or been misinterpreted? What happened? + What is your best / worst experience of bureaucracy? Do you think the government can change aspects of culture? + What effect can each of the following have on society and culture? TV & film education money travel &. immigration GRAMMAR Cleft sentences ‘The sentences below, based on the listening, use the ‘common structure of subject-verb-object ‘He seems to be struggiing with the people. He hates all the bitchy comments and gossip. They only stared at their computer screens or filed papers They only ever seem to have one person serving you. It really frustrates me, However, we sometimes use different sentence structures to highlight particular aspects ~ the subject or object, the feelings people have, the actions people do, ete. 6 Work in pairs. Look at audio script 7 on page 199 to see the actual sentences that the examples in the box are based on. Answer the questions 1. How does the sentence structure change? 2 What words / phrases begin the sentence? 3 What extra words (ifany) are added to the sentence? 4. Why did the speaker want to add this emphasis? @Qmim EEE 7 Complete the dialogue by making cleft sentences using the words in italics. You will need to add | ‘words and you may need to change the form of the verbs, A: | think i's a shame we don't keep up traditions here anymore. B: Yeah, but ‘thing / like about our way of if | fact ! be yourself A: Yeah, but ‘what / concern / people lose touch with their roots, 8: Come on. I's not as though we've become a Classless society. In fact, “one / frustrate / lack / social mobility, ‘A: Maybe — but the government could do something about that, B: ‘it/ not the government / do something: | people's attitudes / need to change. A: | wouldn't go that far 'm not sure it's that bad. B: Well, | guess. “one / give / hope | fact | young people | con't seem all that interested in people's backgrounds, ‘A: Only because they aren't interested in anything! Sal! / want go shopping. B: That's a bit harsh. There are loads of young people who take an interest in politics. Work in pairs. Practise reading out the dialogue. Complete the sentences so they are true for you. Use the ideas in brackets. 4. The thing I find most. about my (person) is 2 The main thing I fove / hate about my (person) is 3 All| tend to do most (day / time) is, and 4 The place I'd most like to visitis. 5 One Ihave absolutely no interest in visiting I trying is 6 The main reason that | (ectivity) Is 10 Work in pairs. Compare your sentences and explain your ideas. CONVERSATION PRACTICE 11 You are going to have a conversation about the place where you live now. Make a list of things that you like about the place and another list of, things that annoy you. 12 Work in groups. Explain your ideas. Agree or disagree with your partners. Use as much language from this lesson as you can. (@« | 6 To wateh the video and do the activities, see the DVD ROM, Unit 3. Culture and identity 27