SECOND

DUMMETT | HUGHES | stephenson

EDITION

Connect with the world and

bring your classroom to Life.
Now in a new edition, National Geographic Learning
brings the world to your classroom with Life, a six-
level, integrated-skills series with grammar and
vocabulary for young adult and adult English language
learners. Through stunning National Geographic content,
video and engaging topics, Life inspires a generation of
informed decision-makers. With Life, learners develop
their ability to think critically and communicate effectively
in the global community.
■  n extensive Critical Thinking
A
syllabus encourages learners to
develop well-informed opinions

Life
STUDENT'S BOOK | UPPER INTERMEDIATE
■  pdated and relevant content through
U
National Geographic photographs

Student’s Book
and video engages learners by connecting
them to people and places from around
the world

■ New ‘My Life’ sections help learners

explore the connections between the
content and their own lives

Includes Student’s Web App!

See inside front cover for details.

BRITISH ENGLISH
A1 A2 B1 B2 C1 C2

CEFR correlation
upper intermediate

Life Upper Intermediate is for learners who have

achieved level B1 and want to achieve B2.

Bringing the world to the classroom

and the classroom to life

NGL.Cengage.com/ELT
PAUL DUMMETT | JOHN HUGHES | HELEN STEPHENSON
A P A RT OF CENGAGE
The following new and updated features of the second edition
of Life are based on extensive research and consultation with
teachers and learners from around the world:
■ Updated global content in the unit themes and reading selections

■ Updated video material features additional video support for

vocabulary learning

■ New, specially selected National Geographic photography INFINITIVE PAST SIMPLE PAST PARTICIPLE INFINITIVE PAST SIMPLE PAST PARTICIPLE
stimulates learners’ visual literacy skills beat beat beaten lend lent lent
become became become let let let
■ Refined grammar syllabus with increased scaffolding and an
enhanced reference section bend bent bent lie lay lain
bet bet bet light lit lit
■  xtended and better-integrated critical thinking syllabus actively
E bite bit bitten lose lost lost
engages students in their language learning, encouraging them blow blew blown mean meant meant
to develop their own well-informed and reasoned opinions break broke broken misunderstand misunderstood misunderstood
■  ew ‘My Life’ speaking activities encourage learners to relate the
N bring brought brought must had to had to
global content to their own lives broadcast broadcast broadcast ring rang rung
build built built rise rose risen
■  ew ‘Memory Booster’ activities improve learners’ ability to
N burn burned/burnt burned/burnt sell sold sold
retain new language
burst burst burst set set set
■ An improved Classroom Presentation Tool now includes the cost cost cost shake shook shaken
Workbook pages, academic skills worksheets, extra support cut cut cut shine shone shone
and extension activities deal dealt dealt shoot shot shot
dig dug dug shrink shrank shrunk
■  he Student’s Web App includes video and audio for the Student’s
T
dream dreamed/dreamt dreamed/dreamt shut shut shut
Book and Workbook, and additional interactive activities
fall fell fallen sink sank sunk
feed fed fed slide slid slid
fight fought fought smell smelled/smelt smelled/smelt
forget forgot forgotten spell spelled/spelt spelled/spelt
Access your free Life Web Resources, including forgive forgave forgiven spend spent spent
the Web App at: freeze froze frozen spill spilled/spilt spilled/spilt

NGL.Cengage.com/life grow grew grown split split split

hang hanged/hung hanged/hung spoil spoiled/spoilt spoiled/spoilt
Username: life
hide hid hidden spread spread spread
Password: student
hit hit hit stand stood stood
hold held held steal stole stolen
hurt hurt hurt stick stuck stuck
keep kept kept swear swore sworn
kneel knelt knelt tear tore torn
lay laid laid throw threw thrown
lead led led wake woke woken
learn learned/learnt learned/learnt win won won

ON THE COVER

Fish swim in the South Pacific off the popular holiday island of Bora Bora in French
Polynesia. Surrounded by a lagoon and a coral reef, Bora Bora is famous for its
overwater bungalows with glass floors that provide a window to the sea life below.
© John Harrison/500px
 SECOND
EDITION

Life
STUDENT'S BOOK | Upper Intermediate

PAUL DUMMETT
JOHN HUGHES
HELEN STEPHENSON

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

 Contents
Unit Grammar Vocabulary Real life (functions) Pronunciation

1
present tenses: simple, describing character meeting people auxiliary verbs have
continuous and perfect friendships: phrasal verbs and has
past simple and present wordbuilding: forming word boundaries
perfect adjectives
word focus: sense
Relationships
pages 9–20

VIDEO: ‘Lady Liberty’ and Ellis Island page 18 REVIEW page 20

2
narrative past tenses describing stories reacting to stories /æ/, /ʌ/ and /ɒ/
the passive communication weak forms in
wordbuilding: verb + noun passive verbs
collocation linking and elision
word focus: keep
Storytelling
pages 21–32

VIDEO: How not to climb a mountain page 30 REVIEW page 32

3
future forms materials dealing with problems /r/ and /t/ in
future continuous and wordbuilding: compound American English
future perfect simple nouns (noun + noun) stress in two-syllable
describing technology words
word focus: out of
Science and
technology
pages 33–44

VIDEO: 3D-printed prosthetic limbs page 42 REVIEW page 44

4
determiners art describing likes and weak form of
expressions of quantity wordbuilding: word families dislikes disappearing sounds
word focus: spend

Art and
creativity
pages 45–56

VIDEO: Art for the people page 54 REVIEW page 56

5
verb + infinitive or -ing urban features debating issues rhyming words
verbs with both -ing and to wordbuilding: adverb + sentence stress
+ infinitive adjective
word focus: fall

Development
pages 57–68

VIDEO: Scandinavian mega-bridge page 66 REVIEW page 68

6
negative forms holiday activities getting around intonation in
question forms travel question forms
word focus: mind intonation in
sentences with two
clauses
Alternative
travel
pages 69–80

VIDEO: The unexpected beauty of travelling solo page 78 REVIEW page 80

2
Listening Reading Critical thinking Speaking Writing
three people talking about an article about changing evaluating conclusions friendships text type: an informal
important relationships in their attitudes in China differences between email
lives an article about generations writing skill: greetings
an extract from a radio immigrant families in family influences and endings
programme about animal New York
friendships

an interview with a film critic an incredible story of a the main message a key moment text type: a story
an interview with a professional Formula 1 racing driver the stories pictures tell writing skill: using
photographer an article about the storytelling descriptive words
Brothers Grimm

three people making predictions a lecture about supporting examples predictions text type: short email
about the future overpopulation the future requests
a lecture about overpopulation an article about technological solutions writing skill: being
an interview from a radio appropriate technology polite
programme about 3D printing

a conversation about two an article about unusual identifying opinions art and music text type: an online
people who are creative in street art participation in the arts review
their free time an article about how music playlists writing skill:
an extract from a radio music helps us personalizing your
programme about what’s on writing
in Melbourne

someone talking about the an article about urban ways of arguing changes in your town text type: an opinion
development of the Belo development in Dubai a happy society essay
Monte dam in Brazil an article about the stages of life writing skill: linking
an interview with a journalist teenage mind words
about social development in
southern India

someone describing their stay at a blog about holidays at analysing tone planning a staycation text type: a letter/
a mountainside guesthouse home a volunteer holiday email of complaint
an interview about volunteer an extract from a travel ideas for an unusual writing skill: formal
vacations magazine about hotel language
historical hotels

3
 Unit Grammar Vocabulary Real life (functions) Pronunciation

7
zero and first conditionals raising children: verbs describing traditions /juː/ and /uː/
time linkers food the letter s
usually, used to, would, be word focus: same and
used to and get used to different
weddings
Customs and wordbuilding: word pairs
behaviour
pages 81–92

VIDEO: Eating insects page 90 REVIEW page 92

8
second, third and mixed word focus: make and do discussing preferences contracted or weak
conditionals wordbuilding: noun suffixes forms
wish and if only strong feelings /ʃ/ and /tʃ/
word focus: better do you, would you,
shall we
Hopes and
ambitions
pages 93–104

VIDEO: What would you do if money didn’t matter? page 102 REVIEW page 104

9
verb patterns with reporting verbs reporting what you have the schwa
reporting verbs positive adjectives heard
passive reporting verbs wordbuilding: forming
adjectives from verbs
word focus: word
The news
pages 105–116

VIDEO: News: the weird and the wonderful page 114 REVIEW page 116

10
articles: a/an, the or zero careers describing skills, talents linking vowels
article? wordbuilding: verb (+ and experience difficult words
relative clauses preposition) + noun
collocations
the senses
Talented word focus: self
personal qualities
people
pages 117–128

VIDEO: Queen of Egypt page 126 REVIEW page 128

11
could, was able to, education getting clarification contrastive sentence
managed to and wordbuilding: homonyms stress
succeeded in word focus: learn linking in question
future in the past forms

Knowledge
and learning
pages 129–140

VIDEO: Paraguay shaman page 138 REVIEW page 140

12
focus adverbs: only, just, money negotiating focus adverbs
even services /ʃ/, /ʧ/, /ʒ/ and /ʤ/
causative have and get wordbuilding: the + adjective long vowel sounds
getting things done
business words
Money
pages 141–152

VIDEO: The Farmery page 150 REVIEW page 152

COMMUNICATION ACTIVITIES page 153 GRAMMAR SUMMARY page 156 AUDIOSCRIPTS page 180

4
Listening Reading Critical thinking Speaking Writing
someone describing the an article about the ‘tiger questions and answers traditional rules of text type: a
customs on the subway in mother’ approach to behaviour description
Tokyo parenting food and eating habits writing skill: adding
an extract from a radio a blog about personal turn-taking in detail
programme about the diet space and turn-taking conversations
of the indigenous people of
northern Alaska

someone talking about an an article about the first emotive language ambitions text type: an online
unusual mural human computers wishes comment
eight explorers describing an article about strong feelings writing skill: giving
superpowers they wish they Madagascar’s unique vivid examples
had environment

a radio news report about the an article about an iconic different perspectives news stories text type: a news
parents of Chinese university image good-news stories article
students an article about the the media writing skill: using
three good-news stories power of the press quotations
reported on the television
news

a description of a mahout’s job an article about an examining the evidence a career path text type: a personal
someone talking about an extraordinary career definitions profile
extraordinary career an article about a woman job characteristics writing skill: using
a description of a man with an who was king with
unusual talent

a parent talking about a an article about an explaining ideas learning experiences text type: an
children’s museum innovative school memory tests email about a
a talk by a psychologist on an article about how making excuses misunderstanding
memory animals think types of learner writing skill: linking
contrasting ideas

three people talking about the an article about Norway’s opinion words the economy in your text type: a short
standard of living riches country report
an interview with a professor an article about a new getting things done writing skill: key
about the growing service business trend new business ideas phrases in report
economy writing

5
 Life around the world – in 12 videos

Unit 7 Eating insects

Unit 1 ‘Lady Liberty’ and Ellis Island
The gateway for immigrants to the
United States.

Unit 3 3D-printed prosthetic limbs

Discover how 3D printing is
Discover why eating insects could be revolutionizing prosthetics. Denmark
good for you, and why one man is on UK
a mission to change our tastes.

USA
Unit 12 The Farmery
Learn about how one farm is trying
to do things differently to benefit the
local community.

Unit 2 How not to climb a mountain

A climber talks about how one climb

went wrong.
Paraguay

Unit 4 Art for the people

Unit 11 Paraguay shaman

Learn about the one piece of artwork

by the graffiti artist ‘Banksy’.
Find out why it’s essential to record
plants from the rainforests of
Paraguay before they disappear.

6
 Unit 5 Scandinavian mega-bridge

Sweden
Find out about the challenges behind
the construction of the Øresund
Bridge, which links Denmark and
Sweden.
Lithuania

Japan

Egypt Thailand Unit 8 What would you do if money

didn’t matter?

Unit 6 The unexpected beauty of

travelling solo
A Zen philosopher explains how we
can follow our dreams.

Tonga

What one man discovered while

making a journey on his own.

Unit 10 Queen of Egypt

The history of the most famous
Egyptian queen – Cleopatra. Unit 9 News: the weird and the
wonderful
Two good-news stories: one about the
‘kindness’ of the humpback whale and
one about a man with an amazing
ability.

7
 UNIT 1 UNIT 2 UNIT 3
RELATIONSHIPS STORYTELLING SCIENCE AND
TECHNOLOGY

UNIT 4 UNIT 5 UNIT 6

ART AND DEVELOPMENT ALTERNATIVE
CREATIVITY TRAVEL

UNIT 7 UNIT 8 UNIT 9

CUSTOMS AND HOPES AND THE NEWS
BEHAVIOUR AMBITIONS

UNIT 10 UNIT 11 UNIT 12

TALENTED PEOPLE KNOWLEDGE MONEY
AND LEARNING

8
 Unit 1 Relationships
A camel and his driver take a break in the desert, Rajasthan, India.

F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Choose the
phrase you think best describes the photo.
10 Unlikely friends
a faithful companion   blood relatives   
Two animals that enjoy each a passing acquaintance   mutual respect   
other’s company a strong bond   true friends   an odd couple

12 A confused generation
2 1 Listen to three people talking about important
Changing attitudes among relationships in their lives. Put the number of the speaker
China’s young generation (1, 2 or 3) next to the person they are talking about.

14 Bloodlines brother-in-law   colleague   fiancé(e)    flatmate   

Two accounts of how family grandparent   husband   old friend   
has shaped people’s lives
3 Look at these sayings about relationships and discuss the
18 ‘Lady Liberty’ and Ellis questions.
Island a ‘Blood is thicker than water’
A video about immigration b ‘A friend in need is a friend indeed’
to the USA c ‘Like father, like son’
d ‘No man is an island’
1 What does each saying mean? Can you think of any
examples from your or someone else’s experience that
show these sayings are true?
2 Do you have any similar sayings in your language?
3 What other sayings are there about relationships in your
language? Can you translate them?

FRIENDSHIPS DIFFERENCES BETWEEN GENERATIONS FAMILY INFLUENCES MEETING PEOPLE    9

my life AN INFORMAL EMAIL
 vocabulary describing character • listening animal friendships • grammar present tenses: simple, continuous and
perfect • vocabulary friendships: phrasal verbs • speaking friendships

1a Unlikely friends

Suryia and Roscoe at The Institute of

Greatly Endangered and Rare Species
(TIGERS), South Carolina, USA.

Vocabulary describing character Grammar present tenses:

1 Look at the adjectives and phrases and discuss: simple, continuous and perfect
1 which adjectives are positive, which are PRESENT TENSES: SIMPLE, CONTINUOUS and PERFECT
negative and which could be either.
Present simple
2 which make pairs of opposites (or near Suryia lives with his keepers.
opposites). Most dogs avoid apes.
3 which adjective(s) you think describe you. Each day the dog comes into the compound.
Present continuous
considerate   dependable   energetic   
It’s clear they are having the time of their lives.
good fun   laid-back   outgoing    selfish    His understanding of the dog is growing day by day.
serious   shy    unreliable    This week we’re looking at animal friendships.
Present perfect (simple and continuous)
The story of Suryia has attracted a lot of interest.
Listening Over four million viewers have watched them since their
video was put up on Youtube.
2 Work in pairs. Look at the photo and say: They have recognized a basic social need in each other.
1 what type of animals these are and where they Recently, he has been spending time with a local dog.
are normally found (working, as pets, in the They have been doing this every day since they first met.
wild).
For further information and practice, see page 156.
2 what the characteristics of each animal are.

3 2 Listen to an extract from a radio programme. 5 Look at the grammar box. Match the tenses with
What unlikely things do these animals do together? the uses (1–3).
4 2 Listen again. Answer the questions. 1 for something happening at or around the time
of speaking, including changing situations
1 What is uncommon between different species? 2 for something seen as permanent or unchanging,
2 How do dogs usually feel about apes? including facts or habits and routines
3 What kind of relationship do this dog and 3 for a past event that has an impact on or
orang-utan have? relevance in the present; or for something
4 How is an orang-utan’s character described? that started in the past and continues into the
5 What shared need is met in their relationship? present

10
 Unit 1 Relationships

6 Match each sentence in the grammar box with the Vocabulary friendships:
specific uses described in Exercise 5.
phrasal verbs
Suryia lives with his keepers. = something seen as
permanent or unchanging 10 Underline these phrasal verbs in Exercise 9.
7 Look at the examples of the present perfect in the • one with the verb get
grammar box. Which form (simple or continuous) • one with the verb stand
generally expresses or emphasizes prolonged or • two with the verb hang
repeated activity? • two with the particle up
• two with the particle round
8 Choose the correct options to complete the text about
animal friendships. Which phrasal verbs contain two particles (e.g. on
and with)? Discuss what each verb means.
Lately, there 1 are / have been a number of videos ‘get on with’ = have a good relationship with
on YouTube showing unlikely animal friends. Lots
of people 2 have discussed / have been discussing a 11 Complete the sentences with the correct
particular film which shows a dog making friends with phrasal verbs from Exercises 9 and 10.
an elephant. Elephants often 3 show / are showing
1 We come from different backgrounds, but we
concern for other elephants in their social group,
really well.
but this video shows an extraordinary scene where
2 We don’t have to do anything special, like
the elephant becomes upset when the dog gets
going to a show. It would just be nice to
injured. The dog 4 has recovered / has been recovering
together for a bit.
now and the two animals are always together. The
3 I made some good friends at university, but
question scientists 5 now ask / are now asking is: Is such
I haven’t with many of them
behaviour normal, or do we just want it to be? Some
since.
people say it happens when animals 6 are living / have
4 Why don’t you to my house for
been living close to humans for some time. No one 7 has
supper tonight?
provided / has been providing a definite answer, but it
5 Some friends are great to have fun with, but
seems some animals are just naturally sociable. Others,
real friends are the ones who you
like giant pandas, 8 live / are living more independent
when things aren’t going so well.
and solitary lives.
6 I’m busy at six thirty, but we could
later, if you like. Say, eight?
9 Complete the sentences. Use the correct present tense
of the verbs. Use contracted forms where possible.
Speaking my life
1 I (live) with my friend Ezra
at the moment, but each of us 12 Think about one of your friends and make notes
(have) our own group of friends that we hang out on these points.
with. • how you met and how long you’ve been friends
2 We’re not close friends – we • where and how often you see him/her
(just / learn) French at the same evening class for • his/her current work or studies
the past year. • his/her personality and why you like him/her
3 Lara and I went on a trip to Peru ten years ago • what things you do together or have
and we (be) friends ever since. done recently
We keep up with each other through social media.
4 Oh, (you / know) Tom too? He 13 Work in pairs. Describe your friend to your
and I (know) each other since partner. Ask and answer questions to get more
primary school. We should all meet up some time. information. Discuss if your friendships are
5 Jacob (often / hang) around similar in any way.
when he’s bored, but he (never /
Jana is one of my oldest friends. We met at a party
come) round if he's got something better to do.
and we’ve known each other for ten years …
6 Kate is a really dependable friend. She
(always / stand) by me
when I’ve needed help.
7 Colin and I (teach) at the same
school for years. We (write) a
book together at the moment.
8 I get on very well with Marco, even though we
(never / see) each other
socially. I think I’ve been round to his house once.

FRIENDSHIPS DIFFERENCES BETWEEN GENERATIONS FAMILY INFLUENCES MEETING PEOPLE 11

my life AN INFORMAL EMAIL
 reading changing attitudes in China • wordbuilding forming adjectives • grammar past simple and present perfect •
pronunciation auxiliary verbs have and has • speaking differences between generations

1b A confused generation
Reading Wordbuilding forming adjectives
1 Work in pairs. Look at the photo. Discuss WORDBUILDING forming adjectives
the questions. There are various endings in English which are commonly
1 What does the photo show? used to form adjectives: -ful, -ish, -ent, -ious, -ive.
2 What do you think is the problem with the girl? act ➙ active, study ➙ studious
3 Is this situation familiar to you? For further practice, see Workbook page 11.

2 Discuss what you know about modern-day China.

Then read the article. Did you learn anything new? 5 Look at the wordbuilding box. Find adjectives in
the article that come from these root words.
3 Read the article again. Find examples of the way
the new and the old China are different in each of pain   self   duty   support   rebel   
these areas.
• caring for the old 6 Form adjectives from these words by using
• the relationship between parents and children the correct suffix and making any other
• standard of living and shopping necessary changes.
• experience and knowledge of the world 1 ambition 4 help
2 child 5 respect
4 How difficult do you think the different generations 3 decide 6 success
(Bella’s and her parents) find the changes you
discussed in Exercise 3? Give reasons.

A few months ago, Bella’s family put Bella’s

grandfather into a nursing home. It was a painful
decision, because in China, caring for aged 15
parents has always been a child’s duty. But times
are changing. Bella’s ambition? ‘I want one day
to put my parents in the best nursing home’ –
the best that money can buy, she means.
‘When she told us that,’ Bella’s father says, 20
‘I thought – is it selfish to think she will be
dutiful and look after us in our old age? We don’t
want to be a burden on her. This is something
my daughter has been trying to teach us. Once
parents taught children, but now we learn 25
from them.’ The family can buy many more

A confused things these days, and when they go shopping,

generation
Bella makes sure they select the ‘right’ western
brands. (Pizza Hut is her favourite restaurant.)
She also teaches her parents the latest slang. 30

Her parents want to be supportive, but they

3 gave up helping with Bella’s homework some
Change brings problems. Eleven-year-old Bella lives with her parents in a time ago. Bella has been studying English
brand new apartment in Shanghai. Her real name is Zhou Jiaying – ‘Bella’ is for five years and in spoken English she has
the name that her English teacher has given her. Her parents are part of a overtaken them. She has already, in her short 35

confused generation in a confused time. In modern Chinese society different life, learned more about the outside world than
5 ideologies are fighting against each other. In the last twenty years, China’s they have. ‘Our advice is not wanted,’ her mother
economic boom has brought enormous material benefits, but it has also had says. ‘When she was little, she agreed with all my
an impact on family life and values. Old values – the respect of family and opinions. Now she sits there and says nothing,
older generations – compete with new values that make money the measure but I know she doesn’t agree with me.’ In China 40

of success. But at the same time people are questioning these new values. there is no concept of the rebellious teenager.
10 Have new possessions made our lives richer? Are we destroying Chinese Bella glares, but says nothing. ‘I suppose our
culture? As in all changing societies, people are trying to find the right child-raising has been a failure,’ her mother
balance between the ‘new’ and ‘old’. adds sadly.

12
 Unit 1 Relationships

Grammar past simple and 11 Look at the conversation in Exercise 10 again.

Underline the time expressions that helped you
present perfect to choose the right tense. Then complete the table
with the expressions you underlined.
PAST SIMPLE and PRESENT PERFECT
Past simple Past simple last week, in the past, in 2016,
When she was little, she agreed with all my opinions. ,
Present perfect (simple and continuous) Present perfect ever, so far, just, over the past
Bella has been studying English for five years. simple three months, this year, since
In spoken English she has overtaken them. I was a child, ,
She has already, in her short life, learned much more ,
about the outside world than they have.
Present perfect just, over the past three
For further information and practice, see page 156. continuous months, this year, ,

7 Look at the grammar box. Work in pairs. Choose

the correct options to complete the sentences. 12 Work in pairs. Act out two similar conversations
1 The past simple / present perfect expresses a between a parent and a child. Use these opening
connection between the past and the present. lines.
2 The past simple / present perfect refers to 1 P: Have you tidied your room yet?
something at a specific time in the past. 2 P: Have you eaten any vegetables or fruit today?
3 We generally use adverbials of finished time
(e.g. some time ago, when I was a child, in 2015) 13 Choose the correct options to complete these
with the past simple / present perfect. sentences about different generations. Then
4 We generally use adverbials of unfinished time discuss which statements you agree with.
(e.g. until now, so far this year, since 2015) with 1 ‘Children grew / have been growing up faster
the past simple / present perfect. over the last twenty years. At thirteen, they
8 Underline three sentences with the past simple want to be adults. It’s sad.’
and five with the present perfect in the article. 2 ‘All the new technology that kids use left /
Say which tense is used and why. has left the older generation behind.’
3 ‘My grandparents’ generation probably worked /
In the last twenty years China’s economic boom has have probably worked harder than we do, but
brought enormous material benefits. [= present perfect they didn’t have / haven’t had so much fun.’
to describe a past event that impacts on the present] 4 ‘Most of my parents’ generation already retired /
have already retired with good pensions. We
9 Pronunciation auxiliary verbs have and has won’t retire until we’re 70 and we’ll be poor.’
5 ‘Our parents were no different to us when
4 Listen to how the auxiliary verbs have and has
they were young: they had / have had the same
are pronounced in the present perfect sentences interests, the same hopes and fears.’
you underlined in the article. Then listen again 6 ‘In recent years respect for money replaced /
and repeat. has replaced respect for wisdom and knowledge.’
10 Complete the Saturday morning conversation 7 ‘When I was young, I rebelled / have been rebelling
between a parent (P) and a child (C). Use the against my parents because they were / have been
past simple or the present perfect (simple and very strict. Now my children want to rebel, but
continuous). in fact they have nothing to rebel against.’
8 ‘People criticize the younger generation for being
P: 1
(you / do) your selfish and having no values, but that’s their
maths homework yet – the homework you parents’ fault: they spoilt / have spoilt them.’
2
(not / do) yesterday?
C: Yes, it 3 (be) easy. I
4
(study) equations before. Speaking my life
P: Oh, OK. What about your project on French 14 Make a list of the differences between your
food? The one you 5 (ask) parents’ lives and your own. Think about the areas
me about a few days ago. below or your own ideas. Then discuss which
C: No. I 6 (look) for up-to-date generation you think has had a better life.
information on the internet all morning.
P: Well, I 7 (not / study) • upbringing and school • free time
French since I was a child, but I’m good at • work opportunities • standard of living
searching the internet. I’ll give you a hand. My parents had a much freer childhood than we did. The
C: Thanks, but I 8 (already / outside world has become a more dangerous place …
arrange) to meet Sam and work on it with him.

FRIENDSHIPS DIFFERENCES BETWEEN GENERATIONS FAMILY INFLUENCES MEETING PEOPLE 13

my life AN INFORMAL EMAIL
 reading immigrant families • critical thinking evaluating conclusions • word focus sense • speaking family influences

1c Bloodlines
Reading 6 Where in the text did you find evidence to draw
the conclusions in Exercise 5? Which is the
1 Work in pairs. Discuss the questions. author’s main conclusion, do you think? Why?
• Why do you think people emigrate to
other countries? Word focus sense
• What difficulties do first-generation immigrants
face when they settle in a new country? 7 Look at the expression in bold from the article.
• Where would you choose to emigrate to? Why? Then choose the best options to complete the
other sentences.
2 Read the article about immigrants in New York. all of us … have a strong sense of belonging …
Then cover the text and try to remember these
details of Richard and Tanja’s stories. 1 It doesn’t have / make any sense to emigrate if
you are happy where you are.
1 when their ancestors came to America and why
2 Most people want a secure job. It’s common /
2 what Richard and Tanja’s jobs are now
usual sense.
3 how coming from immigrant families has
3 She’s got a great sense of humour / comedy.
influenced them
4 My parents did a lot for me so I feel a sense of
3 Read the article again. Are the sentences true (T) necessity / duty to look after them now.
or false (F) according to the writer? 5 I always get lost in big cities. I have a terrible
sense of direction / location.
1 Immigrants in Queens, New York, feel attached
to their new country.
2 Most people are interested in learning about Speaking my life
recent rather than distant ancestors.
8 Look at the questionnaire and answer the
3 Tomas ran away from home even though he
questions. Then take turns to ask and answer the
was happy there.
questions with your partner. Does family have a
4 Tomas met his brother in New York one day
strong influence in your lives?
by accident.
5 Tanja’s mother wasn’t able to balance work
with looking after her children’s education.
6 Tanja and her sister have chosen to have similar
HOW DOES FAMILY SHAPE YOU?
careers to their parents. 1 Would you say you are a close family?
4 Find these words and phrases in the article. Work 2 How much time do you spend with family:
with a partner to discuss what you think they mean. • out of a sense of duty? • because you choose to?
1 a melting pot (para 1) 3 Is family a consideration for you in choosing where to live?
2 their ancestral roots (para 2)
4 How conscious are you of your family’s history?
3 seek his fortune (para 3)
4 a must (para 4) 5 Is there a strong family characteristic or quality? Have you
5 a strong work ethic (para 4) inherited it?

6 Is there a ‘head of the family’? How important is it to have

Critical thinking evaluating this person’s approval?
conclusions 7 Is there someone in the family you particularly admire?
Why?
5 Which of these conclusions (a–e) do you think
the author wanted you to draw after reading the 8 Has your family influenced the career path that you have
article? You can choose more than one. chosen?
a Immigration has benefited America. 9 When seeking advice, are you more likely to turn to friends
b Immigrants have a stronger connection to their or family?
original country than their new home.
10 How important is it to you that your family approves of
c It is important for descendants of immigrants
your partner?
to be aware of their family history.
d Immigrant families have a strong motivation to 11 Would you say your family members have the same
work hard and make a good life for themselves. attitude to:
e The world is full of immigrants and this is • money? • bringing up children?
something we should celebrate.

14
 Unit 1 Relationships

Blood
Richard, 38
My great-grandfather Tomas was a builder by trade like me. He came to

lines
America from Poland when he was fifteen. His mother had become ill and 25
died, and his father remarried to be able to take care of his seven children.
Tomas didn’t like his new stepmother, so he ran away to Belgium, where
he boarded a ship to America – without a ticket. He was clearly a free spirit.
5
Arriving in America with nothing, he got a job on the railroads in California.
The USA as a whole is well known for Then one day, by chance, he saw an announcement in a newspaper. It was 30

being a melting pot of different ethnic from his brother in New York who had also come to America to seek his
groups and cultures, but this diversity fortune and was now looking for Tomas. Tomas got in touch and the two
is particularly evident in Queens, New had an emotional reunion in New York. Tomas settled in the city and the
5 York. Here, second-generation Puerto two worked in construction. This is the story that my grandmother has
passed down to us, to my parents and all my aunts and uncles. She is an 35
Ricans live alongside third-generation
amazing woman; the one who holds us all together. She’s actually quite
Greeks and first-generation Koreans,
forgetful now, but she never forgets family details. This has meant that all
all united by a common feeling of
of us – brothers, aunts, cousins – now have a strong sense of belonging to a
pride in their American identity.
group that has struggled and fought together to succeed here.
10 However, they are also proud and Tanja, 29
curious about something which I’m a first-generation American. Both my parents came here from Jamaica, 40
fascinates us all: their ancestral where getting a good education is a must. My mother says that people
roots. These days, tracing back your may take everything away from you, but they can never take away your
family tree as far as you can using the education. My father was a nurse in Jamaica, but he had an ambition to
15 internet is a popular hobby, but what be a doctor in the US; when he first came here, he studied during the day
really interests these families is their and went to work at night. My parents have a strong work ethic. My mum 45
recent history: how their grandparents has always worked as a nurse, but at the same time has always been very
and great-grandparents arrived in involved in our lives, helping with our studies and following our careers
America, what brought them there in with interest. Both my sister and I have followed them into the medical
20 the first place, and how they – their profession and now I’m working as a doctor at the Mount Sinai hospital in
descendants – can best honour their Queens. I don’t know if that kind of dedication is genetic or just something 50

memory. Here are two typical Queens that you learn from your parents, but that desire to get ahead … we’ve
residents’ stories. certainly both inherited it. The great thing about America is that it gives you
the opportunity to live those dreams, too.

FRIENDSHIPS DIFFERENCES BETWEEN GENERATIONS FAMILY INFLUENCES MEETING PEOPLE 15

my life AN INFORMAL EMAIL
 real life meeting people • pronunciation word boundaries

1d What have you been up to?

Real life meeting people
1 Work in pairs. Which phrases would you use to:
a greet someone for the first time?
b greet someone you know in a formal context?
c greet someone you know as a friend?

How are things?    How do you do?   

How are you?   How’s it going?   
Pleased to meet you.   

2 6 Listen to a conversation in the street between

two friends, Tim and Greta. Answer the questions.
1 When did Tim and Greta last see each other?
2 What have Tim and Greta been doing since
they last met?
3 What future arrangement do they make?

3 6 Listen to the conversation again. Tick the

expressions for meeting people the speakers use.

MEETING PEOPLE
How are things?
How’s everything going?
What have you been up to?
I’m doing fine, thanks.
Great.
Not bad.
Busy as ever.
I’ve just got a new job.
I’ve been studying for my exams.
5 Pronunciation word boundaries
You’re looking very relaxed / very well.
It obviously suits you. a 7 Common expressions are often said quickly,
How’s she getting on? so the word boundaries become more difficult
She was asking after you the other day. to hear. Listen to eight expressions and write
Please give her my best wishes. expressions 5–8.
Say hello to her from me.
1 How are things?
Well, I should probably go and … 2 How’s everything going?
Sorry, I’ve got to rush. 3 What have you been up to?
I’m in a bit of a hurry. 4 I haven’t seen you for ages.
I don’t mean to be rude, but I need to … 5 
It was really nice to see you. 6 
It was great to see you.
7 
Good luck with …
8 

4 Match the expressions you ticked in Exercise 3 b Work in pairs. Practise saying the common
expressions in Exercise 5a in the same way.
with these functions (1–5).
1 how Greta asks Tim for his news 6 Imagine you are in a large shopping centre during
2 what Tim says about Greta’s appearance a lunch break. Walk around and ‘bump into’ other
3 how Greta describes her life people that you know. Find out what each person
4 what Greta says about Amanda, their has been doing, and make a future arrangement.
mutual friend Then move on until you bump into someone else.
5 how Greta says she can’t continue the Use the expressions for meeting people to help you.
conversation

16 FRIENDSHIPS DIFFERENCES BETWEEN GENERATIONS FAMILY INFLUENCES MEETING PEOPLE

my life AN INFORMAL EMAIL
writing an informal email • writing skill greetings and endings Unit 1 Relationships

1e News from home

Writing an informal email Dear Fergus
1 When you send news or communicate with I hope all’s well with you. I’ve been meaning to write
friends in other cities or countries, how do you with my news for ages, but my work takes up a lot of
usually communicate (letter, email, instant my time. Please don’t think it’s because I haven’t been
messaging, social media, etc.)? Why? thinking about you all – I have and I’m getting quite
homesick. But I have to remind myself of why I am
2 Read the email from Mateo to his friend, Fergus. here, which is to try and get experience as a freelance
Where is Mateo and what is he doing there? journalist and photographer.
I’m now in Sri Lanka visiting some tea plantations and
3 How are these things (1–5) expressed in the email?
talking to people about how their lives have changed
Compare your answers with a partner.
in the last twenty years or so. The countryside here is
1 sending good wishes 4 suggesting a meeting amazing. At the moment I’m in the hills just outside
2 asking for news 5 the reason for writing Kandy which are so lush and green, you wouldn’t
3 giving news believe it. I’m trying to get an interview with one of
the plantation owners that I can make into an article
4 Look at the differences between formal and for a magazine. Fingers crossed!
informal written English. Then find and underline
So, my plan is to stay here until the end of September
examples of informal language in the email.
and then get a plane back to Buenos Aires so that I
Informal Formal can go and chat to some publishers about my work. It
Contracted verb forms Uncontracted verb forms would be great to get together with you then. How’s
(e.g. isn’t) (e.g. is not) the family? Is Sarah still working for that awful estate
agent? Do send everyone my love. I’ll write again soon.
Informal linking words Formal linking words
All the best,
(e.g. so, but) (e.g. therefore, however)
Mateo
Conversational words More formal vocabulary
(e.g. get, nice) (e.g. receive, pleasant)
6 Imagine you have been away from home studying
Idiomatic expressions Conventional language a foreign language or working in another country.
(e.g. it’s no big deal) (e.g. it is not important) Write an email (about 200 words) to a friend or
family member. Include these elements.
5 Writing skill greetings and endings
• A greeting and the reason for writing
Look at these greetings and endings. Which • Giving your news (the course/work, the
phrases are appropriate for an informal email to a place, your accommodation, other students/
friend or relative? colleagues, etc.)
• Asking for their news
All my love   Best wishes   Dear Mr Franks    • Suggesting meeting when you return
Dear Sir/Madam   Hello   Hi John    • Good wishes and an ending
Kind regards   Love   Regards   Warm regards   
Yours   Yours faithfully   Yours sincerely 7 Exchange emails with your partner. Use these
questions to check your partner’s email.
• Did their email include all the elements listed
in Exercise 6?
• Is the use of tenses correct?
• Is the style appropriate (informal)?
• Did the email use an appropriate greeting
and ending?

FRIENDSHIPS DIFFERENCES BETWEEN GENERATIONS FAMILY INFLUENCES MEETING PEOPLE 17

my life AN INFORMAL EMAIL
 1f ‘Lady Liberty’ and Ellis Island

Ellis Island and the Statue of Liberty, USA

18
 Unit 1 Relationships

Before you watch 5 1.1 Watch the second part of the video (1.34–
2.54) again. We hear the stories of descendants of
1 Read the description of the video and answer US immigrants. Make notes to complete the table.
the questions.
Visitor Where their How they feel at
1 Why was the island closed to visitors? ancestors came from Ellis Island
2 Who are we going to hear speaking on the video?
1 Judith
December 26, 2013: Ellis Island has recently 2 Pablo
reopened to visitors, following significant damage 3 Peter
from Hurricane Sandy. Stewards and visitors 4 Raea
describe the importance of the island to them.

6 1.1 Watch the third part of the video

2 Key vocabulary (2.54 to the end) again. Choose the correct options
to complete the facts.
a Read the sentences. The words in bold are used in
the video. Guess the meaning of the words. 1 At its busiest point, Ellis Island processed up to
12,000 immigrants a day / a month.
1 There are a lot of new houses in the town, but 2 Now, in the summer months, Ellis Island
there is no infrastructure to support them. receives over / up to 22,000 visitors per day.
2 The building needs some renovation, but it is 3 The storm, Hurricane Sandy, destroyed the
basically in good condition. renovated buildings / the infrastructure.
3 It takes four weeks to process a new 4 The stewards saw the storm as an opportunity
passport application. to improve the park / the statue.
4 It was a very moving sight, seeing the families
greet each other after so long apart.
5 I have faith in people to do the right thing. After you watch
b Match the words in bold in Exercise 2a with 7 Vocabulary in context
these definitions.
a 1.2 Watch the clips from the video. Choose
a deal with using an official procedure the correct meaning of the words and phrases.
b the process of making something look new
again b Complete the sentences in your own words. Then
c a strong belief (in something) compare your sentences with a partner.
d communications and services that support 1 My … means the world to me.
a place (e.g. a town or country) 2 I showed up late for …
e producing strong emotion 3 It was very gutsy of … to …

While you watch 8 Think of two monuments or places of national

interest in your country. Then work in pairs and
3 1.1 Watch the video. Answer the questions. ask and answer these questions.
1 Who came to Ellis Island in the past? 1 What is the name of the monument or place?
2 Who visits it today? 2 How would you describe it?
3 Was the Statue of Liberty damaged by the 3 What does it mean to people from your country?
storm? 4 Do you like it and have you visited it? Why? /
Why not?
4 1.1 Watch the first part of the video (0.00–1.33)
again. Then answer the questions with your partner. 9 Prepare a brief guide for immigrants to your
country. Write down at least six key points.
1 David Luchsinger is a steward of ‘Liberty Include things like local eating habits, cultural
Island’, but how does he describe himself? habits, transport advice, etc.
Complete the phrase ‘the last ’.
2 Apart from being a steward, what is his 10 Work in groups. Compare your ideas from
personal connection to Ellis Island? Exercise 9. Do you think it is difficult for someone
3 What did the bags that immigrants carried with new to adapt to life in your country? Why? /
them contain? Why not?
4 What were they asked to do with the bags?
5 What is David Luchsinger proud of, in relation defiant (adj) /dɪˈfaɪənt/ refusing to be beaten
to the bags? sends chills down your spine (v) /sendz ˈtʃɪlz daʊn jə ˈspaɪn/
makes you frightened or excited
steward (n) /ˈstjuːə(r)d/ a person employed to look after
a particular place

19
 Unit 1 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Choose the correct verb forms to 4 Complete the words and phrases in bold to make definitions
complete the article about family. of different relationships. Someone who:
1 you go on a trip with is a travel com .
2 you can really depend on is a e friend.
3 you and another friend both know is a ual friend.
4 you share an apartment with is a flat .
5 you know but who is not really a friend is
an tance.
6 you are related to by birth is a b relative.

5 ❯❯ MB Work in pairs. Give details about people you know.

Use the relationships in Exercise 4. Describe someone:
1 who you hang out with regularly.
2 who you haven’t kept up with.
3 whose house you go round to regularly.
When we talk about family, we 1 need /
are needing to make a distinction between 6 ❯❯ MB Work in pairs. Look at the photo and list of adjectives.
extended family and nuclear family. The
nuclear family is the parents and children. considerate   dependable   
Extended family 2 means / is meaning energetic   good fun   
all the people who are related to us laid-back   outgoing   
by blood or by marriage: aunts, uncles, selfish   serious   shy   
grandparents, in-laws, etc. In the West, the unreliable   
importance of extended family
3
has decreased / has been decreasing for 1 Which adjectives describe these animals from Unit 1a? Why?
some time. In the past, we 4 have relied / 2 Choose three adjectives to describe three of your relatives.
relied on extended family to help with Tell your partner and give an example to illustrate each one.
childcare or to look after us in old age.
I CAN
5
We‘ve shared / We shared living space
and domestic chores and so our living costs describe friends and relatives
6
have been / were lower. But now more
and more people 7 choose / are choosing
to live in nuclear families and so the
Real life
economics 8 have changed / changed. The 7 Complete the phrases using a preposition or particle.
older generation say that we 9 are losing /
have been losing our traditional family L: Hello Jim. How are you?
values. But there’s an economic issue L: Yeah, that’d be nice. I’m 1 a bit of a hurry now, but
too: that we 10 have lost / lost a valuable I’ll call you.
support network that was free of charge. L: I’ve been working in New York 2 the past month.
L: Oh, well, please give her my best wishes.
L: Thanks. You too. How’s Sarah getting 3 ?
2 Answer the questions. L: Thanks. Well, it was great to see you.
1 What is the difference between a J: Yes, do. And good luck 4 the work in New York.
nuclear and an extended family? J: She’s fine. Still studying hard.
2 What benefits of an extended J: That’s exciting. You’re looking very well.
family does the writer mention? J: I will. Maybe we can all get 5 some time soon.
J: Great, thanks. It’s been ages. What have you been 6 to?
3 ❯❯ MB Work in pairs.
8 Put the sentences from Exercise 7 in the correct order to make
1 Can you explain your choice of
a conversation between Laura (L) and Jim (J). Start with:
tense for items 3–8 in Exercise 1?
L: Hello Jim. How are you?
2 What other time phrases would
fit grammatically instead of 9 ❯❯ MB Work in pairs. Cover Exercise 7 so that you can only
for some time (item 3) and in the past see the first two or three words of each line. Then act out the
(item 4)? Think of two for each. full conversation.
I CAN I CAN
use present tenses have conversations with someone I meet
use past simple and present perfect

20
 Unit 2 Storytelling
Caption

A watermill in New Zealand, used as a film location

F E AT U R E S 1 Work in pairs. Look at the photo and the caption. What kind of
film do you think this is a location for? Give reasons.
22 A key moment
2 Look at the pairs of adjectives (1–6). Match the pairs with the
The incredible story of type of film (a–f) they best describe.
Niki Lauda
1 funny, touching a thriller/adventure
24 Visual storytelling 2 creepy, scary b historical drama
3 fast-moving, gripping c documentary
How stories are being told 4 original, imaginative d romantic comedy
with images 5 powerful, thought-provoking e horror
6 beautifully filmed, convincing f science fiction/fantasy
26 Once upon a time …
The Brothers Grimm: master 3 8 Listen to a conversation about a film of a book.
storytellers 1 What film is the place in the photo a location for?
2 How did the filmmaker manage to make a successful film
30 How not to climb a from the book?
mountain
4 8 Listen to the conversation again. Complete the phrases
A video about how one climb with the correct adjective.
went wrong
1 a very imaginary world
2 a movie
3 the dark mountains
4 the story is very and

5 Tell your partner what type(s) of film you generally like and why.
Give examples.

A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES 21
my life A STORY
 vocabulary describing stories • reading an incredible story • grammar narrative past tenses •
pronunciation /æ/, /ʌ  / and /ɒ / • speaking a key moment

2a A key moment
Vocabulary describing stories
1 Match the words in list A with words in list B with
a similar meaning.
A B
1 main character a time and place
2 plot b central idea
3 setting c context
4 background d hero
5 theme e turning point
6 key moment f story

2 Think of a film or TV drama that you have seen

recently and answer the questions.
1 What was the setting for the film or TV drama and A KEY
who were the main characters?
2 What was the basic plot and was there a particular
key moment or turning point in the story?
MOMENT
9
3 Complete the description of the film Rush. Use
words from Exercise 1. I t was July 1976 and Niki Lauda was leading the world
Formula 1 championship. The next race was the German
Grand Prix at the Nürburgring – an old fourteen-kilometre
track that ran through the forest in the Eifel Mountains.
5 The track was narrow and bumpy, and in poor condition,
and many people, including Lauda, considered it unsafe –
in places, cars actually took off into the air. A few days
before the race, Lauda had tried to get the race stopped
at a meeting of the drivers, but James Hunt had argued
10 for it to go ahead and had won by one vote.
So on 1st August at 1.00 p.m. the cars set off, Hunt
from first position and Lauda from second. It had been
raining during the morning and parts of the track were
still wet. But as the race progressed, the track began to
15 dry and the drivers came into the pits to change their
wet-weather tyres.
The 1 of Rush, which is based on real events, Lauda had lost time by driving more slowly in the difficult
focuses on the rivalry between the two 2 , conditions, but now, on his new dry-weather tyres, he
Formula 1 racing drivers James Hunt of Great Britain and Niki began to push harder. Halfway around the track he came
Lauda of Austria. Its 3 are danger, drama and 20 out of a left-hand corner too fast and lost control of the
the mutual respect of competitors. The 4 in car. It hit a bank on the far side of the road, bounced
the film comes with Lauda’s accident in 1976 and his amazing back and immediately burst into flames. There were few
fight to recover from it. safety marshals at this part of the track, but fortunately,
other drivers were following Lauda’s car and three of them
25 stopped and ran to help. They managed to pull him free,
Reading but by then he had been sitting trapped in the intense
heat for over a minute. Eventually a helicopter arrived and
4 Read the account of the key moment in the film transported Lauda to hospital. He had suffered extreme
Rush and answer the questions. burns (his wife fainted when she saw his face) and was
1 Why did Lauda want the race at the 30 fighting for his life.
Nürburgring to be stopped? Meanwhile, the organizers restarted the race, which Hunt
2 What was the cause of Lauda’s accident? went on to win. Most amazingly of all, six weeks later, after
3 What or who saved Niki Lauda’s life? serious plastic surgery, Lauda got back into his racing car
4 What were the consequences of the accident for at the Italian Grand Prix and finished fourth. As for the old
Niki Lauda and for the race? 35 Nürburgring, that was the last Formula 1 race held there.

22
 Unit 2 Storytelling

Grammar narrative past 8 Pronunciation /æ/, /ʌ  / and /ɒ /

tenses a 10 Listen to the vowel sounds in these past simple
verbs and past participles. Then listen again and repeat.
NARRATIVE PAST TENSES
/æ/ crashed, ran, sat
Past simple /ʌ/ run, stuck, suffered
He came out of a left-hand corner too fast and lost
/ɒ/ got, lost, stopped
control of the car.
… an old fourteen-kilometre track that ran b 11 Work in pairs. What are the past simple and past
through the forest in the Eifel Mountains.
participle forms of these verbs? Listen and check.
Past continuous
It was July 1976 and Niki Lauda was leading the become   ​begin   ​drink   ​forget   ​go   ​shine   ​
world Formula 1 championship. sing   ​strike   ​win
Past perfect simple
A few days before, Lauda had tried to get the race 9 12 Complete the story of a dramatic moment using
stopped.
the correct past tense of the verbs. Read the story aloud
Past perfect continuous to your partner. Then listen and check your answers,
It had been raining during the morning and parts including the pronunciation.
of the track were still wet.
Mr Charles Everson and his wife Linda
For further information and practice, see page 158. 1
(drive) home one Sunday when a
cow 2 (fall) from the sky and
5 Look at the grammar box. Match the tense 3
(land) on the bonnet of their van.
used in each sentence with the descriptions The cow, which 4 (escape) from a
(a–e). Then find other examples of each tense local farm, 5 (graze) too close to the
in the account on page 22. edge of a cliff next to the road, when it slipped and
a to describe the main events in sequence
6
(plunge) seventy metres to the
in the past, i.e. one after another road below. The Eversons were not hurt, but they were
b to describe something that happened taken to hospital because they 7
before the main event(s) or story (suffer) from shock. The cow was not so lucky and
c to describe an activity in progress in the
8
(have) to be put to sleep.
past, which is a background to the main
story or to an event within it Speaking my life
d to describe an activity in progress before
or up to the main event(s) in the past 10 Work in pairs. Read this story about a key moment in
e to describe a general state in the past two people’s lives. Discuss how you think the story
continues and ends. Write at least five more sentences
6 Work in pairs. Cover the account of the key using the correct past tenses.
moment on page 22. With your partner retell
the story of what happened to Niki Lauda at In 2010, one billion TV viewers around the
the 1976 German Grand Prix. world watched as one by one, 33 Chilean copper
miners emerged into the sunlight. For 69 days
7 Choose the correct options to complete the the miners had been trapped in a baking hot
summary of the story of Niki Lauda and hole 450 metres below the surface, after part
James Hunt. of the mine had collapsed, blocking their exit.
Melanie Meyer was one of the people who was

N iki Lauda and James Hunt had

a very different approach to life.
They both 1 were driving / drove hard, but
watching the news at her home in Germany. As
the sixteenth miner, Daniel Herrera, came out,
for Melanie, it was love at first sight. …
Hunt liked to play hard too. Often, while Lauda
2
was preparing / had prepared carefully
Melanie had been watching the news every day since the
the night before a race, studying facts and
mine collapsed.
statistics, Hunt was out at a nightclub.
When she saw Daniel, she decided to …
Both men 3 knew / had known that danger
was a part of the attraction of motor racing 11 13 Work with another pair. Take turns to tell your
for fans, but Lauda 4 was refusing / refused version of the story. Then listen and compare your stories
to take unnecessary risks. That’s why people to the version you hear.
were so amazed when he 5 was returning /
returned to the track six weeks after he 6 lay / 12 Work in pairs. Describe a key moment in your life. Talk
had been lying in hospital, fighting for his life. about the events before and after it.

A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES 23
my life A STORY
 vocabulary communication • wordbuilding collocations • listening visual storytelling • grammar the passive •
pronunciation weak forms in passive verbs • speaking the stories pictures tell

2b Visual storytelling
WORDBUILDING collocations
In English, some words go naturally
together, e.g. we say make a mistake (NOT
do a mistake). This is called ‘collocation’.
Often more than one verb can collocate
with a particular noun.
tell a story, share a story, sum up a story

For further practice, see Workbook page 19.

2 Work in pairs. Look at the photos on

this page and answer the questions.
1 What does each photo aim to do?
Use a collocation from Exercise 1
to describe this.
2 Which photo had the most
impact on you? Why?
Schoolboys, Muscat, Oman
Listening
3 14 Listen to an interview with
a professional photographer, Olaf
Paulsen, about pictures and stories.
Answer the questions.
1 According to Olaf Paulsen, what
is ‘visual storytelling’?
2 Why does he think it has
become such a popular form of
storytelling?
3 What does he say is the message
or story behind the photos in
Exercise 2?

4 14 Are the sentences true (T) or

false (F)? Listen again and check
your answers.
1 When Olaf Paulsen went
travelling, he approached his
Life jackets, Lesbos, Greece
photography as a hobby.
2 Paulsen thinks that a good photo
has the power to engage you
Vocabulary communication emotionally.
3 Photographs are not the only
1 You are going to hear an interview with a photographer. First, way to present information
match these verbs with the nouns (a–g) to make collocations. visually.
There is sometimes more than one answer. 4 Anyone can take a photo, but
only a professional can tell a
bring   ​engage   ​express   ​present   ​
reach   ​
share   ​
sum visual story.
up   ​tell 5 The lifejackets on the beach is an
example of a photo that told a big
a a story e a photo
story.
b an idea f a story to life
c information g an emotion
d your audience

24
 Unit 2 Storytelling

Grammar the passive 8 Choose the best option (a or b) to complete the text.
Sometimes both options are possible.
THE PASSIVE
Photo sharing and visual storytelling has increased
Active greatly in the last twenty years. 1
People present a lot of factual information visually now. than at any time in history. The main reason for
Recently people have called you a ‘visual storyteller’. this is the invention of the smartphone and the
Obviously, in the past publishers used photos in magazines.
rise of blogging and of social networking sites like
I acted like a magazine had paid me to do a job.
Facebook. 2 in 2004 and the iPhone
Anyone can share stories from anywhere in the world.
in 2007. 3 in the 1990s but blogging
Passive
didn’t really take off until the mid-2000s. As internet
A lot of factual information is presented visually now.
access increased, 4 more frequently.
Recently you’ve been called a ‘visual storyteller’.
Obviously, in the past photos were used in magazines.
But perhaps the most important factor in the rise
I acted like I had been paid by a magazine to do a job. of visual storytelling was the smartphone. Before
Stories can be shared by anyone from anywhere in the smartphone, most photos were taken with
the world. a separate camera, before 5 onto a
computer. With a smartphone 6 in a
For further information and practice, see page 158.
message, a blog or on their Facebook page.
1 a People now take and share more photos
5 Look at the grammar box. Compare the passive
b More photos are now taken and shared
sentences with the active versions. Then choose the
2 a They launched Facebook
correct option to complete the sentences (1–5).
b Facebook was launched
1 The subject / object of the active verb is the subject / 3 a A few people were already writing blogs
object of the passive verb. b Blogs were already being written by a few
2 We form the passive with the verb be + present / people
be + past participle. 4 a people started to share stories and images
3 In passive sentences, the person or thing doing b stories and images started to be shared
the action (the agent) is introduced with by / with. 5 a people uploaded them
4 In a passive sentence, you always have to / b being uploaded
you don’t always have to mention the agent. 6 a the user can easily insert the photo
5 We often use the passive when a person or thing b the photo can easily be inserted
has / hasn’t been mentioned previously.

6 Pronunciation weak forms in passive verbs

Speaking my life

9 Work in pairs. Complete the questions about photos,

a 15 Listen to the passive sentences in the
using active or passive verbs. Then use photos on
grammar box. Underline the stressed part of the
your phones to practise the questions.
verb. Circle the unstressed or contracted forms.
1 Where (this photo / take)?
b 16 Say the passive verbs in these sentences with 2 What (show) in the photo?
the same stress patterns. Then listen and compare. 3 What story (the photo / tell)?
1 The story was first published in 2012. 4 What emotions or ideas
2 She has been given permission to tell her story. (express) in the photo?
3 More photos are being shared online.
10 Look at the two photos (A and B) and think about
4 It will be seen by people all over the world.
the questions in Exercise 9. Then work in pairs.
5 The joy of the moment’s captured wonderfully.
Student A: Look at the notes on page 153.
7 Rewrite the text about infographics. Use the passive
form of the verbs in bold. Make any other changes Student B: Look at the notes on page 154.
and include the agent if necessary. Ask and answer the questions in Exercise 9 about
In infographics, people combine data and images to each photo.
communicate information. We can present the data A B
using numbers or words. William Playfair probably
created the first infographics in his book of 1786, A
Commercial and Political Atlas of England. However,
people have called Edward Tufte, a teacher at
Princeton University, the true father of the modern
infographic. He published his book Visual Display in
1982. Today, non-experts are creating infographics
too, with simple web design tools.

A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES 25
my life A STORY
 reading the Brothers Grimm • word focus keep • critical thinking the main message •
writing and speaking storytelling

2c Once upon a time …

Reading 6 Look at these other phrases with keep. Discuss
what each phrase means.
1 Work in pairs. What were your favourite stories or
1 Please keep an eye on the time. We mustn’t
picture books as a child? Discuss what they were
leave any later than ten thirty.
about and why you still remember them.
2 Try to keep your chin up. I know you must be
2 Read the article about the Brothers Grimm and frustrated with the lack of progress, but I’m
their book of fairy tales. Then cover the article sure things will get better.
and tell your partner what you remember about 3 I wouldn’t tell him your news just yet, if I were
the following. you. He’s not very good at keeping a secret.
4 Technology is moving so fast these days. It’s
1 where and when the brothers lived difficult to keep track of all the changes.
2 where the stories came from 5 Sorry, I don’t want to keep you. I just need to
3 what the brothers’ interest in writing the ask you a quick question.
stories was 6 I always think it’s a good idea to keep a diary
4 why people still like the stories when you are travelling – to look back on later.
3 Read the article again and answer the questions.
1 When did the Brothers Grimm first become Critical thinking the main
interested in fairy tales? message
2 How well does their collection of fairy tales sell
these days? 7 Work in pairs. Look at the sentences (a–c). Which
3 What did the original book lack? do you think is the main message of the article?
4 What did it contain that is unusual for a book a The Brothers Grimm chose classic stories
of fairy tales? that they knew would be popular with
5 For how many years did Wilhelm and his future generations, especially children.
brother work on their book? b In carefully recording traditional stories, the
6 What did parents want the stories to contain? Brothers Grimm produced a wonderful book
7 What element of the stories do some parents that is popular with children and adults today.
not like so much? c The Brothers Grimm produced an academic
8 What does the phrase a rags to riches story book about the history of folk tales, that by
(line 53) mean? accident became very popular and is still
popular today.
4 The writer uses various words and expressions
associated with fairy tales. Find words and 8 Where in the article can you find evidence for
expressions in the text which mean: these ideas?
1 a long time ago (para 1) 1 The author of the article thinks the book
2 the opposite of a hero (para 1) is great.
3 clever and knowledgeable (para 1) 2 The brothers’ first interest in the stories was
4 distant countries (para 1) just to preserve them.
5 the lesson to be learned (para 5) 3 The books were not very popular then but they
6 the opposite of kind (para 6) are now.
7 a woman (often bad) who does magic (para 6)
8 for the rest of time (para 7)
Writing and speaking my life

Word focus keep 9 Think of a traditional story or fairy tale. Make

notes about the main elements of the story (using
5 Work in pairs. Complete these phrases from the a dictionary if necessary). Include a moral if you
article with the word keep. Discuss what each like. Then think about how you could put the
phrase means. story into a modern setting.
1 keep each other (para 4)
2 keeping (para 5)
10 Work in pairs. Tell each other your modern version
of the traditional story. Did your partner’s story
3 keep your (para 5)
have a moral? If so, what was it?

26
 Unit 2 Storytelling

O
17
nce
upon a time …
Once upon a time there lived in Germany two brothers
who loved a good story – one with magic and danger,
So why are they still so popular? Some suggest that it
is because they are about our struggle for happiness:
royalty and villains. At school they met a wise man Cinderella is a classic ‘rags to riches’ story, where a poor
who led them to a treasure – a library of old books with young girl finds her wealthy prince; Beauty and the
5 tales more enchanting than any they had ever heard. Beast is about a girl with such a loving nature that she 55
Inspired, the brothers began collecting their own stories, sees past the monstrous looks and bad temper of the
listening to the folktales people told them. Soon they Beast and finds the good in him. Grimms’ tales were
produced their own treasure – a book of fairy tales that part of a storytelling tradition, not just in Germany but
would fascinate millions in faraway lands for generations worldwide, which often gave people an escape from
10 to come. the hard realities of daily life, but also hope for a better 60
The Brothers Grimm, Jacob and Wilhelm, named their future. But as for the brothers themselves, they just
story collection Children’s and Household Tales and wished to retell these exciting stories accurately. In doing
published it in Germany in 1812. The collection has been so, they ensured that Grimms’ fairy tales would live
translated into more than 160 languages, from Inupiat happily ever after.
15 in the Arctic to Swahili in Africa. As a global publishing
phenomenon, it competes with the Bible. The Japanese folklore (n) /ˈfəʊkˌlɔː(r)/ traditional stories and beliefs from
have built two theme parks devoted to the tales and in a particular community
the United States the Grimms’ collection helped to make footnote (n) /ˈfʊtˌnəʊt/ a note at the bottom of the page
which gives more information
Disney a media giant.
scholarly (adj) /ˈskɒlə(r)li/ connected with the formal study
20 The humble Grimms would have been embarrassed by of something
such fame. During their lifetime the collection sold only treasure (n) /ˈtreʒə(r)/ a collection of valuable things
a few copies in Germany and the early editions were not (often hidden)
even aimed at children. They had no illustrations, and
scholarly footnotes took up almost as much space as the
25 tales themselves. Jacob and Wilhelm Grimm viewed
themselves as students of local folklore, who were trying
to save the stories of oral storytellers from disappearing.
As in many other countries, storytelling had been
popular in Germany long before the Grimms’ time.
30 During long winter nights, people would keep each
other entertained with tales of adventure, romance and
magic. To write their stories, the Grimms interviewed
about forty such storytellers, who visited them at their
house in Kassel.
35 Although the brothers claimed that they were just
keeping records of tales, Wilhelm continued to improve
and reshape the stories up to the final edition of
1857. In an effort to make them more acceptable to
children’s parents, he stressed the moral of each tale.
40 The collection, he said, should be used as ‘a manual of
manners’: keep your promises, don’t talk to strangers,
work hard, obey your parents.
Yet despite all Wilhelm’s editing, often the unpleasant
details of the stories were left untouched. The cruel
45 treatment of children (the children, Hansel and Gretel
are put in a cage by a witch and then fattened ready
for eating) and the violent punishments handed out to
the stories’ villains (in the original Snow White the evil
stepmother is forced to dance in red-hot iron shoes until
50 she falls down dead) are still too much for some parents.

A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES 27
my life A STORY
 real life reacting to stories • pronunciation linking and elision

2d What a nightmare!
Real life reacting to stories 4 Pronunciation linking and elision
1 Work in pairs. What kinds of day-to-day things a 19 Listen to these responses. Notice how
do you find often go wrong: computers, transport, the underlined sounds are either linked as in
things in the house, forgetting things? been a or elided as in what did, where the t of what
disappears. Repeat each phrase.
2 18 Look at the extracts from six personal
1 That must have beena relief. (linked)
accounts of things that went wrong. Discuss
what you think happened next. Then listen to six 2 So whatdid you do? (elided)
conversations and check.
b 20 Work in pairs. Underline the sounds in these
1 The bus broke down on the motorway, so we sentences that you think are linked or elided. Then
were all left waiting until help could arrive. listen and check. Practise saying the sentences.
2 My trousers got caught on the door handle and
as I walked away, they tore. Linked
3 I bent the key trying to force it into the door 1 What a nightmare!
lock and when I tried to straighten the key, 2 Oh, that’s awful. Poor you!
it snapped. 3 How embarrassing!
4 The lift got stuck between the eighteenth 4 Really? That’s odd.
and the nineteenth floors and two people
completely panicked. Elided
5 The tyres on my bicycle were badly worn 5 That was good thinking.
and when I hit a bump in the road one of 6 A similar thing happened to me.
them burst.
6 My computer froze without any reason while I 5 Choose one of the following topics and prepare to
was working. tell a short story about something that happened
to you. Then work in groups. Take turns to
3 18 Look at the expressions for reacting to tell your stories. Those listening to the story
stories. Can you remember which expressions should react.
were used in the conversations in Exercise 2?
Tell your partner. Then listen to the conversations • a time you were lost or stranded
again and check. • something embarrassing that happened to you
• a minor accident you had
• a computer problem
REACTING TO STORIES • a situation when someone you were with
Sympathizing when something bad has happened panicked
Oh, that’s awful. • a situation where something broke or got stuck
How embarrassing!
What a disaster!
Oh, that’s really awkward.
Poor you!
What a nightmare!
Really? That’s odd.
Really? How strange!
Commenting on a good outcome to a bad situation
Phew!
That must have been a relief.
That was clever.
That was good thinking.
That was lucky.
Talking about similar experiences
I can sympathize with that.
Yeah, I think I would have done the same thing.
Yeah, a similar thing happened to me once.
Yeah, I once had the same experience.

28 A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES
my life A STORY
writing a story • writing skill using descriptive words Unit 2 Storytelling

2e A real-life drama
Writing a story b Look at the words in bold in these sentences.
Try to work out their meaning from the context.
1 Read the opening paragraph from a story about Then check in a dictionary.
two men walking in the Amazon rainforest in
Speaking
Peru. Answer the questions.
1 ‘Help!’ she screamed. ‘That man running away,
1 What happened to Rowan? he’s just stolen my wallet.’
2 How are the two characters in the story feeling 2 They continued on their way, but Jake could
about their walk? tell that Jess was unhappy, because she kept
muttering under her breath.
2 Work in pairs. Put these events in the order in 3 He mumbled something about it being unfair,
which they actually happened. Why do you think but I couldn’t catch his exact words.
the writer starts the story when Rowan cries out? 4 ‘OK. Let’s try your way then,’ she said with a
a Rowan cried out. sigh. She had lost the energy to argue.
b Rowan’s foot got caught in something. 5 ‘I’ll go first,’ he said bravely, but she could see
c Rowan was moaning about his sore feet. that he was scared.
d Chris and Rowan were walking through Moving
the jungle. 6 We moved cautiously along the narrow path,
e Chris went back to help Rowan. conscious of the steep drop to our left.
f Chris saw that it was an animal trap. 7 When he heard the car arrive, he leapt to his
feet and ran to the door.
‘I can’t move,’ cried Rowan, ‘my foot’s stuck in 8 She tripped on a rock and almost fell, but then
something – it’s really painful.’ Chris knew that regained her balance.
Rowan was struggling. He had been moaning all 9 We hurried on for the next hour but then
day about his sore feet and they had only covered slowed to a more usual pace.
a kilometre in the last half an hour. Chris was 10 She turned anxiously towards the door,
tired too from hiking through the thick jungle, wondering whether she should enter.
but was keen to return to the camp before it got
dark. They weren’t carrying many supplies with c Do you know any other verbs that describe a
them and neither had eaten anything for at particular way of speaking or moving?
least three hours. ‘It’s probably just a thorn bush
4 Look at the main events of a story on page 153.
or something,’ he said encouragingly, walking
Then write the story in full, using this checklist.
back slowly to see what the problem was. ‘Reach
down and try to free your foot.’ But as he got • start the story at its most dramatic point
nearer, he could see that it wasn’t a bush that had • make sure you use the correct past tenses when
caught Rowan but a metal animal trap which had you describe events
clamped itself firmly to his right ankle. • use some descriptive verbs and adverbs, but
don’t overuse them!

3 Writing skill using descriptive words 5 Exchange stories with your partner. Did your
partner’s story use the points in Exercise 4?
a Look at the highlighted words and phrases in Which version of the story do you like best? Why?
the story. Which describe movement and which
describe a way of speaking? Discuss what you
think each word or phrase means.

A KEY MOMENT THE STORIES PICTURES TELL TRADITIONAL STORIES YOUR REACTIONS TO STORIES 29
my life A STORY
 2f How not to climb a mountain

Climber Cedar Wright prepares

for a rock climb.

30
 Unit 2 Storytelling

Before you watch 5 What did Cedar Wright say about their experience?
Complete the sentences with these words.
1 Key vocabulary
awesome   ​biggest   ​exhausted   ​false   ​good   ​paper   ​
Look at the diagram. Explain in your own stick   ​treacherous   ​vertical
words these features of a mountain.
1 They thought the peak was Middle Palisade because it
1 summit 4 vertical face was ‘the mountain here’.
2 ridge
2 The climb up the mountain was ‘kind of ’.
3 peak 3 At the top, they thought, ‘Yes, that was .’
4 The ridge they had to go along was and
looked like ‘death on a ’.
5 The rock was peeling off ‘like sheets of ’.
6 ‘One move’ on this mountain and you
are dead.
7 At the end of the climb, they were ‘completely
’.
5 base
8 Although the climb was horrible, his conclusion was
‘ times! You should totally do it!’
2 Work in pairs. Look at the title of the
video. What mistake do you think the two After you watch
climbers made? Look at the list of possible
mistakes (a–c) and then add two more of 6 Vocabulary in context
your own.
a 2.2 Watch the clips from the video. Choose the correct
a They chose a mountain that’s too meaning of the words and phrases.
difficult to climb.
b They attempted to do the climb in bad b Complete the sentences in your own words. Then compare
weather. your sentences with a partner.
c They took the wrong equipment. 1 The house was in a bad condition. The paint was
peeling off … and the …
While you watch 2 I was very ill-prepared for …
3 For our summer holidays we are heading …
3 2.1 Watch the video of Cedar Wright
and Alex Honnold climbing Middle 7 Work in pairs. Retell the story from the video, taking turns
Palisade Mountain in the Sierra Nevada to describe the events. Use these prompts to help.
in the USA. What mistake did they make? climb – Middle Palisade realize – mistake
4 2.1 Read the sentences. Then watch description – phones walk – ridge
the video again and choose the correct tough – wrong route rock – peel off
options to complete the sentences. top – summit register arrive – twelve hours

1 Middle Palisade was a 4,000-foot / 8 Look at these situations (1–4). Imagine what could go
14,000-foot peak. wrong. Write two possibilities for each situation. Then
2 They had already read / hadn’t yet read compare your ideas with your partner. What would be the
a description of how to climb the worst mistake, do you think? Why?
mountain. 1 You are starting a course of evening classes in English at
3 The climb seemed really easy / a local college.
really difficult. You go to the wrong room, and you realize five minutes into
4 They thought they might be on the the lesson it is a French course.
wrong mountain / route. 2 You are travelling to the airport to meet your friend
5 They discovered their mistake when where you will catch a plane to go on holiday together.
they saw the summit register / the real 3 You are going to a wedding party of an old friend. You
summit in the distance. take a card and a present with you.
6 To reach the real summit they had to 4 You are driving to a job interview. You leave the house
avoid / walk along a dangerous ridge. in good time.
7 The rock under their feet was falling
away in thin pieces / large blocks. summit register (n) /ˈsʌmɪt ˈredʒɪstə(r)/ a book at the top of the
8 The climb took them eight / twelve mountain for people to sign (to keep a record of who has
hours in total. climbed the mountain)
treacherous (adj) /ˈtretʃərəs/ very dangerous

31
 UNIT 2 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete the story using the correct past tense form 5 Choose the correct options to complete the
of the verbs. Use both active and passive forms. descriptions of a film.
Bridge of Spies is a 1 gripped / gripping thriller directed

M ost people 1 (hear) of

Richard Branson – head of the Virgin
Group – and his business success. But not many
by Steven Spielberg. The 2 setting / stage is Berlin
in the 1960s and the 3 theme / plot is based on true
events. The story is 4 said / told from the point of
people know about his love of April Fools’ view of the main character. Spielberg is amazing
jokes*. In 2011, an article 2 (be / at 5 bringing / fetching a story to life and 6 sharing /
publish) on the Virgin website announcing that engaging his audience.
Branson 3 (just / buy) the planet
Pluto. In 2013, he 4 (reveal) that 6 ❯❯ MB Look at the photos. Answer the questions.
his company 5 (work) for some
time on a glass-bottomed plane so passengers
could look down at the scenery while they
6
(fly). The story 7
(be / pick) up by several media agencies. He
8
(even / play) an April Fools’
joke on the British police. In 1989, they
9
(be / call) to a field near London,
where several people 10 (report)
1 What do you remember about these stories?
seeing a UFO. The officers 11
2 Which story did you like? Use these adjectives
(not / expect) to find anything unusual, so they
were shocked to see a silver flying saucer in
to describe it to a partner.
the field. (In fact it was a hot air balloon that
convincing   ​funny   ​gripping   ​powerful   ​
12
(be / make) to look like a UFO.)
scary   ​thought-provoking   ​touching
They were even more surprised when a figure in
a silver suit 13 (step) out of it!
3 Did anyone in the stories impress you? Why?

I CAN
describe stories

Real life
7 ❯❯ MB Work in pairs. Take turns to be Student A
or B.
* On April 1st it is traditional Student A: Make four statements about each of
in the UK to play practical these things, to elicit the different responses in the
jokes on people (with box below.
untrue stories)
Student B: Respond using as many different
responses from the box as possible, using
2 Which April Fools’ joke was reported by:
appropriate intonation.
a some local residents? b Branson himself?
• my favourite pen • my new boss
3 ❯❯ MB Work in pairs. Identify the four passive • my holiday • my jacket
verbs in the story in Exercise 1. Discuss why
passive forms are used rather than active forms. How embarrassing!   Poor you!   ​
Really? That’s odd.   ​That must have been a relief.   ​​
4 ❯❯ MB Write two sentences about something that That was good thinking.   ​
happened to you last week. Read the sentences to Yes, I think I would have done the same thing.
your partner and ask each other questions.
A: I lost my favourite pen at work. B: Poor you!
A: I was late to class on Wednesday. A: So I put a ‘lost’ notice on the wall. B: That was good
B: Why were you late? thinking.
I CAN
I CAN
use narrative past tenses
react to stories
use active and passive forms

32
Unit 3 Science and technology
‘Crystal Universe’, from the Future World Exhibition
at the ArtScience Museum, Singapore

F E AT U R E S 1 How much do you depend on technology in your day-to-day

life and work? How affected are you if you lose your phone or
34 Is technology the if your computer crashes?
answer? 2 Work in pairs. Look at the photo and read the caption. Which
Solving the problem of of these areas of technology are represented in the photo?
overpopulation In which area do you think the main technological
breakthrough of the next fifty years will come?
36 Just press ‘print’
artificial intelligence   ​communications   ​energy use   ​
The future of 3D printing
medicine   ​space exploration   ​transport   

38 Appropriate
3 21 You are going to listen to three people making
technology predictions about the future. Read their predictions. What
Technology to fit each reason do you think they will give for their prediction? Listen
situation and check.

42 3D-printed prosthetic 1 I expect that most of my generation will live to be around

100 years old.
limbs 2 I think in the future people will be interacting with
A video about how 3D intelligent machines even more than they do now.
printing is revolutionizing 3 I don’t think global warming is going to be the problem
prosthetics that everyone says it is.

4 Which of the predictions in Exercise 3 do you think will come

true? Discuss with your partner.

PREDICTIONS THE FUTURE TECHNOLOGICAL SOLUTIONS PROBLEMS 33

my life SHORT EMAIL REQUESTS
 reading and listening overpopulation • pronunciation /r/ and /t/ in American English • grammar future forms •
speaking predictions

3a Is technology the answer?

22 So, I think I’ll begin … Today we’re going to look hasn’t happened, because in the 1970s and 80s, scientists
at the question of overpopulation: why it’s a growing developed better seeds and better pesticides to increase 20
problem and what solution we might find for it in the future. food production. That is why other experts in the scientific
Overpopulation, simply put, is a situation where there are more community say that people will always find a technological
5
people than there are resources – food, water, land, energy – solution to such problems. They say that we are about to enter
to support them. When an area becomes overpopulated, one an even more productive era of safer and cheaper food with
or more of the following things will happen: people will go the help of biotechnology and nanotechnology. 25
hungry, pollution will increase, unemployment will rise; people The real question is: have we now reached a point – with
might even begin to fight over the limited resources. incomes rising and the world’s middle classes expanding – where
10 we cannot simply rely on science to provide the answers? Do
But overpopulation is an issue that divides opinion. Some say
that population has to be controlled. The American biologist, we, instead, have to start reducing our consumption? I’m visiting
Paul Ehrlich wrote in his 1968 book, The Population Bomb, various cities in Europe next month to speak to groups who are 30
that medical science had advanced too far and we were researching this approach. But the problem, as the eighteenth-
keeping too many people alive. He predicted that as a result century English economist Thomas Malthus pointed out, is that
15
millions of people would starve to death. But the population people are basically lazy. They won’t act unless they have to.
has doubled since then to seven billion and, at the current He claimed that the population will continue to grow until war,
rate, is going to reach nine billion by 2050. Mass starvation disease or famine arrive to stop it. (By the way, I’ll give you the 35
references to his and Ehrlich’s work at the end of my talk) …

Reading and listening 3 Science and technology will find answers to the
problem of overpopulation.
1 Work in groups. Look at the photo. Which of a Paul Ehrlich
these problems does it illustrate? b Thomas Malthus
c Other experts in the scientific community
congestion   ​epidemic   ​overpopulation   ​
pollution   ​poverty   ​starvation 4 Read the transcript again. Are the sentences true (T)
or false (F), according to the speaker? Correct the
2 Which of the problems in Exercise 1 do you think sentences which are false.
advances in science or technology can solve?
1 Overpopulation means too many people in a
Better information on traffic with GPS systems could limited space.
help to reduce congestion, perhaps. 2 One possible consequence of overpopulation is
conflict between people.
3 22 Read and listen to an extract from a lecture 3 Paul Ehrlich thought we shouldn’t help people
about overpopulation. Match the opinions (1–3) to live longer.
with the correct person or group (a–c). 4 According to the speaker, the global population
1 People will only act to deal with a problem will rise to over nine billion.
when there is no other option. 5 The real issue is that people are getting richer
2 Many people are going to die because there is and consuming more.
not enough food for the growing population.

34
 Unit 3 Science and technology

5 Pronunciation /r/ and /t/ in American English 8 Choose the correct future forms to complete the
text. In some cases both options are possible.
a 23 Listen to these words from the lecture. How
does the speaker pronounce the letters r and t? 1
I’m just going to wait / I’m just waiting a few
moments for everyone to arrive … OK, I’m aware
water   ​energy   ​limited   ​starve   ​
better   ​ of the time so 2 I’m beginning / I’ll begin now.
more   ​world   ​visiting   ​cities Hello everyone and thank you for coming today.
3
I’m about to speak / I’m going to speak for about
b 24 Listen and complete these phrases said by thirty minutes and then I hope there
4
will be / might be time for questions at the end.
another American speaker. How would a British
And my colleague, Liesel Babel, 5 is going to talk /
speaker pronounce /r/ and /t/ in these phrases? is talking this afternoon in the green seminar
1 billion room about appropriate technology. 6 I think
2 an site you’ll find / you’re about to find her session useful
because 7 she’ll speak / she’s going to speak about
3 a - birthday
her experience in the field, working on various
4 great projects in Africa. OK, 8 I’m going to show / I’m
5 generate showing you a short film now, so could someone
6 another at the back please turn the lights down?’

Grammar future forms 9 25 Work in pairs. Act out these conversations,

putting the verbs in brackets in an appropriate
FUTURE FORMS
future form. Then listen and compare your answers.
Predictions 1
1 People will go hungry; pollution will increase. A: What (you / do) this weekend?
2 People might begin to fight over the limited resources. B: I’m not sure, but we (go) to the seaside if the
3 At the current rate, the population is probably going to weather stays nice.
reach nine billion by 2050.
A: Sounds like a good plan. We (just / stay) at
4 We are about to enter an era of safer and cheaper food.
home and relax.
Plans and arrangements
2
5 Today we’re going to look at overpopulation.
A: I (go) shopping for a wedding dress on Saturday.
6 I’m visiting various cities next month to talk to …
Jen and I (travel) up to London to choose one.
Decisions made at the time of speaking
B: How exciting! (you / show) it to anyone else
7 So, I think I’ll begin …
before the wedding?
8 I’ll give you the references to his work at the end.
A: I (let) you see it, if you want.
For further information and practice, see page 160. 3
A: (you / help) me move this table? It (not / take) a
6 Look at the grammar box. Answer the questions. moment.
B: Sure. I (just / finish) writing this email.
1 Which of the predictions 1–3 seems to be the 4
most definite? And the least definite? A: Have you started your new job yet?
2 Which future construction do we often use to B: No, but I (start). Next Monday is my first day.
predict something happening very soon? A: Good luck. I’m sure you (be) fine.
3 Which prediction is based on some present 5
evidence? A: Another rise in the population, I see! Do you
4 Which sentence describes an intention or plan? think it (just / carry on) going up?
And which describes an arrangement? B: No, I think at some point soon it (probably /
5 Which sentence is an offer? Which is a decision reach) a peak.
made at the moment of speaking?

7 Work in pairs. Discuss what future form is used in Speaking my life

each sentence and why. Use the grammar box and
Exercise 6 to help. 10 Work in pairs. Have conversations like the ones in
Exercise 9, using future forms. Talk about:
1 I’m going to go to London tomorrow.
2 I don’t think they’ll win the election. • your plans for the weekend.
3 The weather is about to get much worse. • something you intend to buy.
4 Don’t worry. I'll collect you from the airport. • a favour you want to ask.
5 I’m afraid I might be home late tonight. • a change in your life coming very soon.
6 We’re meeting at 6.00 p.m. outside the cinema. • a prediction about the population.
7 It’s going to be hard to get tickets at this stage.
8 Oh, that’s my phone. I’ll just take the call.

PREDICTIONS THE FUTURE TECHNOLOGICAL SOLUTIONS PROBLEMS 35

my life SHORT EMAIL REQUESTS
 vocabulary materials • listening 3D printing • wordbuilding compound nouns (noun + noun) •
grammar future continuous and future perfect simple • speaking the future

3b Just press ‘print’

Vocabulary materials 3 26 Look at the questions about 3D
printing. Then listen to an interview
1 Look at the words in the box. Choose (at least) two materials from a radio programme and make notes
that you would expect each of the items (a–f) to be made of. about the answers to these questions.
Then compare your ideas with a partner.
1 What is a 3D printer?
brick   ​cardboard   ​concrete   ​cotton   ​glass   ​ 2 How is it similar to an ink-jet printer?
leather   ​metal   ​nylon   ​plastic   ​
rubber   ​ 3 How do the layers of printed objects
wood    stick together?
4 What are its advantages over
a a chair c a shirt e a pair of shoes traditional construction?
b a wall d a box f a screen 5 What’s the most amazing thing 3D
printers can print?
6 What are its disadvantages?
Listening 7 Where will 3D printing be fifteen
years from now?
2 Work in pairs. Answer the questions.
1 Do you know what 3D printing is and what it is used for? 4 26 What 3D-printed objects did the
2 Have you ever seen or used a 3D printer? If so, give details. speaker mention? Make a list. Then
listen again and check your list.

Design for a modern, 3D-printed

canal house, Amsterdam

36
 Unit 3 Science and technology

Wordbuilding compound nouns 9 Complete these predictions about 3D printing.

Use the future continuous and the future perfect
WORDBUILDING compound nouns (noun + noun) form of the verbs.
We can use two nouns together to form a compound
noun with a new meaning.
light switch, glasses case

For further practice, see Workbook page 27.

5 Look at the wordbuilding box. Use a noun from

box A plus a noun from box B to make compound
nouns to describe useful objects.
A can   ​coat   ​coffee   ​ B card   ​cartridge   ​
credit   ​cup   ​ charger   ​cup   ​
phone   ​printer   ​ holder   ​hook   ​ Before long every child in the West
replacement    key   ​opener 1
(learn) how to use a 3D
  
printer by the time they leave school. Many of
them 2 (wear) clothes they
6 What other compound nouns can you make using have designed and printed themselves. People
a noun in box B, e.g. bottle opener?
also expect there to be huge growth in 3D food
printing, allowing us to create new, healthier foods.
Grammar future continuous In the future we 3 (eat)

and future perfect simple things like insects without realizing it, because
food manufacturers 4 (find)
FUTURE CONTINUOUS and FUTURE PERFECT SIMPLE ways to make them look like something else.
Some people think 3D printing will change our
Future continuous
standard of living completely. They say that because
A Dutch architect is currently printing a house in
the cost of a 3D printer 5
Amsterdam. He thinks in the future his firm will be
building a lot of houses this way.
(come) down so much, ten years from now, people
Future perfect simple
6
(make) all sorts of things for
Now 3D printers are expensive. But in ten years’ time the themselves that they couldn’t afford to buy before.
cost will have come down a lot. But others are worried. They think 3D printing will
need to be regulated. Otherwise, very soon people
For further information and practice, see page 160. 7
(try) to print things like guns
using instructions on the internet.
7 Look at the grammar box. Choose the correct
options to complete these statements.
10 Check your answers to Exercise 9 with a partner.
1 The future continuous is used to describe Do you agree with the predictions? Which do you
a completed action / an action in progress at or think are the most positive developments? Why?
around a certain time in the future.
2 The future perfect simple is used to describe an
action completed before / after a certain time in
Speaking my life

the future. 11 Write questions to ask your partner about their

future. Use the future continuous or the future
8 Which future forms did the speaker use? Complete perfect. Then work in pairs and take turns to ask
the sentences using the future continuous or the
and answer the questions.
future perfect simple.
1 How many more years do you think you /
1 Some printed body parts, like new 3D-printed
study / English?
ears, already exist, but I expect twenty years
How many more years do you think you’ll be
from now scientists (make)
studying English?
all kinds of body parts.
2 What things do you hope you / achieve / by
2 Fifteen years from now a lot of people
the end of this year?
(already / buy) their own
3 What do you think you / do / in five years’
3D printer.
time?
3 In fifteen years we (make)
4 Ten years from now, which of your friends or
parts for things at home that have broken or
colleagues do you think / enjoy / the most
can’t easily be replaced.
success in their careers?
4 In fifteen years we
5 When do you think you / earn / enough
(all / forget) what life was like before 3D
money to retire?
printers existed.
PREDICTIONS THE FUTURE TECHNOLOGICAL SOLUTIONS PROBLEMS 37
my life SHORT EMAIL REQUESTS
 reading technology • critical thinking supporting examples • vocabulary describing technology •
speaking technological solutions

3c Appropriate technology
Reading 6 Do you think the examples were effective in
supporting each point? Why? / Why not? Which
1 What’s your favourite device or piece of technology? example of ‘appropriate technology’ in the article
Why is it useful to you? appealed most to you? Why?

2 Work in pairs. Look at these devices from the article.

Then read the article and answer the questions. Vocabulary describing
a sewing machine   a solar-powered lamp   
technology
a water purifier    a central heating system    7 Complete the sentences with these adjectives to
a machine for shelling corn    show the meaning of the expressions in bold.

1 In what country or situation is each device used? appropriate   easy   efficient   little   

2 What do the devices have in common? long-term   old   recycled   useful   

3 Read the article again. According to the article, 1 It’s a very neat solution: both clever and
what characteristics make technology ‘appropriate’? .
Tick the correct ideas. 2 It’s a time-consuming process. We need to find
a it does not cost a lot a solution that’s more .
b it is easy for the user to understand 3 We don’t just want a quick fix; we want a
c it is only used in developing countries solution.
d it uses very simple ideas 4 It’s a handy gadget, much more
e it is good for the environment than an average penknife.
f it is a new form of technology 5 It’s not cutting-edge technology, but often the
g it does not upset people’s way of life ways are the best.
6 It’s essentially a labour-saving device; it makes
4 Delete TWO words in each of these sentences to cutting up wood very .
make them true, according to the article. 7 It’s an environmentally friendly product
1 Gandhi wanted technology that would because it’s made from materials.
improve the situation of rich and poor people. 8 It’s an economical car. It uses very
2 Schumacher thought that the new technology fuel.
should always be developed for and by the
people who used it. Speaking my life
3 The Swedish company Jernhuset found a
way to cut the station’s heating costs by using 8 Work in pairs. Complete sentences 1–8 with these
people’s body heat. phrases. Then describe something you own using
4 The engineers in Guatemala were successful the phrases. Ask your partner to guess what it is.
in trying to make the village women’s work
6 hours   6 people   light and a little heat   
quicker and easier.
only £1.90    only 2 kilos    put up in a few minutes   
solar power   strong nylon
Critical thinking supporting
examples Product 1
1 It can hold up to …
Product 2
5 It runs on …
5 Match the types of technology (1–4) with the 2 It’s made of … 6 It lasts up to …
examples (a–d) which support them in the article. 3 It can be … 7 It costs …
4 It weighs … 8 It provides …
1 cheap and eco-friendly – for developing
countries 9 Work in groups. You are going to take part in a
2 cheap and eco-friendly – for developed countries competition for the best appropriate technology
3 helping people to be independent product. Follow the instructions on page 153.
4 not appropriate to people’s situation
a a bicycle
b a solar-powered lamp
c a central heating system 1 2 3 4
d a device for shelling corn

38
 Unit 3 Science and technology

Appropriate technology
27
Even if the term ‘appropriate technology’ is 250,000 bodies rushing through Stockholm’s central
relatively new, the concept certainly isn’t. In the train station. Their body heat is absorbed by the 40
1930s, Mahatma Gandhi claimed that the advanced building’s ventilation system, then used to warm
technology used by western industrialized nations up water that is pumped through pipes and heats
5 did not represent the right route to progress for his a new office building nearby. It’s old technology –
homeland, India. He wanted affordable technology a system of pipes, water and pumps – but used in
that would lead to greater social equality: a new way. And it is expected to bring down 45
technology that could empower the poor villagers central heating costs in the building by up to
of India and help them to become self-reliant. twenty per cent.
10 His favourite machines were the sewing machine,
Finally, appropriate technology needs to be
a device invented ‘out of love’, he said, and the
culturally appropriate: in other words, it needs to
bicycle, a means of transport that he used all his life.
fit in with people’s customs and social practices. 50
The term ‘appropriate technology’ was first used This cannot always be guaranteed, as in the case
by E.F. Schumacher in his famous book Small is of a device for shelling corn developed to help
15 Beautiful, published in the 1970s, to promote his women in a Guatemalan village. Some engineers
own philosophy of technological progress. Do not who were visiting the village observed how
start with technology and see what it can do for labour intensive and slow it was for women to 55
people, he argued. Instead, ‘find out what people shell corn by hand. So they designed a simple
are doing and then help them to do it better’. mechanical device to do the job more quickly,
20 According to Schumacher, it did not matter whether thinking this would be welcomed by the women.
the technological answers to people’s needs were The new device certainly saved time, but after a
simple or sophisticated. What was important was few weeks the women returned to the old manual 60
that solutions were long-term, practical and, above method. Why? Because they enjoyed the time they
all, firmly in the hands of the people who used them. spent hand shelling: it gave them an important
opportunity to chat and exchange news with each
25 So ‘appropriate technology’ is technology
other. It is exactly this kind of sensitivity to what is
which suits the needs and abilities of the user
appropriate that Gandhi and Schumacher, in their 65
and also takes into account environmental and
different ways, were trying to highlight.
cost considerations. For this reason, it is often
found in rural communities in developing or less self-reliant (adj) /self rɪˈlaɪənt/ able to manage without
30 industrialized countries. Examples include: solar- the help of others
powered lamps that bring light to areas with no straw (n) /strɔː/ a tube used for sucking liquids
electricity and water purifiers that work simply suck (v) /sʌk/ to draw into the mouth by inhaling
by the action of sucking through a straw. But the
principle of appropriate technology does not only
35 apply to developing countries. It also has its place
Maya women chatting as they shell
in the developed world. For example, a Swedish
corn, Yucatán State, Mexico
state-owned company, Jernhuset, has found a
way to use the energy produced each day by the

PREDICTIONS THE FUTURE TECHNOLOGICAL SOLUTIONS PROBLEMS 39

my life SHORT EMAIL REQUESTS
 real life dealing with problems • pronunciation stress in two-syllable words

3d I can’t get the TV to work

Real life dealing with problems 5 Pronunciation stress in two-syllable words
1 What things can cause difficulties or problems for a 29 Listen to these two-syllable verbs and nouns.
people when staying in a hotel room? Here is the On which syllable does the stress fall in each word?
most common complaint. How many more can Which words do not follow the rule?
you think of? Verbs
Noise from traffic or other guests
adjust   ​believe   ​connect   ​forget   ​open   ​
2 Work in pairs. Match the two halves of each sentence repair   ​suggest
to make eight common problems in hotel rooms.
Nouns
1 I can’t connect to a the air conditioning.
2 There’s no hot b for the TV doesn’t work. basin   ​bathroom   ​control   ​cupboard   ​
3 The basin c is flickering on and off. mirror   ​signal   ​window
4 I can’t seem to adjust d the internet in my room.
5 There’s a loud noise e to open with this key. b 30 Work in pairs. Look at these other verbs and
6 The remote control f coming from the fridge. nouns. Where do you think the stress falls in each
7 The main light g is blocked. word? Listen and check.
8 I can’t get the door h water in my room.
carpet   ​curtain   ​entrance   ​intend   ​manage   ​
3 28 You will hear three conversations in a hotel
pleasure   ​prefer   ​provide   ​replace   ​shower   ​
between guests and a receptionist. Complete the
undo   ​wallet   ​wardrobe   
table.

Conversation Problem Resolved? 6 Choose one of the problems in Exercise 2. Then

Yes / No / Partly work in pairs. Act out conversations between a
1 guest at a hotel and a hotel receptionist. Use the
expressions for dealing with problems to help you.
2
Begin like this:
3
Receptionist: Hello. Is everything OK in your room?
Guest: Actually, no, it isn’t.
4 28 Look at the expressions for dealing with
problems. Then listen to the conversations
again and mark which phrases you hear. Write
G1 (guest 1), G2 (guest 2), G3 (guest 3) or R
(receptionist) next to the expressions you hear,
according to who said them.

DEALING WITH PROBLEMS

Asking for help
Do you have any idea how I can turn off the …
Can you tell me how to …?
I don’t know if it’s just me, but …
Explaining problems
I can’t seem to open / turn on / connect (to) the …
I can’t get the … to work / open / switch on.
The … won’t close/open/work.
The … is broken/blocked/stuck/faulty.
There’s no … in the room/bathroom.
There’s a lot of noise / a bad smell coming from …
Responding to a problem
Have you tried turning/putting/switching …?
I’ll send someone to look at it.
I’m afraid there’s not much I can do about it.
OK. Thanks / I’ll give that a try.

40 PREDICTIONS THE FUTURE TECHNOLOGICAL SOLUTIONS PROBLEMS

my life SHORT EMAIL REQUESTS
writing short email requests • writing skill being polite • word focus out of Unit 3 Science and technology

3e Technical help
Writing short email requests b Complete these other expressions with out of using
these words.
1 Match the emails (1–4) with the replies (A–D) and
put the correct name in each reply. How does each date    luck   order   practice    time
person offer to help?
1 I’d love to play tennis with you some time, but
2 Writing skill being polite I’m very out of , I’m afraid.
2 I’m afraid that printer is out of –
a Underline the phrases used to make polite you’ll have to use the one in the next office.
requests in emails 1–4 and underline the polite 3 This information is out of – it’s
forms used to apologize in emails A–D. got last year’s figures on it, not this year’s.
4 I’m sorry. We are out of . Let’s
b Answer the questions. carry on the discussion tomorrow.
1 What is the relationship between each pair 5 You’re out of there, I’m afraid.
of correspondents? We sold the last charger an hour ago.
2 Which are big requests and which are
small requests?
4 Look at the following situation and write a short
email requesting help.
3 Which phrases for requests and apologies are
only used formally? And informally? You bought two ink cartridges for your printer
online, but when they arrive you notice that the
3 Word focus out of best-before date on them has already passed. Write
and ask for replacements to be sent.
a Work in pairs. Underline the expressions with out of
in the emails and discuss what you think they mean. 5 Exchange emails with your partner. Use these
Then compare your answers with another pair. questions to check your partner’s email. Then
write a reply to their email.
1
Hello • Is the situation and the action demanded clear?
I wonder if you can help me. I have an X3000 digital • Is the email in the correct register (formal or
camera that I bought from a shop in Oxford which has informal) and polite in its request?
since gone out of business. The camera is great but I
have lost the user manual. Could you please tell me A
Sorry, , I’d normally say yes, but I’m
where I can find one? I’ve looked on the internet, but
going on holiday tomorrow for three weeks. Why not
without success. Thank you. Kate Winslow
take it to Michael’s Cycles on the High Street? They’re
very good and not too expensive.
2
Dear Sir/Madam
I bought a KJ450 printer from your online store three B
months ago, but it is very slow. I would like to return Dear
it and get a refund or an upgrade to a faster printer. I am sorry, but an exchange is not possible (it is too
Please can you advise me how to go about this? Yours long after the original purchase date) and we only give
sincerely, Kevin Lyons refunds in case of mechanical failure. I am however
attaching some tips for you on how to make your
3 printer run faster. I hope this helps. My apologies again.
Hi Jim
Davina Miles
Thanks a lot for the advice with the car. I changed the
air filter and it’s going much better. Just out of interest,
do you know what kind of oil is best to use with an old C
Hi again,
car? If so, can you drop me a line and let me know?
Cheers, Nathan I’m afraid I’ve no idea. Try looking at the discussions
boards for your particular model on the internet. I’m
4 sure someone’ll know. Good luck.
Chris
Would you mind popping over to have a look at my D
bike some time? It’s making a strange noise. I’d be Dear
really grateful. Please don’t go out of your way though. I regret to say that we only supply user manuals with
Anytime in the next week or so is fine. the equipment at the time of purchase. However, you
All the best, Sophie can download one by following the link below. Kind
regards, Justine Bagnall

PREDICTIONS THE FUTURE TECHNOLOGICAL SOLUTIONS PROBLEMS 41

my life SHORT EMAIL REQUESTS
 3f 3D-printed prosthetic limbs

A 3D-printed prosthetic hand

42
 Unit 3 Science and technology

Before you watch After you watch

1 What kind of things did you most enjoy doing 6 Vocabulary in context
when you were five years old? Tell your partner.
a 3.2 Watch the clips from the video. Choose
2 Look at the photo and the caption. What is a the correct meaning of the words and phrases.
prosthetic limb? What motor skills do you think
this prosthetic hand has? b Complete the sentences in your own words. Then
compare your sentences with a partner.
While you watch 1 I’d say that my … skills are on a par with …
2 I recommend buying a … They don’t cost the
3 3.1 You are going to watch a video about a new earth and they …
technology that will help children with disabilities. 3 It would be great if someone could custom-
Watch the video and answer the questions. build a … for me. Then I could …
1 What adjectives would you use to describe the 7 Work in pairs. Summarize the report about
little girl, Charlotte? Charlotte and the new 3D-printed prosthetic limbs
2 What are the advantages of the 3D-printed in your own words. Begin like this:
prosthetic limbs for Charlotte and her family?
Charlotte’s a young girl who had an illness that affected
4 3.1 Watch the first part of video (0.00–1.27) her limbs when she was younger. In spite of this, she …
again. Then answer the questions.
8 Work in small groups. Look at the photo and the
1 What surprises people about Charlotte, description of the device and discuss the questions.
according to her mother?
2 What does Charlotte say about needing help? 1 What are the benefits of this kind of device and
3 How does the presenter describe the prosthetic who could they be most useful for (e.g. anyone,
limbs Charlotte has used up to now? children, old people, people with disabilities)?
4 How does Charlotte operate the hook on her 2 What other things do you think these devices
prosthetic arm? could do to help people in the home?
5 How much do new bionic hands cost, 3 Are there any disadvantages to using them?
according to her mother? If so, what?
6 How often does Charlotte need a new
prosthetic arm? Why?

5 3.1 Look at the sentences. Then watch the

second part of the video (1.28 to the end) again
and choose the correct options to complete the
sentences.
1 ‘At a target price of £200 / £1,200, it’s within
range of poor / normal families.’
2 ‘If I flex my hands / muscles, the hand in
response will open and close all of the fingers.’
3 ‘First a 3D scan is made using a scanner / tablet
computer. Then a printer constructs it, bit by bit /
minute by minute.’
4 ‘At the moment, children are a bit under-served
by the robotics / prosthetics industry.’ Virtual voice assistants are machines that can both
5 ‘It’s still at the prototype stage, but … for listen/understand and speak. They are connected
Charlotte a moving / working hand is not far off to your tablet or smartphone and they answer
in the future.’ commands and questions like ‘Tell me the news
headlines’ or ‘Order a taxi for me to come in ten
crude (adj) /kru:d/ basic and not made with much skill minutes’. They can also be linked to devices in the
dexterity (n) /dekˈsterəti/ skill in performing a task with the home, like the cooker, the front door lock or the
hands central heating system so that you can control them
fine motor skills (n) /faɪn ˈməʊtə(r) skɪlz/ small controlled with a simple voice command.
movements, like handling a spoon or paintbrush
meningococcal septicaemia (n) /menˌɪndʒəˈkɒkl ˌseptɪˈsiːmiə/
a disease where bacteria poison the blood, often resulting
in disability
9 Work with a new partner from another group.
Do you use any similar ‘voice assistant’ technology
on your phone or tablet? When do you find it
most useful?

43
 Unit 3 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Choose the most appropriate verb forms to 4 Complete the sentences. You have been given the first
complete the article. letter of each missing word.
1 It’s not c -edge technology; it’s a bit out
of d , really. But it’s a great little phone
and the battery l up to 40 hours.
2 I see that because the car r on
electricity, not petrol, it’s more e . But
just out of i , where do you recharge it?
3 I don’t like electric food mixers. I know they’re
l -saving, but I’d rather do it by hand.
4 It’s a portable phone charger. It’s a really
h gadget and it only w
130 grams.
5 If you’re worried about needing extra luggage, this
travel bag is a n solution. It can
h up to 40 litres, but folds to the size
of an envelope.
The biggest problem we 1 will face / are facing in the 5 ❯❯ MB Look at these objects. Rewrite them next to the
next fifty years is global warming. Scientists predict material each one is more commonly made of. Then
that by the end of the century temperatures 2 will be compare your answers with a partner.
rising / will have risen by 4° Celsius. And do you want
to know what single thing would solve this problem? 1 a glass sheet 5 a cardboard wall
Well, 3 I’m going to tell / I’ll tell you. The invention of 2 a plastic wallet 6 cotton boots
a super battery. We already have ways to produce 3 a rubber floor 7 a leather bottle
electricity that don’t emit CO2, like wind and solar power, 4 a brick window 8 a concrete box
but we have no control over when they are available. 1 a cotton sheet
You can’t say to your family, ‘Sorry, we 4 will have / ’re
having a cold meal tonight and no TV, because the I CAN
weather forecast says there 5 will be / is about to be no talk about objects and materials
wind.’ But if you had a battery that could store the energy
for later use, it would be different. Some think this
6
might never happen / will never be happening, but others Real life
are more optimistic. Elon Musk, CEO of Tesla, is confident
that this company 7 might / is going to produce such a 6 ❯❯ MB Put the words in the correct order. Then write
battery in the near future. In fact he believes the energy P next to the sentences that are said by the person with
storage market 8 is about to boom / will be booming. If he’s a problem.
right, I, for one 9 will be celebrating / will have celebrated, 1 get / can’t / the shower / to / I / work
because it means we 10 will be solving / will have solved 2 you / have / turning / the thermostat / tried /
the greatest problem of our time. up / ?
3 to / connect / I / to / seem / the internet / can’t
4 idea / I / the / any / how / have / heating / can /
2 What problem does the author think a super you / turn off / do / ?
battery can solve and how can it do this? 5 that / ‘ll / try, / thanks / I / a / give
6 me, / but / know / won’t / the TV / just / I / it’s /
3 ❯❯ MB Answer the questions about the future
work / don’t / if
forms in the text. Then write two similar 7 much / do / afraid / about / I’m / not / can / I /
questions to ask your partner. it / there’s
1 Can you find a future form that describes a 8 a / coming / bad / the bathroom / from / there’s /
continuing situation in the future? smell
2 Can you find a future form that describes a
decision made at the time of speaking? 7 ❯❯ MB Work in pairs. Use the problems in Exercise 6
and act out conversations asking for and giving help.
I CAN
I CAN
use different future forms
ask for and give help with problems
use the future continuous and future perfect
simple

44
 Unit 4 Art and creativity

A woman sits arranging flowers –

a performance artwork, Lima, Peru.

F E AT U R E S 1 Look at the photo and the caption. What is unusual about

this artwork? Can you describe any other performance art you
46 Reverse graffiti have seen?
Art that carries a message 2 Work in pairs. Look at these words about artists and performance.
Put them into three categories: who, what and where. Then write
48 All about Melbourne four sample sentences describing who does what and where.
Art and culture in Australia’s
second city an actor   ​an artist   ​a band   ​a busker   ​a circus performer
a classical concert   a comedian   ​a concert hall   ​ a dancer
50 Why do we need an exhibition   ​a gallery   ​a gig   ​a live music venue   
​a musical   ​a (night)club   ​an orchestra   ​a performance   ​
music? a play   ​a show   ​the street   ​a theatre
How music helps us

54 Art for the people Who What Where

A video about the work of a dancer a performance a theatre

the graffiti artist ‘Banksy’ You can see dancers give a performance in a theatre.

3 31 Listen to a conversation about two people who are creative

in their free time. Answer the questions.
1 What does each person do as their normal job?
2 What creative thing does each person do and where do
they do it?

4 Do you (or does anyone in your family) do anything creative?

What is it? When and where do you/they do it? Tell your partner.

ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS LIKES AND DISLIKES 45
my life AN ONLINE REVIEW
 reading unusual street art • vocabulary art • grammar determiners • speaking art and music

4a Reverse graffiti
Reading 2 Reverse graffiti works by cleaning away the
on walls.
1 Is there any graffiti or street art where you live? 3 The aim of the reverse graffiti artists is to
What do you think about graffiti in cities? Do you highlight the problem of in cities.
think it improves or damages the appearance of 4 In removing soot from the car tunnel,
a town? Alexandre Orion wasn’t actually guilty of a
.
2 Look at the photo and title of the article. What do 5 The only solution the São Paulo authorities
you think reverse graffiti is? Read the article and could think of was to clean every .
check your ideas.
4 Work in pairs. Cover the article.
3 Use the information in the article to complete these
sentences. Use one word in each space. Student A: Retell the story from Alexandre Orion’s
point of view.
1 Most city authorities say that graffiti is wrong
because it is done without . Student B: Retell the story from the city authority’s
point of view.

E RS ER V E E V R E S RE G R A F F I T I
32
The idea of graffiti is to find a blank wall and spray-paint Made up of white skulls, the artwork reminds drivers
an image on it that expresses a particular message. Some of the effect that their pollution is having on the planet.
graffiti artists use pictures, some use words, some both. ‘Every motorist sits in the comfort of their car, but they 20
But because the images are usually painted on walls don’t give any consideration to the cost that has for the
5 which the artist has no permission to paint on, the policy environment and ultimately for them too,’ says Orion.
of most city authorities is to remove such graffiti where The city authorities in São Paulo were annoyed. Since
they find it (although they tend to leave it in certain places, Orion hadn’t committed any crime, they had only two
such as old industrial buildings which are going to be choices: to remove the graffiti or to leave it. Either 25
demolished anyway). option seemed unsatisfactory, but in the end, they
10 The principle of ‘reverse graffiti’, a growing movement decided that any graffiti was wrong and that they should
in the last fifteen years, is different. Reverse graffiti remove Orion’s work. In other words, they chose to
artists take a dirty wall and make images by removing clean all parts of the tunnel that Orion had already
the dirt. Each artist has their own style but they all share ‘cleaned’. Encouraged by this, Orion continued making 30
a common aim: to draw attention to the pollution in our reverse graffiti on both sides of the tunnel. The city
15 cities. Brazilian artist Alexandre Orion turned one of officials then decided to take drastic action. They not
São Paulo’s many car tunnels into a rather scary mural only cleaned the whole tunnel, but also every other car
by scraping away the dirt caused by pollution from cars. tunnel in São Paulo.

46
 Unit 4 Art and creativity

Vocabulary art 8 Choose the correct determiners to complete

this text about another ‘reverse graffiti’ artist.
WORDBUILDING word families
The UK’s Paul Curtis, known as ‘Moose’,
When you learn a new word, try and learn other words from
who works in Leeds and London, has had
the same family at the same time e.g. artistic, artwork
some trouble with the authorities. He was
For further practice, see Workbook page 35. paid by 1 any / certain companies to make
reverse graffiti advertisements for their
5 Work in pairs. Complete the sentences using these products in 2 either / both cities. Leeds City
words and phrases related to art. Council said, ‘We view 3 all / each advertising
of this kind as environmental damage and
art exhibition   ​art gallery   ​artists   ​
artistic   ​ will take strong action against 4 some / any
artwork   ​arty   ​fine arts   ​street art   ​the arts company carrying out such campaigns.’ In
fact, 5 no / any action was taken against the
1 We went to see a great at the companies, but Moose himself was ordered
weekend in the new in town. It to clean up the graffiti. But how was he
was by a group of local . supposed to do this? By making 6 all the /
2 If you walk around the city, you will see lots of the whole buildings he had cleaned with his
examples of . For example, the reverse graffiti dirty again? 7 Most / Every
station wall is covered with by people agree that this would be a ridiculous
local graffiti artists. solution.
3 ‘ ’ is the term for painting,
drawing and sculpture, whereas the expression
9 33 Work in pairs. Read the sentences about
‘ ’ describes creative areas like
art and discuss which determiners could go in
poetry, music and dance.
each space. Then listen to an interview with an
4 I’m quite an person in that I
artist and complete the statements.
enjoy going to see art, but I don’t really have any
talent myself. all   any    certain   either   no   some   

Grammar determiners 1 art should contain something

pleasing for the viewer.
DETERMINERS 2 Art should involve hard work
+ singular noun: each, every, the whole, either, neither on the part of the artist.
Each artist has their own style, but they all share a common aim. 3 To be an artist, you need to possess
They cleaned the whole tunnel. technical skills.
Either option seemed unsatisfactory. 4 Art should make a social or a political point;
+ plural noun: all, both, most without message it’s not true
The policy of most city authorities is to remove such graffiti art.
where they find it. 5 The viewer shouldn’t have to make
+ singular, plural noun or uncountable noun: any, no effort to understand a work
The artist has no permission to paint on the walls. of art.
+ a plural or uncountable noun: all, certain, some 6 There is such thing as ‘bad’ art.
Some graffiti artists use pictures, some use words.
10 Work in groups. Discuss which of the
For further information and practice, see page 162. statements in Exercise 9 you agree with.

6 Look at the grammar box. Then underline the examples Speaking my life
of determiners in the article. What type of noun is used
with each determiner? 11 Complete the sentences about art or music in
your own words. Then discuss your sentences
7 Rewrite the sentences using the word in brackets. with a partner.
1 Every motorist sits in the comfort of their car. (each) 1 I like certain …
2 Either option seemed unsatisfactory. (neither) 2 Some … is really difficult to understand.
3 Orion hadn’t committed any crime. (no) 3 Tastes in art? I don’t have any …
4 They decided that any graffiti was wrong. (all) 4 Both … are musicians.
5 They chose to clean all parts of the tunnel. (the whole) 5 All … should have free entrance.
6 In certain places, like old industrial buildings, they 6 At my school, we had no …
tend to leave it. (some) 7 Some people say that all … is the same, but
I think that each …

ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS LIKES AND DISLIKES 47
my life AN ONLINE REVIEW
 listening what’s on in Melbourne • grammar expressions of quantity • pronunciation weak form of •
speaking participation in the arts

4b All about Melbourne

Listening
1 Work in pairs. Ask and answer
the questions.
1 What cultural or arts events
for visitors and tourists are
there in your country?
2 Which events do you enjoy?
Is there an exhibition or
performance that you’ve
enjoyed recently?
3 What type of cultural
activities do you think
Australia offers visitors and
tourists?

2 34 Listen to a feature
about Melbourne on a weekly
radio programme. Answer the
questions.
1 What is the main difference
between Melbourne and
Sydney?
2 What does Melbourne offer visitors? 5 Look at the grammar box. Which words or
3 What events do local people enjoy particularly? expressions of quantity indicate:
3 34 Listen to the radio programme again. Are the a a large number/amount?
sentences about Melbourne true (T) or false (F)? Correct the b a small number/amount?
false sentences. c neither a large or small number?
1 Melbourne always has sunny weather and has many 6 Look at audioscript 34 on page 183. Find and
places of natural beauty. underline as many expressions as you can
2 It is known as the architectural capital of Australia. that mean:
3 The arts are enjoyed by a small number of art lovers.
4 Festivals in Melbourne only take place in the summer. 1 ‘many’ or ‘much’
5 Melbourne’s Formula 1 motor race and tennis 2 ‘not many’ or ‘not much’
tournament are world famous. 3 ‘some’
6 Not many visitors know about the local sports. 7 Choose a word to replace the underlined
4 Would you like to visit Melbourne after hearing this radio words in the sentences.
programme? What would you like to do there? a She has many friends.
b There is a lot of pollution.
Grammar expressions of quantity c
d
I don’t have much time.
There aren’t many good shops.
EXPRESSIONS OF QUANTITY e I have some ideas.
f Do you want some help?
+ plural countable noun: (not) many, (a) few, a (small/large)
number of, several
Several festivals take place in the winter months.
+ uncountable noun: not much, (a) little, a bit of, a large/huge/
small amount of
Cricket enjoys a huge amount of support.
+ plural countable or uncountable noun: a lot of, lots of, plenty
of, loads of, a lack of, (almost) no, (not/hardly) any, some, enough,
the majority of
A lack of natural attractions has meant that Melbourne …

For further information and practice, see page 162.

48
 Unit 4 Art and creativity

8 Look at these sentences. Is there any difference in b Work in pairs. Practise saying these phrases.
meaning between the words in bold in each pair of
• as a matter of fact • in spite of that
sentences? Is there any difference in the way they
• just the two of us • of course
are used in a sentence?
• first of all • instead of me
1 a Melbourne has a few grey days a year. • most of the time • that’s kind of you
b Melbourne has few natural attractions.
2 a 
There are hardly any tickets left for the
Australian Grand Prix.
Speaking my life
b There are almost no bad coffee shops in 11 Work in pairs. Look at the infographic showing
Melbourne. Australians’ participation in the arts. Then complete the
3 a 
There is a lot of information on what to do sentences. Use one word in each space.
in Melbourne on the website.
1 Overall quite a lot of Australians take an
b There isn’t much information about where
to eat on the website. interest in the arts, and a small of them
also participate creatively.
9 Choose the correct options to complete the sentences. 2 of Australians read literature and a
of them also write creatively.
1 A visit to the opera can cost much / a lot of money.
3 There is certainly not a of interest in the
2 A reasonable number / amount of winter festivals
visual arts, with a quarter of the population being
are free.
involved in some way.
3 There is almost no / any rain in Melbourne at
4 Australians attend live performances
Christmas time.
and anyone said they never listened to
4 There are few / a few tickets for the tennis available
music.
on the day – if you get there early.
5 The main reason for not participating is having too
5 We saw several / some interesting street art at the
time. But the of money
Sweet Streets festival.
it costs to be involved and not having
6 Almost / Hardly anyone attended the afternoon
opportunities are also important factors.
performance.
7 Most visitors show a little / little interest in 12 Work in groups. Research how much your classmates
Australian Rules football – and why should they? participate in the arts (both creatively and receptively)
8 There aren’t as many / much differences between and then report your findings. Follow these steps:
Melbourne and Sydney as people say.
• Each group should research ONE of the following:
visual arts and crafts, theatre and dance, reading and
10 Pronunciation weak form of
writing, music.
a 35 Listen to these phrases. Notice how of is • Make questions about the items in the infographic.
pronounced. • Circulate around the class asking and answering
questions (get reasons for not participating).
1 a bit of relaxation time • Work in your group again. Put your results together
2 a lot of information and make conclusions, using expressions of quantity.
3 a huge amount of support • Present your findings to the class.
4 lots of people
5 a huge number of galleries A lot of students read books but very few do any creative
6 a lack of natural attractions writing.

Australians’ p ar ticip ation in the ar ts

Participation by art form
Participation in music:
Creative participation Receptive participation Both receptive Reasons for non-participation
only (making and only (watching, reading, and creative
doing) % etc.) % participation It’s difficult to find the time
16% I’m not really interested
Visual arts & crafts 23%
It costs too much
14%
 There aren’t enough
3%
opportunities close
54%

33%
Theatre & dance to where I live
43%

5%
41%

0%
28%

71%
Writing and books
16%

7%
44%
Music
13%

ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS LIKES AND DISLIKES 49
my life AN ONLINE REVIEW
 reading how music helps us • critical thinking identifying opinions • word focus spend • speaking music playlists

4c Why do we need music?

Reading 6 Answer the questions. Then discuss your
answers with a partner.
1 Write down the names of two of your favourite songs Which of the opinions in Exercise 5:
or pieces of music. Then work in pairs and answer
a are supported by clear evidence in
the questions.
the article?
1 What kind of music is each one: pop, traditional/folk, b need more evidence to be convincing?
classical, rock, R&B/soul, hip-hop, etc.? c are convincing because they reflect our
2 Where and when do you usually listen to this piece experience?
of music? d summarize the main argument of
3 Why do you particularly like this piece of music? the article?

2 Look at the title of the article. Do you think we need

music? Why? / Why not? Then read the article and Word focus spend
compare your ideas.
7 We use spend with expressions of money
3 Cover the article. Work in pairs and see how many of these or time as in ‘We spend a fifth of our
details you can remember in three minutes. Then compare waking lives listening to music.’ Complete
answers and see which pair remembered the most. these sentences with the correct word
(money or time).
1 how much time we spend listening to music
2 what ‘motherese’ is 1 He spends like there’s
3 why we listen to sad songs when we are sad no tomorrow.
4 what rap music around the world is about 2 It was great to spend
5 how music is like language together and catch up on news.
3 How do you like to spend your free
4 Look at the expressions in bold from the article and choose ?
the correct meaning. Look at the article again to help you. 4 In business, you’ve got to spend
1 music has the power to excite or soothe us (line 12) to make .
a calm b inspire c please 5 We all need to spend
2 can give you goosebumps (line 16) alone sometimes.
a a feeling of pride b a feeling of excitement 8 Complete these sentences in your
c a feeling of sadness own words.
3 sad music seems to help us regulate negative feelings
(line 25) 1 I spent hours trying to …
a prevent b get rid of c control 2 I’ve spent a fortune on …
4 western pop music follows very different patterns to 3 Once I spent a night in …
traditional Chinese music (line 44) 4 I don’t spend a lot on …
a repeated structures or forms
b musical rules c historical influences Speaking my life
5 we’ve made a kind of intellectual conquest (line 54)
a victory b progress c solution 9 Imagine you are making a playlist for the
following situations. Think of one song
or piece of music for each situation. Then
Critical thinking identifying opinions compare your list with two other students.
5 Read the article again and look at these opinions. Whose Say why you think each piece of music fits
opinion are they: the author (A), Valorie Salimpoor (S) or the situation. Did you choose similar or
an unknown source (U)? different songs for each situation?

1 Music is not something we need to survive. • studying

2 Music stimulates us emotionally and intellectually. • doing exercise at the gym
3 We listen to sad songs because it helps us feel someone • driving
is sharing our sadness with us. • for a friend who is feeling sad
4 Music can make a verbal message more powerful. • eating at a restaurant
5 Music stimulates us intellectually because we use our • doing the housework
brains to predict the direction of the music.
6 Music satisfies key human needs.

50
 Unit 4 Art and creativity

WHY DO WE NEED MUSIC?

36
Humans, on average, spend a fifth of their waking Music’s emotional power also comes from the fact
lives listening to music. It is deeply rooted in all that it can make a verbal message stronger. Rap and
cultures across the world and yet, unlike food or hip-hop began in America as songs with a social message:
shelter, it is not something we actually need in they described life for people who lacked the same
5 order to survive. So, why is it so important to us? opportunities as the rich. These days, most commercial 35
Valorie Salimpoor, a neuroscientist at Montreal’s hip-hop artists in America rap about the things that fame
McGill University, who has researched the effects and money have brought them, but in other parts of the
of music on the brain, believes that the answer lies world, rap music is still a powerful tool for expressing the
in music’s ability to stimulate us both emotionally injustice that people in poor communities feel.
10 and intellectually. On an intellectual level, Salimpoor says that music 40
On an emotional level, music has the power to excite challenges our brains to understand and recognize certain
or soothe us and it can do this more effectively than systems and patterns. Just as with languages, music has
any other way humans have come up with so far. Think patterns that are culturally specific. Western pop music,
how a rousing theme – for example, the Welsh national for instance, follows very different patterns to traditional
15 anthem sung by 70,000 rugby fans before a match – can Chinese music. But when we figure out how a new system 45
give you goosebumps. Or how a calming lullaby can works – in other words, when we ‘understand’ the music
stop tears or help babies to sleep. The musical way of and are able to predict the direction it will take – we find
speaking to babies, known as ‘motherese’, is a feature this incredibly rewarding, intellectually. We experience
of every culture around the world. exactly the same satisfaction when we begin to
20 Music produces emotions that we immediately feel and understand a new language and its patterns. Interestingly, 50

understand, but that we find difficult to explain. Why, says Salimpoor, we enjoy new music most when it moves
for example, do we like listening to sad songs when we in an unpredictable, but still understandable, direction.
have experienced loss or are feeling down? You would In that situation, she says, ‘we’ve made a kind of
imagine they would make us feel even more unhappy. intellectual conquest’.
25 But actually sad music seems to help us regulate Humans have various needs – physical, emotional and 55
negative feelings and even lift us out of them. Some psychological – and while music may not fulfil the first,
people say the reason is a sense that someone else is it clearly plays an important role in satisfying the others.
sharing our loss with us; others say we are comforted by You probably didn’t think of this when you first heard
knowing that someone is suffering more than we are. your favourite song, but perhaps it explains why you have
30 But no-one really knows the answer. listened to it so often since. 60

ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS LIKES AND DISLIKES 51
my life AN ONLINE REVIEW
 real life describing likes and dislikes • pronunciation disappearing sounds

4d Personal tastes

Real life describing likes and dislikes 4 Pronunciation disappearing sounds

1 Do you like musicals? Why? / Why not? Which ones a 38 Listen to these words from the
have you seen? Did you see them live or on film? Tell conversation. Underline the disappearing
your partner. sound, the part of the word that is
not pronounced.
2 37 Listen to a conversation in which Tom and his
friend Jake talk about the musical The Lion King. different   everyone   generally
Complete the table.
b 39 Underline the disappearing sound
Like (✓) Dislike (✗) in each of these words and practise
musicals in general saying them. Then listen and check if you
the visual effects were right.
Disney comic characters
beautifully   ​chocolate   ​comfortable   ​
this production of The Lion King interesting   ​
medicine   ​ordinary   ​secretary
the music
Elton John 5 Read the sentences. Cross out the option
cost of tickets for musicals which does NOT fit in each sentence.
1 I’m not a bit / especially / very keen on
3 37 Look at the expressions for describing likes and romantic comedies.
dislikes. Which expressions did Tom and Jake use to 2 I’m afraid I get a bit / very much / very tired
express each like and dislike? Listen again and check. of reality TV shows.
3 I never feel especially / particularly / rather
inspired by science fiction books.
DESCRIBING LIKES AND DISLIKES
4 I’m not really / very / especially a fan
Do you like …? of musicals.
Positive Negative 5 Jazz music doesn’t so / really / particularly
Yes, a lot. / Yes, very much. Not really. / Not particularly. / do anything for me.
Yes, … is great/brilliant/ Not especially. / Not very 6 I’m afraid opera gets on my nerves a bit /
amazing. much. rather / especially.
I love … No, it’s not my kind of thing.
I’m quite keen on … I’m not really a fan of … 6 Think of a musical, play, film, concert, TV
I’m a big fan of … I’m not so keen on … programme or exhibition you have enjoyed
I’m really into … … doesn’t really do anything recently. Then work in groups. Describe your
I’ve got a lot of time/respect for me.
choice to the group and compare and discuss
for … I can’t bear …
I could watch / listen to … … get(s) on my nerves.
your likes and dislikes. Use the expressions
all day. I get a bit tired of … for describing likes and dislikes to help you.

52 ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS LIKES AND DISLIKES
my life AN ONLINE REVIEW
writing an online review • writing skill personalizing your writing Unit 4 Art and creativity

4e You’ve got to see this

Writing an online
review http://www.travelreviews.com

1 Read the online review of an TravelReviews

exhibition by a recent visitor to
London. Would you follow their
recommendation? Why? /
Why not?

2 Answer the questions. Then

compare your answers in pairs.
1 How are the following themes
organized in the review? Put
them in order (1–5).
• the author’s
recommendation
• an introduction
• the content of the exhibition
• the occasion of the visit
• the details of where and
when it is on
2 What information about the
event does she include? I find that it’s always worth checking out the parks when you visit a
3 Would you describe the tone foreign city: as well as providing a welcome break, they can contain some
of the review as personal very interesting surprises. Last week, absolutely exhausted from visiting
or impersonal? two museums and too tired even to think about shopping anymore, my
boyfriend and I took a walk in Kensington Gardens. I was so glad we did,
because otherwise we’d have missed Anish Kapoor’s mirror sculptures.
3 Writing skill personalizing
your writing There are four of them and rather than look out of place as so many
modern sculptures can do, they really worked with their surroundings.
Work in pairs. Look at the features The sky mirror, as its name suggests, is placed at an angle to reflect the
of personal and impersonal changing sky. Another, Red Mirror, is also directed at the sky, so that you
writing. Find examples of personal see the sky’s reflection, but this time with a red tint. The one I liked best
language in the review. was the C-curve, a convex mirror that makes you see everything upside
Personal tone down. It was so funny to watch dogs and children approach it, trying to
• use active verbs work out what they were looking at.
• use contracted forms The secret of this exhibition’s success is that it makes you appreciate
• use phrasal verbs what is already a really delightful park even more. It will be on until 30th
• add personal details March and, if you are in London, I’d definitely recommend taking the time
• use conversational linking to go and see it for yourself. And by the way, it’s free!
phrases (e.g. what’s more)
• share your feelings
Impersonal tone 4 Write a personalized review of something you have seen and
• use passive verbs enjoyed for a What’s on website. Write 150–180 words.
• use uncontracted forms
5 Exchange reviews with a partner. Compare what you have
• use formal verbs
written. Use these questions to check your partner’s review.
• avoid personal information
• use formal linking phrases • Does the review include all the items described in Exercise 2
(e.g. furthermore) in their correct order?
• be objective in your judgements • Does it feel like a friendly and personal recommendation?
• What features has the writer used from Exercise 3 to give
this impression?
• After reading the review, would you want to go and see
this event?

ART AND MUSIC PARTICIPATION IN THE ARTS MUSIC PLAYLISTS LIKES AND DISLIKES 53
my life AN ONLINE REVIEW
 4f Art for the people

Spy Booth: an artwork by graffiti artist,

Banksy, next to a public telephone box in
Cheltenham, UK

54
 Unit 4 Art and creativity

Before you watch 4 4.1 Read the statements. Then watch the
video again and choose the correct options to
1 Look at the photo and caption. Then read the complete them.
background to the video below. Explain to your
1 The man at the beginning of the video is trying
partner in your own words what GCHQ does.
to remove / put on boards that cover the mural.
Background
2 The mural tries to make a serious / funny point
The video is about an artwork in Cheltenham in
about GCHQ and government surveillance.
the UK. Cheltenham is home to GCHQ, the British
3 The owner of the building wants to sell / move
Government Communications Headquarters.
the mural.
GCHQ is a government agency that checks
4 The mural will go to a local gallery / wherever the
communication on the internet and other
collector decides.
electronic media to protect national security.
5 Local campaigners want it to stay because it is
about Cheltenham / an important issue.
6 One resident believes that people should /
2 Key vocabulary shouldn’t pay to see it.
7 Another Banksy mural in London / Cheltenham
a Read the sentences. The words in bold are used in was sold for £750,000.
the video. Guess the meaning of the words. 8 Banksy himself is / isn’t involved in the debate.
1 You don’t see many public phone booths these
days, because most people have mobile phones. After you watch
2 There is a campaign by local residents to stop
the authorities turning the park into a car park. 5 Vocabulary in context
3 James Bond is probably the world’s most
famous spy. a 4.2 Watch the clips from the video. Choose
4 They removed the carpet to expose the the correct meaning of the words and phrases.
beautiful wooden floor underneath. b Work in pairs. Complete the sentences in your
5 I bought this table at an antiques auction. own words.
No one else was interested so I got it for $20.
6 We wanted to thank the person who 1 There has been a lot of protest about …
gave us the money, but they wished to 2 My ideal place to live would be …
remain anonymous. 3 My favourite discount store is …

b Match the words in bold in Exercise 2a with these 6 Work in groups of three. Act out two short
definitions. interviews about the Banksy mural.
a to reveal or show something which is hidden Student A: You are the news presenter. Ask each
b small enclosed compartments or cubicles resident questions about what they think of
c when the name of the person (who did or said the mural.
something) is unknown Students B and C: You are residents of the town.
d a sale where the item is sold to the person who Answer the presenter’s questions.
offers the most money
e a person employed to secretly collect 7 Work in small groups. Your town or city would
information (often for their government) like to commission an artwork that would a)
f a series of planned actions to achieve a improve the appearance of an area in the city
particular goal centre; b) be fun; and c) attract visitors.
• Discuss what kind of artwork you would like
While you watch to have.
• Decide who you would like to make the artwork.
3 4.1 You are going to watch a video about a
public work of art. Watch the video and answer 8 Exchange your suggestions from Exercise 7 with
the questions. another group and evaluate their ideas.
1 Where is the work of art and what is around it?
elusive (adj) /ɪˈluːsɪv/ difficult to find or catch
2 What is it a picture of? epitomize (v) /ɪˈpɪtəmaɪz/ to sum up perfectly, be a perfect
3 Who are the people you see in the video? What example of
do they want? scaffolding (n) /ˈskæfəʊldɪŋ/ a metal and wooden structure
4 What is the other work of art you see by the for workers to stand on when repairing a building
same artist? surveillance (n) /sə(r)ˈveɪləns/ the act of watching very closely

55
 Unit 4 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete the text about the Edinburgh Festival 4 Match each person or performance with a place to
Fringe using these words. make six pairs of words. Use one place twice.

a few   ​a lot   ​both   ​every   ​lack   ​no   ​ an artist   ​a busker   ​a concert hall   ​

many   ​much   ​number   ​whole a gallery   ​a gig   ​a live music venue   ​a musical   ​
an orchestra   ​a play   ​the street   ​a theatre

5 ❯❯ MB Work in pairs. Describe the type of art or

artist that you see in each photo. Add any details
that you can remember (what, where, who, etc.).

The Edinburgh Festival Fringe is the world’s largest arts

festival. It takes place 1 year in August and for
the 2
month the city is taken over by actors,
street performers, comedians, artists, musicians, etc. There is
certainly no 3 of variety. The festival attracts a
huge 4 of visitors from all over the world and
6 ❯❯ MB Work in pairs. Each write down as many
two million tickets are sold for over 2,000 different shows. words or two-word phrases as you can from the
The tickets don’t cost 5 – £10 or £15 typically – root word art. Then compare your lists.
but if you go to 6 of shows, then the costs can
add up. I CAN
7
artists just come to perform for the fun of it, talk about art and artists
but 8
are young performers hoping that this
will be their chance to be noticed by critics and producers.
Real life
The festival has launched the careers of several famous
actors and comedians, but there is 9 guarantee 7 Complete the exchanges. Use one word in each
of success. 10 the famous and the unknown space.
can succeed or fail. A: Do you like watching live comedy?
B: No, not 1 . It doesn’t really do
2 Are these statements true (T) or false (F)?
2
for me.

1 It’s cheap to visit the festival even if you see a C: I’m not so 3 on this music. Can I
lot of performances. change radio station?
2 The Edinburgh Festival has a mixture of D: Sure … it’s not really my 4 of
amateur and professional artists.
5
either.
E: I’m a big 6 of Kurosawa’s films.
3 ❯❯ MB Make two sentences about a festival in
F: Me too. I have a lot of 7 for him.
your country using at least one of these words
or phrases in each sentence. Then rewrite the G: Don’t you 8 tired 9
sentences with the words from the box missing. watching musicals?
Ask a partner to guess what the missing words are. H: No, I could watch them 10 day.
G: Really? I couldn’t. They really get on my
amount   ​any   ​each   ​enough   ​a little   ​ 11
.
loads of   ​most   ​several   ​the whole   ​
8 ❯❯ MB Work in groups. Use the first four words of
each exchange in Exercise 7 to begin a conversation
I CAN about TV programmes that you like and dislike.
use determiners
I CAN
use expressions of quantity
describe likes and dislikes

56
 Unit 5 Development

The Belo Monte hydroelectric dam complex, Para, Brazil.

F E AT U R E S 1 Look at the photo and the caption. How will this development
benefit people? How will it affect the landscape and the lives
58 From reality to fantasy of people living there? Give reasons.
The building of Dubai 2 40 Listen to someone describing the development.
Compare what they say with your answers in Exercise 1.
60 The Kerala model
Social development in
3 Look at these verbs. Match the verbs in box A with expressions
with a similar meaning from box B.
southern India
A B add to and improve   ​
benefit   ​boost   ​
62 The teenage mind enhance   ​expand   ​ be good for   ​do well   ​
Childhood development improve   ​thrive get bigger   ​help to increase   ​
make better
66 Scandinavian
mega-bridge 4 40 Listen again. Tick the verbs in box A from Exercise 3
A video about the that the speaker used. What did the speaker use each verb to
construction of the talk about?
Øresund Bridge
5 Think about your own personal development and the
development of the place you live. Describe something that:
• has boosted your confidence at work or in your studies
or hobbies.
• has benefited the local economy.
• has enhanced the quality of life in your country.
• is thriving in the city or region where you live.

CHANGES IN YOUR TOWN A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES 57

my life AN OPINION ESSAY
 vocabulary urban features • reading urban development in Dubai • grammar verb + infinitive or -ing •
speaking changes in your town

5a From reality to fantasy

Vocabulary urban features 2 Which features in Exercise 1 does your town
or city have? In your opinion, which does it
1 Work in pairs. Match words in box A with words in have too many of? And not enough of?
box B to make as many urban features as you can.
Then check your answers on page 153.
Reading
A apartment   ​bus   ​business   ​car   ​city   ​green   ​ 3 Work in pairs. Look at the photo taken in
high-rise   ​leisure   ​luxury   ​office   ​pedestrian   ​ Dubai. Discuss the questions.
railway   ​residential   ​shopping   ​town
1 Where was the photo taken from?
B 2 What can you see below?
area   ​apartments   ​block   ​building   ​centre   ​
3 What do you know about Dubai?
hall   ​mall   ​park   ​station   ​space   ​zone

FROM
REALITY
building (the 828-metre
Burj Khalifa), the world’s 15
biggest shopping

TO
mall and the world’s
largest motorway
intersection. He helped

FANTASY
little Dubai become the 20
shopping capital of the
41 Middle East.
There once was a sheikh with big dreams. His land was Dubai attracts more than three million tourists a year, some
a sleepy village occupied by pearl divers, fishermen and of whom have second homes there. Its most famous
traders. A small river ran through the village to the sea landmark, the Palm Jumeirah, an artificial island built in the 25
and it was here that Sheikh Rashid bin Saeed al Maktoum shape of a palm tree, provides holiday villas for the rich
imagined building a gateway to the world. But he could not and famous. The financial crisis of 2008 made people feel
5 afford to make his dream a reality. So in 1959 he asked a nervous about investing because they risked losing money.
neighbour to lend him many millions of dollars. He made the So, for a few years, Dubai failed to sell many of its new
river wider, built roads, schools and homes. He built it, and luxury apartments. But more recently, property in Dubai has 30
the people came. been increasing in value again and it has been easier to get
Then it was his son’s turn to carry on developing his people to invest.
10 father’s vision. Sheikh Mohammed bin Rashid al Maktoum The rest of the world watches with a mixture of wonder and
transformed Dubai into an air-conditioned fantasy world suspicion. Is this a model that people want to copy? Or do
of nearly three million people. No project seemed to be they feel that Dubai has chosen to reject its heritage and 35
too ambitious for him. He built the world’s tallest high-rise instead become the Las Vegas of the Middle East?

58
 Unit 5 Development

4 Read the article and answer the questions. 7 Complete the sentences in your own words. For
sentences 1–4 use appropriate verbs. For sentences
1 What was Dubai like about sixty years ago and
5–8 use appropriate verb patterns. Then compare
how has it changed?
sentences with your partner.
2 What world records does Dubai hold?
3 Who is Dubai attractive to, according to the 1 I … working late in the week, but I hate having to
author? Why? work at weekends.
4 How does the rest of the world feel about 2 I … to get two tickets for the theatre tonight. Would
Dubai, according to the author? you like to come?
5 Would you like to visit Dubai? Why? / 3 She … to help me, but I told her that I
Why not? could manage.
4 I … to get the job I wanted, but I’m going to …
Grammar verb + infinitive or -ing looking.
5 I like … because it helps me …
VERB + INFINITIVE or -ING 6 I’ve decided … because I don’t want to risk …
verb + to + infinitive
7 I’m not going to carry on … because I can’t afford …
He could not afford to make his dream a reality. 8 Were you allowed … when you were young? My
parents didn’t let me …
verb + object + to + infinitive
He asked a neighbour to lend him some money. 8 Complete the description of a redevelopment of a
verb + object + infinitive city centre using these verbs.
The financial crisis in 2008 made people feel nervous
about investing. afford   ​allowed   ​avoided   ​considered   ​
verb + -ing decided   ​involved   ​let   ​needed   ​seemed   ​
Sheikh Rashid imagined building a gateway to the world. suggested
For further information and practice, see page 164.
There used to be a lovely residential area in the
city centre, but in the 1960s the local authority
5 Look at the grammar box. Read the article again 1
to redevelop it as a shopping district.
and underline more examples of the patterns from This 2 knocking down all the houses and
the grammar box. Find: building huge car parks to create space for shoppers
1 four more verbs + to + infinitive. from out of town. What’s strange is that no one
2 one more verb + object + to + infinitive.
3
opposing the idea at the time. Even
3 one more verb + object + infinitive (without to). the residents 4 to accept that the area
4 two more verbs + -ing.
5
to be modernized. If you 6
turning houses into shops on such a big scale today,
6 Complete the facts about Dubai. Use the correct you wouldn’t be 7 to do it. The result
form of the verbs. was that we 8 them spoil the character
1 The population of Dubai grew from half a of the centre. People shopped there in the day but at
million in 1990 to 1.5 million in 2008 and has night everyone 9 going there because of
kept on (grow) to this day. drug dealing and crime. Now, fifty years later, the local
2 Sheikh al Maktoum decided authority is building houses there again, but rents are
(make) Dubai the region’s most important so high that ordinary people can’t 10 to
financial centre. live there.
3 Attracting foreign banks and companies
involved (reduce) taxes for Speaking my life
companies and individuals.
4 The expansion of the airport has allowed 9 Write a similar description of an area in your town or
(Dubai / become) the third city that has changed in your lifetime. Try and use at
busiest international airport in the world. least four of these verbs.
5 If you like (shop), Dubai has
afford   ​allow   ​avoid   ​consider   ​
decide   ​
over seventy shopping malls to choose from.
fail   ​involve   ​make   ​manage   ​propose   ​
6 By planting 10,000 trees a year, the city planners
seem   ​suggest   ​want
have managed (create)
many green spaces.
7 The Dubai authorities let 10 Work in pairs. Tell your partner how this area has
(its police / drive) cars like Lamborghinis and changed and if you think it was a positive or a
Ferraris so that they can stop other supercars negative thing.
when they are speeding. A few years ago the council decided to redevelop the area
8 In Dubai, they enjoy (build) around the canal. That involved putting in new paths
spectacular facilities, like an aerial tennis court. and bridges and …

CHANGES IN YOUR TOWN A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES 59

my life AN OPINION ESSAY
 listening social development in southern India • wordbuilding adverb + adjective • grammar verbs with both -ing
and to + infinitive • pronunciation rhyming words • speaking a happy society

5b The Kerala model

Listening Wordbuilding adverb +

1 Look at the two photos taken in the Indian state adjective
of Kerala. Which of these adjectives could you use
WORDBUILDING adverb + adjective
to describe the places shown in each photo? What
other adjectives could you use? Adverbs and adjectives can be combined to describe
people and things.
exotic   ​green   ​hectic   ​peaceful   ​remarkable   ​ highly literate, well organized
wealthy For further practice, see Workbook page 43.

2 42 Listen to an interview with a journalist

who has recently been in Kerala. Tick the different
5 Look at the wordbuilding box. Find the adverb
+ adjective phrases in bold in audioscript 42 on
aspects of Kerala’s social development that the
page 183. Then match the phrases with these
journalist mentions.
meanings.
income politics 1 with a good level of education
education leisure / free time well educated
housing mix of people 2 by nature, understanding of differences
3 very involved in politics
health
4 able to read and write very well
3 42 Listen to the interview again. Are the 5 with a satisfactory standard of living
sentences true (T) or false (F)? Correct the 6 very knowledgeable
sentences which are false.
6 Complete the phrases with these adverbs.
1 The journalist went to Kerala to write an article.
2 The state of Kerala has a lot of people in a badly   ​extremely   ​highly   ​reasonably   ​
small area. well (x2)
3 One of the signs of Kerala’s social development
is people’s high level of education. 1 a(n) -organized event
4 Women have a higher social position than men. 2 a(n) damaged car
5 People in Trivandrum are too busy to be 3 a(n) priced meal
involved in politics. 4 a(n) -written book
6 One of the reasons for Kerala’s success is the 5 a(n) competitive match
attitude of Keralans to people who are different. 6 a(n) talented singer

4 What surprised you most about Keralan society?

Why do you say this?

60
 Unit 5 Development

7 Pronunciation rhyming words 9 Complete the text with the correct form of the verbs.
a 43 Work in pairs. Match the words from the I remember 1 (read) an article about
interview (1–9) with the words that rhyme (a–i). Kerala fifteen years ago and I’ve been meaning
Listen and check. Then practise saying them. 2
(visit) it ever since, because I think
1 state a faced it sounds amazing. The government has tried
2 poor b plane
3
(improve) people’s quality of life
3 low c opt with various measures such as land reforms. In
4 head d though the 1960s they stopped 4 (allow)
5 course e weight landlords to charge rent to farmers. This meant
6 main f force
5
(give) the land back to the
7 stopped g fun people who worked on it. At the same time,
8 none h law the government started 6 (invest)
9 waste i said in education. So poor people in Kerala have
benefited financially and are also now better
b Look at these words. Can you think of a word that educated. But no system is perfect, I regret
rhymes with each one but has a different spelling? 7
(say). The problem in Kerala is
that the economy is still based on agriculture
break   ​
foot   ​
height   ​
signed   ​
walk   ​
word   ​ and someone who leaves school with a good
education doesn’t want to go on 8
(work) in the fields. So although they prefer
Grammar verbs with both -ing 9
(live) in Kerala, a lot of young
and to + infinitive people are trying 10 (move) to more
developed parts of India to get a decent job.
VERBS WITH BOTH -ING and TO + INFINITIVE
Verbs with two meanings 10 Complete the sentences in your own words. Then
go on, mean, regret, remember, stop, try read your sentences to your partner. Add a follow-
I remember going there with my wife in the 1990s. up sentence to give further information.
Remember to send me a copy when it’s published.
Verbs with no change in meaning 1 Travel: The first place I remember … was …
continue, hate, like, love, prefer, start 2 Education: I regret (not) … when I was at school.
I was so interested that I started to write an article about it. 3 Plans: I’ve been meaning … for some time.
I was so interested that I started writing an article about it. 4 Parents: After he left school, my father went on …
5 Free time: Recently I’ve started …
For further information and practice, see page 164.
6 Work: Before I start work each day I like …
7 Eating: I prefer …
8 Look at the grammar box. Then discuss what the
different meanings of the verbs are in these pairs
of sentences. Speaking my life

1 a I remember going there in the 1990s. 11 Work in pairs. Ask and answer the questions to
b Please remember to send me a copy. find out how happy your society is. Then compare
2 a Have you tried taking an aspirin? your answers with another pair.
b I’m trying to learn to write Chinese script. Not very satisfied. People are always trying to earn more
3 a After spending a few days in Paris, we went money so they can buy more and more material things.
on to visit my aunt in Bordeaux.
b The students went on protesting for four
days. How happy is your society?
4 a It was meant to be a holiday.
1  How satisfied do people seem with the amount of
b Usually a low income would mean people
money they have?
having a poor quality of life.
2  Do people have a good balance between work and
5 a I don’t regret changing my plans.
free time?
b No land is wasted, which I regret to say
3  How happy are people with the education they get?
is not always the case in some developing
4  How confident are people that your country’s health
countries.
system will look after them?
6 a We stopped to visit an Indian journalist
5  What kind of food do people eat? Is it healthy or not?
I know.
6   How engaged are people politically?
b Keralites never stop debating.
7  How often do people participate in cultural activities?
8  Are people tolerant of the different groups in society?

CHANGES IN YOUR TOWN A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES 61

my life AN OPINION ESSAY
 reading the teenage mind • critical thinking ways of arguing • word focus fall • speaking stages of life

5c The teenage mind

Reading Critical thinking ways of
1 Look at these stages of human development and arguing
answer the questions.
6 Look at these ways to argue a point in a gentler
infancy ➙ ​childhood ➙ ​adolescence ➙ ​adulthood and less direct way. Then underline the words and
phrases in sentences 1–3 from the article that have
1 What ages in our life do they represent, roughly? the same effect.

2 What ages would you say these people are: She is, perhaps, the greatest writer of our time.
a teenager, a baby, a middle-aged man, a young This, for me at any rate, is no longer true.
woman, a toddler? 1 But rather than looking at (and being critical of)
specific behaviour like this, it is probably more
2 Work in pairs. Think of three typical characteristics useful to think about what lies behind it.
of teenage behaviour. Then read the first
2 Such behaviour might seem dangerous, because
paragraph of the article and compare your ideas
it involves taking risks, but actually sensation
with the characteristics there.
seeking can also be a positive thing, …
3 Read the rest of the article and answer the questions. 3 But actually we should celebrate them,
because, … in scientific terms at least, they
1 What types of behaviour do all teenagers share? make teenagers quite possibly the most
2 Does the writer think these are positive or adaptable human beings around.
negative qualities? Why?
7 Work in pairs. Discuss these questions.
4 Read the article again. Choose the correct options
to complete the sentences. 1 Do you think being less direct helps to
persuade the reader? Give reasons.
1 After fifteen, our search for exciting or unusual 2 Where else have you seen this less direct style
experiences becomes more difficult / decreases. used? When do you use it yourself?
2 Doing things at the moment we think of them is
a characteristic of teenagers / young children.
3 Teenagers don’t understand / are fully aware of the Word focus fall
risks they take.
8 Work in pairs. Look at these phrases with the word
4 Adults think less about what they could lose / gain
fall. Discuss what each phrase means.
from a risky course of action than teenagers do.
5 The future will mainly be influenced by the 1 Teenagers usually react badly when they fall
previous / the teenagers' own generation. out with a friend.
6 Teenagers spend time with people their own age 2 I was sick for four days and I’ve fallen behind
because these relationships are more fun / useful. with my work.
7 The author thinks teenagers react appropriately / 3 I’ve worn these shoes every day for a year and
too much when they have problems with friends. now they’re falling apart.
8 Wherever you go in the world, teenagers show 4 Our plan to go camping for the weekend fell
the same characteristics / respect for adults. through because I couldn’t find my old tent!
5 She fell for him the moment she met him.
5 Find these words and expressions in the article.
What do they mean? Choose the correct definition. 9 Use the verbs with fall to describe five similar
situations from your own experience.
1 on the spur of the moment (line 15)
a with no planning b all the time
c angrily Speaking my life
2 thrills (line 19)
a something exciting b something physical 10 Look at these stages of life. Answer the questions.
c something interesting
childhood   ​adolescence   ​young adulthood   ​
3 ultimately (line 25)
early middle age   ​late middle age   ​old age   ​
a especially b in the end
4 novelty (line 38) 1 What are the positive and negative aspects of
a something friendly b something difficult each stage?
c something new and unusual 2 Do you think attitudes change at different
5 vital (line 44) stages of life, e.g. to friendships, money, health?
a a good idea b essential c useful 3 Which do you think is the best stage of life?

62
 Unit 5 Development

The
teenage
mind

44
We tend to think of adolescence as the most difficult reward of getting something they want more highly. 30
stage in human development. Mention the word Researchers believe this willingness to take risks is
‘teenager’ and certain stereotypical behaviour comes linked to the human need to be able to adapt to new
to mind: not wanting to communicate with parents or surroundings when they are young. To be successful in
5 adults in general, doing silly or dangerous things like life, you have to move out of home and into a new, less
skateboarding down a stair rail, constantly chatting secure environment. And that is risky. 35
to friends on social media. But rather than looking at Another characteristic of adolescents is that they prefer
(and being critical of ) specific behaviour like this, it is the company of people their own age. This is partly
probably more useful to think about what lies behind it. because their peers offer more novelty and variety than
10 We all like new and exciting things, and never more boring old family. But there is another, more powerful
so than when we are adolescents. At around the age of reason: teenagers need to invest in the future rather than 40
fifteen, we reach a peak in what scientists call ‘sensation the past. We enter a world made by our parents. But we
seeking’: the hunt for experiences that are unusual or will live most of our lives, and thrive (or not) in a world
unexpected. Sensation seeking doesn’t necessarily mean managed and re-made by our peers. So understanding
15 being impulsive – acting on the spur of the moment and building relationships with them is vital. The
to satisfy your wishes. That is more a characteristic of importance of peer influence can be seen clearly in how 45
toddlers and young children, which, from the age of strongly teenagers often react when they fall out with
about ten, begins to decrease. Teens, actually, like adults, a friend or are excluded from a social peer group. They
often plan their thrills (a skydive, a bungee jump, driving react as if their future depended upon these friendships!
20 a fast car) quite deliberately. And they’re right. In many ways it does.
Such behaviour might seem dangerous, because it Excitement, novelty, risk, the company of peers. We 50
involves taking risks, but sensation seeking can also think of them as characteristics of the modern western
be a positive thing, because trying out new things can adolescent, but these elements define adolescence in
expand your world. The desire to meet new people, almost all human cultures, modern or ancient. As adults,
25 for example, can lead to a wider circle of friends and we complain about these characteristics and say things
ultimately a happier, more successful life. The difference like ‘Don’t worry – they’ll grow out of it soon.’ But 55
here with adult behaviour is not that teens ignore risks; actually we should celebrate them, because, in scientific
in fact, they recognize them just as much as adults do. terms at least, they make teenagers quite possibly the
Teens generally take more risks because they value the most adaptable human beings around.

CHANGES IN YOUR TOWN A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES 63

my life AN OPINION ESSAY
 real life debating issues • pronunciation sentence stress

5d A controversial issue
Real life debating issues
1 45 Look at the photo and the caption. Then
listen to the opening words at a public meeting
and say why the skate park is the subject of
the meeting.

2 Work in pairs. Imagine this skate park was near

your home. What would be the benefits? What
could be the disadvantages? Make a list.

3 46 Listen to people at the public meeting

debating what should happen to the park. Write
the views of each of the local people who speak.
Were any of their views the same as the ones you
listed in Exercise 2?

Person His/Her view

First woman

First man

Second man
A skate park in a residential area
Second woman
5 Pronunciation sentence stress

4 46 Work in pairs. Look at the expressions for a Look at these sentences. Which words are most
debating issues. Discuss what the missing words stressed in each sentence?
are. Then listen to the debate again and complete 1 The fact is that no one likes to be disturbed.
the expressions with the words you hear. 2 Quite honestly, that’s a good thing.
3 For me, that’s not the point.
DEBATING ISSUES 4 Sorry, but I think that’s an exaggeration.
5 The whole thing just doesn’t make any sense
Making points
First, … and secondly … to me.
More importantly …
b 47 Listen to the sentences in Exercise 5a and
The 1 is / The point is / The fact is
check your answers. Then practise saying the
that …
I think … / I don’t think …
sentences with the correct stress.
2
me, … is just one factor. 6 Look at the proposed development. Imagine you
I think we’re 3 that … are a resident of this town. Make notes on how
Responding to a point you feel about this development.
Absolutely.
I agree 4 . Proposed development
Yes, you’re right. Conversion of a public library and public
I agree.
swimming pool into a new shopping centre and
That’s a very 5 point.
private gym / fitness club. The main argument for
Well, that depends. closure of the library and swimming pool is that
I understand/appreciate that …, but … they do not get used very often.
Actually, I’m not too 6 by/about …
I’m more 7 that … / about ….
Sorry, 8 I (don’t) think that’s …
7 Work in groups. At least one of you should
I don’t accept that.
support the proposal and one of you should
oppose it. Think about your arguments. Then
I don’t think you’ve 9 about / debate the issue. Use expressions for debating
considered … issues where appropriate.
It doesn’t make any 10 to me.

64 CHANGES IN YOUR TOWN A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES

my life AN OPINION ESSAY
writing an opinion essay • writing skill linking words Unit 5 Development

5e Big cities, big problems

Writing an opinion essay 4 The introduction to an opinion essay can
take different forms. Which of these does the
1 Work in pairs. Answer the questions. writer choose?
1 Why do you think people want to live in big • giving a dramatic example of the problem
cities? Give reasons. • telling a story about the problem from the
2 What problems do big cities create? writer’s own experience
• giving some statistics that illustrate the
2 Look at the title of the opinion essay and read the seriousness of the problem
answer. What is the opinion of the writer? • quoting what someone famous has said about
this problem
% of world population living in cities
5 Writing skill linking words
80
a Look at the linking phrases in the table. Then put
60
the highlighted phrases from the essay in the
%

40 correct place in the table. Compare answers with a

20 partner.
0
1800 1900 1950 2014 2050? Adding an Introducing a Explaining the
argument contrasting fact consequences

Our cities have become too big. The problems Furthermore, Then again, Consequently,
they create outweigh the benefits. Discuss.
As well as
In 1800 only two per cent of the world’s population lived
in cities. But since then, and particularly in recent years,
more and more people have moved to cities looking for b Choose an appropriate linking phrase to complete
work and a better life. As a result, more than half the the sentences.
world’s population now live in cities and that number
is expected to grow. Cities are evidence of the amazing 1 Certain cities in the world have become
organizational abilities of human beings. However, especially popular. , we have
in some cases, they also bring many social, economic seen the emergence of what are called megacities:
and environmental problems. The question is: do the cities with over ten million inhabitants.
problems they create outweigh their benefits? 2 A lot of people find a better standard of living
Cities exist because they are more convenient places in big cities. , big cities also
to live. Jobs, schools, hospitals are all close to people’s contain some of the poorest people.
homes. There is a wide choice of people to socialize with 3 being convenient for
and they offer good opportunities for entertainment and the residents, cities also make life easier
leisure. for businesses.
On the other hand, there also seems to be more crime,
more poverty and more pollution and often these 6 Write an opinion essay about this statement.
problems are found in a particular area of a town, making Use the correct structure and linking words.
them seem even worse. But this is not so surprising,
if you think about it. The same problems exist in the In our busy urban lifestyles, we have
countryside or in smaller towns, but they are not so lost our sense of community. We need to
concentrated. Because of this, they are noticed less. return to a way of life that involves more
As long as the population of cities does not grow more interaction between people and more caring
quickly than the services available for it, cities can solve for each other. Discuss.
a lot of our problems. In addition, they can provide jobs
and a more interesting life. The problem with cities is not 7 Work in pairs. Exchange essays with your partner.
how big they are, but how well managed they are. Use these questions to check your partner’s essay.
Did you use any of the same arguments? Do you
find the arguments convincing?
3 Does the opinion essay in Exercise 2 follow this
structure? • Is it organized in clear sections/paragraphs?
• Does it follow the structure suggested in
Introduction ➙ Arguments for ➙ Exercise 3?
Arguments against ➙ Conclusion • Does it use one of the introduction techniques
suggested in Exercise 4?

CHANGES IN YOUR TOWN A HAPPY SOCIETY STAGES OF LIFE LOCAL AMENITIES 65

my life AN OPINION ESSAY
 5f Scandinavian mega-bridge

The Øresund Bridge, between Denmark and Sweden

66
 Unit 5 Development

Before you watch 5 5.1 Watch the second part of the video
(1.52 to the end). Then answer the questions.
1 Work in pairs. Look at the photo of the Øresund
1 What did architects use to assess the risks of
Bridge. Answer the questions.
building a bridge here?
1 What’s the bridge like? 2 Why did they not build a lower bridge?
2 What other ways can people use to get across 3 What adjectives does the project director use to
a stretch of water that separates two pieces describe the tunnel solution? but
of land?
4 Why did the architects need to build an island
2 Key vocabulary for their solution?

a Read the sentences. The words in bold are used in 6 Complete the summary. Use one word in each space.
the video. Guess the meaning of the words.
The Øresund Bridge was built to connect Denmark
1 Tokyo is a lively metropolis where millions and Sweden over the Øresund 1 S
work and live. in the Baltic Sea. The idea was to connect
2 The Strait of Dover between France and England Malmö and Copenhagen to create one large
is the busiest shipping channel in the world. 2
m with economic benefits for all.
3 The Burj Khalifa, currently the tallest building The two countries signed an agreement in
in the world, soars over Dubai. 1991 and a 3 c of companies
4 The new block of flats completely obstructs our was formed to do the work. But the project
view of the park. faced a lot of technical difficulties because
5 The nuclear power plant will be built by an of 4 a and sea traffic. A tunnel
international consortium. would have been the ideal solution but it
b Match the words in bold in Exercise 2a with was too 5 e . So in the end they
these definitions. decided to build part 6 t and
part 7 b . The result is one of the
a a number of companies which join together to 8
l bridges in Europe.
work on a project
b rises or flies very high
c a narrow strip of water between two pieces
of land
After you watch
d a large busy city 7 Vocabulary in context
e gets in the way of, blocks
a 5.2 Watch the clips from the video. Choose
the correct meaning of the words and phrases.
While you watch
b Complete the sentences in your own words. Then
3 5.1 Watch the video and answer the questions.
compare your sentences with your partner.
1 What challenges did the builders of the
1 The weather in … is always lousy.
bridge face?
2 The most frustrating thing about my job /
2 What solution did the architects come up with?
my studies is …
4 5.1 Look at the table. Then watch the first 3 The project suffered a big setback when …
part of the video (0.00 to 1.52) again and complete
8 Work in groups. Think of a town you know well.
the facts.
Make a new transport plan for the town that
1 The width of the Øresund Strait: would do the following things. Then present your
plan to another group.
2 The weather in this region: • make access to the town easier
3 What Copenhagen needs: • reduce the number of cars on the streets
• not be polluting
4 What Malmö needs:
• not be too expensive
5 What type of transport the bridge is for: • make it more attractive for visitors

6 Height above the sea: cable-stayed (adj) /ˈkeɪb(ə)l steɪd/ a way of supporting a
bridge or road by attaching cables to a tall column
7 Height of each support tower: converge (v) /kənˈvəː(r)dʒ/ come together
dangle (v) /ˈdæŋg(ə)l/ hang in the air
8 What this is an example of in Sweden: pact (n) /pækt/ an agreement

67
 Unit 5 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete the conversation between an 4 Choose the correct options to complete the text.
interviewer (I) and an official (O). Use the
Life in the city was so 1 exotic / hectic that we decided
correct form of the verb: -ing, to + infinitive
to move. In any case, we needed a bigger house for
or infinitive without to.
our two 2 adolescents / toddlers, who were just beginning
to walk. Children need space to 3 thrive / enhance. We
found a nice, 4 reasonably / very well priced house in a
small village, but the move fell 5 through / down at the
last moment because the owner decided to stay. In the
end we found another but the whole process was really
stressful and we nearly fell 6 out with / over each other.

5 ❯❯ MB Complete these urban features using a word

that rhymes with the word in brackets.
I: The Nam Theun 2 hydro-electric power plant in
Laos became operational in 2010. Did Laos start 1 office (rock)
1
(see) benefits immediately? 2 leisure (enter)
O: Yes, very quickly. The plant has helped Laos 3 pedestrian (own)
2
(be) energy independent. We also 4 shopping (crawl)
sell electricity to Thailand because they need 5 business (mark)
3
(have) more electricity as their 6 green (chase)
economy continues 4 (develop). But
we agreed with the World Bank 5
6 ❯❯ MB Work in pairs. Describe the features of a city you
know and what you like or dislike about it.
(invest) this money in health and social
programmes. Our capital city is very nice to walk around. Traffic is not
I: And what about the environmental impact? I permitted in the centre and there are lots of green spaces.
know the project involved 6 (move)
people from their homes and also the destruction I CAN
of natural forests. talk about the different features of a city
O: You can’t avoid 7 (affect) some
people’s lives with something this size. But we
have tried 8 (minimize) the impact. Real life
We have spent $65 million 9 (support) 7 Use these words to complete the responses (1–6) to the
the people who had to be resettled. It’s true question below.
the dam made some fishermen 10
(give) up their old way of life, but actually 85% appreciate   ​accept   ​considered   ​​concerned   ​
of resettled people say their life is now better. depend   ​make   ​
As for the forest, the government has suggested
11
(use) profits from the plant to fund What do you think of the idea to build a new leisure
conservation in other parts of Laos. complex right in the city centre?
1 Well, that will on what it looks like.
2 What have been the two main benefits and 2 A lot of people say it will be good for the local
problems for Laos of the Nam Theun 2 project? economy, but I don’t really that.
3 It doesn’t any sense to me. It would be
3 ❯❯ MB Work in pairs. Which of these pairs better to build it out of town.
of phrases mean the same thing? If they mean 4 I that we need some new facilities. But
something different, explain the difference. I just don’t just think we have the money.
1 a stop to talk b stop talking 5 I’m more about the lack of green space
2 a begin to rain b begin raining in the centre, actually.
3 a continue to b continue 6 I don’t think the planners have really
work working where people are going to park.
4 a don’t like to b don’t like 8 ❯❯ MB Work in small groups. Respond to this question
wait waiting using phrases from Exercise 7.
5 a remember to b remember
post posting What do you think of the idea of closing the city centre
to all traffic?
I CAN
I CAN
use verbs which are followed by the gerund or
the infinitive debate issues and respond to points others make

68
 Unit 6 Alternative travel
A mountainside guesthouse in the Swiss canton of Appenzell

F E AT U R E S 1 Look at the photo and the caption. What do you think there is
to do in and around this hotel? Would you like to stay here?
70 Staycations Why? / Why not?
People who holiday at home 2 48 Listen to someone describing her stay in this place.
What did she like about her stay? What didn’t she like?
72 Voluntourism
Working holidays around
3 Work in pairs. Choose the correct options to complete the
sentences. Then ask and answer the questions.
the world
1 How much holiday / days off do you get from work
74 Unusual places to stay each year?
Hotels with a difference 2 Do you like to stay in hotels or do you prefer self-catering /
self-service accommodation?
78 The unexpected 3 When you book into a hotel, do you usually ask for a room
with a sight / view?
beauty of travelling
4 Do you generally take a lot of suitcase / luggage when you
solo travel or do you prefer to travel light?
A video about one man’s 5 What is your favourite kind of scenery / countryside: the
journey alone coast, forest, mountains or desert?
6 Do you generally enjoy the travel / journey as much as
actually being there?
7 Which aeroplane / airline do you prefer to fly with?
8 When you last went on holiday, how long did it take / last
to get to your destination?

PLANNING A STAYCATION A VOLUNTEER HOLIDAY AN UNUSUAL HOTEL GETTING AROUND 69

my life A LETTER/EMAIL OF COMPLAINT
 vocabulary holiday activities • reading holidays at home • grammar negative forms • speaking planning a staycation

6a Staycations
Vocabulary holiday activities Reading
1 Work in pairs. Are you familiar with all of 3 Work in pairs. How well do you know your own capital
these holiday activities? Discuss which of city and its attractions? Ask and answer these questions.
the activities you have done and where you
1 Can you name five important tourist attractions in
did them. Then think of three more holiday
your capital city?
activities and discuss where people do them.
2 How many of these have you visited?
Compare ideas with another pair.
3 Have you ever been on a bus tour or walking tour
buying souvenirs   ​camping   ​eating out   ​ of your city?
exploring neighbourhoods   ​going on safari   ​ 4 Have you ever been to a famous street market in
hiking   ​photographing wildlife   ​rafting   ​ your city?
riding a segway   ​sightseeing   ​snorkelling   ​ 5 How often do you visit the city’s main museums
sunbathing   ​taking guided tours   ​ or galleries?
visiting museums   ​visiting a theme park 6 Do you know the name of a good, reasonably priced
hotel in your city?
2 Work in pairs. Which are your favourite 4 Read the blog about a staycation. Are the sentences
holiday activities? Where have you done these? true (T) or false (F)?
One of my favourite things to do on holiday is to 1 Staycationers always sleep at home.
climb to a high point, whether it’s in a town or in 2 Staycationers go out and do different activities
the countryside, to get a view of the area … during their staycation.
3 Staycations have all the stresses of normal travel.
4 Staycations often imitate traditional holidays.

S T A Y C A T I O N S
49
You probably don’t like the term ‘staycation’. Me neither. But don’t be put off.
As a concept, it’s quite attractive. Perhaps you’ve already had one, but weren’t
aware of it. Staycations are holidays at home. But they don’t just mean staying
in and doing things around the house. They involve things that you might do
5 on holiday – like sightseeing, eating out, going swimming, etc. – but instead,
you do them in your local area. You could even camp in your garden or at a
local campsite. Anything goes really – you just mustn’t go to work!
Staycations began around ten years ago, when people were looking for
a cheaper kind of holiday. Wouldn’t it be nice, people thought, to have a
10 holiday without all the costs of one? But let’s not ignore the other benefits
here: you get none of the problems associated with travel – no packing to
do, no long drives or delays at the airport; and also, you bring money to the
local economy.
Some staycationers like to follow a set of rules: they fix a definite start and end
15 date; they plan activities in advance; and they avoid their normal routine. You
don’t have to do these things, but they help to create the feel of a traditional
vacation. Others, aware that a barbecue and a visit to the local zoo probably
won’t match the thrill of foreign travel, take it a step further. Karen Ash,
whose story I read in the Wall Street Journal recently, was one.
20 Karen, who lives in New York, decided not to go to Japan, as originally
planned, but instead took a weeklong Japanese vacation in her own city.
She bought postcards and souvenirs at a Japanese market, admired bonsai
plants, ate ramen – even spoke Japanese when ordering – all without
leaving New York. Her itinerary also involved participating in a traditional
25 Japanese tea ceremony, attending a taiko drumming concert and watching
Japanese soap operas on DVD. I don’t think everyone would take that much
trouble over their staycation (at least I hope not), but it gives you an idea of
the possibilities!
70
 Unit 6 Alternative travel

5 Use the information in the blog to complete the If you go on a day trip, take a picnic with you.
sentences. But make sure you add a few luxuries to the
picnic; 5 everyone doesn’t want / no one wants to
1 People first started having staycations because … eat the same old food when they are on holiday!
2 Staycations are good for the local economy Even if you don’t spend a lot of money, you can
because … still be adventurous. Take a tent and set out on
3 Some people think that visiting local attractions a walk with 6 no / none of your usual luxuries
isn’t as exciting as … (smartphone, satnav, etc.) and 7 no / none fixed
4 Without leaving New York, Karen Ash was able idea where you are going (but don’t forget a
to have a … good map!). After all, the fun of any holiday is
discovering new places. Why should a staycation
Grammar negative forms be any different?

NEGATIVE FORMS 8 Rewrite the underlined ideas in these sentences

using a negative form, so that they have the
Negative statements with think, believe, suppose, imagine
1 I don’t think everyone would take this much trouble.
opposite meaning.
(not I think everyone wouldn’t take …) 1 Let’s spend a lot of money on
Negative form of have to and must a foreign holiday.
2 You don’t have to do these things. 2 All of the hotels had rooms available.
3 Anything goes really – you just mustn’t go to work! 3 I think staycations really replace foreign
Negative short answers with hope, expect, believe, guess, holidays.
suppose, be afraid 4 Do you think you’ll go to Spain again this year?
4 I hope not. I imagine so.
Negative infinitive 5 I told them to wait until the last moment before
5 Karen Ash decided not to go to Japan. booking their holiday.
Negative suggestions 6 Take a swimming costume – there’s a
6 Let’s not ignore the other benefits. swimming pool at the hotel.
Negative words: neither, none, no 7 If you want to go swimming, then we must. It’s
7 There are none of the problems associated with travel. OK with me.
8 There’s no packing to do. 8 I like foreign travel and Sarah does too.
9 You probably don’t like the term ‘staycation’. Me neither.
Negative imperative 9 Work in pairs. Complete these sentences giving
10 Don’t be put off. advice about travelling abroad in your own words.
Then compare your ideas with another pair.
For further information and practice, see page 166.
1 You don’t have to … to have a good holiday.
2 In remote places, there are often no … , so …
6 Write the affirmative version of sentences 1–9 from 3 If you get lost in a new place, try not …
the grammar box using one word in each space.
Instead, …
1 I everyone take this 4 Don’t be put off by …
much trouble. 5 I don’t think using a travel guidebook …
2 You do these things.
3 Anything goes really – you just
to work!
go
Speaking my life
4 I hope . 10 Work in small groups. Plan a five-day staycation in
5 Karen Ash decided to Japan. your own area or the area you are studying in. Try
6 ignore the other benefits. to give the staycation a theme, as in the article, e.g.
7 There are of the problems a sporting theme, or a foreign theme. Make a short
associated with travel. itinerary of at least five activities.
8 There packing to do.
9 Me . A: What about a food theme, like eating out in a
different restaurant each day?
7 Read the tips about staycations. Choose the correct B: I don’t think that would work – it wouldn’t be a
options to complete the text. very cheap holiday.
A: No, I suppose not.
Let’s 1 don’t forget / not forget that the main reason
for choosing a staycation is to save money. Would 11 Work with another group. Compare your staycation
you be staying at home if you could afford to go ideas. Have a class vote on which staycation sounds
away? I 2 don’t guess so / guess not. So try 3 not to / the most fun and easiest to carry out.
to not spend the same amount as you would do
on a foreign holiday. For example, you 4 mustn’t /
don’t have to eat out all the time in restaurants.

PLANNING A STAYCATION A VOLUNTEER HOLIDAY AN UNUSUAL HOTEL GETTING AROUND 71

my life A LETTER/EMAIL OF COMPLAINT
 vocabulary travel • listening volunteer vacations • grammar question forms •
pronunciation intonation in question forms • speaking a volunteer holiday

6b Voluntourism
Vocabulary travel 4 50 Listen to the interview again and use it to
complete these sentences using one word in each
1 Complete the list of things to do before going on a space. Then discuss what each expression means.
foreign trip using these verbs. Then add two more
1 You probably thought that sort of trip was for
items of your own to the list.
eighteen-year-olds on their year.
boarding   ​details   ​guidebook   ​insurance   ​ 2 Most people just want to off to
lotion   ​money   ​vaccinations   ​
valid   ​ the beach and relax.
3 This should be a travel experience, not just
a work .
Get 1 to local area 4 In return the locals take them for
Print off 2 passes walks, which are like mini-safaris.
Buy suntan 3
and mosquito repellent 5 They have to pay their airfare and
Check passport is 4 (minimum six expenses.
months) 6 The CRTP helps to restore cultural
sites around the world.
Book doctor’s appointment to get 5
Change 6 5 Work in groups and discuss the questions. Then
Check travel 7 is up-to-date tell your ideas to the class.
Write list of addresses and contact 8 to
1 What do you think of this type of holiday?
leave with friends 2 Is it right that people have to pay to volunteer?
3 What other ways can you think of to get close
to the local way of life on a holiday?
Listening
2 50 Voluntourism is when people travel to Grammar question forms
a foreign location to work for free. Look at the
photo. What sort of volunteering do you think QUESTION FORMS
people do here? Then listen to the interview and Direct questions
check your ideas. 1 Have you ever thought of doing a bit of building work?
Direct negative questions
3 Which of the statements best summarizes Katie 2 Don’t most people just want to head off to the beach?
Samuel’s definition of what a good volunteering
Indirect questions
holiday should offer?
3 Is it the case that people could come back with a
a a working holiday where you learn practical new skill?
and useful skills (e.g. building, teaching) 4 Do you know where listeners can find volunteer
b a cultural experience where both the visitor and holiday possibilities?
the host benefit 5 Surely they don’t want people without experience just
c an enjoyable way to help others less fortunate turning up?
than yourself Tag questions
6 It’s not really a holiday as we know it, is it?
7 But the volunteers pay for the trip, don’t they?

For further information and practice, see page 166.

72
 Unit 6 Alternative travel

6 51 Look at the grammar box on page 72 and 9 Read this telephone conversation between Mike (M),
listen to the questions (1–7). Then answer questions a volunteer, and Jeff (J), an employer. Complete the
1–5 below. questions in an appropriate way.
1 In which three questions is the questioner saying M: Hi, I’m interested in helping out on the
something they expect the listener to agree with? Continental Divide Trail this summer. My
2 In which four questions is the questioner friend did four days helping to repair trails last
asking a more open question? summer. 1 I can work for ,
3 How do you make the indirect questions into ?
direct questions? (Begin Could …? and Where …?) J: Absolutely. You can do anything from two days
4 How do we form tag questions? to two months.
5 In which tag question does the intonation rise at M: That’s great. I have about a week in June. I heard
the end? In which does it fall? that volunteers usually pay something to take
part. 2 How much ?
7 Rewrite these ideas using question forms. You may J: It’s free.
need to make other changes to the sentences. M: Sorry – free? 3 Surely
1 You probably agree that volunteer holidays are accommodation?
quite an interesting idea. J: No, it’s completely free. You just have to register
Volunteer holidays , by filling out a form and sending it to us.
? M: 4 Can you tell me form?
2 I can’t believe he intends to give up his well-paid J: Sure. It’s an online form – on our website.
job in order to travel. M: Great. And where on the trail can I work?
Surely ? J: New Mexico, Montana, Wyoming, …
3 Which travel company did you use? M: 5 in Colorado, do you?
Can you remember ? J: Yes, we do. We have spaces in Winfield, Colorado,
4 Tokyo is quite an expensive city, I imagine. and a few in Mount Elbert.
Tokyo isn’t a , M: 6 And how long the
? training is?
5 I expect it rained a lot when you were in England. J: There’s no training beforehand. We just train
Didn’t ? you as you work. But we are looking for a chef
6 I’m pretty sure that you’ve been to America. at the moment. 7 You don’t have any experience
You , ? , ?
7 Does this bus go to the town centre? M: No, I’m afraid not. I really just want to do a few
Do you know ? days helping to build trails.
8 Did you forget your passport?
You , ?
10 54 Work in pairs and act out your conversations.
Then listen to the conversation and compare your
answers.
8 Pronunciation intonation in question forms
a 52 Work in pairs. Practise saying the questions Speaking my life
in Exercise 7 with the most appropriate intonation.
Then listen and check. 11 Work in pairs. Take turns to enquire about a
volunteer holiday you’d like to go on.
b 53 Do the tag questions in these sentences rise or
fall? Listen and check. Student A: Choose one of the options and prepare a
list of questions.
1 It’s a lovely day, isn’t it?
2 You haven’t seen my phone anywhere, have you? Student B: Look at the information on page 155.
3 He doesn’t look well, does he? In pairs, ask for and give information about the
4 I hope it wasn’t my fault, was it? chosen programme. Students change roles and
choose a different option.
1 helping to repair a school building in Mali
(Saharan Africa)
2 helping secondary school children in Nepal
(Himalayas) to read and write English
3 helping on an activity summer camp for disabled
children in England
4 recording types of plant in a tropical rainforest in
Borneo (Indonesia)
Can you tell me how long the vacation is?
It can get very cold in Nepal, can’t it?

PLANNING A STAYCATION A VOLUNTEER HOLIDAY AN UNUSUAL HOTEL GETTING AROUND 73

my life A LETTER/EMAIL OF COMPLAINT
 reading historical hotels • critical thinking analysing tone • word focus mind • speaking and writing an unusual hotel

6c Unusual places to stay

Reading Critical thinking analysing tone
1 Work in pairs. Make a list of all the different types 6 The tone of a piece of writing affects how the
of accommodation that people stay in on holiday, reader interprets the information in it. Which of
e.g. hotel, tent, etc. Give one advantage and one these (a–c) best describes the tone of this article?
disadvantage of each. Then compare your ideas
a serious and factual
with another pair.
b light and conversational
2 Read the extract from a travel magazine’s guide to c subjective and negative
unusual places. Answer the questions.
7 Work in pairs. Find examples of this tone in the
1 Which seem like comfortable places to stay? article. Does the tone make you more or less likely
2 Which seem to have the most disadvantages? to want to stay in these places?

3 Read the guide again. Choose the correct option

(a or b) to complete the sentences. Word focus mind
1 Karosta’s own description of its hotel is: 8 Work in pairs. Look at the guide again. Find the
a surprising. expression with the word mind in each paragraph.
b not truthful. Discuss if it is a noun or a verb, and what it means.
2 The writer thinks the cost of a night in prison is: Then guess what these other expressions with
a too high. mind mean.
b about right.
1 I am in two minds about whether to stay at a
3 For a long time after the gold rush Virginia City
hotel or drive back home that night.
was:
2 If you change your mind about coming with
a uninhabited.
me, let me know before Friday.
b a rich town.
3 I’m sure you can think of a solution if you put
4 The cabins at the Nevada City Hotel are:
your mind to it.
a old and uncomfortable.
4 Sorry I haven’t got back to you about the
b comfortable inside.
weekend. I’ve had a lot on my mind lately.
5 The caves of Sassi di Matera:
5 Sorry, I know I’ve heard his name before but
a are unchanged since the Bronze Age.
my mind’s gone blank.
b were changed a little during the Rennaissance.
6 The new owners have tried to keep the original: 9 Work in pairs. Act out conversations with phrases
a furniture. with mind from Exercise 8. Take it in turns to begin
b atmosphere of the caves. using a sentence from Exercise 8.
7 In a lot of art hotels the art is not:
a very good. A: I am in two minds about whether to stay at a hotel
b very noticeable. or drive back home that night.
8 The different rooms at the Propeller Island City B: I would stay the night, if I were you. You don’t want
Lodge are decorated in: to drive when you are tired.
a a dramatic way.
b a similar way. Speaking and writing my life

4 Which of these words are part of a building; which 10 Work in small groups. Create your own idea for an
are pieces of furniture? Tell each other what each unusual place to stay. Discuss:
one means. Draw a picture if it helps.
• where the hotel is
balcony   ​bench   ​chest of drawers   ​corridor   ​ • how your hotel is different
fridge   ​porch   ​saloon   ​shutters    • whether it should be luxurious or basic
​vaulted ceiling   ​ • what facilities you can offer that fit with
the theme
5 Which of the places in the guide would you prefer 11 Write a short review of your unusual place to stay
to stay in? What are your reasons? Tell your partner. for a travellers’ website. Use an appropriate tone.
Then present your idea to the class. Vote for which
one sounds the most interesting.

74
 Unusual places to stay
Unit 6 Alternative travel

55

PRISON HOTELS
Built in 1905, Karosta naval jail in Latvia originally housed badly behaved
Russian sailors. Now a hotel, it offers guests ‘an opportunity to stay
overnight on real prisoners’ benches and mattresses’. The hotel’s website
goes on to describe Karosta proudly as ‘unfriendly, unheated and
5 uncomfortable’. They are not lying. This is more a reality jail experience
than a hotel. ‘Reception’ is a dark corridor where a former prison guard
explains the rules to you (no luggage except a toothbrush, no attempts to
escape), and then fires his gun in the air to show you he is serious. After
a meal of bread and sweet Russian tea, ‘guests’ are given five minutes to
10 wash before making up their own bed from a wooden bench and thin
mattress. Sound unpleasant? It is. Mind you, for $12 per night, what do
you expect?

PERIOD HOTELS
Do you fancy stepping back in time to America’s Wild West? Virginia City
in Montana, a former gold-rush town of the 1860s, was a ghost town until
15 it began to be restored for tourists in the 1950s. Owned largely by the
state government, the town now operates as a large open-air museum.
Nearby is the Nevada City Hotel and cabins where you can sit out on the
porch and enjoy life as a cowboy. The rooms feature period furniture and
downstairs there’s a real Wild West saloon. The cabins look extremely
20 basic from the outside, but inside they have large double beds and private
bathrooms. Bear in mind that if you stay during the week, you might be
disappointed. The city only really comes to life at weekends, when actors
walk around dressed as sheriffs, cowboys and gold prospectors.

CAVE HOTELS
If you have even more primitive accommodation in mind, why not try a
25 cave hotel? Cold, damp, dark? It doesn’t have to be. The caves of Sassi di
Matera in Italy are Bronze Age homes that were given a makeover in the
Renaissance with vaulted ceilings, doors and shutters. More recently, until
the 1950s, they were the homes of local peasants who lived there with
their animals. But now they have been renovated to provide hospitality
30 in a historical setting. Although visitors to Le Grotte Della Civita must
do without television or fridges, the rooms are comfortably furnished
with antique furniture – mine had a beautiful oak chest of drawers. The
owners wanted the caves to still feel authentic, so they have left as many
original features as possible, like the iron rings where peasants tied up
35 their animals. Prices start at a less peasant-friendly $300 per night.

ART HOTELS
A modern art gallery is a place where you can lose yourself in an artist’s
vision of the world. A hotel is a place where you can spend the night,
in more or less comfort according to your budget. As its advertising
promises, Propeller Island City Lodge in Berlin manages to combine the
40 two. Situated in a former apartment block, the hotel is a collection of
individually designed rooms – the upside-down room, the all-orange
room, the mirror-filled room. In most art hotels, you can forget the art
and simply enjoy the comfort of your surroundings. Not in Propeller
Island. The decoration is so extreme that you are forced to get into the
45 spirit of it. The rooms can be small and claustrophobic (although some
have balconies) and often you have to share a bathroom with other
guests. But if you don’t mind that, it’s the next best thing to spending
the night in an art gallery.

PLANNING A STAYCATION A VOLUNTEER HOLIDAY AN UNUSUAL HOTEL GETTING AROUND 75

my life A LETTER/EMAIL OF COMPLAINT
 real life getting around • pronunciation intonation in sentences with two clauses

6d Couch surfing
Real life getting around 5 Pronunciation intonation in sentences with
two clauses
1 Work in pairs. Read the description of couch
surfing. Then discuss how couch surfing works. Is a 57 Listen to these two sentences with but.
it something you would do? Why? / Why not? Notice how the speaker’s intonation rises at the
end of the first clause, indicating that they have
2 You are going to listen to a conversation between a not finished speaking.
couch surfer and a host. Look at the expressions to
talk about getting around. Who do you think says 1 I wanted to pick you up, but my car’s at the
each expression? garage that day.
2 You could just get a taxi, but it’s about eleven
3 56 Listen to the conversation. Check your kilometres from the centre.
answers from Exercise 2.
b Practise saying these sentences using the
4 56 Listen to the conversation again. Complete same intonation as in Exercise 5a.
the expressions. 1 I’ll try to get home by six, but I can’t promise
I will.
GETTING AROUND 2 Normally it’s a ten-minute drive, but the
I’m coming in by 1 . roadworks have made it longer.
I wanted to pick you up, but 2 . 3 I can’t make it today, but I’ll pop over tomorrow.
That’s 3 , but I can make my own way. 4 It’s kind of you to offer, but we can make our
How do I get to 4 ? own way.
You could just get 5 . 5 The bus is cheap, but the train is much quicker.
Alternatively, you can hop on 6 .
Look out for the 7 on your right. 6 Work in pairs. Take it in turns to play the roles of
It’s only a twenty-minute 8 . couch surfer and host. As the guest, imagine you
The easiest thing is to 9 . come from another country and are touring the
I’ll come out and 10 . host’s country. Phone your host and ask about the
If I get held up, I’ll 11 . But otherwise, best way to get to his/her home from another city.
expect a call around six thirty.

Couch surfing originated with a

New Hampshire student who was
looking for somewhere cheap
to stay in Iceland. He emailed
1,500 students at the University
of Iceland asking if he could sleep
the night on their couches. Couch
surfing is now an established
worldwide practice and this is how
it works.
When you have made your travel
plans, you contact people on the
couch surfing network online, to
find out if they can offer you a
bed for the night in the places you
are going to visit. There’s no fee.
The only obligation on your part is
to be able to offer a place to stay
at your home when someone asks
in the future. Apart from being
free, the benefit is that you meet
people with local knowledge. If
you’re lucky, some might even
become long-term friends.

76 PLANNING A STAYCATION A VOLUNTEER HOLIDAY AN UNUSUAL HOTEL GETTING AROUND

my life A LETTER/EMAIL OF COMPLAINT
writing a letter/email of complaint • writing skill formal language Unit 6 Alternative travel

6e A disappointed customer
Writing a letter/email of complaint 4 Writing skill formal language
1 Have you ever had a bad experience on holiday that a Find the formal words or phrases in the letter
you complained about? What happened and what that say the following:
was the outcome? 1 say I was 6 chose to eat
unhappy about 7 wanted
2 Read the letter of complaint from a guest about a stay
2 they told us 8 what worries me
in a hotel. Answer the questions.
3 a cheap deal most
1 Why is the customer unhappy? 4 get 9 look into
2 What does she want the hotel to do about it? 5 after we talked to 10 make sure
3 Does her complaint seem justified?
b Rewrite the sentences replacing the expressions
in bold with more formal language. Use the
44 Ascot Street letter to help you.
Oxford 1 We want to tell you how unhappy we were
OX4 1EP with the standard of the food on the cruise
Sweet Hotel Group
ship Golden Dawn.
54 Pembroke Road
We wish to express our dissatisfaction with
London
W8 6NX the standard of the food on the cruise ship
Golden Dawn.
Dear Sir/Madam 2 I told the receptionist that I had booked the
I am writing to express my dissatisfaction with my stay at room for two nights, not one.
the Victoria Arms Hotel on 12th April. I made a reservation 3 After I’d talked to the manager, she said
through another website which was offering one night for she was sorry and promised to look into
two people with an evening meal and breakfast for £110. the problem with the shower. But no action
However, when we arrived at 5.30 p.m. we were informed was taken.
that there was no table available in the restaurant and that 4 I would have expected that the safety of
we could either dine at 6.00 p.m. or find another restaurant
the guests was what the staff were most
in the town.
worried about.
We had the strong impression that, because it was a 5 Given the trouble this caused us, we
discounted offer, we did not receive the same level of
expected to get some money back.
hospitality as regular, full-paying guests. The situation was
6 The manager said no other rooms were
embarrassing and inconvenient. After some discussion with
the staff, we opted to dine in the restaurant, but much later free, but if the opportunity came up, she
than we wished – at 9.30 p.m. No one apologized for this. would move us.
Compensation is not actually my principal concern. I would 5 Read this situation. Then write a letter or email
just like you to investigate the matter and ensure that this of complaint to the hotel.
situation does not arise in future with other guests.
Yours faithfully You recently stayed at a small hotel in the
centre of Oxford in the UK. During the night
you were woken up by some noisy people
Ann Dunhill trying to climb a wall into the hotel courtyard.
You went down to reception to tell a member
of the hotel staff but no one was there. You
are angry and upset that no staff were on duty
3 Work in pairs. Formal letters follow certain during the night.
conventions. Answer the questions.
1 What is the correct position for each address? 6 Work in pairs. Exchange letters and compare
2 When do we write Yours faithfully and when do what you have written. Use these questions to
we write Yours sincerely? check your letters.
3 Where is the reason for writing mentioned?
• Does the letter begin with the reason
4 Where is the request to the recipient of the letter
for writing?
for action?
• Does the letter end with what action
5 How would the format be different if this was
is expected?
an email?

PLANNING A STAYCATION A VOLUNTEER HOLIDAY AN UNUSUAL HOTEL GETTING AROUND 77

my life A LETTER/EMAIL OF COMPLAINT
 6f The unexpected beauty of
travelling solo

A lone traveller crosses a

bridge, Lithuania.

78
 Unit 6 Alternative travel

Before you watch After you watch

1 Work in pairs. Look at the title of the video. Make 8 Vocabulary in context
a list of the benefits of travelling alone and the
benefits of travelling with someone else. a 6.2 Watch the clips from the video. Choose
the correct meaning of the words and phrases.
2 Compare your list with another pair. On balance,
which do you think is better for you? b Complete these sentences in your own words.
Travelling alone Travelling with someone else
1 The thing I find most weird about people and
their phones is when they …
2 It’s very tough to …
3 I can’t figure out why …

9 You are going to leave phone messages for a friend

while you are on your travels.

Follow these steps:

1 Plan a solo trip, thinking of three or four places
While you watch you will visit.
2 Work with a partner. Turn your chairs back-to-
3 6.1 Watch the video and answer the questions. back so you cannot see your partner’s face.
1 What kind of places does the man visit? 3 Take turns to ‘phone’ each other and leave
2 Why do you think he is travelling alone? voicemail messages about where you are, what
you are doing and how you are feeling.
4 6.1 Read these statements. Then watch the 4 When you are finished, change partners and
video again, listening carefully to the answerphone tell each other about the messages you received
messages. Are the sentences true (T) or false (F)? from your first partner. i.e. Where did they go?
Did they have a good experience? etc.
1 The woman really wanted to go with him on
the trip. A: Your call cannot be taken at the moment, so please
2 The man really wanted to make the trip alone. leave your message after the tone [Beep]
3 The woman wants to hear all his news about B: ‘Hey … it’s me, Daniela. I tried to catch you before
the trip. I got on the plane, but I missed you. I’m in Scotland
4 The woman blames the man for what happened. now …’
5 The woman doesn’t know if the man is angry
or just too busy to call back.
6 The man is a keen photographer.
7 The woman feels angry that he hasn’t answered
her calls.
8 The man finally answers the phone.

5 What do you think happened that caused the man

to go travelling on his own?

6 Complete the table of the things you saw in the

video. Write as many things as you can in four
minutes. Then compare your list with a partner.

Types of Types of Activities

transport weather
Plane Cloudy Picking flowers

7 6.1 Watch the video again and see how many

more things you notice. Do you think the video
makes a good case for travelling alone? Why? /
Why not?

79
 UNIT 6 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 ❯❯ MB Look at the photo. Make questions to 4 ❯❯ MB Work in pairs. Discuss what you
ask your partner about it by completing these remember about the places to stay in the photos.
sentences. Which of these things can you do in each one?
Which can you definitely not do in any of them?

eat out   ​enjoy the scenery   ​hike   ​

raft   ​sightsee   ​snorkel   ​sunbathe   ​
take guided tours   ​view wildlife

5 Complete the questions with one word in each

space. Then work in pairs and ask and answer the
1 Do you know where …?
questions.
2 It looks … , …?
3 Have you ever …? 1 How many days do you get each
year?
2 Complete the conversation between Marianna (M) 2 Where do you in mind for your
and Paulina (P). Use the words in brackets or use next holiday?
tag questions where no verb is given. 3 What is the longest time it’s you
M: You’re planning to go to Mexico for your to travel somewhere?
holidays, 1 ? 4 Have you ever forgotten to check that your
P: Yes, that was the plan, but I’ve decided passport or insurance is before
2
(not / go) now. I thought to travelling?
myself, ‘I always travel to exotic places. Why 5 Have you ever had to get against
3
(not / I / find) out more about diseases before travelling?
my own country for a change?’ 6 What is the most important thing a
M: That’s called a staycation, 4 ? It’ll person holidaying in your country should
certainly be a lot cheaper, 5 (you / in mind?
not / think)? I CAN
P: Well, yes, but that’s not the point. I
talk about holidays and travel
6
(not / want / stay) at home. I’m
going to travel around the north of Poland. use expressions with mind
To Gdansk, which I’ve always wanted to see,
and to Szcezin. There’ll be no rush; I’ll just
take my time and wander round taking in the
Real life
atmosphere. But I 7 (hope / not / 6 Match the sentence beginnings 1–8 with the
rain) all the time. endings a–h.
M: I 8 (not / hope) too. Do you
know where 9 (you / stay)? Or 1 I’ll pick you up a in traffic.
10
(you /not / decide) yet? 2 The easiest thing is to hop b my own way.
P: I’ll take a tent with me, but I 11 3 Are you coming in c ride.
(not / think / use) it that much. I’ll stay in 4 I’ll call if I get held up d to your house?
guesthouses mostly. 5 Look out for the post office e by train?
M: Well, I think it’s a great idea. You 6 I can easily make f on a bus.
12
(not / have / worry) about visas 7 It’s only a ten-minute g on your right.
or changing money or vaccinations. There’ll be 8 How do I get h from the station.
none of that stress.
7 Choose a well-known place or meeting point in
3 Where is Paulina from and how is she going to your town. Tell your partner how to get there
spend her holidays? Why? using public transport. Use at least three of the
phrases from Exercise 6.
I CAN
I CAN
use negative forms correctly with a range of verbs
ask for and give directions and holiday advice
form indirect, negative and tag questions

80
Unit 7 Customs and behaviour

A crowded Tokyo subway train during evening rush hour

F E AT U R E S 1 Work in pairs. Look at the photo and the caption. What ‘rules’
or customs do people follow in this situation? Make a list of
82 Cruel to be kind examples of polite/thoughtful behaviour and a list of examples
of rude/inconsiderate behaviour.
The ‘tiger mother’ approach
to parenting 2 58 Listen to someone who has lived in Tokyo describing
customs on the subway there. Answer the questions.
84 A matter of taste
1 Did the speaker mention any of your ideas from Exercise 1?
The diet of the indigenous 2 Which custom or behaviour surprised you most? Why?
people of northern Alaska
3 Look at the rules of behaviour for students attending university
86 Cultural conventions lectures or seminars. Complete the sentences with these words.
Understanding personal
chew   ​
interrupt   ​raise   ​show   ​
stare   ​switch   ​
space and turn-taking
1 Always off your phone during the lecture.
90 Eating insects
2 Don’t the lecturer. your hand
A video about Americans first if you have a question.
with an unusual taste for 3 Be attentive. By all means make notes, but don’t just sit and
insects at your laptop screen.
4 Don’t eat food or gum during a lecture or
seminar.
5 Be polite, respectful and consideration to
other students.

4 Do you agree with the rules in Exercise 3? Are there any more
rules you would add?

TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN-TAKING IN CONVERSATIONS 81

my life WEDDING CUSTOMS A DESCRIPTION
 reading tiger mothers • vocabulary raising children: verbs • grammar zero and first conditionals; time linkers •
speaking traditional rules of behaviour

7a Cruel to be kind
Reading 3 Read the article and answer the questions.
1 What is a ‘tiger mother’?
1 Work in pairs. Look at the photo. What
2 What are a tiger mother’s attitudes to the first five things
do you think might be happening here?
in Exercise 2?
2 Which of these things (1–7) do you 3 How do these attitudes compare to the attitudes of a
think should be: a) controlled strongly ‘western’ mother?
by parents; b) controlled a little by 4 What are the results of Amy Chua’s ‘tiger mother’ parenting?
parents; or c) left to the child to decide?
Give reasons. Vocabulary raising children: verbs
1 watching TV
4 Work in pairs. Look at the pairs of verbs in bold. You will find
2 playing computer games
the first verb in each pair in the article. Discuss the difference
3 practising a musical instrument
in meaning between the verbs.
4 going out to play with friends
5 doing homework 1 bring up and educate children
6 choosing what subjects to study at 2 praise and reward good behaviour
high school 3 rebel against and disobey your parents
7 choosing activities outside school 4 encourage and force your children to do something
(e.g. sports, hobbies) 5 give in to and spoil your children
6 nag someone and tell someone off
7 shame and punish someone

C R U E L T O B E K I N D

59
Is there a right way to bring up children? Some But Chua says that this is a more honest and direct approach. If her child
parents read books to find an answer, some has been lazy, she says, she will tell them – that is the tiger mother’s
follow their instinct. Whatever they do, a doubt way. In the same situation, western parents tell their children
always remains: ‘When my children have grown 30 not to worry: if they keep trying, they will do better next
5 up, will I have any regrets about my parenting?’ time.
But ‘doubt’ is not in the vocabulary of Amy Chua, A strict routine of work before play, no TV or computer
a successful lawyer, professor and author of Battle games, plus the constant nagging of the tiger mother – it
Hymn of the Tiger Mother, a guide to a Chinese doesn’t seem much fun for the children. But perhaps it
approach to bringing up children. According 35 works. Chua’s children have not rebelled against her.
10 to Chua, western mothers are too soft on their They regularly get top grades at school and are
children. They praise them for every effort, even proficient at violin and piano. Chua is
if the result is coming last in a race or playing convinced that as long as
a piano piece badly. Often, when their children she continues to push
ask to go out and play rather than do their 40 them, they will have
15 homework, the parents just give in to them. successful careers
like hers.
The tiger mother’s approach is very different.
They accept nothing less than ‘A’ grades in every
subject; if the child fails to achieve these, it simply
shows they have not worked hard enough.
20 They encourage their children not with praise
and reward, but with punishment and shaming.
‘Unless you learn this piano piece,’ Chua told
her daughter, ‘I will take your doll’s house to a
charity shop.’ She even rejected her daughter’s
25 homemade birthday card because it had been
drawn in a hurry.

82
 Unit 7 Customs and behaviour

Grammar zero and first 7 Look at the grammar box again. Choose the correct
option to complete the rule.
conditionals
In a sentence about the future where two clauses are
ZERO and FIRST CONDITIONALS connected by a time linker, we use a present / future
Zero conditional
verb form after the time linker.
If the child fails to achieve these, it simply shows that
8 Look at the prompts. Write complete sentences about
they have not worked.
the future using appropriate verb forms.
When their children ask to go out and play rather than
do their homework, the parents just give in to them. 1 I / go and get / some milk / before /
First conditional the shop / close.
If they keep trying, they will do better next time. 2 She / stay / in her job until / she / find /
If her child has been lazy, she will tell them.
a better one.
unless or as long as 3 I / not / be / able to call you while / I / drive.
Unless you learn this piano piece, I will take your doll’s 4 She / meet / us / after / she / finish / work.
house to a charity shop.
5 As soon as / everyone / board / the plane /
As long as she continues to push them, they will have
we / be / able to leave.
successful careers.
6 I / not / make / a decision / until / I / speak /
For further information and practice, see page 168. to Emma about it.
7 I / have / to take the bus to work next week /
5 Look at the grammar box. Answer the questions. while the car / be / repaired.
8 Dinner / be ready / for you / when / you /
1 Which tenses / verb forms are used in zero and get / home.
first conditional sentences?
2 Which type of conditional do we use to talk 9 Choose the best options to complete the sentences.
about these things?
1 I’m going to live at home as long as / until I can
a a fact or something that is generally true
find a reasonably priced flat to rent.
b a particular possible future event or situation
2 My dad says he’ll teach me how to drive as long
3 In which sentences can you use either if or when
as / while I pass all my college exams.
with a similar meaning?
3 I think he’ll change his mind about going to
4 How are the words as long as and unless different
university until / after he has had time to think
in meaning from if?
about it.
6 Choose the correct options to complete the zero and 4 Unless / If you do as you’re told, we won’t be
first conditional sentences. going to the festival on Saturday.
5 Los Angeles is a great place to live after / if you
1 If Charlie carries on / will carry on drinking fizzy have a car and plenty of money.
drinks all the time, it will ruin / ruins his teeth. 6 I’m sure you’ll be able to watch the match while /
2 Children become / will become very confused if until you’re waiting at the airport.
they won’t have / don’t have an established routine.
3 We’ll go / We go to the playground after tea as 10 Complete the sentences said by adults to or about
long as you’ll have finished / you’ve finished all children in your own words. Then compare your
your homework. answers in pairs.
4 If a child will be misbehaving / is misbehaving, it will
1 ‘If you don’t finish your supper, …’
be / is important to understand why.
2 ‘Children only appreciate how difficult it is to be
5 When parents will be / are too strict, it is / will be
a parent when …’
natural for children to rebel against them.
3 ‘If you study hard at school, …’
6 On the whole, it will be / is difficult for a young
4 ‘If you treat your children as your friends, …’
child to know how to behave if no one will tell /
5 ‘It’s fine for children to live at home until …’
tells them.
6 ‘As long as my children are happy, …’
7 When I will have / have children, I will try / try to
be the kind of parent that praises, not punishes.
8 I will always feel / always feel very uncomfortable if Speaking my life
I will see / see parents shouting at their children.
11 Think of five traditional rules of behaviour that
parents have given to children. Then work in
TIME LINKERS small groups and discuss which are still good
Time linkers (when, as soon as, before, after, while, rules and which you think are old-fashioned or no
until) in sentences with a future meaning longer appropriate.
When my children have grown up, will I have any
regrets about my parenting? ‘Don’t speak until you are spoken to.’ I think this is old-
fashioned and wrong because if you tell your children not
For further information and practice, see page 168. to speak, they won’t develop good communication skills.

TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN-TAKING IN CONVERSATIONS 83

my life WEDDING CUSTOMS A DESCRIPTION
 listening a matter of taste • grammar usually, used to, would, be used to and get used to •
pronunciation /juː/ and /uː/ • vocabulary and speaking food and eating habits

7b A matter of taste
Listening
1 What is the strangest thing you have ever
eaten? Why did you eat it? What did it
taste like?

2 60 Listen to an extract from a

radio programme about the diet of the
indigenous people of northern Alaska.
Answer the questions.
1 What kind of food forms their
traditional diet?
2 Why is this surprising or unusual?

3 60 Listen to the extract again and

choose the correct option (a, b or c) to
complete the sentences.
1 In less countries people
don’t eat so much meat.
a well-off
b cold
c northern
2 In northern Alaska there were not
many available to eat.
a dairy foods Grammar usually, used to, would,
b small animals
c plants
be used to and get used to
3 The speaker has been told that whale USUALLY, USED TO, WOULD, BE USED TO and GET USED TO
skin is very .
usually + present simple
a nutritious
1 We usually eat fruit to get more vitamin C.
b oily
c tough used to + infinitive
2 Heart conditions among the Eskimo used to be half the number
4 Harold Draper says that what
in the wider population.
is important is eating the right 3 They didn’t use to have a so-called balanced diet.
.
would + infinitive
a nutrients
4 They would cook the meat in seal oil.
b foods
be used to + noun or -ing
c vitamins
5 On the whole, we are used to eating a range of foods.
5 The fat of animals is not
as unhealthy as other fats. get used to + noun or -ing
6 We have got used to eating certain foods to get each nutrient.
a sea
b wild For further information and practice, see page 168.
c domestic
6 Since the Eskimo have started eating 5 Look at the sentences in the grammar box. Match the
more processed food, they have more phrases in bold with the descriptions (a–e).
problems.
a health a a repeated past action, habit or situation that
b financial no longer happens (three phrases)
c social b a repeated action or habit (not a state or situation) in
the past
4 Are you surprised by the Eskimo diet? c a habit or action that happens regularly or is generally
Why? / Why not? Do you think we should true
eat fewer processed foods? What would you d something that seems or seemed normal (not strange or
miss most if this was the case? difficult)
e a new thing that people adapt to or that becomes
normal

84
 Unit 7 Customs and behaviour

6 Choose the correct options to complete the 9 Pronunciation /juː/ and /uː/
paragraphs about eating habits.
a 61 Look at the words in bold. The letter u is
A In China, people 1 do not usually finish / didn’t use pronounced /ju:/. Listen to the sentences and repeat.
to finish everything on their plate, because finishing 1 I usually eat a big breakfast.
everything is a sign that you are still hungry. Visitors 2 Did you use to eat a big breakfast?
from the West find it difficult to 2 be used to / get 3 I’m not used to eating a lot of meat.
used to this, because they 3 used to eat / are used to
eating everything to show that they like it. When a b Work in pairs. Practise saying these words with
Chinese host sees their empty plates, he or she 4 usually the same sound (underlined).
assumes / is used to assuming that they want more.
consume   ​cucumber   ​future   ​human   ​
B Fifty years ago, people in the USA 5 got used to nutritious   ​opportunity   ​produce   ​
tuna   ​
sitting / used to sit down for meals with their families useful
each evening. Families nowadays 6 usually eat / get
used to eating together no more than three times c 62 In these words there is no /j/ sound before
a week, because busy lives, work and TV get in the the /u:/ sound. Practise saying the words. Then
way. But it is believed that if more families could listen and check. Which sounds come before /u:/?
7
be used to dining / get used to dining together again,
it would strengthen family relationships. fruit   ​juice   ​June   ​junior   ​rule   ​
true

C Eating a traditional English breakfast of eggs, bacon

and sausages 8 used to be / would be a common thing Vocabulary and speaking food
in the UK. A big breakfast was important because and eating habits my life
people 9 didn’t use to eat / weren’t used to eating
so many snacks during the day. Nowadays people 10 63 Work in pairs. Look at these commonly
10
get used to having / usually have a small breakfast mispronounced words. Can you pronounce them?
and then have a snack if they feel hungry later in the Put them in the correct category. Then listen and
morning. check your answers. Think of two more items for
each category.
D When I was young I 11 used to eat / was used to
eating a lot of sweets. Every Saturday my sister and I almonds   ​a chocolate bar   ​crisps   ​cucumber   ​
12
would go / got used to going down to the shops and eggs   ​lettuce   ​fizzy water   ​fruit juice   ​
ketchup   
spend all our pocket money on chocolate and toffee ​lamb   ​muesli   ​yoghurt   ​raspberries   ​ tuna
and all sorts of things that were bad for our teeth.
1 Snacks and sweets
7 Complete these sentences with usually, used to, 2 Fruit and vegetables
would, get used to or be used to. Where there is a verb
in brackets, put it in the right form. 3 Dairy products

1 We (eat) out a lot, but 4 Breakfast cereals

restaurants are so expensive these days that we 5 Sauces
don’t anymore.
6 Soft drinks
2 I (have) a tuna and
mayonnaise sandwich for my lunch. 7 Protein-rich foods
3 I (take) sugar in my coffee,
but now I drink it without sugar. It took a little
while to the taste, but now 11 Find out about your classmates’ eating habits. Ask
it feels normal. three classmates questions about these areas.
4 When I was little, if I didn’t like some food on • Meals: times, who they eat with, what they eat
my plate, I (hide) it in my • Fast food: how often and what
napkin when no one was looking and put it in • Fruit and veg: which and how much
my pocket. • Snacks and sweets: which, when and how often
5 When I was staying with my friends in • Eating habits in general: have they changed?
England, we (have) supper
at six o’clock in the evening. It was strange, 12 Work in pairs. Make conclusions using usually,
because I (eat) much later. used to and be used to.

8 Are any of the sentences in Exercise 7 true for you? Most people don’t usually eat a big breakfast.
How is your experience different? X used to eat supper with his family, but now he
usually buys fast food.
Y is trying to get used to cooking for himself.

TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN-TAKING IN CONVERSATIONS 85

my life WEDDING CUSTOMS A DESCRIPTION
 reading personal space and turn-taking • critical thinking questions and answers •
word focus same and different • speaking turn-taking in conversations

7c Cultural conventions
Reading 7 Work in pairs. Look at these other questions that
the blog raises. Is there an answer to them in the
1 Work in pairs. Imagine you are having a job blog? What are the answers?
interview. Discuss what you would do.
1 Why do anthropologists seem to exaggerate
1 Clothes: dress smartly or casually? cultural differences?
2 Posture: sit forward, lean back, something else? 2 Why do we need to be careful about making
3 Distance: be close to the interviewer or not? cultural comparisons?
4 Voice: speak loudly, softly, confidently, etc.?
5 Eye contact: keep strong eye contact or not?
6 Body language: fold arms, keep hands
Word focus same and different
down, etc.? 8 Look at the expression with difference from the
passage. Then complete the idioms in bold by
2 Read the first paragraph of the blog. What is meant adding the words same, different or difference.
by the terms ‘personal space’ and ‘turn-taking’?
Which two idioms mean the same thing? Which
3 Read the rest of the blog and then say which of two are complete opposites?
these statements (a–c) best summarizes the author’s
In other words, the difference is pretty minimal.
findings about personal space and turn-taking.
1 We didn’t fight! We just had a of
a There are proven cultural differences in these
opinion.
areas, but they are not important.
2 I don’t mind where we eat tonight. It’s all the
b Anthropologists have given too much
to me.
importance to the differences in these areas.
3 Being able to speak a language is one
c The differences in these areas are small, but
thing; being able to teach it is a completely
important because they can cause us to be
matter.
uncomfortable.
4 You say money’s not important, but if you were
4 Find the answers to these questions in the blog. poor, you’d be singing a tune.
5 Really, it makes no to me where
1 What did Edward Hall think we risk if we fail we stay. A youth hostel is fine.
to understand differences in personal space? 6 A jail and a prison are one and the
2 What do you think is meant by ‘contact’ and thing.
‘non-contact’ cultures?
3 What does the author find is missing from the
research done so far into personal space? Speaking my life
4 What do the two stories about turn-taking in
9 Work in pairs. Discuss the customs in your own
Nordic countries tell us?
culture regarding personal space and turn-taking.
5 What is the average time that people anywhere
Then compare your ideas with another pair.
in the world take to respond in conversation?
6 Why does the author think that differences in 10 Look at this list of the most common first words
these areas interest us so much? in turn-taking in English conversation. What first
words are most common when responding in your
5 Find words or expressions in the blog that mean language, do you think? What words do you most
the following.
use in conversation?
1 made bigger than it really is (para 1)
2 upset feelings at something rude (para 2) Yeah   ​Mm …   ​I   ​And   ​Oh   ​
So   ​No   ​Yes   ​
3 based on personal stories/accounts (para 3) Well   ​But   ​You   ​Right   ​
4 a line on which we measure things (para 4)
5 small or insignificant (para 5) 11 Work in pairs. Have short conversations using
6 the usual way (para 6) these opening questions and statements (a–d). Use
words in Exercise 10 to give you time to respond.
Critical thinking questions and a Do all cultures smile to show they’re happy?
answers b Do you use gestures a lot when you speak?
c Is there a particular culture/nationality that
6 What question does the author ask at the start of you find talks too fast?
the article? Does he answer it by the end? If so, d You can tell a lot about people from their body
what is his answer? language.

86
 Unit 7 Customs and behaviour

CULTURA L CONVE NT IONS

64
Whenever I read about cultural differences in their personality. (I could give many other examples to 35
communication, I always find myself asking if these are prove that the USA is a ‘contact’ culture, for instance.)
real differences or something imagined or exaggerated. Anthropologists also give examples of big cultural
So recently I decided I would investigate these supposed differences in turn-taking. Nordic cultures (Denmark,
5 differences in more detail. And I chose two specific Sweden, Norway, Finland) are reported to have
areas – personal space and turn-taking – to try and find long delays between one turn and the next. One 40
out the truth. Personal space means how close we are anthropologist describes offering coffee to a Swedish
used to standing or sitting next to other people. Turn- guest in his house. After a minute’s silence the guest
taking refers to the ‘rules’ of conversation – how long you says, ‘Yes, please.’ Another gives an account of two
10 speak for and how long the other person waits before men walking to work one morning. The first man says,
responding. ‘I lost my knife here, yesterday.’ As they return home 45
The idea that different cultures perceive space from work that evening, the other says, ‘What kind of
differently was first investigated properly by an American knife was it?’ Cultures at the other end of the scale
anthropologist, Edward Hall, in the 1950s. He put the include Japanese, Korean and Dutch. In Antigua, for
15 range for ‘personal distance’ (family or close friends) example, studies have observed that speakers quite
at between 45 cm and 1.2 m and for ‘social distance’ commonly talk over one another, with no delay at all 50
(colleagues, neighbours, etc.) at 1.2 m to 3.5 m. between turns.
Hall claimed that in ‘non-contact’ cultures (the USA, But again the scientific data shows that there is very
northern Europe, the Far East), the distance is greater; little cultural difference in the actual time delays in
20 in ‘contact’ cultures (Latin America, the Middle East, turn-taking. The typical pause across cultures is about
Southern Europe) it is smaller. He warned that not 0.2 seconds (with English speakers it is around 0.25). 55
respecting the correct distance between people could The maximum gap is 0.47 seconds (Danish) and the
lead to misunderstanding or, worse, offence. He gave minimum only 0.07 seconds (Japanese). In other
an example of an American at an airport who finds a words, the difference is pretty minimal.
25 seat for himself in an empty seating area. The man feels
How do these stories of exaggerated differences
very uncomfortable when a Mediterranean-looking man
come about? One reason could be that when it 60
comes and sits in the chair right next to him.
comes to personal space and waiting for a response
There is a lot of similar anecdotal evidence to support we are very sensitive to any variation from the norm.
claims of cultural differences, but very little scientific But I suspect the main reason is that, as human
30 evidence. Because, while the ranges for the amount beings, we find contrasts entertaining. There is
of space we need seem accurate, the actual amount nothing wrong with that, but we must be cautious 65
depends on many more factors than just cultural when we make comparisons and bear in mind that
background: the age of the people involved, their gender, our similarities are, in fact, much greater
where they live (city or country), their social position and than our differences.

TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN-TAKING IN CONVERSATIONS 87

my life WEDDING CUSTOMS A DESCRIPTION
 vocabulary weddings • real life describing traditions • pronunciation the letter s

7d Wedding customs
Vocabulary weddings 5 66 Listen to the second part of the description.
Put the stages of the ceremony in the correct order.
WORDBUILDING word pairs
a A child presents the hennaed coin to the groom.
Some words have a natural ‘partner’ or make a b The bride’s head is covered with a red veil.
matching pair. c The guests start to sing separation songs.
bride and groom, host and guest d The bride’s hands and feet are decorated
For further practice, see Workbook page 59. with henna.
e A gold coin is put into the remaining henna.
f The henna is prepared by the daughter of another
1 Work in pairs. Look at these words related couple.
to weddings. Match the words with their
definitions (1–8). 6 67 Work in pairs. Retell the events using the
expressions for describing traditions. Then listen to the
bride   ​engagement   ​fiancé(e)   ​groom    complete description again and compare your version.
hen do   ​reception   ​stag do   ​veil   ​
7 Pronunciation the letter s
1 a pre-wedding party for the man
2 a pre-wedding party for the woman a 68 Listen to these words. How is the underlined s
3 a party after the wedding pronounced in each word: /s/, /z/ or /ʒ/?
4 a woman on her wedding day
5 a man on his wedding day custom   ​dress   ​friends   ​music   ​occasion   ​
6 a piece of thin cloth that covers the pleasure   ​suppose   spends   ​weddings   ​
woman’s face
7 a promise to be married in the future b 69 Work in pairs. Say how s will be pronounced
8 the person who has made the promise in these words. Listen and check. Think of two more
words for each sound. Then compare with another pair.
2 What pre-wedding customs or events are
traditional for the bride-to-be in your country? decision   ​eastern   ​lose   ​plans   ​rings   single   ​
surprise   ​usual   ​
Real life describing traditions
8 What special events or customs take place during
3 65 Listen to the first part of a description
or after a wedding in your country? Choose one
of a traditional pre-wedding ‘henna night’ in event or custom and prepare a description using the
eastern Turkey. Who attends the event and expressions for describing traditions to help you.
how is it celebrated? Think about:
4 Complete the first four expressions for • the timing of the event.
describing traditions by writing in the details • the sequence of the events.
of the henna night. • its significance.
• any special symbols used.
DESCRIBING TRADITIONS
9 Work in small groups. Describe the customs to each
It takes place 1 before the wedding. other. Then ask questions to get more information.
It marks the 2 that a bride spends …
Are these customs still very common?
It’s an occasion for 3 , because …
It symbolizes the 4 as a single
person …
It’s traditional/customary for this to be done by …
Typically, / As a rule, / Usually, the women from …
Describing the sequence of events
The ceremony begins with the …
Then, … / After that, … / Next, … / Finally, …
While this is happening / During this part, the
guests …
After/Once the bride’s head has been …
On the morning of the wedding, a …

88 TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN-TAKING IN CONVERSATIONS

my life WEDDING CUSTOMS A DESCRIPTION
writing a description • writing skill adding detail Unit 7 Customs and behaviour

7e Firework festival
Writing a description 4 Writing skill adding detail
1 Work in pairs. Describe what you can see in the photo. a When you write a description it is important to
add interesting details. Answer the questions.
2 Read the description of a festival. Does the description
1 What details does the writer add about
mention each of these things? What does it say about
these things?
each one?
a the name of the festival the festival in general   ​
b the date of the festival the beginning of spring   ​the ninot statues
c the reason for the festival the characters from real life   ​the celebrations   ​
d the main attraction at the festival the final display
e other activities that take place 2 How are the details added: with adjectives, with
f the high point of the festival an explanation, with a list, with an example?
3 Read the description again. ‘one of the most unusual and exciting festivals in
1 Underline all the adjectives used to describe the world’ – adjectives
the festival. b Work in pairs. Add details to the description of
2 What overall impression does the writer want to a music festival, using the guide in brackets.
give, do you think?
1 In the middle of the park there is a … stage.
(adjectives to describe the stage)
Las Fallas or the ‘Festival of fire’ in Valencia, Spain,
is one of the most unusual and exciting festivals in
2 People then make their way to the main
the world: a joyful mixture of parades, music, food and square, … (list of activities while making their
fireworks. It takes place every year between 15th and way, e.g. singing)
19th March and marks the beginning of spring, a time 3 There are all kinds of food to eat, such as …
where everything bad must be burned to welcome in the (examples)
new season. 4 The festival takes place in mid-July, a time
when … (explanation)
The focus of the festival are extraordinary statues called
ninots, many as tall as houses, made of cardboard, 5 Write a description of a festival you know
wood and plaster. The ninots often make fun of well. Start with the basic facts (use the ideas in
characters from real life, like politicians and celebrities, Exercise 2) and then add in more interesting detail.
and are placed at different points all around the city on
15th March. Each ninot is judged for its creative design 6 Exchange descriptions with your partner. Use these
and prizes are given to the winners. (They have taken questions to check your partner’s description.
months to build and cost thousands of Euros.)
• Does the description include the date of the
For the next two days, people celebrate in the streets, festival, its significance, its high point and the
drinking, eating paella (the traditional local dish),
activities people do?
watching fireworks and generally having fun. Late in
• Does it give you a strong overall impression of
the evening on 18th March young men cut holes in the
the festival?
ninots and stuff them with fireworks. Then at exactly
• Does it include interesting details?
midnight comes the climax of the festival, when all the
• After reading the description, would you like
ninots across the city are set on fire in one spectacular
to go to the festival?
burning ceremony. It is a unique, and very noisy, display.

TRADITIONAL RULES OF BEHAVIOUR FOOD AND EATING HABITS TURN-TAKING IN CONVERSATIONS 89

my life WEDDING CUSTOMS A DESCRIPTION
 7f Eating insects

Unusual food for sale at a

street market in Beijing

90
 Unit 7 Customs and behaviour

Before you watch 3 You are going to watch a video about eating
insects. Discuss the answers to these questions
1 How much do you know about insects? before you watch.
1 Match the names of the insects with the photos. 1 Which countries include insects in their diets?
2 What do you know about each one? 2 Is eating insects a new habit?
3 Why is producing insects better for the
caterpillar   ​cockroach   ​cricket   ​fly   ​ environment than producing meat?
mealworm   ​mosquito   ​ 4 Are insects good for you?

A B
While you watch
4 7.1 Watch the video and check your answers
from Exercise 3.

5 Work in pairs. Try to remember the insects that

you saw in these foods.
1 apples covered with
2 a lollipop with a in it
C D 3 a cocktail made with not shrimps
4 a stir fry made with
5 a banana and cream dessert with a
on top

6 7.1 Look at these questions. Then watch the

video again and make notes. Discuss the answers
with your partner.
1 Where is Hotlix shop and restaurant?
2 How long has Larry been trying to get
E F Americans to eat insects?
3 According to Larry, why do most Americans
not like eating insects?
4 How many species of insects are eaten around
the world?
5 What does one of his dinner guests want to
know about the cockroach on his plate?

After you watch

2 Key vocabulary 7 Vocabulary in context
a Read the sentences. The words in bold are used in a 7.2 Watch the clips from the video. Choose
the video. Guess the meaning of the words. the correct meaning of the words and phrases.
1 The chef Jamie Oliver is an advocate of healthy
b Work in pairs. Complete these sentences in your own
eating for kids.
words. Then compare your sentences with a partner.
2 She served the fish with a simple garnish
of herbs. 1 The fashion for … is anything but new.
3 There is a small niche market for 2 I can’t stomach …
sugar-free chocolate. 3 My friend disagreed with me about … but I
4 Avocado ice cream? That sounds revolting. was able to win him/her over by saying …
5 Their clothes are pretty ordinary but they have
snob appeal because they are so expensive. 8 Work in pairs. Think about the sweets or candy
you used to eat when you were a child. What can
b Match the words in bold in Exercise 2a with these you remember about them? Describe the sweets to
definitions. your partner.
a serving a small group brim with (v) /brɪm wɪð/ are full of
b someone who speaks in favour of something bugs (n) /bʌɡz/ insects
c disgusting gourmet (adj) /ˈɡʊə(r)meɪ/ of food, very high quality
d attract people who like to feel superior to others land of plenty (n) /lænd əv ˈplenti/ a country or place where a
e a small amount of food used for decoration lot of food (or other goods) is available

91
 Unit 7 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Choose the correct options to complete the 5 Complete the rules of good behaviour. Put the
description. letters of the words in brackets in the correct order.
1 Don’t others. (rupterin)
If you 1 used to eat / are used 2 Try not to at people. (estra)
to eating lunch in the middle 3 Don’t speak when you are food.
of the day and dinner around (whingec)
7.30 p.m., then you 2 get / 4 your phone during meal times.
will get a shock if you go to (whitsc fof)
Argentina. Lunch 3 usually 5 Show to others. (isticonaroned)
takes / is used to taking place 6 Be aware of other people’s space.
around 2 p.m. and dinner (nosapler)
after 9 p.m. On a Saturday
night, it’s at least 10 p.m. 6 ❯❯ MB Work in pairs. Which is the odd one out?
before restaurants 4 start / Why? (Pronunciation is one possible reason.)
will start to get busy. But it’s 1 punish tell off nag spoil
not just eating times that are 2 educate bring up look after raise
different. At home in England 3 encourage shame praise reward
I 5 used to eat / got used to 4 bread cheese rice pasta
eating a big breakfast, very 5 reception stag do engagement hen do
little lunch and then I 6 fruit muesli juice cucumber
6
will / would have a 7 bride veil groom fiancé
reasonably big supper when 8 body language gesture casually posture
I got home from work.
Here breakfast is just coffee and a piece of toast and I CAN
lunch is a big deal. And the meat! I don’t think I’ll ever talk about parenting and about behaviour
7
be used to / get used to eating so much meat. As you talk about food and eating habits
know, when you eat a big lunch, you generally 8 feel /
will feel pretty sleepy afterwards and the answer to
that is to take a short nap or ‘siesta’ in the afternoon. Real life
Actually, in Buenos Aires, the traditional siesta is not as
common as it 9 was used to being / used to be, but you 7 Match the beginnings (1–8) with the endings (a–h)
still find people in the provinces taking them. to make sentences about a coming-of-age
tradition.
1 It marks
2 Write down four things that the writer finds 2 It takes place
strange about eating habits in Argentina. 3 It is an occasion
3 Complete this sentence with one of the 4 The ceremony symbolizes
grammatical forms in the text. 5 It’s customary for
6 The ceremony begins
My parents never wasted food. Often we 7 Typically,
(eat) food left over from the day before. 8 Once the child
4 ❯❯ MB Make two similar sentences with spaces a people to give presents to the child.
about your own past or present eating habits. b the moment when a child becomes an adult.
Ask your partner to complete the sentences. c the child stands up and gives a short speech.
d with the parent entering the hall with the child.
I CAN e has given their speech, others can also say
use used to, would, be used to and get used to some words.
use the zero and first conditional and time linkers f on the child’s sixteenth birthday.
g for celebration.
h the differences between being a child and a adult.

8 ❯❯ MB Work in pairs. Take turns to describe

a special celebration in your country. Use the
phrases 1–8 from Exercise 7.

I CAN
describe a (traditional) celebration

92
Unit 8 Hopes and ambitions

‘Bucket list’ wall: a public work of art on the wall of a local shop

F E AT U R E S 1 Look at the photo and the caption. Find two wishes you like.

94 Rise of the 2 70 Listen to someone speaking about the wall. Note down
the examples of things that people write.
‘rocket girls’
The team that guided 3 Complete the sentences with these words. Explain your
NASA’s spacecraft choices to your partner.

ambition   ​goal   ​hope   ​
96 I wish I could …
Superpowers that people 1 Our aim / / target is to raise £10,000 for charity.
wish they had 2 Her / dream is to be a professional dancer.
3 My parents’ wish / / expectation was that
98 Saving Madagascar I would study medicine at university.
Hopes and fears for
Madagascar’s environment
4 70 What verbs did the speaker use in these phrases? Listen
again and complete the phrases.
102 What would you do if 1 the dreams they’d like to true
money didn’t matter? 2 goals that are easy to
3 people wanting to up to other peoples’
A video about people’s true expectations of them
ambitions 4 a lot of people an ambition to travel
5 some will their ambitions and some won’t

5 Work in pairs. What are your dreams, goals and ambitions?

How easy will they be to achieve, do you think?

AMBITIONS WISHES STRONG FEELINGS PREFERENCES 93

my life AN ONLINE COMMENT
 reading the first human computers • word focus make and do • grammar second, third and mixed conditionals •
pronunciation contracted or weak forms • speaking ambitions

8a Rise of the ‘rocket girls’

71
Reading
1 Look at the title of the article and the photo. Rise of the ‘rocket girls’
Discuss the questions with your partner. Then Everyone knows Buzz Aldrin, the famous astronaut,
read the article and check your answers. but how many of us have heard of Eleanor Francis
Helin, an engineer behind numerous successful NASA
1 Who do you think the ‘rocket girls’ were and
space missions? Helin was part of a group of brilliant
what did they do?
5 and determined female mathematicians working at
2 What do you think their ambition was?
NASA’s Jet Propulsion Lab (JPL) in California in the
2 Read the article again. Correct the underlined words 1960s. Nathalia Holt, the author of a new book about
to make these sentences true according to the article. these women – known as ‘rocket girls’ – says, ‘If they
hadn’t worked on the lunar project, “man” would
1 The men who flew to the moon were more 10 not have reached the moon.’
experienced than the women engineers and
mathematicians who helped them get there. The rocket girls started out at JPL in the 1950s, having
2 In the 1950s ‘computers’ were machines that answered a job advertisement saying ‘Computers
did mathematical calculations. needed’. They were called computers because, before
3 A small mistake could mean that a spacecraft today’s digital devices, you needed humans to do
could reach its destination. 15 mathematical calculations. And the calculations had
4 As time went on the ‘rocket girls’ started to be extremely accurate. If someone had made the
programming actual scientists. smallest mistake, a spacecraft bound for the moon
5 The advantage of being an all-female group would still be travelling somewhere in outer space,
was that they worked very hard together. having missed its target entirely.
6 The author Nathalia Holt hopes that we will 20 The rocket girls went from being ‘computers’ to
see more women astronauts in future. becoming the lab’s first computer programmers
and engineers. As a result, they had an incredible
Word focus make and do influence on almost every NASA space mission you
can think of. One of the group’s early leaders, Macie
3 Look at the article again. Find five expressions with 25 Roberts, made the decision to hire only women and
make and do. Then choose the correct options to this policy continued for the next thirty years. They
complete the sentences about make and do. Match brought in many women who wanted to be engineers
the expressions from the article with each rule. but didn’t have the necessary qualifications. If anyone
1 We usually use make / do to describe tried to employ only men or only women today, they
performing work or a task. 30 wouldn’t be allowed to. But Macie Roberts made a
2 We usually use make / do to describe creating special work environment which in fact had great
something. advantages. The women formed close working
3 We use make / do + an object pronoun relationships and worked flexible hours to help each
(e.g. something, it, that). other and balance home and professional lives. At
4 In other fixed expressions, we usually use 35 the same time they felt they were doing something
make / do. really valuable. As a result, many women stayed on
working at the lab for thirty or forty years.
4 Choose the correct verb to complete these sentences. Holt says that if there were more women engineers
today, she probably wouldn’t have written the book.
1 Can I do / make a suggestion? Why don’t we
40 She hopes that the rocket girls will now get the
take it in turns to do / make the housework?
recognition they deserve and be an inspiration to a
2 I’m doing / making a very interesting evening
new generation of female engineers.
class at the college and I’ve done / made some
good friends there too.
3 I want to do / make something to help them:
something that will really do / make a difference.
4 I’ve done / made a note of all the things we need
to organize and all the shopping we need to do /
make before the party.
5 Their business is struggling. They’re doing /
making everything they can. They’re just not
doing / making a profit.

94
 Unit 8 Hopes and ambitions

Grammar second, third and 7 Write conditional sentences using the information
in these sentences. Notice the time of each action
mixed conditionals or situation and result.
SECOND, THIRD and MIXED CONDITIONALS 1 They didn’t give me a work visa, so I can’t
Second conditional
work here legally.
1 If anyone tried to employ only men or only women 2 We live a long way from the city, so we don’t
today, they wouldn’t be allowed to. see our friends very often.
Third conditional
3 I really didn’t understand the film, so I walked
2 If these women hadn’t worked on the lunar project, out before the end.
‘man’ would not have reached the moon. 4 I’m not used to the cold weather, so I had to
Mixed second + third conditional
put on an extra jumper.
3 If there were more women engineers today, she 5 Going on holiday is expensive because we have
probably wouldn’t have written the book. three children.
Mixed third + second conditional 6 She did well in her law exams. Now she’s
4 If someone had made a mistake, the spacecraft would working for a top legal firm.
still be somewhere in outer space. 7 I didn’t phone you because I was waiting for
another call.
For further information and practice, see page 170. 8 I’m not angry about what you did. That’s why
I didn’t say anything.
5 Look at the grammar box. Choose the correct
options to complete the explanations. 8 Pronunciation contracted or weak forms
1 Sentence 1 describes a situation in the a 72 Complete the conditional sentences. Then
present or future / past. It refers to a real listen to how the missing words are pronounced:
possibility / imagined situation. as contracted forms or as weak forms.
2 In sentence 2 the if-clause describes an
imaginary situation in the present / past. 1 If the rent cheaper, I
The result it describes is in the present / past. take the flat.
3 In sentence 3 the if-clause describes an 2 What would you done if you
imaginary situation in the present / past. me?
The result it describes is in the present / past. 3 So sorry! If I known you were here,
4 In sentence 4 the if-clause describes an I asked Jo to get you a coffee.
imaginary situation in the present / past. 4 If she stayed at college, she
The result it describes is in the present / past. now be a fully qualified journalist.

6 Read the sentences (1–4). What type of conditional b Work in pairs. Practise saying the sentences from
sentences are they? Then describe the actual Exercise 8a.
situation and the result.
9 Who or what has influenced you in your life?
1 If I were on a spaceship travelling to Mars, Complete these sentences in your own words.
I would be worried that I might never come Then compare your experiences with a partner.
back.
1 If I hadn’t had a good … teacher, perhaps I …
This is a second conditional sentence.
2 If I were more ambitious, perhaps I …
I am not on a spaceship travelling to Mars. I’m not
3 I wouldn’t be doing what I do today, if my
worried that I might never come back.
parents …
2 If some of the engineers had been men, it
4 If I had studied … instead of … , I …
wouldn’t have been such a special working
5 If I hadn’t met … I wouldn’t …
environment.
6 I’d recommend anyone to watch/read … If
None of the engineers
I hadn’t … , I …
so a special working
environment.
3 If I were better at maths, I would have studied Speaking my life
physics at university.
I at maths, so I 10 Think of one friend or family member who has
physics at university. achieved their ambition and one who has changed
4 If I had read Nathalia Holt’s book, I would their ambition. Describe what has happened to
know all the facts about the rocket girls. them, using at least two if-sentences.
I Nathalia Holt’s book, If my mother hadn’t done evening classes when we
so I all the facts about the were young, she wouldn’t be a qualified nurse now.
rocket girls. If my brother hadn’t met the singer Sean P, he
wouldn’t have become a professional songwriter.

AMBITIONS WISHES STRONG FEELINGS PREFERENCES 95

my life AN ONLINE COMMENT
 listening superpowers • wordbuilding noun suffixes • grammar wish and if only •
pronunciation /ʃ/ and /tʃ/ • speaking wishes

8b I wish I could …
1 2 Listening
1 Look at the photos of the National Geographic
Explorers and the captions. What do you think
each job involves? Do any of the jobs interest you?
Why? / Why not?

WORDBUILDING noun suffixes

We use certain suffixes when we talk about people who
Albert Lin do particular jobs: -er, -or, -ian, -ist, -ant, e.g. filmmaker,
Telecommunications Laly Lichtenfeld doctor, politician, scientist, accountant.
scientist and engineer Big cat conservationist Nowadays we tend not to distinguish so much between
male and female workers. For example, we say police
officer, rather than policeman or police woman or we use
3 4 the male term for female roles, e.g. actor not actress.

For further practice, see Workbook page 67.

2 Look at the wordbuilding box. What are the job

names from these verbs and nouns?
1 electricity
2 economics
3 to bake
4 to fight fires
Andrés Ruzo Alizé Carrère 5 law
Geologist Geographer 6 to translate
7 history
5 6 8 reception
9 library
10 to consult about business

3 73 The eight explorers in Exercise 1 were asked

this question: ‘If you could have a superpower, what
would you most like to have?’ Listen and write
down what superpower each explorer wanted.

4 73 Listen to the explorers again and complete

the sentences.
Andrew Thompson Catherine Workman If I had this power, …
Biologist Conservation biologist
1 I could see the world in the way.
2 I could see the bigger .
7 8
3 I wouldn’t get so .
4 people couldn’t me.
5 it would have saved me a lot of .
6 I’d go and listen to what people were saying in
the .
7 I would like to .
8 that would be an superpower.

5 Work in pairs. Discuss which of the superpowers

you would like to have. Or is there another
Neil deGrasse Tyson Ricky Qi superpower you would like? What would you
Astrophysicist Filmmaker do if you had this power?

96
 Unit 8 Hopes and ambitions

Grammar wish and if only 8 I wish the builders next door

(stop) making so much
WISH and IF ONLY noise. I can’t concentrate.
9 She’s got an amazing voice. If only I
wish / if only + past tense
(can / sing) like that!
1 I wish I had the ability to make other people understand.
10 Kate wishes she (bake) you a
wish / if only + could + infinitive
cake for your birthday, but she didn’t have time.
2 If only I could turn anything into any kind of food I
wanted. 9 Read the notes in the box. Then complete the
wish / if only + past perfect tense sentences below using the words given as a guide.
3 I wish I’d had that power earlier in my career.
wish / if only + someone (or something) + would + Note that in affirmative sentences we often use a
infinitive comparative form.
4 Sometimes you wish other people would get what I wish (something) were more …
you’re trying to say. In negative sentences we often use not so + adjective.
5 I wish they’d stop looking at me in that confused way! I wish (something) were not so …

For further information and practice, see page 170.

1 Marta is very homesick. She wishes her family
. (not / be / far away)
6 Look at the grammar box. Are these statements 2 I wish the weather .
true (T) or false (F)? If the statement is false, (be / warm)
correct it. 3 I love London. I just wish it
1 The speakers in sentences 1 and 2 are talking . (be / cheap)
about a past situation. 4 I wish the builders next door
2 If only in sentence 2 has a weaker meaning . (be / quiet)
than wish.
3 The speaker in sentence 3 is talking about a 10 Pronunciation /ʃ/ and /tʃ/
present situation.
4 The speaker in sentences 4 and 5 is talking a 74 Listen to these words. Underline the word
about a present situation. that you hear in each pair.
5 The speaker in sentences 4 and 5 wants 1 wish which 4 shin chin
someone else to act to change the situation. 2 shop chop 5 wash watch
3 cash catch 6 shoes choose
7 Choose the correct verb forms to complete this
person’s wishes. b Work in pairs. Take turns to choose words to say.
‘I wish I had / would have a superhuman memory.
1 Your partner should decide which word they hear.
You could say that would be a bad thing because
you’d remember all the things you wish you 2 didn’t Speaking my life
do / hadn’t done or all the missed opportunities you
wish 3 you took / you’d taken and your life would 11 Work in pairs. Choose one of these situations or
be full of regrets. But I don’t mean that I wish I your own idea. Imagine that everything that could
4
remember / remembered everything; I just wish I be wrong about the situation is wrong.
5
could remember / would remember the things I wanted Then follow the steps (1 and 2).
to, like names and dates and interesting facts.’ • a new job you have just started
8 Complete the sentences with the correct form of • a new study or course you have just started
the verbs. 1 Make a list of all the problems (e.g. the boss
1 I wish I (learn) to play a shouts at everyone all the time, the work
musical instrument when I was younger. is boring).
2 Marta is very homesick. She wishes her family 2 Make at least five wishes about the situation.
(be) here with her. Use each of the forms in the grammar box at
3 I wish the weather (not / least once.
be) so cold. Then we could eat outside. I wish the boss would stop shouting at everyone.
4 Jerry wishes he (not /go) If only the work were more interesting.
out last night. He’s too tired to work today.
5 I wish the bus (hurry up) 12 Work with a new partner. Compare your wishes
and come. We’ve been waiting for 25 minutes. from Exercise 11. Were any of your ideas the same?
6 I’m sorry. I wish I (know)
the answer, but I don’t!
7 I love London. I just wish it
(not / be) so expensive!

AMBITIONS WISHES STRONG FEELINGS PREFERENCES 97

my life AN ONLINE COMMENT
 reading Madagascar’s unique environment • critical thinking emotive language •
vocabulary and speaking strong feelings

8c Saving Madagascar
Reading Critical thinking emotive
1 Look at the facts on page 99 about the island of language
Madagascar. Write three questions about the facts.
4 When writers feel very strongly about an issue,
Then work in pairs. Cover the page and take turns
they will use strong or emotive language to try
to ask and answer your questions.
to make the reader have similar feelings. Find
2 Read the article. Answer the questions. the emotive words or phrases that describe the
following things.
1 Which of Madagascar’s natural resources is the
author most worried about? 1 how special a place Madagascar is (para 1)
2 How is this resource collected and where does 2 what a bad state the island is in (paras 2 and 6)
it go from there? 3 how strongly ecologists feel about the situation
3 What examples does the author give of ways (para 3)
of making money and saving Madagascar’s 4 how bad the actions of the loggers are (para 4)
natural resources at the same time? 5 how impressive the hardwood trees are (para 4)
6 how tough the work of cutting trees is (para 5)
3 Choose the correct option (a, b or c) to complete 7 how badly the rosewood trees are being treated
the sentences. (para 5)
1 Madagascar has unusual: 8 how selfish the rosewood industry is (para 6)
a trees. 5 Do you think the writer helps his argument by
b animals. using this kind of language? Or would it be better
c plants and animals. to give a more objective argument? How would
2 The Malagasy people are: you rewrite the first paragraph to make it more
a very poor. objective?
b very sad about their situation.
c very practical.
3 To grow crops they had to: Vocabulary and speaking
a clear the forest carefully. strong feelings my life
b set fire to the forest.
c get government permission. 6 Replace the words in bold with these emotive
4 The president who came after Marc words from the article.
Ravalomanana was concerned about:
a the environment. alarmed   ​back-breaking   ​bleak   ​delight   ​
b the country’s finances. majestic   ​unique
c international relations.
5 The new government passed a law allowing 1 A lot of effort is being made to preserve this
people to: individual place. (para 1)
a cut down hardwood trees. 2 You could see her pleasure when she was told
b export hardwood to China. she had got the job. (para 1)
c sell wood from fallen hardwood trees. 3 I was worried by the news that he was ill.
6 For many Malagasies cutting down hardwood (para 3)
trees is: 4 You get a beautiful view of the tall and elegant
a an easy way to make money. mountains. (para 4)
b necessary to make furniture. 5 Clearing the garden was really physical and
c against their beliefs. tiring work. (para 5)
7 Other types of tree are cut down to: 6 With no prospect of a job, the future for many
a build simple boats for Malagasies. young people looks hopeless. (para 7)
b make medicines.
7 Work in pairs. Think of a place that is very special
c transport the rosewood.
and that you hope will be protected (e.g. a local
8 The forest offers locals other ways to make
green space or a traditional community). Write a
money, such as:
short description (100–150 words) using emotive
a developing new medicines.
language. Then read your description to the class.
b taking tourists on guided walks.
Vote on which description is the most persuasive.
c exporting flowers.

98
 Unit 8 Hopes and ambitions

75
Madagascar is the world’s fourth largest island at over The locals are caught in a trap. Poverty and the high
225,000 square miles. Although all islands have their value of rosewood – $3,000 per cubic metre – have
own unique ecosystems, nature has given Madagascar driven them to cut down trees that they traditionally
incredible riches. Roughly ninety per cent of its animal believed to be sacred. It is dangerous and back-breaking 40

Saving
5 and plant life is found work. Using hand axes, in a few hours they bring down
nowhere else on the a tree that has stood tall for many centuries. Then
planet. Its carrot-shaped they cut the trees into two-metre logs and drag them

Madagascar
baobab trees and strange- several kilometres
looking lemurs make even to the nearest river. 45
10 the most well-travelled Rosewood trees are
visitors wide-eyed with not the only victims.
amazement and delight. In order to transport
But its beauty hides the island’s desperate situation. The the heavy rosewood logs down the river, rafts must be
average Malagasy – as the islanders are known – lives on built from other wood. To make each raft four or five 50

15 only a dollar a day, although you would not guess this lighter trees from near the river are cut down. All this
from their cheerful optimism. Moreover, since the first disturbs the natural habitat of the islands’ animals and
humans arrived in Madagascar around 2,300 years ago, puts their survival at risk.
nearly ninety per cent of the island’s original forest has In this bleak landscape what can bring hope? One man’s
been lost – either cut down for use as timber or burned to work may offer a possible route out of the darkness. 55
20 create room for crops and, more recently, cattle. Olivier Behra, who first came to Madagascar from
Alarmed ecologists identified Madagascar as a region in France in 1987, believes that the only solution is to give
danger and demanded that the cutting and burning stop. local people economic alternatives. In the Vohimana
In 2002, they celebrated when a new environmentally forest he has persuaded the locals to stop cutting down
friendly president, Marc Ravalomanana, was elected. But trees and instead to collect medicinal plants and sell 60

25 only seven years later, in 2009, he was replaced by a new them to foreign companies like Chanel. Meanwhile he
leader with little interest in protecting the environment. has trained the village lemur hunter to act as a guide
for tourists who wish to photograph them. The same
Needing money, the new government made it legal to tourists also pay to visit the wild orchid conservatory
sell wood from hardwood trees which had already been that Behra has set up. Can small-scale actions like this 65
cut down or had fallen during storms. Yet in reality they compete with the greed of Madagascar’s rosewood
30 did little to control the loggers who continued to rob the industry? Or will the latest government's promise to
forests of wood from living trees. The main targets of this stop the illegal trade in rosewood come to anything?
environmental crime are the rosewood and the ebony. Only time will tell.
The wood from these majestic trees is in high demand: in
China it is used to make expensive furniture for the new
35 middle class; in Europe and America it is a valued material MADAGASCAR IN NUMBERS
in the manufacture of musical instruments.
4TH LARGEST island in the world after Greenland, New
Guinea and Borneo
90% of its flora and fauna is found nowhere else on Earth
NUMBER 1 producer of vanilla in the world
22 MILLION: population of Madagascar
70 different species of lemur live only on Madagascar
18 different ethnic groups of Asian and African origin
300 YEARS: the time it takes a rosewood tree to reach
maturity
24,560 TONNES of ebony and rosewood exported in 2009,
much of it illegally

hardwood (n) /ˈhɑː(r)dˌwʊd/ a type of strong, hard wood from

certain slow-growing trees, e.g. rosewood, ebony and mahogany
logger (n) /ˈlɒɡə(r)/ a person who cuts down trees (as a job)
raft (n) /rɑːft/ a platform, often with no sides, used as a boat
sacred (adj) /ˈseɪkrɪd/ having important religious significance

AMBITIONS WISHES STRONG FEELINGS PREFERENCES 99

my life AN ONLINE COMMENT
 real life discussing preferences • pronunciation do you, would you, shall we

8d Choices
Real life discussing preferences
1 Which of these things are you generally choosy or
picky about (careful about choosing)? Which are
you easy-going about?
• the food you eat
• the films you watch
• the clothes you wear
• the people you spend time with

2 76 Listen to five short conversations. Complete

the choices given by the first speaker. Write which is
the second speaker’s preference (1 or 2) and why.

Choice Preference Reason

1 1 drive 2 feels tired
2 be driven
2 1 pasta
2
3 1 walk in old town
2
4 1 see a film more fun
2
5 1 can’t say 5 Complete the questions with the correct form of
2 only whisper the verbs.
1 Would you rather (never /
3 76 Work in pairs. Complete the expressions eat) cheese again or
for discussing preferences. Then listen to the (never / eat) meat again?
conversations again and check. 2 Would you prefer (have)
noisy neighbours or nosy neighbours?
DISCUSSING PREFERENCES 3 Would you rather people
In general (give) you an honest opinion about your work
I prefer driving 1 being a passenger. or (say) something nice
I like simple food 2 spicy food. about it?
If you 3 to choose, would you rather 4 Do you prefer (give)
only be able to shout or 4 to whisper? presents or (receive) them?
5 Would you rather (be)
On a specific occasion
talented and (not / be)
I’d rather 5 to a museum.
famous or (have) fame
I’d rather you 6 , if you don’t mind.
without being talented?
If it 7 up to me, I’8 say
let’s go to the festival.
6 Would you rather your parents
I think that 9 probably be more fun
(give) you a lot of money or
OK. I’d prefer 10 do that too …
would you prefer (earn) it
yourself?

6 Work in pairs. Ask and answer the questions in

4 Pronunciation do you, would you, shall we Exercise 5. Give reasons for your answers.
77 Listen to these sentences. Notice how the 7 Think of choices or possibilities for the following
underlined words become merged. Then practise situations. Have conversations like the ones in
saying the sentences in the same way. Exercise 2. Use the expressions for talking about
1 Do you prefer tea to coffee? preferences to help you.
2 Would you like to come with us? • something to do at the weekend
3 Shall we find another restaurant? • something to eat tonight
4 Would you rather eat out tonight? • somewhere to go on holiday

100 AMBITIONS WISHES STRONG FEELINGS PREFERENCES

my life AN ONLINE COMMENT
writing an online comment • word focus better • writing skill giving vivid examples Unit 8 Hopes and ambitions

8e A wish for change

Writing an online comment 3 Work in pairs. How is the comment organized?
In which paragraph (1–3) is each of these
1 Do you read the comments after online articles functions (a–d)?
or blogs? Why? / Why not? Have you ever
a examples that illustrate the problem
written a comment on another person’s article or
b a recommendation or request for action
blog yourself?
c a reference to the article it is commenting on
2 Read the comment. Answer the questions. d a summary of the problem

1 Who wrote the comment and what were they 4 Word focus better
responding to?
2 Why did they write it? Underline the phrases in the online comment
3 Do you find the comment persuasive? Why? / which use the word better. Then match the phrases
Why not? with the definitions (a–d). Compare your answers
with your partner.
a (of a person) have enough sense not to do
Comments Community Profile something
b be in an improved situation (often financially)
c be more useful or desirable
1 comment d improve on the effort of another
Valerie Dupeyrat (Energy services advisor)
5 Writing skill giving vivid examples
Thanks for a great blog and for drawing attention to all
the waste in hotels: overheated rooms, lights that are a What does the writer say about lights and towels
to illustrate her argument?
left on all night, towels that are used once and then sent
to the laundry. But why stop with hotels? It would be b Find five more examples of energy waste in the
better to mention all the other examples of unnecessary second paragraph.
waste in modern life.
6 Look at this list of things that annoy people about
In the morning I walk down the high street past shops modern life. Complete the phrases to say what is
with doors wide open, blowing hot air into the street. annoying about each one.
At night I walk home past fully-lit office buildings, when • magazines that …
the workers have already left; past enormous flashing magazines that are full of news about celebrities
screens where advertisers try to go one better than • trains which …
their competitors. At the supermarket I take my frozen • mobile phones that …
vegetables from a cooling cabinet that is completely • TV shows about …
open. My children leave their computers on when they
• supermarket food that …
• computer programs which …
go out and their phone chargers plugged in with no
phone on the other end (though of course they should 7 Imagine you have read an article about one of
know better). the items in Exercise 6. Write a short comment
(120–150 words) on it.
What can we do about it? Just wishing that people
would act more responsibly is not enough. We would 8 Work in pairs. Exchange comments and compare
be better off if we were forced to act. Increasing the what you have written. Use these questions to
price of energy would be one idea. Another would be check your comments. Does your partner agree
with the way you feel?
to make laws – just as we have traffic laws to make us
drive safely – against wasting energy. • Is the comment well organized?
• Does it give vivid examples?
• Is it persuasive?

AMBITIONS WISHES STRONG FEELINGS PREFERENCES 101

my life AN ONLINE COMMENT
 8f What would you do if
money didn’t matter?

A woman meditating at a
Zen garden in Kyoto, Japan

102
 Unit 8 Hopes and ambitions

Before you watch 5 8.1 Watch the second part of the video
(1.28 to the end) again. What did the narrator say
1 Look at the title of the video. Write down your about these things (1–4)? Make notes as you watch
answer to the question on a piece of paper. Don’t the video.
show it to anyone else yet.
1 a short life and a long life
2 what happens when you keep doing something
2 Key vocabulary you enjoy
a Read the sentences. The words in bold are used in 3 whether other people will share your interests
the video. Guess the meaning of the words. 4 what we are teaching our children

1 I didn’t really know what I wanted to do when

I left school, so I used the school’s vocational After you watch
guidance service.
2 How do directors of companies justify having
6 Vocabulary in context
salaries of a million pounds or more? a 8.2 Watch the clips from the video. Choose
3 There is no better surfer in the world – she’s a the correct meaning of the words.
master of her sport.
4 Anyone can do what they want – they just have b Work in pairs. Complete the sentences in your
to focus on it and desire it enough. own words.
5 He hates his job. He feels completely miserable
1 I haven’t the faintest idea where …
going into the office every day.
2 If you keep trying out different jobs,
b Match the words in bold in Exercise 2a with eventually …
these definitions. 3 I don’t know how long I will go on …

a someone who does something very well 7 Work in small groups. Look at these comments
b service to help someone to find the right career about the video. Discuss what you think of each
c very unhappy comment. Then write your own comment.
d give a reason for
e want something a lot
Carla P
It’s an inspirational speech. It’s saying that money
While you watch doesn’t bring happiness. But more important than that,
3 8.1 Watch the video and answer the questions. it’s saying you can be what you want to be.

1 What is the key question the narrator mentions

at the beginning and end of the video that we
must all ask ourselves? Shinji
2 If we don’t ask this question, how does the This is a nice idea but it’s not very practical. If
narrator say we will spend our lives? everyone is painting and writing poetry and riding
4 8.1 Read the summary below. Then watch horses, who will drive the trains and work in the banks
the first part of video (0.00–1.28) again. Choose and offices?
the correct options to complete the summary.
Sometimes there is more than one answer.
The narrator often gives career advice to his 1 own Stefan
children / school children / college students. They I like this but I think there is a contradiction. He says
say that if money wasn’t important they would money doesn’t matter, but then he says if you become
be 2 painters / writers / musicians. But they say a master of something you will earn money from it.
that these jobs don’t bring 3 money / satisfaction /
happiness. The narrator keeps questioning them
until he has found something they 4 are really good 8 Work in pairs. Read your answer from Exercise 1
at / really want to do / find really fun and then says and ask each other for more details about this. Has
do that. He says that just going after money is your idea about what you would do changed in
5
stupid / selfish / a waste of time. any way since watching the video?

itch (v) /ɪtʃ/ to have an uncomfortable feeling on your skin

that makes you want to scratch

103
 Unit 8 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Read this post on a travel forum. What 4 Choose the correct options to complete the sentences.
three things does the writer suggest taking Then discuss with your partner which of the sentences
on the trip? about the ‘rocket girls’ are true.
1 They did / made tasks that computers now perform.
2 They did / made mathematical calculations.
3 If they did / made a mistake in their calculations, it
didn’t usually matter.
4 In spite of their jobs, they still did / made the shopping
and did / made the housework.
5 They didn’t do / make great friendships because they
were focused on their work.
6 The head of NASA did / made the decision to hire
only women.
7 They did / made a big difference to the NASA space
It had always been my dream to go on this programme.
Antarctica trip. 1 I’d like to be able to find the words
to express how incredible it was. The trip starts 5 ❯❯ MB Complete the phrases using these emotive words.
with a guided tour of Buenos Aires and ends with a Make a sentence with each word to say to your partner.
coach tour in Ushuaia in Tierra del Fuego. Actually,
2
they should make this a hiking tour, but that’s a alarmed   back-breaking   bleak   delight   
small point. In the middle are ten amazing days majestic   unique
sailing on a ship to Antarctica. The purpose of my
post here is just to tell you what and what not to 1 a desert landscape
take. In fact, 3 I regret not looking at this forum 2 work
myself before I left. I took a lot of waterproof and 3 a experience
windproof clothing with me and I was glad I did.
4 the on her face
4
It stopped me getting cold and wet. I also took
5 he was by the news
a power cable with lots of sockets so that I could
charge my phone and camera and computer all
6 a animal
at the same time. 5 They don’t have many power
I CAN
points on the ship, so that was important. Take
seasickness tablets too – it can get quite rough. Oh, use make and do correctly
and the last thing: 6 I took too many clothes. I didn’t identify and use emotive language
know they had a good laundry service on the boat.

Real life
2 Write conditional or wish sentences to
express the same idea as the underlined 6 Complete the exchanges with one word in each space.
sentences in the text. A: Would you 1 eat out tonight or stay in?
1 I wish I ... B: I think I’d 2 to stay in, if you don’t
2 It would be better if ... 3
.
3 I wish I ... C: I don’t know if it 4 be better
4 I would .... if ... 5
quit my job now or wait until I’ve
5 If they ... , that ... found another one.
6 If I ..., I ... D: I think you’d be better 6 finding a new
3 ❯❯ MB Work in pairs. Explain why the one first 7 than just leaving.
different forms are used in each pair of E: Do you mind if I smoke?
sentences. F: I’d rather you 8 , actually. I don’t like the
1 a I wish you lived nearer. smell.
b I wish you would move back to the UK. 7 ❯❯ MB Work in pairs. Talk about your own preferences.
2 a If I’d missed the plane, I would have Make sentences with I’d rather + verb + than ... Use
been very upset. these verbs: be, have, work, learn, be able, spend time.
b If I’d missed the plane, I’d still be in
Rome. I’d rather be too hot than too cold.

I CAN I CAN

make second, third and mixed conditionals ask and talk about preferences

express wishes about the past and present

104
 Unit 9 The news

Parents sleep on mats in the university gym, University of Wuhan, China

F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Why do you
think these people are sleeping here? What could be the news
106 A life revealed story behind this photo?
The power of the image 2 78 Listen to a radio news report and answer the questions.

108 And finally … 1 Why did these Chinese parents stay overnight at the
university?
Good-news stories 2 Why did they sleep on the gym floor?
3 What do you think of the dedication of the parents?
110 From hero to zero Does anything similar happen in your country?
The story of pilot Peter
Burkill 3 The story behind the photo was a radio news story, but there
are other ways to get news. What are they?
114 News: the weird and 4 Look at the pie chart below showing how US university
the wonderful students get their news. Discuss the questions.
Two good-news stories 1 How do most students get their news? Are you surprised?
2 Which category in the chart would you put yourself in?
3 What kind of news do you follow mostly (national,
international, local, sports, business, etc.)?

radio Facebook/Twitter
magazines other websites
television I don’t care about the news
online or print newspaper

NEWS STORIES GOOD-NEWS STORIES THE MEDIA WHAT YOU HEARD 105
my life A NEWS ARTICLE
 vocabulary reporting verbs • reading an iconic image • grammar verb patterns with reporting verbs •
speaking and writing news stories

9a A life revealed
Vocabulary reporting verbs Reading
1 Look at the sentences. Cross out ONE word that doesn’t 2 Work in pairs. Look at the photo and discuss
fit in the sentences. Then discuss with your partner the the questions. Then read the article and
difference in meaning between the other two words. check your answers.
1 ‘It was a mistake,’ they denied / admitted / agreed. 1 Have you seen either of the photos that
2 Don’t blame / thank / accuse him unless you are sure it the photographer is standing between?
was his fault. 2 Where are these two women from and
3 ‘Be careful,’ he offered / advised / warned. how old are they, do you think?
4 ‘Please help me,’ he asked / persuaded / begged. 3 What do you think is the relationship
5 ‘It’s the best restaurant in the world,’ they claim / between them?
complain / explain.
6 He congratulated / praised / criticized us, saying what a 3 Read the article. What news story was Steve
brilliant job we had done. McCurry reporting when he took these
7 ‘It’s a great opportunity. Take it,’ he recommended / photos?
urged / convinced.
8 ‘I’ll help you whatever happens,’ she threatened /
promised / swore.
79

A L I F E R E V E A L E D
She remembers the moment the photographer took her After three days, he returned with Sharbat Gula, a woman
picture. The man was a stranger, but he asked if he could around 29 years old. McCurry knew at once that this was
and she agreed to let him. She had never been photographed her. Time and hardship had erased her youth. Her skin
before and until they met a second time seventeen years later, was weathered. But her eyes still had the same intensity. 20
5 she was not photographed again. The photographer, Steve Her brother explained the story of their lives. He blamed
McCurry, remembers the moment too. It was 1984 and he the war for forcing them and many other Afghans out of
was reporting on the lives of Afghan refugees in a camp in their homeland. Sharbat had escaped to the mountains
Pakistan. She was staring out of the school tent and he admits when she was a child, where she hid in caves and begged
thinking at the time that his picture was nothing special. Yet people to give her food and blankets. She married when 25
10 the ‘Afghan girl’ became one of the most famous images of she was sixteen and now her time is occupied with
our time. Her intense expression warned us not to ignore the bringing up her three children: cooking, cleaning and
victims of war, especially its young victims. In 2002, National caring for them. Yet she does not complain about having
Geographic persuaded McCurry to return to Pakistan to look had a hard life. More amazingly, she is not aware of the
for the girl. After showing her photo around the refugee camp, impact that her photo and her sea-green eyes had on 30
15 he found a man who knew where to find her. He offered to the world.
fetch her from her home in the Tora Bora mountains.

106
 Unit 9 The news

4 Complete the sentences by finding the contrasting 8 Complete the article with the verbs in the correct
facts in the article. form. Add a preposition where necessary.
1 Sharbat Gula let McCurry take her picture,
even though … People often accuse photographers
2 The picture became world famous, even
1
(be) unethical when they take
though … pictures without others’ permission. A photographer
3 McCurry recognized 29-year-old Gula who photographs someone in their living room with
immediately, even though … a telephoto lens cannot deny 2 (act)
4 Sharbat Gula does not complain about her life, unethically – they have invaded someone’s privacy.
even though … We often criticize journalists 3 (do)
this kind of thing. But is this the same as taking a
picture of a stranger without them knowing? The
Grammar verb patterns with person hasn’t invited you 4 (take) their
reporting verbs picture. Perhaps they would feel uncomfortable if
you asked them 5 (pose) for a shot;
5 Find these verbs in the article. Underline them and they might even refuse 6 (let) you do
the forms that follow them. How many different it. A lot of photographers insist 7 (be)
forms are there? invisible so that the photos are more natural.
They object 8 (ask) their subject
agreed   ​admits   ​warned   ​persuaded   ​ for permission first because this would spoil ‘the
offered   ​
blamed   ​begged   ​complain moment’. However, I always advise photographers
9
(talk) to their subjects first. In fact I
strongly recommend 10 (get) to know
VERB PATTERNS WITH REPORTING VERBS their subjects’ story, because then their photographs
verb + to + infinitive will have more meaning.
e.g. promise, refuse, swear, threaten
He refused to help me.
verb + someone + to + infinitive
9 Report these statements using the reporting verb
e.g. advise, ask, convince, encourage, invite,
in brackets. You may need to change other words
recommend, urge (e.g. pronouns). Begin each sentence with She.
They invited us to stay. 1 ‘I think you’ve been very brave.’ (praise)
verb + -ing She praised me for being very brave.
e.g. deny, recommend, suggest 2 ‘You should consider a career in journalism.’
I suggest waiting (encourage)
verb + preposition + -ing 3 ‘He always puts his own interests first.’
e.g. apologize for, confess to, insist on, object to (accuse)
He apologized for missing the meeting. 4 ‘Why don’t we wait to see what he says first?’
verb + someone/something + preposition + -ing (suggest)
e.g. accuse … of, criticize … for, congratulate … on, 5 ‘I’ll look at your article when it’s finished.’
praise … for, forgive … for, thank … for (promise)
She thanked me for supporting her. 6 ‘I’m sorry I didn’t introduce you to my boss.’
For further information and practice, see page 172. (apologize)
7 ‘People must make up their own minds.’ (urge)
8 ‘I can lend you my camera, if you like.’ (offer)
6 Look at the grammar box. Where in the box would
you place each verb from Exercise 5? Tell your
partner. Speaking and writing my life

7 Work in pairs. Discuss what the person actually 10 Work in pairs. Choose one of these reporting verbs
said (or thought) at the time in each sentence you to write about something true that happened to
underlined in Exercise 5. Then compare your you (3–4 sentences). Then read your brief story to
answers with another pair. your partner.
She agreed to let him take her picture.
accuse   ​admit   ​apologize   ​complain   ​
‘Yes, you can take my picture.’
congratulate   ​criticize   ​deny   ​encourage   ​
offer   ​thank   ​warn

I remember once at school I was accused of breaking

a window. I knew who had really done it, but I had
promised not to say, so I was in a difficult situation!

NEWS STORIES GOOD-NEWS STORIES THE MEDIA WHAT YOU HEARD 107
my life A NEWS ARTICLE
 vocabulary positive adjectives • listening good-news stories • grammar passive reporting verbs •
speaking good-news stories

9b And finally …
Vocabulary positive adjectives Listening
WORDBUILDING forming adjectives from verbs 3 80 Look at the photo. What good-news story do
We can add -ing to many verbs to form adjectives that
you think is illustrated here? Then listen to the three
describe something that causes a particular feeling. news stories and make notes on each. Compare notes
entertain ➙ entertaining, move ➙ moving with a partner and fill in any missing details.

For further practice, see Workbook page 75. 4 80 Listen again and answer the questions.
story 1 How was the Syrian man rewarded for
1 News programmes often like to end with a good- his honesty?
news story. Look at these verbs and make them into
adjectives that can describe these kinds of story. story 2 What were the reactions of the public and
the commanding officer to the incident?
amuse   ​astonish   ​charm   ​encourage   ​ story 3 Who has Dr Zhavoronkov been testing his
engage   ​inspire drugs on and with what results?

1 A(n) story makes you feel 5 Work with a student from another group and
hopeful. retell the stories. Which did you find the most
2 A(n) story makes you smile or encouraging/inspiring/charming/astonishing?
laugh.
3 A(n)
people can achieve.
story shows you how much
Grammar passive reporting verbs
4 A(n) story makes you feel PASSIVE REPORTING VERBS
amazed or very surprised.
It + passive reporting verb + that + subject
5 A(n) or story
1 It is thought that the officers involved will be
interests and pleases you. disciplined in the coming days.
2 Work in pairs. Think of an example of a good- subject + passive reporting verb + infinitive
news story you have heard recently. Tell your 2 The 25-year-old Syrian is believed to have been in
partner. Use one of the adjectives in Exercise 1. Germany for less than a year …
3 Local police are now said to be looking for the money’s
I saw a really inspiring local news story on TV about true owner.
a five-year-old boy who raised money for his sick sister 4 A Latvian scientist based in the UK is reported to be
by cycling round the park near … close to finding …

For further information and practice, see page 172.

108
 Unit 9 The news

6 Look at the grammar box on page 108. Do we know 11 Work in pairs. Complete the good-news
who is doing the thinking, believing, saying and story using these passive reporting verbs and
reporting in each sentence? infinitives.

7 Look at sentences 2–4 in the grammar box. Which is known   ​it is now thought   ​
sentence contains: it was demonstrated   to be   ​to be getting   ​
a a simple infinitive? to have stopped   ​
b a continuous infinitive?
c a perfect infinitive? And finally … despite all the warnings about
a growing hole in the world’s ozone layer,
8 Rewrite sentences 2–4 in the grammar box using 1
that the hole may be
It + passive reporting verb + subject.
shrinking. The ozone layer in the atmosphere
2 It is believed that the 25-year-old Syrian has … 2
to protect us from the
3 It is said that the … Sun’s radiation since it absorbs ultraviolet rays.
4 It is … However, in the 1970s, 3
9 Rewrite these sentences using passive reporting verbs. that this layer was becoming thinner and
thinner and that there was even a hole in it
1 People say that the man is from the Homs area of over the Antarctic. CFC gases in fridges and
Syria.
aerosols were said 4 the
The man is  .
main reason for this. Consequently, many
2 The police confirmed that the man will receive a
financial reward. people urged governments to ban the use of
It was  . these gases. They were successful and the use
3 People say that the same police officers had done of CFCs is believed 5 by
similar things before. the mid-1990s. Now new research has shown
The same police officers are  that the ozone hole has shrunk by four million
 . square kilometres. What’s more the ozone
4 We all enjoy the snow, but people didn’t think this layer itself is thought 6
was an appropriate use of police time. thicker again. This is good news for the planet
We all enjoy the snow, but this was  and for all of us who enjoy spending time in
 . the Sun.
5 We know that there are a lot of rich customers
waiting to buy these new medicines.
A lot of rich customers are 
 .
Speaking my life
6 People don’t generally believe that drugs can 12 Work in groups of three. You are going to
prevent ageing. prepare a good-news story. Choose one of
It is  . the headlines below or a story you know.
Then write a good-news story, using at least
10 Rewrite the sentences from these good-news stories.
one passive reporting verb. When you have
Change the passive reporting verbs from one type to
finished, practise reading your story aloud.
the other.
Then each person should work with a new
1 Costa Rica is said to be the happiest country in the group to share their stories.
world.
• Woman rescued from fire by pet
It  .
• Valuable painting found under bed
2 The family are believed to be celebrating their $10
• Ten-year-old child compared to
million lottery win in private.
Shakespeare
It  .
• New clothing fabric invented
3 Frank was known to have been a gifted musician at
• Couple celebrate 90th wedding anniversary
school.
• Dentist that people actually enjoy visiting
It  .
4 It is known that laughing regularly increases life And finally, a woman was rescued from her
expectancy. burning house yesterday by her cat. Although the
Laughing regularly  . house is known to have smoke alarms fitted to it,
5 It was thought that he had given up hope of ever the woman slept deeply as her …
seeing his family again.
He  .
6 It is reported that scientists are getting very close to
finding a cure for the disease.
Scientists  .

NEWS STORIES GOOD-NEWS STORIES THE MEDIA WHAT YOU HEARD 109
my life A NEWS ARTICLE
 reading the power of the press • critical thinking different perspectives • word focus word • speaking the media

9c From hero to zero

Reading Critical thinking different
1 Work in pairs. Look at the headlines in the order perspectives
they appeared in the newspapers over several
5 Make notes to complete the table about the event
months. Discuss what you think happened.
described on page 111. If the motivation is not
HERO BA PILOT PETER BURKILL SPEAKS: clear, put ‘not clear’.
I THOUGHT WE’D DIE IN HEATHROW CRASH
People Their view on Motivation for
involved the accident and taking this view
‘I AM NOT A HERO,’ Burkill’s role in it
SAYS BA CRASH PILOT CAPTAIN PETER BURKILL
Peter Burkill took a risk but it did what any pilot
REAL HERO OF BA FLIGHT 38 worked and the rest would have done
IS CO-PILOT JOHN COWARD was luck
BA staff
HERO PILOT ‘FORCED OUT OF BA’ BA
management
FALLEN HERO: THAT DAY CHANGED MY LIFE FOREVER
AAIB*
OFFICIAL REPORT SAYS ICE FAULT
the press
CAUSED BA AIRPORT CRASH
*Air Accidents Investigation Branch
2 Read the story on page 111 quickly. Then check
the sequence of key events with your partner. 6 Which of the people do you believe? Who do you
How did the story differ from your answer in think the newspaper’s readers believed?
Exercise 1?

3 Read the article again. Are the statements true (T) Word focus word
or false (F)? 7 Find four expressions in the article with word.
1 Burkill’s co-pilot was at the controls when the Match each one with the definitions below.
engines failed. 1 to be the one who is able to make the final
2 Some passengers were badly hurt point in an argument and win it
during landing. 2 news or a rumour starts to circulate
3 At the time of the accident, Burkill was a single 3 the only evidence is what two opposing sides
man who liked to enjoy himself. claim is true
4 Burkill’s crew read BA’s internal report. 4 there is no news about something
5 Burkill was praised in the AAIB report.
6 He refused to work for another airline. 8 Work in pairs. What do these other expressions
with word mean?
4 Complete the sentences with words from the
article. 1 ‘The new gallery is amazing. But don’t take my
word for it: go and see for yourself.’
1 Burkill went from being a hero to being a 2 ‘When my husband handed me the keys to a
(opposite of hero). (para 1) new car for my birthday, I was lost for words.’
2 When the plane crash landed, 3 ‘The hotel doesn’t advertise at all. It just relies
(incredibly) it stayed upright and no one was on word of mouth to get new customers.’
hurt. (para 2) 4 ‘I can’t believe the council are closing the library.
3 Perhaps his colleagues believed he wasn’t They gave their word that they wouldn’t.’
(good at his job). (para 3)
4 The press claimed Burkill had
(failed) the people he was supposed to be Speaking my life
responsible for. (para 3) 9 Work in groups. Discuss these questions about the
5 Burkill felt (completely media in your country.
unsupported) by his colleagues and the
company. (para 4) 1 How respectful are journalists towards politicians?
6 After the official report was published, Burkill 2 How balanced is the reporting of public scandals?
was (given as a prize) a medal for 3 Are people interested in reading about the private
his actions. (para 6) lives of famous people?

110
 Unit 9 The news

FROM
HERO
TO
ZERO
81
In January 2008, hours after saving his plane from crashing When the official AAIB report was finally published in February 50
at Heathrow airport, flight captain Peter Burkill was praised 2009, it concluded that ice in the fuel system had been the
as a hero. Only days later, when reports appeared in the press cause of the problem and that the actions of the crew had
accusing him of freezing at the controls, he became a villain. saved the lives of all on board. In particular, it praised Captain
5 How did this extraordinary transformation come about? Burkill’s decision to change the wing flap settings.
Peter Burkill was the pilot on flight 38 from Hong Kong and The pilots and the air crew were awarded the British Airways 55
responsible for the lives of its 152 passengers. But 35 seconds Safety Medal and the story of Peter Burkill, the hero, once again
from landing, two of the plane’s engines failed. With the plane made the headlines. But the damage had been done. In August
losing height fast, Burkill asked his co-pilot, John Coward, to 2009 Peter Burkill left the company that he had served for
10 take the controls while he himself adjusted the wing flaps to 25 years. He began applying for jobs with other airlines, but he
help the plane reach the runway. It was a risky decision, but it was not invited to a single interview. 60
worked. The plane just missed some houses and landed heavily
So did his critics win? No. Burkill himself had the last word.
on the grass just short of the runway. After a few hundred
BA said that he was always welcome in the company and in
metres, it miraculously came to a stop without turning over. The
September 2010 they asked him to come back and fly for them.
15 passengers escaped without serious injury. As far as Burkill was
Burkill accepted.
concerned, he had done what any captain would have done
and the rest was luck.
However, this was not the version of events that BA’s staff
heard in the following days. Word went around that rather
20 than taking control of the plane, Burkill had panicked. The
suggestion was that he was not competent to fly a plane.
Some newspapers, seeing the chance to sell more copies,
picked up the story, claiming that John Coward was the
real hero. They published details of Burkill’s past, painting
25 a picture of a well-paid pilot who lived the life of a playboy,
but – when it had mattered, it was suggested - he had
let down his crew and passengers. Worse still for Burkill,
it wasn’t even his word against the press. Afraid of bad
publicity, British Airways banned him from speaking about
30 the events until an independent investigation by
the Air Accidents Investigation Branch (AAIB)
was complete.
Overnight, Burkill’s life changed. Before the
accident he had had everything: a great job, a
35 beautiful home, a loving wife and the respect
of his colleagues. Now he felt betrayed and
desperate. The stress put enormous pressure
on his family and Burkill became depressed. He
begged the company to issue a statement to
40 clear his name, but they refused, preferring to
wait for the results of the official investigation.
Even though BA’s own internal report cleared
him of any wrongdoing, it was only read by
senior management. No word of it reached
45 his colleagues and rumours started
going around that crew members were
afraid to fly with him. He wrote to BA’s
chief executive asking for help, but
got no reply.

NEWS STORIES GOOD-NEWS STORIES THE MEDIA WHAT YOU HEARD 111
my life A NEWS ARTICLE
 real life reporting what you have heard • pronunciation the schwa

9d Spreading the news

Real life reporting what you 5 Pronunciation the schwa
have heard a 83 Unstressed syllables often produce the schwa
sound /ə/. Listen to these examples and repeat. The
1 Look at four of the most common topics that stressed syllable (not a schwa) is underlined.
people most like to gossip* about. Can you think
of a recent piece of gossip that you have heard /ə/ /ə/ /ə/ /ə/
from any of these categories? apparently supposedly

• money and status b 84 Underline the stressed syllable and circle the
• other people’s relationships schwa sound in these words. Then listen and check.
• celebrities’ lives
• people’s character and reputation according   ​generally   ​happened   ​information   ​
proportion   ​reckon   ​surprisingly   ​
*gossip (v) have conversations about events (not always
confirmed as true) in other people’s lives c Work in pairs. Practise saying the words in
Exercise 5b.

2 82 Listen to two conversations. Which category 6 You are going to spread news around the class.
of gossip does each conversation fall into? Follow these steps:
• Tell your partner two facts (one true, one false)
3 Work in pairs. Discuss the questions.
about yourself or something you did, or two
Conversation 1 facts (one true, one false) about someone
1 What has happened to Liam, the man they are famous.
talking about? • Mingle with other students in the class and
2 Why are the speakers surprised about this news? tell them the facts you heard. (Speak to at least
three people.)
Conversation 2
• Return to your partner and report the facts
3 What do they say has happened to Dr Harris
you heard.
and why?
• Discuss which ones you think are true or not.
4 Do we know if the gossip about him is true?
Use the expressions for reporting what you
4 82 Look at the expressions for reporting what have heard.
you heard. Use the expressions to complete the • Tell the class what you thought and see if you
sentences from the conversations. Then listen to were right.
the conversations again and check your answers.
REPORTING WHAT YOU HAVE HEARD
Conversation 1
Did you hear about …?
1 A: By the way, Liam? I heard/read the other day that …
, he’s been promoted. Someone told me that …
Sarah, he’s been given They reckon that …
the job of area manager. According to (somebody) … ,
B: Area manager? I ! He’s It seems that …
not even that good at his current job … Apparently/Supposedly, …
2 A: She also that he’s going Expressing belief and disbelief
to get a massive pay rise. That doesn’t surprise me.
B: Well, I . I don’t think I can well believe it.
the company has money to throw around at I’d (I wouldn’t) take his/her word for it.
the moment. They generally get their facts right.
I don’t believe it.
Conversation 2 He/She tends to exaggerate things.
3 A: Well, he was fired from I’d take that with a pinch of salt.
his job yesterday. he’s I wouldn’t take too much notice of what he/she says.
not even a proper doctor.
B: I wouldn’t take too much notice of what
Tara says. She things.
4 A: Oh my goodness – that’s terrible.
B: I know. But actually, it .
You do hear of things like that happening.

112 NEWS STORIES GOOD-NEWS STORIES THE MEDIA WHAT YOU HEARD
my life A NEWS ARTICLE
writing a news article • writing skill using quotations Unit 9 The news

9e News story
Writing a news article
1 Read the article and answer the questions.
1 What problem does the article describe?
2 What solution is being proposed?
3 Who might not be happy about this solution?

2 Complete the notes (1–5) about structuring a

newspaper article using functions a–e.
Headline: 1
First short paragraph: 2
Second paragraph: 3
Third paragraph (optional):
or gives other relevant facts
Is ‘supercar season’ over?
4

Final paragraph:
states how the story ends, 5 or gives

T
an alternative side to the story emporary residents in some of London’s richest
areas have been warned that their supercars will
a gives the details of the story be banned or even taken away if they are caught
b what is likely to happen next driving them dangerously.
c catches the reader’s attention Every summer the streets of Kensington and Chelsea
d gives most of the key information are filled with the sound of loud engines and screeching
e includes a comment or quotation about tyres as rich visitors to London bring with them their
the events collections of Ferraris, Aston Martins and Lamborghinis.
Although the visitors bring necessary income to the
3 Writing skill using quotations five-star hotels, shops and restaurants, many local
residents have complained about the noise and
a Look at the sentences (1–3). Then choose the dangerous driving. Now the police have stepped in
correct options to complete the rules (a–d). and warned drivers that inconsiderate driving will
1 The head of the investigation said, ‘We haven’t be punished.
even started to write our report.’ ‘A car which suddenly accelerates in a busy street
2 ‘Don’t wait for me,’ she said with a smile. can be a real danger to the public,’ said the head of
3 ‘And what,’ he asked, ‘is the solution?’ police for the area, ‘and we must act before someone is
seriously injured.’
a Always begin a quotation with an opening
Not everyone will be happy, however. The supercars
quotation mark and then a small / capital letter. have attracted a huge number of fans who come
b Always put the final punctuation of the to photograph them as they parade along London’s
quotation inside / outside the quotation marks. poshest streets.
c If the quotation is followed by a phrase like
‘he said’ or ‘she asked’, put a comma before /
after the final quotation mark. 4 Write a short news article (150–170 words) for one of
d If a phrase like ‘he said’ or ‘she asked’ comes the following headlines. Use at least one quotation.
before the quotation, put a comma before / after
the opening quotation mark. • Child’s pushchair given parking ticket
• Man takes wrong plane home
b Put the correct punctuation in these sentences. • Meeting to discuss shorter meetings runs out
Then compare answers with your partner. of time
• Burglar takes selfie with stolen phone
1 Shall we eat Grandma he asked
2 I know exactly what he said she said 5 Exchange stories with your partner. Use these
3 That’s very kind she said but I can manage questions to check your partner’s article.
4 General Sedgewick turned to his men and said
don’t worry boys they couldn’t hit an elephant • Does the article include a short first paragraph
at this distance … that gives the main idea or key information?
• Does the rest of the article use the structure
described in Exercise 2?
• Do any quotations use the correct punctuation?

NEWS STORIES GOOD-NEWS STORIES THE MEDIA WHAT YOU HEARD 113
my life A NEWS ARTICLE
 9f News: the weird and the
wonderful

A humpback whale dives beneath the ocean,

Tonga, South Pacific.

114
 Unit 9 The news

Before you watch an unusual man. 3 years ago, he

was cooking at his stall and a 4
1 You’re going to watch two ‘good-news’ stories. Look at dropped a 5 into his wok from
the photo and the caption. What do you think the first a tree above. The oil 6 all over
story is about? his head and his 7 . He took a
8
home. The next day he was
2 Key vocabulary going to see the 9 , but when he
looked in the 10 he saw he had
a Read the sentences. The words in bold are used in the no 11 . So he went back to work as
videos. Guess the meaning of the words. usual.
1 He has been ruthless in his career, pushing others
7 9.1 Watch the last part of the story (2.30
aside in his ambition to get to the top.
to the end) again. Complete the statements.
2 She swiped at the wasp with her hand, but it didn’t
go away. 1 The tourist describes Khan’s ability to
3 Lions are not afraid to attack prey – like buffalo – that handle hot oil as disgusting / incredible.
are larger than them. 2 He doesn’t have a clear / any idea how Khan
4 I had the disease when I was a child so I am can do this.
immune to it now. 3 Khan’s accident has actually helped his
5 I’m sorry. I dropped a spoon in my coffee and it sales / confidence.
splashed over the tablecloth.
6 I like to dip biscuits in my tea and then eat them. After you watch
b Match the words in bold in Exercise 2a with these 8 Vocabulary in context
definitions.
a cause liquid to fly up in the air a 9.2 Watch the clips from the video. Choose
b make a swinging movement with the arm or hand the correct meaning of the words and phrases.
c place something in liquid for a short time
b Complete the sentences in your own words.
d not affected by something (e.g. an illness)
Then compare your sentences with a partner.
e animals which are hunted by other animals
f not caring who you hurt as long as you get what 1 You made quick work of … !
you want 2 I am really put off when I see …
3 … is in a vulnerable situation because … .
3 Which group of words (1–3 or 4–6) do you think goes
with story 1? 9 Work in groups. Discuss which news story
interested you most and why. What more
would you like to know about each one?
While you watch
10 Work in pairs. Watch the first news story
4 9.1 You are going to see two very different good-
again and provide the narration for it.
news stories. Watch and then:
Follow this procedure.
1 say which story you think is ‘weird’ and which is
• Watch the video with the sound off.
‘wonderful’.
Discuss what you think the speaker was
2 write a headline for each story.
saying at each point.
5 9.1 Read the questions below. Then watch the • Decide how you will divide the narration
first news story (0.00–1.35) again. Discuss the answers between you
to the questions with your partner. • Watch the video for a second time and
provide the narration
1 What adjectives are used to describe humpback
whales? 11 Work in groups of three or four and act out the
2 What other species do they protect? second news story. Follow this procedure.
3 What adjectives are used to describe orcas?
• Decide on your roles: a) narrator, b) Khan,
4 How do the humpbacks fight off the orcas?
c) the tourist visiting the stall, d) a director.
5 What is the benefit to the humpbacks of protecting
• Discuss what you are going to say and what
other species?
the ‘cues’ are for each speaker to speak.
6 9.1 Watch the second news story (1.36 to the end) • Then try acting out the news story, with the
again. Then work with your partner and complete director giving advice as necessary.
Khan’s story. Use one word in each space. • Perform your version to another group.

Khan has a fried chicken 1 in Chiang Mai,

Thailand. It looks 2 , but Khan is quite

115
 Unit 9 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete this good-news story with the correct 5 Choose the correct options to complete these
verb pattern (passive, infinitive, preposition + -ing, sentences.
etc.) of the verbs.
1 Don’t just have / take my word for it. I encourage /
suggest trying it out for yourself.
2 She has accused him of / for taking her car
without permission, but he denies / refuses it.
No one else was there, so it’s her word against /
over his.
3 It’s such a terrible decision that I’m almost lost
for / without words. I’m going to threaten / urge
her to think again. I hope I can warn / convince
her to change her mind.

6 ❯❯ MB Answer the questions about these people

A seven-year-old boy has been found alive and well in a from the news stories in Unit 9.
forest in northern Japan five kilometres from where he
is said 1 (go) missing a week ago. Soldiers
who found the boy praised him 2 (keep)
calm and 3 (not / panic).
Yamato Tanooka had been missing since Saturday
after he got out of the family car on a mountain road.
It 4 (believe) that Yamato had been 1 What did the Chinese parents of university
misbehaving and his father, Takayuki Tanooka, ordered students insist on?
him 5 (get) out as a punishment. Mr 2 What did Sharbat Gula agree to let Steve
Tanooka now admits 6 (react) too harshly McCurry do?
and has apologized to officials 7 (cause) so 3 What was the pilot Peter Burkill accused of?
much trouble.
Soon after getting lost, Yamato found a military shelter I CAN
in the forest where he stayed until he was found. Police use a range of reporting verbs
said that he was lucky because there 8
use expressions with word
(know) 9 (be) bears in the forest. It is not
clear if he had food, but the shelter had beds and is
also thought 10 (have) safe drinking water. Real life
‘He did the right thing,’ said a police spokesperson.
‘I recommend anyone in the same situation 7 Decide if the speaker is reporting, expressing belief
11
(find) shelter and then 12 or expressing disbelief. Write R, B or D.
(stay) where they are.’ 1 They reckon that half a million people came to
the free festival.
2 Which of these things do we know to be true (T)? 2 I’d take that figure with a pinch of salt.
Which are possibly true (PT)? 3 Apparently, a lot more people came than
expected.
1 Yamato did something naughty. 4 I think the newspapers often tend to exaggerate
2 Mr Tanooka feels sorry about his behaviour. these things.
3 Yamato acted very sensibly in the forest. 5 According to official reports, around 250,000
4 Yamato was able to get food at the shelter. attended.
3 Rewrite sentences 4 and 6 from the article as shown 6 Well, they generally get their facts right.
below. Then compare sentences with a partner. 7 I think we can take the organizer’s word for it.
8 I wouldn’t take much notice of what the
4 Yamato is believed … promoters say. They just want publicity.
6 Mr Tanooka blames himself …
8 ❯❯ MB Work in small groups. Each write down a
4 ❯❯ MB Use a reporting verb or passive reporting recent claim someone has made in the news (e.g.
verb to make two more sentences about what you They reckon that …, Apparently …). Then respond to
think Yamato did after he was found. these claims using expressions of belief or disbelief.
I CAN I CAN
use the correct verb patterns with reporting verbs comment on stories and rumours, express belief
use passive reporting verbs and disbelief

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 Unit 10 Talented people

A mahout leads his elephant, Havelock Island, India.

F E AT U R E S 1 Work in pairs. Match these words with their definitions (a–g).

118 An ordinary man background   ​experience   ​knowledge   ​qualifications   ​

qualities   ​skills   ​talents
The extraordinary career of
an astronaut a strong natural abilities
b abilities developed by practice
120 The real-life Batman? c (generally positive) characteristics
A man with an unusual d certificates which show you have learned something
talent e what you’ve done in your life
f what you know
122 The king herself g your past in general (where you come from, where you
The story of the pharaoh studied, etc.)
Hatshepsut 2 Look at the photo and the caption. What qualities, skills,
knowledge, qualifications and experience do you think a
126 Queen of Egypt mahout needs to do their job well?
A video about the life of
Cleopatra 3 85 Listen to a description of a mahout’s job. Compare the
description with your answers in Exercise 2.

4 Make short notes on your own background, experience,

knowledge, talents, etc. Then ask and answer questions with
your partner.
What qualifications do you have?

A CAREER PATH DEFINITIONS JOB CHARACTERISTICS SKILLS, TALENTS AND EXPERIENCE 117
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 reading an extraordinary career • vocabulary careers • grammar articles: a/an, the or zero article? •
pronunciation linking vowels • speaking a career path

10a An ordinary man

Listening and reading Vocabulary careers
1 86 Work in pairs. Look at the photo. Can you WORDBUILDING verb (+ preposition) + noun
answer the questions? Then listen and check. collocations
1 Who do you think the person in the photo is? When you learn a new noun, try to note also the verb(s)
2 When was this photo taken? that collocate with it and any preposition that follows
3 What quotation is associated with this event? the verb.
follow a career
2 Read the article. What kind of man was Neil graduate from school/college
Armstrong? Give reasons for your answer.
For further practice, see Workbook page 83.
3 Read the article again. Answer the questions.
1 Why do you think Neil Armstrong was called 4 Work in pairs. Find verbs (+ prepositions) in the
‘the ultimate professional’? article that collocate with each of these nouns. Then
2 How did his experience of aircraft and flying identify the different steps in Armstrong’s career.
develop in his early career? 1 to a career
3 What motivated Armstrong? 2 to a school or college
4 What is meant by ‘the rest is history’? 3 to a course
5 What did Armstrong do to avoid publicity after 4 to the navy
the Apollo 11 mission? 5 to an astronaut
6 According to Armstrong, who was responsible 6 to a firm
for the success of the Apollo 11 mission? 7 to , ,
a job

87

N
eil Armstrong, the most famous of the astronauts An
ORDINARY
on the spacecraft Apollo 11, has been called
the ultimate professional. He was hired to do a
job. He did the job and then he went home and

man
5 kept quiet about it. In forty years, he only gave
two interviews. But how could the man who first set foot on the
Moon, known to people all over the world, remain such a mystery?
Armstrong followed a career that came from a passion for flying
that he developed as a child in the 1930s. He learned to fly
10 before he had graduated from high school and then did a course
in aerospace engineering at Purdue University in the USA. After
this, he served in the US Navy as a pilot for three years, flying
78 missions in the war in Korea. He left the navy in 1952 and got
a job with the Lewis Flight Propulsion Laboratory where he flew
15 experimental aircraft. He reached speeds of 6,600 kilometres an
hour and altitudes of over 200,000 feet.
It is not clear when he decided to become an astronaut, but it
was never his ambition to be famous. His aim was simply to push
the limits of flight. In 1962, news came that NASA was looking for
20 astronauts for their Apollo programme. Incredibly excited, he applied
for the job and was accepted. The rest, as they say, is history.
When he and the other astronauts returned from the Apollo 11
Moon landing in July 1969, Armstrong was a worldwide celebrity
and could have done anything he wanted – TV shows, public
25 speaking. Instead, he became a teacher and also worked for an
avionics firm. At the weekend, he went flying to get away from all
the attention.
Armstrong retired in 2002, ten years before his death. He had
fulfilled his dream, but he did not feel any more special than all
30 the others who worked on the Apollo space programme. He was
just the pilot.

avionics (n) /ˌeɪviˈɒnɪks/ electronic equipment used in flying

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 Unit 10 Talented people

Grammar articles 8 Complete the sentences. Use the or leave blank

where no article is needed.
ARTICLES: A/AN, THE or ZERO ARTICLE?
1 Where I live in New Zealand
Indefinite article: a/an (+ singular countable noun) weather in summer is pretty nice.
It is not clear when he decided to become an astronaut. 2 He’s thinking about joining police after
definite article: the (+ singular/plural countable noun or he leaves university.
uncountable noun) 3 At weekend, I often play tennis
He and the other astronauts returned from the Apollo 11 or go for a run first thing in morning.
Moon landing. Then I come back and have breakfast.
zero article (+ plural countable noun or uncountable noun) 4 I love countryside. last week, we
He learned to fly before he had graduated from went walking near Lake Windermere in
high school. north of England.
For further information and practice, see page 174. 5 A survey showed that in UK
most people go to bed around 11.00 in
evening and get up at 7.30 in
5 Look at the grammar box. Complete the
morning.
statements (1–3) with the correct type of article
6 I need to go to shops and get some food
(a/an, the or write ‘zero article’).
before I go home tonight.
1 We use
• to talk about one person or thing in general. 9 Work in pairs. Take turns reading the sentences.
• to say a person or thing is one of many. Put in articles where needed. Correct each other.
• when we first mention something. 1 Armstrong could fly ? plane before he could
2 We use drive ? car.
• to talk about people or things in a 2 As ? boy Armstrong played ? baritone horn,
general way. but he wasn’t ? very good musician.
• before certain generally familiar places 3 In ? Korea, one of ? wings on his plane broke
(school, work, hospital, university). and he ejected into ? sea.
3 We use 4 ? first meal which ? astronauts ate on ? Moon
• to talk about a specific person/people or was ? bacon and ? peaches.
thing(s). 5 Armstrong was ? member of ? team which
• when we refer back to a person/people or investigated ? Challenger space shuttle disaster.
thing(s) already mentioned. 6 In ? 1990s, Armstrong stopped signing ?
• before a superlative adjective. autographs because ? people were selling them
for $1,000 each.
6 Read the first paragraph of the article again. Look
at the articles and nouns (1–9) in bold. Match
the articles and nouns with the correct use from
10 Pronunciation linking vowels
Exercise 5. 88 Words that end with a vowel sound and
1 – Use 3: before a superlative adjective words that begin with one are often linked by a
‘hidden’ /w/, /j/ or /r/. Listen and say which sound
Neil Armstrong, 1 the most famous of links the two words. Then practise saying the
2
the astronauts on Apollo 11, has been called ‘the sentences with your partner.
ultimate professional’. He was hired to do
1 the ultimate professional
3
a job. He did 4 the job and then he went 5 home ˘ a job
2 to do
and kept quiet about it. In forty years, he gave ˘
3 in Korea and the USA
two interviews. But how can 6 the man who first set
4 he saw a˘film about space
foot on 7 the Moon, known to 8 people all over the
5 he only˘ gave two interviews
world, remain such 9 a mystery? ˘
6 a hero of our time
˘

7 Find an example in the article of each of the Speaking my life

following:
11 Draw the path of your own (or a relative’s) career.
1 zero article with: Use these stages and try to use articles correctly.
a a country b a subject of study c a month
2 the with: interests as child → school subjects → early jobs →
a a country b a professional organization university or courses done → other experiences →
c a period of time important events → future ambitions

As a child, I was very interested in drawing and painting.

At school, I loved art and I had a fantastic art teacher.

A CAREER PATH DEFINITIONS JOB CHARACTERISTICS SKILLS, TALENTS AND EXPERIENCE 119
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 listening an unusual talent • vocabulary the senses • grammar relative clauses • speaking definitions

10b The real-life Batman?

Listening Vocabulary the senses
1 Work in pairs. Look at the photo and the 5 Complete the descriptions with these five senses.
caption. Discuss the questions. Then compare your answers with a partner.
1 What is a ‘bat’? Who is the character ​eyesight   ​hearing   ​feeling   ​sense of smell   ​
‘Batman’? sense of taste
2 What is this man doing? Is it anything
unusual? 1 Eagles have amazing and can spot
small animals from high up. Rhinoceroses, on
2 89 Listen to a description of Daniel Kish.
the other hand, are so short-sighted they can’t
What obstacle did Kish have to overcome and
distinguish between a tree and a person at
how did he get his nickname?
five metres.
3 89 Choose the correct options to complete 2 Cats have sensitive noses, but, strangely, a poor
the summary. Then listen again and check . They can’t recognize if something
your answers. is sweet.
3 Dogs have such a keen that they
Daniel Kish was blind from 1 birth / a young age. can detect if a human has touched an object a
He taught himself to recognize how near objects week before. They hear better than humans too,
are by clicking his 2 tongue / fingers and then although like us, some go deaf or become hard of
listening for an echo. Using this technique he in old age.
can ride a bicycle, go hiking in the countryside 4 People used to think crabs were basically numb,
and play 3 ball games / board games. As well as that they had no . But a recent
determining the distance of an object, Kish can experiment showed they reacted negatively to
also tell 4 whether it is moving / how solid it is. small electric shocks.
He can ‘see’ a house from a distance of about
5
fifteen / fifty metres. Many blind people already 6 Underline the adjectives before each sense in
use the technique of echolocation 6 actively / Exercise 5. Then find three more adjectives that mean
passively. It’s a skill you can learn in just 7 a couple the following.
of days / a month. Kish thinks the technique could
a unable to see far
be useful for people who are 8 partially sighted /
b without hearing
fully sighted too.
c without feeling
4 Work in pairs. The speaker mentions a specific
example of when ‘echolocation’ could be useful
7 Work in pairs. What other animals can you think of
which have one very strong or weak sense? Which are
for fully sighted people. What is it? Can you
your stronger senses? Which are most important to you?
think of any other situations?

Daniel Kish, the ‘real-life Batman’

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 Unit 10 Talented people

Grammar relative clauses 5 The house where / whose / which we stayed in

belonged to a local teacher.
RELATIVE CLAUSES 6 She shares a flat with her cousin, that / who /
which works well for both of them.
Defining relative clause
7 That / Which / What I liked about the film
1 Kish clicks his tongue and then listens for the echo
which comes back. were the characters.
2 He can do many things that blind people cannot 8 I’d like to thank Conal in particular, of
ordinarily do. whom / whose / which support has been
3 The ‘real-life Batman’ is a description he welcomes. amazing.
4 He is amused by the nickname for which he is now
famous. 12 Rewrite these two sentences as one sentence
Non-defining relative clause
using a relative clause. There is sometimes
5 Daniel Kish, who was born blind, taught himself more than one possible answer.
to ‘see’. 1 That’s the man. Maya was talking about
6 A wooden fence, whose surface is softer than brick,
him the other day.
gives a ‘warmer’ echo.
That’s the man .
what … 2 Only two per cent of blind people use a
7 He just loves what he is doing.
white stick. That’s surprising.
For further information and practice, see page 174. Only two per cent .
3 They wanted to achieve that. I think
they did.
8 Look at the sentences in the grammar box. Answer
I think they achieved .
the questions.
4 The study looked at how well people can
1 Which type of relative clause contains essential use maps. It had very interesting results.
information? Extra information? The study .
2 If you put a relative pronoun in sentence 3, what and 5 Frank is now the managing director of
where would it be? Tetbury Supermarkets. His first job with
3 Can you leave out the relative pronoun in sentences 1 them was as a cashier.
and 2? Why? / Why not? Frank .
4 What relative pronoun means ‘the thing(s) that or 6 The money was really intended for
which …’? homeless people. They never received
5 In sentence 4 we can also say … the nickname he is now a penny.
famous for. Which version sounds more formal? The homeless people .
6 Which relative pronoun is used for possession? 7 It’s a small country. The country has had a
big influence on the history of the region.
9 Work in pairs. Look at the twelve relative pronouns It’s a small country .
in bold in audioscript 89 on page 188. What does each 8 His brother is also a basketball player. He is
word refer to? six years younger than him.
1 who = Daniel Kish His brother .

10 Write definitions of these people and things using 13 Work in pairs.

defining relative clauses. Then compare your sentences
with your partner. Pair A: Look at the ‘Down’ words in the
crossword on page 153.
1 Batman is a character …
Batman is a character who first appeared in a comic. Pair B: Look at the ‘Across’ words in the
2 Daniel Kish is a man … crossword on page 154.
3 A blind person is someone …
Write clues for these words using relative
4 Echolocation is a technique …
clauses. Then read your clues to a pair with the
5 A click is a sound …
other set of clues and complete the crossword.
6 Bats are animals …
1 Down: an adjective that means ‘near’ (can also
11 Choose the correct relative pronoun to complete these be a verb)
sentences. 2 Across: an adjective whose opposite is ‘quiet’
1 Ancient history is not a subject that / whose /
about which I know much about. Speaking my life
2 The President, which / who / that will celebrate her
ninetieth birthday this year, is a much-loved figure. 14 If you could choose to have one sense (sight,
3 You should never read a letter if you are not the hearing, etc.) with superhuman ability, which
person whom / to who / to whom it is addressed. one would it be and why?
4 I don’t understand that / what / which he means.

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 reading a woman who was king • critical thinking examining the evidence • word focus self •
speaking job characteristics

10c The king herself

Reading Critical thinking examining the
1 Work in pairs. Look at the title of evidence
the article. What is strange about the
4 Find evidence in the text to support each sentence (1–5). If there
words king and herself together?
is clear evidence, write 100%. If there is no evidence, write 0%.
2 Read the article and put these events Put approximate percentages in between if it is not clear.
about Hatshepsut’s (Hat-shep-sut) life 1 Hatshepsut was an ambitious woman.
in the correct chronological order. 2 If Hatshepsut had had a male heir herself, she would have
a Her mummy was discovered in a allowed him to be king.
less important tomb. 3 Thutmose III thought his stepmother was wrong to act as
b The monuments she built were king.
destroyed. 4 Hatshepsut knew that what she had done was wrong.
c Thutmose III became pharaoh. 5 Hatshepsut’s wish to be remembered has come true.
d She ruled Egypt as king for 21
5 Work in pairs. Compare your scores and the evidence you found.
years.
Do you think on balance this story has a happy or sad ending?
e Her mummy was identified and
put in the Royal Mummy Rooms.
f She married Thutmose II. Word focus self
g She was born, the eldest daughter
of Thutmose I and Queen Ahmose. 6 Work in pairs. Look at the expression in bold from the article.
Then discuss what the other expressions with self mean.
3 Choose the correct option (a, b or c) … standing in a self-confident manner …
to complete the sentences.
1 If you want to know how to think more positively, you’ll find
1 Hatshepsut’s mummy was not
a lot of self-help books on the subject in most bookshops.
identified at first because it:
2 My father is a self-made man. He started working in a shop
a was badly damaged.
at 16 and had a $2 million business by the time he was 25.
b was not in a royal tomb.
3 I saw my favourite actor in the street recently, but I was
c had another name with it.
looking a mess and I felt too self-conscious to go up to her.
2 Hatshepsut was concerned that
4 Sticking to a diet is difficult. You need a lot of self-control.
people would:
5 Giving so much time to the college isn’t just kindness; it’s
a realize she was a woman.
also self-interest – he hopes to become its president one day.
b not think she was royalty.
c not remember her 7 Choose two of the expressions from Exercise 6 and write your
achievements. own sentences with them. Then read the sentences to your partner
3 Thutmose III did not want people without the phrase and see if they can guess which one it is.
to know that Hatshepsut had been:
a king.
b queen.
Speaking my life
c related to him. 8 Work in pairs. Look at the job characteristics. Which options do
4 Thutmose II’s children consisted of: you think describe the job of a leader or a manager?
a one son and one daughter.
b one son. • working 9–5 or at any hours?
c one daughter. • being freelance or employed?
5 According to tradition, the queen • working with people or things?
regent was supposed to: • using your hands or your brain?
a do nothing. • taking decisions or following instructions?
b help the king until he was old • travelling or staying in one place?
enough to rule. • working for money or love?
c act as prime minister. • working inside or outside?
6 In later statues and images, • being full-time or part-time?
Hatshepsut appears male from: • being independent or part of a team?
a her body shape. • working in the commercial (private) sector or public service?
b her face and attitude.
9 Ask two other people questions about their work preferences
c all her clothes.
using the list of characteristics in Exercise 8. Then try to work
out what their dream job might be and suggest it.

122
 Unit 10 Talented people

90
THE KING herself
Today her body lies in the Royal Mummy Rooms When Thutmose II died not long after from heart
at the Egyptian Museum in Cairo, alongside other disease, his heir, Thutmose III, was still a young boy. As
pharaohs. Next to her is a sign which says ‘Hatshepsut, was the custom, Hatshepsut took control as the young 40
the king herself (1473–1458 BC)’. But in 1903, when the pharaoh’s queen regent. At first, Hatshepsut respected
5 archaeologist Howard Carter found Hatshepsut’s coffin convention and just handled political affairs while the
in the Valley of the Kings, it was young king was growing up.
empty. Had her mummy been But before long, she began
stolen or destroyed? The truth only performing kingly duties. And 45
came out a century later when after a few years she no longer
10 Egyptian scientists identified a acted as queen regent, but fully
mummy called KV60a from a assumed the role of ‘king’ of
less important tomb, as that of Egypt, the supreme power in the
Hatshepsut. None of the treasures land. 50
normally found with pharaohs’ No one really knows why
15 mummies were with it. It was not Hatshepsut broke the
even in a coffin. conventional rules. Was it a key
Hatshepsut was one of the greatest builders of ancient moment in Egypt’s history when a strong leader was
Egypt, who built numerous monuments and temples. needed (Thutmose III was still a boy)? Did she believe 55
At Karnak, we can still see an inscription describing her she had the same right to rule as a man? Did she feel a
20 hopes as to how she will be remembered: ‘Now my heart right as a direct descendant of the pharaoh, Thutmose I?
turns this way and that, as I think what the people will Or was she just hungry for power? Whatever the reason,
say. Those who see my monuments in years to come, and her stepson was relegated to second-in-command and
who shall speak of what I have done.’ ‘the king herself ’ went on to rule for an amazing 21 60

But following her death, her successor and stepson years.

25 Thutmose III set about erasing her memory, ordering At first Hatshepsut made no secret of her sex – in images
all images of her as the king to be removed from her body is unmistakably a woman’s – but later she
monuments and temples. Her statues were smashed and is depicted as a male king, with headdress and beard,
thrown into a pit. Yet the images of her as queen were left standing in a self-confident manner with legs apart. 65
undamaged. Why? Many inscriptions still exist which have references to ‘my
30 Hatshepsut was the eldest daughter of Thutmose I people’. These suggest that she knew she had broken the
and Queen Ahmose. But Thutmose I also had a son rules and wanted her subjects’ approval. Her stepson,
by another queen, and this son, Thutmose II, became Thutmose III, meanwhile, grew increasingly frustrated.
pharaoh when his father died. As was common among After Hatshepsut’s death, he took his revenge, doing his 70

Egyptian royalty, Thutmose II married his sister, best to erase her memory as pharaoh from history. But,
35 Hatshepsut. They produced one daughter. Another, less ironically, in the long term it is Hatshepsut, the King
important wife, Isis, gave Thutmose II the male heir Herself, who has achieved greater fame.
which Hatshepsut was unable to provide.

coffin (n) /ˈkɒfɪn/ a box in which a dead body is placed

heir (n) /eə(r)/ someone who will receive a title when another
person dies
inscription (n) /inˈskripʃən/ words cut into a hard surface
mummy (n) /ˈmʌmi/ a dead body wrapped in layers of cloth
regent (n) /ˈriːdʒənt/ a person who governs a state because
the real king or queen is too young or is absent.
tomb (n) /tʋ:m/ a structure in which a dead person is placed

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 real life describing skills, talents and experience • pronunciation difficult words

10d The right job

Real life describing skills, talents and experience

Shelter is a charity

BOX which sends

boxes of
essential items needed in an
emergency – a tent, tools,
cooking utensils, a water
purification kit – to places
where disasters, such as
earthquakes and floods, have
struck. Boxes are prepared
in the USA and delivered
immediately by Shelterbox
employees to anywhere in the
world where they will help to
save lives.

1 Read the description of Shelterbox. What kind of 5 Pronunciation difficult words

organization is it and what service do they offer?
a 92 The spelling of a word in English does not
2 91 Listen to someone being interviewed for always indicate how you should say the word.
a job at Shelterbox. Answer the questions. How confident are you that you can pronounce
these words from the interview? For very
1 What aspect of their work is the candidate
confident put a (✓), quite confident put a (?) and
interested in?
unconfident put a (✗). Then listen and check.
2 What does the interviewer think might be a
problem? although   ​business   ​comfortable   ​
3 91 Look at the expressions from the interview environment   ​foreign   ​knowledgeable   ​
describing the candidate’s suitability for a job. months   ​specialized   ​suited   ​world   ​
Look at the prepositions used in each case. Then
listen to the interview again and complete the b 93 Listen to eight more words and try to
expressions. spell them.

6 Work in pairs.
DESCRIBING SKILLS, TALENTS and EXPERIENCE
I’m familiar with your work because I have a friend Student A: choose one of the jobs below that
who 1 . interests you (or your own idea) and think about
I’m very keen on the idea of 2 . the skills, talents and experience you have that
I specialized in 3 . would help you do it. Imagine you are being
I’m good at coping with 4 . interviewed for this job. Try to convince Student B
I think I’d be suited to 5 . why this would be a good job for you.
I have quite a lot of experience of 6 .
I’m quite good with 7 . Student B: You are the interviewer for the job Student
I’m comfortable with all 8 . A has chosen. Try to think of some appropriate
I’m serious about wanting to 9 . questions. Then ask Student A. Then swap roles.
I need to become more knowledgeable about
10
. • a travel guide for a tour operator taking groups
on walking holidays
• a sales assistant in a children’s bookshop
4 Work in pairs. Discuss if the candidate did a good • a tester of new video games
job of selling himself to the interviewer.
• a fund-raiser for your old school or university
• a volunteer firefighter (part-time)
• a trainee chocolate maker

124 A CAREER PATH DEFINITIONS JOB CHARACTERISTICS SKILLS, TALENTS AND EXPERIENCE
my life A PERSONAL PROFILE
writing a personal profile • vocabulary personal qualities • writing skill using with Unit 10 Talented people

10e First impressions

Writing a personal profile 4 Vocabulary personal qualities
1 Which of these things (a–e) have you written a Find adjectives in the profiles which mean
a personal profile for before? What kind of the following.
information did you give about yourself? 1 intelligent
a a job application 2 wanting to know more
b a social networking site 3 very enthusiastic
c a university application 4 imaginative
d a holiday rental website (like Airbnb) 5 with a lot of practice
e a voluntary organization 6 with their own ideas
7 relaxed
2 Look at these three short personal profiles. Which 8 can change to fit the situation
of the purposes in Exercise 1 was each one written
for? Match the profiles (1–3) with a purpose (a–e) b Which of these adjectives would you use to
from Exercise 1. describe yourself?

1 I think I’m quite creative, but I’m not sure my

friends would agree.
I’m 28 years old and live with my husband,
Jack, in Bristol in the UK, where I teach in a
5 Writing skill using with
primary school. We’ve just moved into a new
home. When I’m not working on the house, a How would you write this phrase using a relative
I love cooking for people and cultural events. clause?
Jack and I are easy-going types who are A retail manager with a background in men’s and
passionate about travel and discovering new ladies’ fashion
people and places.
b Rewrite these phrases using with. Where you have
to change an adjective or verb to a noun, you will
2 need to think what preposition follows it.
A bright and experienced retail manager with a 1 an IT expert who has experience of
background in men’s and ladies’ fashion both in software design
large department stores and small boutiques. A 2 a recent graduate who is passionate about
creative and adaptable professional who has a languages
great eye for design and detail. 3 a young couple who love travel
4 a creative individual who is interested in
fashion
3 5 a bright manager who is ambitious to succeed
6 an easy-going musician who is talented
I am a curious and independent-minded at cooking
person whose ambition is to work in
journalism. The world in which we live is 6 You are going to write your own short profile
similar to one of the profiles in Exercise 2. Choose
very complex. For that reason, I am keen to
one of the contexts in Exercise 1. Think about the
develop not only my knowledge of world main impression you would like the reader to get
affairs, but also my ability to think critically of you.
about society, culture and politics.
7 Exchange profiles with your partner. Check your
partner’s profile using these questions.
3 Look at the profiles and answer the questions. • What was the main impression the profile
gave?
1 Which profile(s) are written in the first person?
• Is the profile written in an appropriate style?
And the third person?
• Does it include adjectives to describe their
2 Which profile is written in a less formal style?
qualities?
How can you tell?
• Does it include at least one with + noun
3 Which profile is the most persuasive?
expression
• Overall, was the profile effective?

A CAREER PATH DEFINITIONS JOB CHARACTERISTICS SKILLS, TALENTS AND EXPERIENCE 125
my life A PERSONAL PROFILE
 10f Queen of Egypt

A statue of Queen Cleopatra of

Egypt

126
 Unit 10 Talented people

Before you watch 4 10.1 Look at the events in Cleopatra’s

life. Then watch the video again. Complete the
1 Work in pairs. Make notes about what you know sentences.
about Cleopatra.
1 Cleopatra was born in BC into the
• who she was Ptolemaic dynasty of Egypt.
• when and where she ruled 2 She became Queen at the age of
• important events in her life and ruled Egypt with her brother.
3 Cleopatra and Ptolemy had a
2 Key vocabulary relationship and he forced her from power.
4 When Julius Caesar arrived in Egypt, Cleopatra
a Read the sentences. The words in bold are used in managed to get to see him by hiding in a
the video. Guess the meaning of the words. .
1 As the eldest son of the Queen of England, 5 Julius Caesar was charmed by Cleopatra. He
Prince Charles is her rightful successor to the defeated her rivals and helped her take back
throne. the .
2 His comments that sixteen-year-olds are not 6 Soon after that, Cleopatra had a baby that she
intelligent enough to vote has caused a lot of claimed was son.
controversy and has infuriated young people. 7 After Caesar was murdered, Cleopatra looked
3 The American civil war was between the for someone else in Rome to help her and
northern states of the USA and their rivals, the found Mark Antony, who was also hungry for
southern states. .
8 Together, Cleopatra and Mark Antony
b Match the words in bold in Exercise 2a with these ruled Alexandria and eventually they got
definitions. .
a a fight for control of a country between two 9 Mark Antony said that was the
groups within that country true successor to Caesar and this infuriated
b the position of being king or queen Mark Antony’s rival, Octavian.
c a person who takes over a job or position from 10 Octavian defeated Antony and Cleopatra at the
someone else battle of Actium in BC.
d made someone very angry 11 Legend says that Cleopatra spread rumours
e an issue that people argue or disagree about that she was and when Mark
f people who you compete against for something Antony heard this he killed himself.
12 Cleopatra tried to make peace with Octavian,
but when she couldn’t, she too killed herself
While you watch with a bite.
3 10.1 Watch the video. Match the characters in
the story (1–6) with their descriptions (a–f). After you watch
Characters Description 5 Vocabulary in context
1 Cleopatra a Cleopatra’s younger brother
2 Ptolemy 13th and co-ruler
a 10.2 Watch the clips from the video. Choose
the correct meaning of the words and phrases.
3 Julius Caesar b a rival to Mark Antony in
4 Caesarion Rome b Complete these sentences in your own words.
5 Mark Antony c Cleopatra and Julius Then compare your sentences with a partner.
6 Octavian Caesar’s son
d winner of Rome’s civil war 1 I was overjoyed when I heard that …
e Queen of Egypt 2 I think that … is in decline.
f a potential successor 3 Although he is dead, Michael Jackson’s …
to Caesar and, later, lives on.
Cleopatra’s husband
6 What three adjectives could you use to describe
Cleopatra? Give reasons for your choice.

7 Work in groups and discuss these questions.

distort (v) /dɪsˈtɔːt/ change something from its normal state 1 Who are the most famous characters in the
so that it becomes strange history of your country?
dynasty (n) /ˈdɪnəsti/ a family that rules a country for several 2 What qualities are they known for? Were they
generations
all good qualities or not?

127
 Unit 10 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Complete the first part of the article (1–10) with 4 Complete the words to make sentences about jobs
a(n) or the or leave with no article. Then complete and careers. You have been given the first letter.
the second part (11–16) using relative pronouns.
1 I have a d in engineering from
Sussex University. I g from there
Constance Adams has had 1 interesting career. in 2012.
She studied 2 architecture at 3 Yale 2 Is in the army for four years, so I
University before working as 4 architect in understand the importance of discipline.
Berlin and 5 Japan. She then joined the Johnson 3 I’m very a and
Space Centre in 6 USA, where she helped design e -g . I can work in whatever
TransHab, a module for 7 International Space environment you need me to.
Station. 8 module was designed to provide 4 Ia for the job because I’m good at
9
living accommodation for astronauts during selling and I want to f a career in
their stay in 10 space. sales.
5 Both my parents are doctors, so it was a natural
choice for me to b a doctor too.

5 ❯❯ MB Work in pairs. Discuss which of these

areas is being described in each sentence in
Exercise 4. Then make similar sentences to
describe yourself in each area.

background   ​experience   ​knowledge   ​
qualifications   ​qualities   ​skills   ​talents

I CAN
describe my experience, skills and qualifications

In order to accommodate a crew of astronauts Real life

11
mission was to reach Mars, the designers of
the TransHab module had to achieve two things. They 6 Complete the sentences with the correct prepositions.
had to design a module 12 would be only 4.3
1 I’m familiar all the usual
metres in diameter when it was launched. But once it
computer programs.
was in space, it needed to be three times that size to
2 I specialized mechanical
be big enough for the six astronauts 13 would
engineering at university.
live there. So they made a structure 14 could
3 I think I’d be well suited working
inflate and unfold in space to become a three-level
abroad.
‘house’ 15 astronauts could eat, sleep and work.
4 I’m good coping
The module had to be strong enough for the times
difficult people.
16
space debris, travelling seven times faster
5 I’m serious following a career
than a bullet, hit it.
the fashion industry.
6 I’m very keen the idea of creating
2 What two important design features of the new designs.
TransHab module does the text describe? 7 I have some experience
advertising, but I’d like to become more
3 Make sentences defining two of these things knowledgeable it.
from Unit 10. Use at least one article and relative
pronoun in each definition. Then rewrite the 7 ❯❯ MB Rewrite the sentences in Exercise 6 so that
sentences leaving spaces for the articles and they are true for you. Make two of the sentences
pronouns and ask your partner to complete them. false. Then read them to your partner and ask your
partner to guess which two are false.
​blind   ​echo   ​flood   ​heir   ​(1458) BC
I CAN
use expressions to present myself at a job interview
I CAN
use a/an, the and zero article accurately
use relative pronouns in different relative clauses

128
Unit 11 Knowledge and learning
The Children’s Museum of Indianapolis, USA

F E AT U R E S 1 Look at the photo and the caption. Answer the questions.

1 What kind of things might you find in this museum?
130 Innovation in learning 2 What’s your favourite museum? Why?
An innovative school
in Brazil 2 Look at the verbs (1–6) to do with learning. Match them with
the verbs (a–f) with a similar meaning.
132 Memory 1 acquire (e.g. a new skill) a connect with
What is it like to have an 2 be unaware of (e.g. a fact) b motivate
amazing memory? 3 engage with (e.g. a subject) c not know about
4 get (e.g. the meaning of something) d pick up or learn
134 Who’s a clever bird, 5 inspire (e.g. a person to learn) e understand
then? 6 take in (e.g. a lot of information) f understand and
remember
What goes on in the mind
of an animal? 3 94 Listen to someone talking about taking her children to
the Children’s Museum and answer the questions.
138 Paraguay shaman 1 What did her kids engage with?
A video about the uses of 2 What was she not aware of?
medicinal plants 3 What inspired her?
4 Why is there too much to take in?

4 Work in pairs. Discuss the questions.

1 Which subjects inspired you most at school?
2 Which subjects could you not really engage with?
3 What knowledge that you acquired at school or university
has been most useful (to you)?

LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION 129

my life AN EMAIL ABOUT A MISUNDERSTANDING
 vocabulary education • reading an innovative school • grammar could, was able to, managed to and succeeded in •
speaking learning experiences

11a Innovation in learning

Vocabulary education 2 Work in pairs. Discuss these questions about
education in your country.
1 Choose the correct options to complete these
1 Does education in your country focus more on
sentences about education.
practical skills or on academic knowledge? Is
1 She will take / pass her final exams next June. there a lot of learning by heart?
2 Learning by heart / from experience is the best 2 How much emphasis is given to marks and
way to learn your multiplication tables. exams? Is this a good or bad thing?
3 Revising / Cramming for your exams is not 3 Is there a big problem of non-attendance at
a good idea – trying to remember loads of school? What about people dropping out
information at the last moment doesn’t help completely?
you remember things in the long term.
4 He turned up for / dropped out of college when he
was fifteen and got a job in a car repair garage.
Reading
5 I acquired a lot of academic knowledge / practical 3 Read the article about the Lumiar School in Brazil.
experience at school, but not many life skills. What are the main ways in which it is different
6 I always got good notes / marks in English from a traditional school?
because my mum is a native English speaker.
95

INNOVATION
in L EARN I NG
It is a question that has troubled educators for centuries. How do
they ensure that students don’t just turn up to college and pass their
exams at the end, but that they are truly engaged in their learning and
achieve excellence?
5 The Lumiar International School in São Paulo may have found the answer.
The person behind the project is Ricardo Semler, a businessman who
developed a management style where employees were trusted to do their
jobs and make their own decisions – they were even able to set their own
working hours and salaries. Semler managed to make this approach work
10 in his own company, increasing sales from $4 million to $212 million in
twenty years.
Lumiar is a school unlike any other. Pupils occupy ‘spaces’ rather than
rooms and learning takes place ‘everywhere’: in play areas, the hall, the
dining room. If a pupil does not feel engaged in a lesson, they can go to
15 another one or to the library to read. Most learning is done through projects
which pupils design with their fellow students and teachers. Teachers are
more like subject ‘experts’ than traditional teachers.
On the day I visited, I attended a weekly meeting where all pupils could
discuss issues affecting school life. The meeting was an opportunity for
20 students to raise concerns, but also an occasion when they were able to
practise important life skills like debating and collaboration. The problem
they succeeded in solving that day concerned some plates that two of the
pupils had broken while running in the kitchen. Punishment was not the
issue. The question was how to prevent this happening again. Someone
25 suggested a ‘No running in school’ rule. Then another boy spoke up. He
said if the boys were made to pay for new plates, probably their parents
would just give them the money. His suggestion: What if the school pays,
but the boys themselves have to go and find the same china in the shops?
I was amazed. He was six years old and he could speak confidently in
30 front of a group. What’s more, he managed to come up with an excellent
solution to a difficult problem.

130
 Unit 11 Knowledge and learning

4 Complete the sentences using words from the 7 Choose the correct options to complete these
article. You have been given the first letter. sentences. Sometimes both options are possible.
1 Ricardo Semler based the Lumiar School 1 He had such a strong accent that I couldn’t /
approach to education on his own c . wasn’t able to understand him.
2 Pupils learn by participating in p 2 He failed his exams the first time, but he
with other students. succeeded in taking / was able to take them again.
3 The weekly meetings help the pupils to learn 3 She could / managed to read and write from the
important l s . age of three.
4 The six-year-old boy’s suggestion was to ignore 4 Could she / Did she manage to pass her driving
the m and give the boys a task to do. test last week?
5 When we got to the top of the mountain, we
Grammar could, was able to, could / managed to see for miles.
6 I didn’t understand the teacher’s explanation,
managed to and succeeded in but luckily Jess could / was able to explain the
problem to me.
COULD, WAS ABLE TO, MANAGED TO and 7 After trying the key for several minutes, they
SUCCEEDED IN could get / succeeded in getting the door open.
could + infinitive 8 Sorry, I didn’t manage / wasn’t able to get any
1 I attended a weekly meeting where all pupils could milk at the shop. They’d sold out.
discuss issues affecting school life.
2 He was six years old and he could speak confidently in 8 Complete the short article with an appropriate
front of a large group. verb form (could, was able to, managed to and
was/were able + to + infinitive succeeded in) and the verb in brackets.
3 They were even able to set their own working hours.
Ricardo Semler’s philosophy is the same in
managed + to + infinitive
education and in business: to be democratic
4 Semler managed to make this approach work in his
own company.
and to let people manage their own work. For
example, if a salesperson 1
succeeded in + -ing
(reach) their weekly sales target by Wednesday,
5 The problem they succeeded in solving that day
concerned some plates … they could take the rest of the week off. At his
weekly board meetings two seats were open for
For further information and practice, see page 176. anyone in the company who 2
(get) there in time. For example, if two cleaners
5 Look at the grammar box. Complete the rules 3
(arrive) first, they got the
using the correct forms. seats. The advantage of having regular employees
1 We use and was/were able to present was that they 4
to describe a general ability to do something in (have) more honest meetings. The important
the past. thing for Semler was to have people around him
2 We use and to say who 5 (think) for themselves.
we had a possibility or opportunity to do That is why he set up a school: to teach people
something in the past. to be independent. With the Lumiar School he
3 We use , or 6
(do) this.
was/were able to to describe success in a
specific (difficult) task in the past.
Speaking my life
6 Look at these two sentences from the article.
Which of the other forms in the grammar box 9 Describe your learning experience of TWO of the
could you use in each sentence? following. Use the correct forms of could, was/were
able to, managed to or succeeded in in your answer.
1 The meeting was an occasion when they were
able to practise important life skills. • riding a bicycle
2 What’s more, he managed to come up with an • driving
excellent solution to a difficult problem. • speaking English
• cooking
• playing a sport or musical instrument
• mastering a job or a work skill
I remember my dad teaching me to ride a bike when I
was six. At first I couldn’t keep my balance, so he held
the back of the bike. Each time he let go I managed to
ride for about ten metres before …

LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION 131

my life AN EMAIL ABOUT A MISUNDERSTANDING
 speaking memory tests • listening memory • wordbuilding homonyms • grammar future in the past •
pronunciation contrastive sentence stress • speaking making excuses

11b Memory

3 Our memories are selective: they remember

Speaking my life
mostly urgent / important things and good / bad
1 Work in pairs. Look at the objects in a junk shop things.
in London’s Portobello street market. How many 4 We should be grateful for / conscious of all the
objects can you name? things that our memories hide.
5 Psychologists call the technology we use to
2 How good is your memory? Cover your book store information our ‘extra / external memory’.
and write down all the objects you can remember. 6 Now medical science is trying to address the
Then compare your list with your partner. What problem of poor / selective memory.
techniques did you use to remember the objects?
Wordbuilding homonyms
Listening
WORDBUILDING homonyms
3 What things do you often forget? Which failures of Homonyms are words which have multiple meanings. They
memory annoy you the most? are words which are spelled and pronounced in the same
way but have a different meaning.
4 96 Listen to the first part of a talk on memory
cross (adj) = angry; cross (v) = to go across, e.g. a bridge or
by a psychologist. Write down the failures of road; cross (n) a symbol made of two intersecting lines
memory that he mentions. Were any of them the
same as the ones you wrote down in Exercise 3? For further practice, see Workbook page 91.

5 97 Listen to the rest of the talk and answer the

7 Look at the wordbuilding box. Read the sentences
questions. and look at the words in bold from the talk. Choose
1 What does the woman ‘AJ’ remember? the correct meaning of these homonyms (a or b).
2 How does ‘AJ’ feel about her good memory?
3 Why are people’s memories perhaps not as 1 AJ’s memory is stimulated in the most intense
good as they used to be? way by dates.
a fruit that grows on a palm tree
6 98 Choose the correct options to complete the b days of the year specified by a number
psychologist’s statements. Then listen to the whole 2 When you found a pen and paper, the idea
talk again and check your answers. had gone.
1 AJ’s memory is stimulated by events / dates a establish b located
in the same way that our memories can be 3 I’m sure everyone recognizes these common
stimulated by certain images / smells. failures of memory.
2 Having a good memory should make people a shared b usual, normal
feel more confident / happier.

132
 Unit 11 Knowledge and learning

4 It’s a bit like it is for the rest of us when certain 11 99 Look at the grammar box again. Rewrite
smells bring back strong memories. these original plans using future in the past forms.
a remainder Then listen and check your answers.
b period of relaxing
5 Medical science is trying to address the 1 I’m going to ask Sarah to come.
problem of poor memory. I was going to ask Sarah to come, but I asked
a write a street name and house number on Kate instead.
an envelope 2 Her diary says she should be in Cairo this week.
b deal with an issue She in Cairo this week, but
she’s ill so she couldn’t go.
3 I’ll send you the original, if I can find it.
Grammar future in the past He me the original, but he
couldn’t find it so he sent me a copy.
FUTURE IN THE PAST 4 We are supposed to arrive there by ten o’clock.
was/were going to and was/were about to (+ infinitive) We there by ten o’clock, but
1 You were going to write down a great idea you had, the train didn’t get in until eleven.
but when you found a pen and paper, … 5 He’s about to announce his retirement.
2 You were about to give a speech or make a comment He his retirement, but now
at a meeting, and then …
he thinks he’ll stay until next year.
would (+ infinitive without to) and would have (+ past 6 The council is going to build a new shopping
participle) mall.
3 You recognized someone in the street and would have
The council a new
spoken to them, but you didn’t because …
shopping mall, but residents opposed the idea.
was/were supposed to (+ infinitive)
4 You were supposed to send a friend a card for their
birthday, but then …
12 Pronunciation contrastive sentence stress
For further information and practice, see page 176. a 99 Work in pairs. Underline the words in
the rewritten sentences in Exercise 11 that give
the contrasting facts. Listen again. Then practise
8 96 Look at the grammar box. Try to remember
saying each sentence using contrastive stress.
what the speaker said in Exercises 4 and 5 to
complete each sentence. Then listen again and check. b Complete these sentences with a contrasting idea.
Underline the words in the sentence that make the
9 Do the verbs in bold in the grammar box describe contrast. Then say your sentences to your partner.
actions that were completed?
Your partner says which words you stressed and
10 Choose the correct verb form to complete this why.
description of another memory patient. 1 He was going to take the day off, but … they
needed him at work after all.
There was another interesting patient who couldn’t 2 We were supposed to be going to Italy, but …
form new memories. He could only remember 3 I would have driven, but …
events before 1960. I 1 was going to ask / would ask 4 They were about to buy a new TV, but …
his doctor how someone with no memory managed 5 I was going to order the fish, but …
to cope with daily life, but she suggested I speak
to the patient directly. So I went to interview him.
Speaking my life
Our appointment 2 was supposed to be / would
be at 2 p.m., but the time made no difference to 13 Work in pairs. Look at these three situations.
him since he lived only in the present. I 3 would Think of a good excuse to explain why each one
tell / would have told him my name and why happened. Then tell your excuses to the class. At
I was there, but I realized there was no point: the end vote on which excuses were best.
4
it was supposed to mean / it would have meant • You were thirty minutes late for an important
nothing to him. So I began by asking him about business meeting and didn’t call to say you
his past and he talked about his childhood during would be (or ‘to warn them’).
the Second World War. But then the telephone • You borrowed someone’s car and were
rang. When he came back, I 5 was about to ask / supposed to return it the next day, but they had
would ask him to continue, but it was clear he had to call you to find out where it was.
• It was a close friend’s birthday two days ago.
completely forgotten our earlier conversation. I
You didn’t send a card or get them a present.
thought he 6 was about to be / would be frustrated
by this, but not at all. If anything, he seemed glad ‘Sorry, I’m late. My train was delayed. I was going to
not to be burdened by memory. call you but …’

LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION 133

my life AN EMAIL ABOUT A MISUNDERSTANDING
 reading how animals think • critical thinking explaining ideas • word focus learn • speaking types of learner

11c Who’s a clever bird, then?

Reading Word focus learn
1 Work in pairs. What kind of things can animals 7 Work in pairs. Find these two expressions with
learn to do? Which animals seem the most the word learn in the article. Discuss what each
intelligent? expression means.

2 Read the article and say how Alex the parrot 1 learn (something) by heart
demonstrated his intelligence. 2 learn (something) the hard way

3 Read the article again. Do these statements agree 8 Look at the expressions in bold with learn in these
with the information given in the article? Write sentences. Can you work out what the expressions
true (T), false (F) or not given (NG) if there is no mean? Which expression means the same as ‘learn
information. the hard way’?

1 Pepperberg’s idea was to let Alex communicate 1 Tom’s a professional photographer – ask him
to her how he saw the world. for advice, if you’re interested in learning some
2 Pepperberg didn’t want people to think she tricks of the trade.
had chosen Alex for his intelligence. 2 Jessica wants to design the new brochure, but
3 Alex showed that he could distinguish between she’s only been here a month. I told her that
colours and shapes but not numbers. you have to learn to walk before you can run.
4 Pepperberg concluded that cognitive skills 3 It’s never too late to learn. My grandfather
were necessary for survival in the wild. took up the piano when he was 73.
5 Alex felt very proud of his ability to 4 I’ve learned my lesson. I’m never going to
communicate in English. try to build a piece of furniture again without
6 Some animals can have thoughts and emotions. reading the instructions first.
5 There’s no point complaining about the
4 Which aspect of Pepperberg’s experiment did you changes in the organization. We’re just going to
find the most interesting’? Tell your partner. have to learn to live with it.
6 You’d think that the company would learn
Critical thinking explaining ideas from its mistakes, but they never do.

5 When writers express an idea, they often 9 Choose two of the expressions from Exercise 8 and
explain it to make sure the reader understands. use them in sentences about your own learning
Read the article again and underline the sentences experiences. Read your sentences to your partner,
or phrases used to explain 1-6 below. omitting the expressions with learn. Can your
partner work out the missing expressions?
1 what thinking is
2 that a good way to find out what an animal is
thinking is to teach it to speak
Speaking my life
3 that researchers had no confidence in her idea 10 Work in pairs. Do the quiz on page 154 to find out
4 that Alex made up words for new things what type of learner you are. The answers are on
5 that birds need to be able to adapt to their page 155.
environment
6 that Alex showed an understanding of feelings 11 Work in small groups. Discuss how your learning
style affects your language learning. What things
6 Which of these ways (a, b or c) does the writer use can you do to learn more effectively? Look at the
to explain each idea in Exercise 5? ideas below and add any others you can think of:
a by rephrasing or saying the same thing in other • watching English language films with the
words subtitles on
b by giving examples • reading stories (in English newspapers, books,
c by quoting someone who made the same point magazines) and retelling them
• keeping a vocabulary book and drawing
illustrations of each new word

134
 Unit 11 Knowledge and learning

100

H ow do you find out what an animal is

thinking? How do you know if it is thinking
– acquiring information about the world around
‘They need to be able to distinguish colours to
know when a fruit is ripe or unripe,’ Pepperberg
explained. ‘They need to categorize things –
50

it and interpreting it – at all? One good way, what’s edible, what isn’t – and to know the
5 thought Harvard graduate Irene Pepperberg, shapes of predators. And it helps to have a
might be to ask it. concept of numbers if you need to keep track of
In 1977, she decided she would teach a one-year- your flock. For a long-lived bird, you can’t do all 55

old African grey parrot named Alex to speak of this with instinct; thinking must be involved.’
English. ‘I thought if he learned to communicate, Alex also expressed feelings and awareness of
10 I could ask him questions about how he sees others’ feelings. If Pepperberg grew frustrated,
the world.’ Alex could notice this and offer an ‘I’m sorry’
Pepperberg bought Alex in a Chicago pet store. to her. ‘Wanna go back’ he would say when he 60

She let the store assistant choose him because had had enough of the tests and wanted to go
she didn’t want other scientists to say that she back to his cage. ‘Talk clearly!’ he commanded,
15 had deliberately chosen a clever bird. Given when one of the other birds that Pepperberg was
that Alex’s brain was the size of a walnut, most teaching mispronounced the word green. ‘He’s
researchers thought Pepperberg was certain to moody,’ said Pepperberg, ‘so he interrupts the 65

fail. ‘Some people actually called me crazy for others, or he gives the wrong answer just to be
trying this,’ she said. difficult.’ Through her experiments, Pepperberg
certainly learned more about the mind of a
20 But with Pepperberg’s patient teaching, Alex parrot, but like the parent of a teenager, she
learned how to imitate almost one hundred learned the hard way. 70
English words, including the names of food. He
could count to six and had learned the sounds cognitive (a) /ˈkɒɡnətɪv/ related to thinking and
for seven and eight. But the point was not just thought processes
25 to see if Alex could learn words by heart and flock (n) /flɒk/ a large group of birds (and sheep!)
then repeat them. Pepperberg wanted to get perch (n) /pɜː(r)tʃ/ a wooden bar that a bird stands on
inside his mind and learn more about a bird’s
understanding of the world.
In one demonstration, Pepperberg placed Alex
30 on a wooden perch in the middle of the room.
She then held up a green key and a small green
cup for him to look at. ‘What’s the same?’ she
asked. Without hesitation, Alex’s beak opened:
‘Co-lour.’ ‘What’s different?’ Pepperberg asked.
35 ‘Shape,’ Alex said. She demonstrated that
Alex could tell what a key was, whatever
its size or colour. He also made up words
for new things: he called an apple a
‘banerry’ (a combination of banana
40 and cherry, his favourite fruits). Many
of Alex’s cognitive skills, such as his
ability to understand the concepts
of ‘same’ and ‘different’, are rare in
the animal world. But parrots, like
45 humans, live a long time in complex
societies. And like humans, these birds
must adapt to changing relationships
and environments.

Who’s a
clever
bird, then?
LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION 135
my life AN EMAIL ABOUT A MISUNDERSTANDING
 real life getting clarification • pronunciation linking in question forms

11d Keep learning

Real life getting clarification
1 Look at the list of short courses offered by a local Rousham
A D U LT E D U C AT I O N C E N T R E
college. Use a dictionary if necessary. Which of the
courses interest you and why? EXAM
COURSE TITLE FREQUENCY
COURSE
2 101 Listen to a telephone conversation
between someone enquiring about a course and Basic car mechanics 1 × 2hrs ✗
a course administrator. Answer the questions. 5 Apr, 10 wks
Introduction to 1 × 2hrs ✓
1 What kind of course is Ahmad interested
Psychology
in taking?
22 Jan, 18 wks
2 What course does Liz suggest for him instead?
Why? Vlogging 1 × 1.5hrs ✗
3 What does Ahmad decide to do? 11 Apr, 8 wks
First aid 2 × 1.5hrs ✓
3 Look at the expressions for getting clarification 12 Apr, 4 wks
which Ahmad used. Which expressions does he
Fitness instructing 1 × 2 hrs ✓
use to ask for repetition (R) and which does he
1 Mar, 12 wks
use to ask for explanation (E)?
Flower arranging 1 × 2hrs ✗
22 Jan, 18 wks
GETTING CLARIFICATION
Art appreciation 1 × 2hrs ✗
What do you mean by 1 ? 29 Sept, 10 wks
Can you speak up a little?
Screenwriting 1 × 2hrs ✗
Can you explain what 2 ?
21 Jan, 18 wks
I’m not really with you.
Are you saying that 3 the history of art? Web design 1 × 1.5hrs ✗
Could you give me an example of 4 ? 12 Apr, 6 wks
What was 5 again? Starting your own 1 × 1.5hrs ✗
Hang on a second. That’s too much to take in all at business
once. 11 Apr, 8 wks
I didn’t catch 6
Did you say 7 ?

4 101 Listen to the conversation again. Complete

the expressions for getting clarification in
Exercise 3.

5 Pronunciation linking in question forms

a 102 In certain commonly used combinations
(did you, could you, what do you, etc.) the words are
strongly linked together. Listen to these examples.
1 Are you saying the course is full? 6 Work in pairs. Act out a conversation, enquiring
2 Did you say Tuesday? about a course. Then change roles and repeat the
3 Can you speak up a little? conversation.
4 What do you mean?
5 Could you give me an example? Student A: You are a potential student. Choose
one of the courses from the list or another course
b Work in pairs. Practise saying these sentences. you would like to do. Tell Student B your choice.
Prepare questions about the course (e.g. how long
• Can you explain what you mean?
it is, what is covered exactly).
• What are you trying to say?
• Could you repeat that? Student B: You are a college administrator. Prepare
• Did you mean September? what you are going to say about Student A’s
• What do you think? chosen course (e.g. what the course covers, if it
offers a qualification).

136 LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION

my life AN EMAIL ABOUT A MISUNDERSTANDING
writing an email about a misunderstanding • writing skill linking contrasting ideas Unit 11 Knowledge and learning

11e The wrong course

Writing an email about a 3 Writing skill linking contrasting ideas
misunderstanding a Look at these contrasting ideas. Find the sentences in
the email that express these ideas. Then say what words
1 Work in pairs. Read the email from a student or phrases are used to link them.
to an adult education college. Answer the
questions. 1 The course should be for beginners. No one else
is a beginner.
1 What is the misunderstanding about the 2 Each lesson starts with a simple idea. It progresses
course? quickly to difficult ideas.
a the timing 3 The teacher is not at fault. He helps me as much as
b the level he can.
c the subject 4 The other students know a lot. I know nothing.
2 How would you describe the student’s 5 No one is to blame for this. I still feel it is unfair.
feelings about the situation?
a angry b How would you rewrite the sentences in the email with
b offended despite and whereas using although and on the other hand ?
c frustrated
3 How would you describe the tone of the c Complete these sentences with appropriate linking
email? phrases from the email.
a complaining 1 the brochure says the start date
b reasonable is 12th September, the first real class is a week later,
c apologetic on the 19th.
2 The course is advertised as ‘practical’,
Dear Sir/Madam you learn a lot of theory as well.
I enrolled on your course ‘car mechanics 1’ in 3 the course fee is quite high,
August and have attended three sessions. When it’s a great investment because it increases your
I originally enquired about the course, I was told employment prospects.
that it was suitable for people with no previous 4 The course isn’t much fun, you
knowledge of car mechanics. But in fact everyone wouldn’t expect a course in lifesaving to be fun.
else on the course seems to know a lot already. So 5 The French conversation class focuses on everyday
despite the fact that the lessons generally start with French, in the A-level French
a basic concept, they move very quickly onto more class you cover literature and written French more.
complicated ideas. 6 Training as a fitness instructor is not easy.
, it’s one of the toughest courses
I don’t blame the teacher. On the contrary, he does I’ve been on.
his best to explain concepts to me. But I feel that
I am just holding everyone else back. They know 4 Imagine you enrolled on one of the other courses
how an engine works already, whereas I have no on page 136. Think of a misunderstanding that
background at all in mechanics. occurred with the course. Write an email to the college
explaining the misunderstanding and asking for
I was going to leave it a couple of weeks more
a refund.
before saying anything, but the last session was
so difficult that I have decided to write now and 5 Exchange emails with your partner. Compare what you
ask for a refund. While I appreciate it’s not really have written. Use these questions to check your emails.
anyone’s fault that this has happened, I hope you
will understand how unsatisfactory the situation is • Does the email make clear what the
for me. misunderstanding was?
• Is the tone of the email reasonable?
I look forward to hearing from you. • Has the writer used linking words and phrases
Yours faithfully correctly?
Silvia Redman • Do you think the email will get the response or
action the writer wants?
2 What do you think the college should do in
response to the email? Should they give a
refund or do something else? Give reasons.

LEARNING EXPERIENCES MAKING EXCUSES TYPES OF LEARNER GETTING CLARIFICATION 137

my life AN EMAIL ABOUT A MISUNDERSTANDING
 11f Paraguay shaman

A shaman from the Amazon,

Paraguay

138
 Unit 11 Knowledge and learning

Before you watch 6 Together they look for a specific type of plant
which the scientists want to use in fever
1 Look at the photo and the caption. How do research.
shamans treat sick people, do you think? Are their 7 Gervasio’s wife then makes a local dish with
techniques different from doctors who use Western the plant for them.
or conventional medicine? How? 8 The scientists are trying to record this
knowledge of medicinal plants and have
2 Key vocabulary published it online.

a Read the sentences. The words in bold are used in

the video. Guess the meaning of the words.
After you watch
1 We have a nature reserve near our house. A lot 5 Vocabulary in context
of people go there to watch birds.
2 At the moment there is no cure for cancer, but a 11.2 Watch the clips from the video. Choose
scientists say they are getting close to one. the correct meaning of the words and phrases.
3 They live in an isolated part of Scotland two b Complete these sentences in your own words.
hours from the nearest town. Then compare your sentences with a partner.
4 If you keep a cut covered, it will heal more
quickly. 1 … is/are the best way to transmit knowledge.
5 The yoga class always begins with the teacher 2 … has always been a source of wisdom and
singing a chant. learning in my life.
3 A potential disadvantage of drinking too much
b Match the words in bold in Exercise 2a with these coffee is …
definitions.
6 Work in small groups. Make a list of herbs, spices
a remote and on its own or vitamins commonly used in your country to
b a short song which is repeated over and help with these medical problems. Add another
over again problem and cure if you can. Then tell each other if
c become healthy again you have tried these cures and with what success.
d an area of land where plants or animals are
officially protected Problem Cure
e a medicine or treatment that makes an illness vitamin c (orange juice)
1 Cold
or disease go away
2 Flu
3 Toothache
While you watch 4 Stomach ache
3 11.1 Watch the video about medicinal plants 5
and answer the questions.
1 Where do the medicinal plants come from? 7 Look at these beliefs about cures and prevention of
2 Why are these plants now at risk? illness, Which are true, do you think? Do you have
3 What are the scientists visiting Paraguay any similar beliefs in your country?
hoping to find?
1 Eating fish is good for your brain.
4 11.1 Read the statements. Then watch the 2 Spicy food causes stomach ulcers.
video again and underline the incorrect words in 3 Chicken soup helps cure a cold.
each statement. Check with your partner and write 4 If you go outside with wet hair, you’ll catch a
the correct words. cold.
5 Eating cheese before bed can give you bad
1 The plants in the forest could contain cures
dreams.
for diabetes, malaria, heart disease and
6 Drinking honey and lemon soothes a cough.
common fevers.
2 As the plants disappear the shamans disappear deforestation (n) /dɪ:ˌfɒrɪsˈteɪʃən/ cutting down trees
with them. diabetes (n) /daɪəˈbɪ:tɪ:z/ a disease which affects the levels
3 The shamans have as much knowledge as you of sugar in the blood
would find in a medical encyclopaedia.
4 The scientists travel to meet the shaman
Gervasio, who lives in a research facility.
5 Meanwhile, Gervasio is dancing, perhaps trying
to make a spiritual connection with the forest.

139
 Unit 11 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Choose the correct options to complete this story 4 Work in pairs. Complete each expression about
about a linguist. learning with a verb or preposition.
1 If you want to the exam, you’ll
need to what you’ve learned.
2 Learning your mistakes is
learning the way, but it works!
3 The best teachers their pupils and
help them to engage the subject.
4 Don’t worry if you don’t the
system at first; you’ll soon pick it .
5 There’s just too much information to
in all at once. Do they expect us to
learn it all heart?
6 Just be patient. You have to learn to
before you can .

5 ❯❯ MB Work in pairs. Look at the photos.

When police in Brazil interviewed an immigrant who

spoke an unrecognizable language, they called Ziad
Fazah, hoping that he 1 will / would be able to help
them. Fazah, originally from Lebanon, claimed that
he 2 could / managed to speak 54 different languages.
He quickly realized that the man was speaking a
dialect used in Afghanistan. With Fazah’s help, the
man 3 could / was able to explain that he had escaped 1 How were children encouraged to learn in
Afghanistan and was seeking asylum in Brazil. these places?
Fazah’s talents were first noticed by the Lebanese 2 How is this similar or different to the way you
government when he was seventeen. They 4 were learned at school?
going to / would use him as an interpreter, but soon
afterwards he moved to Brazil with his parents. There I CAN
he married a Brazilian and began giving private use expressions related to learning
language lessons. Fazah 5 would remain / would have talk about knowledge and education
remained unknown, but in 2006 his language abilities
were tested on a Spanish television programme and
he received international attention. Some people Real life
questioned his abilities. 6 Was he really able / Did he
really manage to speak fluently in over 50 languages? 6 Match phrases 1–5 with phrases a–e that have the
The evidence was not completely convincing, but even same meaning.
if it is half that number, it is still impressive. 1 What do you mean by that?
2 Could you give me an example?
2 Answer the questions about the story in Exercise 1. 3 Can you speak up a little?
4 What was that again?
1 Why were the police interviewing the man 5 I’m not really with you.
from Afghanistan?
2 What does the writer conclude about Ziad a I didn’t catch that.
Fazah’s language-speaking abilities? b I don’t really understand.
c For instance?
3 ❯❯ MB Work in pairs. Tell your partner something: d Can you explain that?
e I can’t hear you very clearly.
1 you could do when you were younger but can’t
do now. 7 Work in pairs. Think of five facts in Unit 11 about
2 you were going to do yesterday but forgot. learning and memory. Tell your partner. For each
3 you couldn’t do at first, but managed to do in statement your partner should respond with a
the end. different phrase from Exercise 6.
I CAN I CAN
talk about past ability ask for and get clarification
express the future in the past

140
 Unit 12 Money

Guests from the Explora Hotel, Chile,

enjoy a buffet lunch on Easter Island

F E AT U R E S 1 Work in pairs. Look at the photo and the caption. Is this a

luxury you would buy if money were no issue? What luxuries
142 Saving for a rainy day would/wouldn’t you spend money on?
Norway, the richest country 2 103 Look at the statement. Do you agree with it? Listen to
in the world two people’s responses to it. Note down if they agree or disagree
with it. Then discuss with a partner if any of their views are
144 Get someone else similar to your own.
to do it ‘It doesn’t matter if the gap between rich and poor is getting wider as
The growing service long as everyone’s standard of living is rising anyway.’
economy
3 103 Listen to the speakers again. Complete the phrases
146 Start-up about the economy that the speakers use. Then tell each other
what you think each expression means.
How one takeaway food
van launched an $800 1 the standard of living
million industry 2 the haves and the have
3 the gap
150 The Farmery 4 people’s buying
A video about one man’s 5 the cost of
mission to sell food locally 6 quality of

4 Work in pairs. Are these statements about your country true or

false? What evidence is there for this?
1 People have a better standard of living than a few years ago.
2 People have a better quality of life now than in the past.

THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING 141
my life A SHORT REPORT
 vocabulary money • reading Norway’s riches • grammar focus adverbs: only, just, even •
pronunciation focus adverbs • speaking the economy in your country

12a Saving for a rainy day

Vocabulary money
1 Complete the sentences using these verbs. There is SAVING FOR
A RAINY DAY
one extra verb. Do you agree with the statements?

borrow   ​earn   ​invest   ​lend   ​owe   ​save   ​
spend 104
Come on, Norway; this doesn’t even feel like a competition
1 In the UK, it’s not polite to ask someone how anymore! Consistently listed among the top five happiest
much they from their job. countries in the world, Norway offers a quality of life
2 The best thing you can in is that other countries can only dream of. It is one of the
your education. 5 wealthiest countries in the world; only Luxembourg and a
3 It’s OK to ask people to you couple of others are richer. As well as earning a good salary,
money if you know you can pay it back. Norwegians also get a good education, usually find the
4 Why do some people money all job they want – unemployment is just 2.5 per cent – enjoy
their lives and never enjoy it? good health and live a long life. People say even the prisons
5 We’re told to manage our money carefully but 10 are quite comfortable!
our governments always more Norway has not always been a rich country. Just last
money than they have. century, Norwegians were emigrating to the USA in their
6 It is very stressful to always money thousands in search of a better life. The rise in oil prices
– to the bank, the credit card company, etc. (Norway has a lot of oil) in the 1970s changed all that.
15 But it isn’t only Norway’s huge reserves that account for
2 Try to think of nouns for each space that express the its success – other less successful economies have even
same idea as the verbs in Exercise 1. greater resources. It is also down to the Norwegians’ natural
thrift and strong work ethic. Norwegians are always near
1 It’s rude to ask people about their i . the top in global surveys of worker productivity rates.
2 The best i you can make is …
20 When you arrive in Oslo for the first time, don’t expect
3 Asking for a l is OK if …
to see Dubai-style skyscrapers and rows of Ferraris and
4 What’s the point of having s if you Porsches. Norway may be rich, but it is modest in its wealth.
don’t enjoy them? In fact, in today’s digital age where work seems to follow
5 Why does the government s us everywhere – even on holiday – the people of Norway
always exceed its income? 25 are trying to redefine wealth to mean ‘having a balanced
6 It is very stressful to always have d . life’. The government has passed laws which emphasize
the importance of family and time off, offering subsidized
Reading childcare, long holidays and generous maternity and
paternity leave. They have even said that fathers must by
3 Work in pairs. What do you know about Norway: 30 law take time off to be with their children. It is one of the
its landscape, its people, its industry? Look at the only countries to do so.
photo for ideas. At the same time, the country is saving for the future. Every
dollar earned from oil is put straight into what is now the
4 Read the article. In what ways is Norway a ‘rich’ world’s biggest pension fund – worth over $200 billion.
country? 35 None of this money is spent on infrastructure projects – not
even new schools and hospitals. But at a time when most
5 Complete these summaries of the four paragraphs. other countries just borrow money to finance the pensions
Use as many words as necessary in each space. of their growing retired population, Norway is sitting pretty.
1 For a long time, Norway has had a better …
leave (n) /liːv/ time off from work
than other countries.
sitting pretty (v) /ˌsɪtɪŋ ˈprɪti/ in a good or comfortable
2 The three reasons for Norway’s success are: big situation
oil reserves, … and … thrift (n) /θrɪft/ carefulness when spending money
3 For Norwegians, being rich means …
4 Norway is saving money for …

6 Do you think that the Norwegians are right to save

their money? Why? / Why not?

142
 Unit 12 Money

Grammar focus adverbs: only, 10 Put the focus adverbs in the correct place in
these sentences.
just, even
1 No, thanks. I’m looking. (just)
FOCUS ADVERBS: ONLY, JUST, EVEN 2 The most difficult problems have a solution.
only
(even)
1 Only Luxembourg and a couple of other countries 3 I’m going to brush my teeth, then we can go.
are richer. (just)
just
4 Don’t worry. It’s money. (only)
2 Just last century, Norwegians were emigrating to 5 He lost his own wedding ring once. (even)
the USA. 6 It’s a suggestion – you don’t have to follow it.
3 Most other countries just borrow money to finance the (only)
pensions of their growing retired population. 7 I’m afraid that’s life, isn’t it? (just)
even 8 It’s the second time we’ve met. (only)
4 In fact, in today’s digital age where work seems to
follow us everywhere – even on holiday … 11 Pronunciation focus adverbs
5 This doesn’t even look like a competition anymore.
a 105 Listen and check your answers to
For further information and practice, see page 178.
Exercise 10. Are the focus adverbs stressed?

7 Look at sentences 1–4 in the grammar box. Which b Work in pairs. Practise saying the sentences in
of these statements (a, b or c) is true of each of the the same way.
three focus adverbs: only, just and even?
a The focus adverb comes directly after the word Speaking my life
or phrase it is emphasizing.
12 Rewrite these sentences putting a focus adverb
b The focus adverb comes directly before the
(only, just, even) in the correct place. There is
word or phrase it is emphasizing.
sometimes more than one possible answer. Then
c When emphasizing a verb, the focus adverb
compare answers with your partner. Tell each
comes directly after the main verb.
other whether these facts are true of your country.
8 Find other examples of only, just and even in the 1 Many people work long hours during the
article. What words or phrases does each adverb week, so they see their children at weekends.
focus on? 2 People with university degrees are finding it
difficult to get jobs these days.
9 Discuss the meaning of each sentence (1–6). 3 For many people a job is a way to make money,
Then match each of the sentences to the clause or
not something they particularly enjoy.
sentence that follows it (a–f).
4 The rich are a very small part of the population.
1 Only visitors think Norway is expensive. 5 You don’t see extreme poverty. Poor people
2 Visitors think only Norway is expensive. usually have food and somewhere to live.
3 Among the Scandinavian countries, I have 6 The state pension gives you enough to live on,
visited Norway just once. but to live a very basic kind of life.
4 Among the Scandinavian countries, I have
visited just Norway. 13 Work in pairs. Write two sentences about your
5 Even fathers are given time off to be with their country using focus adverbs. Choose from these
children when they are older. areas.
6 Fathers are given time off to be with their • the cost of living
children even when the children are older. • work-life balance
a Of course, mothers are given a lot of time off too. • retirement and pensions
b I have visited the others several times. • transport
c However, all the Scandinavian countries are • employment
expensive. The cost of living is high in our capital city. Even basic
d I haven’t visited the others at all. things like bread and milk are expensive.
e The locals themselves find it reasonable.
f This is in addition to the time they are given 14 Work with another pair. Read your sentences from
off when they are babies. Exercise 13 to each other. Were your descriptions
similar?

THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING 143
my life A SHORT REPORT
 vocabulary services • wordbuilding the + adjective • listening the growing service economy •
grammar causative have and get • pronunciation /ʃ/, /ʧ/, /ʒ/ and /ʤ/ • speaking getting things done

12b Get someone else to do it

Vocabulary services Wordbuilding the + adjective
1 Work in pairs. Match the words in box A with the WORDBUILDING the + adjective
words in box B to make as many services as you can. We can use the + adjective to refer to a group of people.
A car   ​carpet   ​ B alterations   ​ the rich, the poor, the powerless
child   ​clothes   ​ cleaning   ​cutting   ​ For further practice, see Workbook page 99.
computer   ​dog   ​ fitting   ​minding   ​
furniture   ​hair   ​ painting   ​planning   ​
5 Look at the wordbuilding box. Then work in pairs.
house   ​party   ​ repair   ​restoring   ​
Look at the list of other groups in society (a–f).
shoe   ​window walking   ​washing
Make expressions using the + adjective.
a people who are over 70
2 Discuss these questions about the services in b people with no job
Exercise 1. c people without anywhere to live
1 Which of these things do people generally do d people who are unwell
for themselves? e people who work hard
2 Which of these services might people pay f people who are young and in good health
someone else to do?
3 Which services involve the greatest skill, do
you think?
Grammar causative have and get
CAUSATIVE HAVE and GET
Listening have/get + something + past participle
1 Nowadays you can have your car washed inside and
3 106 Listen to an interview with an economics out for as little as £6 by professional car washers.
professor. Answer the questions. 2 I’ve even heard of people who get their Christmas tree
installed.
1 Which services from Exercise 1 do the speakers
mention? have + someone + infinitive (without to)
3 You don’t have to be rich to have a cleaner tidy your
2 Does the professor think people paying for
house once a week.
these services is a good thing or a bad thing?
Why? get + someone + to + infinitive
4 The idea of getting someone else to wash your car was
4 106 Listen to the interview again. Make notes unthinkable.
about the following things. For further information and practice, see page 178.
1 the other services that are mentioned
2 why more people are buying these services 6 Look at the grammar box. In which sentence(s) is:
3 the reaction of the interviewer to the story of
the person who hired some help at Christmas a someone doing a job for you?
4 what the speaker says about the people who b the person doing the job not mentioned?
provide these services c the person who does the action always
mentioned?

144
 Unit 12 Money

7 Look at audioscript 106 on page 190. Underline 11 Pronunciation /ʃ/, /ʧ/, /ʒ/ and /ʤ/
other examples of each type of causative verb.
a 107 Listen carefully to how the underlined
8 Complete the short summary of a survey about letters are pronounced in the following words.
paying for services. Use the correct form of the Then practise saying them with your partner.
verb in brackets.
/ʃ/ /ʧ/ /ʒ/ /ʤ/
Nearly half of all homes in Britain have other carwash chores decision change
people 1 (do) their housework for an
shelves richer garage college
average of six hours per week. The most common
reasons that people gave for getting someone shopper watch pleasure fridge
2
(help) around the house were their
own long working hours and to avoid arguments b 108 Listen to these words. Discuss which of
with their partner. A third of people said that if the four sounds /ʃ/, /ʧ/, /ʒ/ or /ʤ/ are in each word.
they didn’t have help, things just wouldn’t get Then practise saying them.
3
(do). The most popular jobs people
agent   ​arrange   ​cheese   ​choice   ​fashion   ​
pay for are having the house 4 (clean)
general   ​January   ​machine   ​sugar   ​
regularly, getting someone 5 (do) the
television   ​usual
gardening and having a handyman 6
(fix) things when they are broken. The services can
be expensive too. Some people pay up to £500 per
week to have a personal assistant 7
Speaking my life
(organize) their affairs, and up to £400 a week to 12 What do the letters ‘DIY’ stand for? Work in pairs.
have children 8 (look) after while How many DIY jobs can you make? Have you
they are at work. ever moved into a flat or house that needed a lot
doing to it? Tell a partner.
9 Look at these things that a rich couple gets
assemble   ​clean   ​decorate   ​do   ​fit   ​fix   ​
other people to do for them. Complete the
put up   ​tile
sentences with causative forms. Note that you
can sometimes complete the sentences in two
1 a kitchen cabinet
different ways.
2 a carpet
1 When they had a party last month, someone 3 a picture
organized everything for them. 4 a tap
They everything for 5 some shelves
them. (get) 6 the bathroom
2 A personal trainer takes their children to the 7 the gardening
park to play football. 8 the roof
They to the park to
play football. (have) 13 Work in pairs. Look at the flat in the photo. Make a
3 A driver picks their children up from school list of all the things that you would need to get done
every day. before you could live in it. Then decide what you
They from school will do yourself and what you will get professional
every day. (have) help to do. Explain your plans to another pair.
4 A travel consultant chooses their holidays for
them.
They for them. (have)
5 A nanny looks after their children when they
are on holiday.
They when they are
on holiday. (get)
6 Someone even packs their bags for them, I
think!
They even for them,
I think. (get)

10 Look at the services in Exercise 1. Write down

a) one thing that you usually get someone else
to do and b) one thing that you would never get
someone else to do. Compare your ideas with
your partner.

THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING 145
my life A SHORT REPORT
 reading a new business trend • vocabulary business words • critical thinking opinion words •
speaking new business ideas

12c Start-up
Reading Critical thinking opinion words
1 Look at the photo on page 147 and 5 You will often find that writers use particular adjectives, adverbs
answer the questions. and adverbial phrases to give their opinion about a situation.
Find these words or phrases in the article and discuss what the
1 What kind of food do you think
writer is saying about each situation.
is sold from this van?
2 Do you think businesses like this 1 Even more significantly (line 6)
make a lot of money? Why? / The writer thinks this is very important.
Why not? 2 Strangely (line 13)
3 How often do you buy takeaway 3 even (line 26)
food? Do you use these kinds of 4 impressive (line 44)
takeaway food vans? 5 definitely (line 58)
Why? / Why not? 6 And after all, (line 60)

2 Read the article and make brief 6 Overall, how would you sum up the author’s opinion of this
notes on the following. Then business idea? Do you agree with him?
compare your notes with your
partner.
Speaking my life
1 The basic business idea:
2 The gap or opportunity in the 7 Work in small groups. Imagine that you have bought this old
market: railway carriage. Discussing each of the points below, come up
3 The advertising: with a business idea for it.
4 Why the business is popular: • the service you will offer – e.g. restaurant, holiday
3 Look at the subheadings (A–F). accommodation, takeaway food and drink, something else
Match each one with one of the six • the location – e.g. in a town, the countryside, a beach, a sports
paragraphs in the article. venue
• the customers – a particular group or the general public
A Spreading the word • the promotion of the idea – what media you will use to attract
B Hard times can be good times customers
C Big business
D Making yourself attractive 8 Present your idea to the class and then vote on which you think
E Small beginnings is the best business idea.
F A social event

Vocabulary business
words
4 Work in pairs. Find these words
or phrases (a–h) related to
business in the article. What do
you think they mean? Check
your answers on page 155.
a trend (para 1)
b recession (para 2)
c set up (para 2)
d upmarket (para 3)
e passing fashion (para 3)
f loyal (para 4)
g buzz (para 4)
h catchy (para 5)

146
 Unit 12 Money

START-UP

109

I
t started as a simple business idea. Two friends in Los have much luck selling their food outside nightclubs
Angeles thought it might be fun to mix Korean barbecue on Sunset Boulevard. Then they started exploiting the 35
recipes with Mexican tacos and sell the takeaway food growing power of social media. Kogi used Twitter to
from a van. That was in 2008 and the resulting tacos, what constantly update its customers on its changing location.
5 founder Roy Choi calls ‘Los Angeles on a plate’, became an Little by little, a loyal group of plugged-in young
instant success. Even more significantly, their Kogi BBQ food followers appeared, tracking Kogi, and started to create a
truck started a whole new trend in mobile cuisine. buzz around the brand. Within a few months, Kogi was 40
attracting hundreds of customers – and serving up to
Food trucks and vans have been around for a long time. 200 kilos of meat – at several stops every day. Newsweek
There are hot dog and hamburger vans selling ‘cheap eats’ called it ‘America’s first viral eatery’. Kogi BBQ now
10 along roadsides and next to construction sites all over has an impressive 135,000 followers, four trucks and a
California. What Kogi BBQ food did was to bring higher permanent truck stall at Los Angeles main airport. 45
quality food at a reasonable price to a new generation of
consumers. Strangely, the economic recession of 2008 was Branding and a catchy name are very important: Banh in
an excellent opportunity for this kind of business. Choi and the USA (Vietnamese sandwiches), Ragin’ Cajun (Creole
15 entrepreneurs like him could set up a business at a fraction of food), Waff ‘n’ Roll (Waffles) are some good examples.
the cost of opening a new restaurant. They could also easily The trucks themselves are brightly painted and covered
find staff from among the increased number of unemployed with colourful stickers. 50
chefs and other workers that had become available. At the
same time consumers, now less willing to spend their money At 10 p.m. on a cold Saturday night, I join the queue
20 in traditional restaurants, were happy to find that they could outside the Kogi BBQ truck. It’s a long queue, mostly
still go out and find good food at an affordable price. of young people. Customers take photos of their tacos
as they buy them and message them to their friends.
Today, thousands of upmarket food trucks are parked One couple have driven two hours to be here and they 55
on city streets from San Francisco to Washington, D.C., joke and chat with a local couple who are regulars.
selling everything from luxurious lobster rolls to handmade There is definitely an important social aspect to this.
25 ice cream. What seemed at the time to be a passing fashion is It may be takeaway food, but it’s a shared experience
now a growing, $800-million annual industry. There has even and, from what I can see, a very happy one. And after all,
been a Hollywood movie, Chef, about the phenomenon. isn’t that what eating should be about? 60

Choi is modest about his part in this revolution. ’I picked up

on the feeling that food was important,’ he writes,‘not just a cuisine (n) /kwɪˈziːn/ a style of cooking
30 meal to fuel yourself to do something else.’ But it wasn’t simply fraction (n) /ˈfrækʃ(ə)n/ a small amount (of something)
the idea to fuse Korean and Mexican cuisine that brought fuse (v) /fjuːz/ combine (often to make something new)
plugged-in (adj) /ˈplʌɡd ɪn/ connected by social media
in the customers. What really put Kogi on the map was its
taco (n) /ˈtækəʊ/ traditional Mexican dish
early use of social media. Initially, Kogi’s small team didn’t

THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING 147
my life A SHORT REPORT
 real life negotiating • pronunciation long vowel sounds

12d The bottom line

Real life negotiating 5 Work in pairs. Look at the expressions for
negotiating again. Which expressions are used
1 Which of these things have you negotiated? Are for the following?
there any other things which you have negotiated
• to say what the important thing is
recently? Did you get the deal you hoped for?
• to be direct and clear
• your salary • to talk about an obstacle to the agreement
• a car or other expensive item • to ask the other person to see your side
• who does the chores at home
• more time to finish a piece of work 6 Could each person have done better in the
negotiation? How? Tell your partner.
2 Read this advice about negotiating. Do you
agree with it? How does it relate to your own 7 Pronunciation long vowel sounds
experience?
a 111 Listen to the long vowel sounds and
‘Never get emotionally involved in the thing you repeat the words.
are negotiating for. If the other person sees how
much you want something, you will be at /eɪ/ delay take /əʊ/ low negotiate
a disadvantage.’ /iː/ medium detailed /uː/ include shoes
/aɪ/ final line
3 110 Listen to a woman who is trying to
negotiate a lease (or contract) on a building for b 112 Listen to these phrases and underline the
her business with an estate agent. Answer the long vowel sounds in each phrase. Then practise
questions. saying the phrases.
1 What point do they have trouble agreeing on? 1 A key thing for us is …
2 What does the woman suggest to get around 2 I was hoping we could …
this problem? 3 Let’s face it …
3 How does the negotiation end? 4 At the end of the day, …
4 How important is it to each person to agree on 5 What did you have in mind?
the lease? 6 To tell you the truth, …

4 110 Work in pairs. Listen to the negotiation 8 You are living in a foreign country for eight
again and complete these expressions for months and want to get a car to use while you are
negotiating. there. You see a second-hand one advertised in the
newspaper. It seems to be exactly what you are
looking for. Work in pairs and negotiate the sale of
NEGOTIATING
the car.
A key thing for us is 1 the lease.
I was hoping we could 2 down. Student A: Look at the information on page 153.
If you look at it from our point of view, we’re a
3
…
Student B: Look at the information on page 155.
Let’s face it, ten years is a 4 .
Do you think your client would be willing to
5
a bit on that?
I’m sure you’ll appreciate that our client’s
6
is …
To tell you the truth, that’s why the rent is
7
.
Isn’t there some way around that?
Not that I can think of.
What did you have in mind?
If I were in your shoes, I think I’d just
8
.
At the end of the day, it has to 9
for you.

148 THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING
my life A SHORT REPORT
writing a short report • writing skill key phrases in report writing Unit 12 Money

12e Get to the point

Writing a short report 2 Complete these notes about the course. Then
compare with your partner, indicating where
1 Read this brief report about a training course in the report you found this information.
that someone attended. Answer the questions.
1 Type of course:
1 What was the aim of the course? Was it 2 Location:
successful? 3 General impression:
2 What was unusual about the course? 4 Details of the course:
5 Positive points:
As requested, here is my feedback on the one-day 6 What the course lacked:
public speaking course at the LeGard School 7 Recommendation:
in Paris.
3 Writing skill key phrases in report writing
Overall, it was a great experience, although not
at all what I had expected. The teachers all have a a Underline words or phrases in the report with
background in theatre and acting. So rather than these meanings. (They are listed in the order that
learning about how to structure a talk or use they appear in the text).
PowerPoint slides, we concentrated on various
1 Because I was asked to do this
drama techniques: specifically, voice control,
2 When you look at the whole thing
breathing, posture and movement. Initially, I
3 To give precise details
was very sceptical about this. However, as the
4 At the beginning
day progressed, the value became clearer. We
5 As a result of this
were asked to use the techniques in short role
6 My conclusion is that
plays – a family argument, a friend’s dinner
party. Normally, I would feel very embarrassed b Complete the sentences. Use five of the phrases
about acting or performing in front of others, from the report.
but I didn’t; the techniques had improved my
confidence enormously. Consequently, I now feel
1 , the course was well organized.
much more ready to take on the challenge of
2 , I am sending you a price list for
public speaking.
our courses, the courses in report
and letter writing.
To sum up, I would strongly recommend this 3 The courses are very expensive. ,
innovative course as an introduction to public I would not recommend them.
speaking although a follow-up course on how to 4 , I thought it would be too
write a speech might be necessary. difficult, but the teachers explained everything
very carefully.

4 Write a short report (150–180 words) giving

feedback on a course you have taken. Include
these points:
• the name and length of the course
• the number of participants
• the methods used
• the effectiveness of the course
• your recommendation

5 Exchange reports with your partner. Use these

questions to check your partner’s report.
• Does the report include all the points in
Exercise 4?
• Does it use some of the key phrases for report
writing?
• Did you get a good overall impression of the
course?

THE ECONOMY IN YOUR COUNTRY GETTING THINGS DONE NEW BUSINESS IDEAS NEGOTIATING 149
my life A SHORT REPORT
 12f The Farmery

Plants growing in an urban farm market in

North Carolina, USA

150
 Unit 12 Money

Before you watch 4 12.1 Watch the first part of the video again
(0.00–2.28). Then complete the summary with the
1 Work in pairs. Look at the photo and the title of correct form of these verbs.
the video. What new business idea do you think
the man has had? consolidate   ​grow   ​hang   ​lose   ​
sell   ​
transport   ​use
2 Key vocabulary
Most food grown on farms has to be harvested,
a Read the sentences. The words in bold are used in packed and then 1 to the shops. At
the video. Guess the meaning of the words. every stage you 2 some of the harvest.
So my idea was to 3 this whole process
1 We have a small greenhouse in the garden
into one site. At The Farmery, a structure made
where we grow strawberries.
from shipping containers and greenhouse parts,
2 Supermarkets generally experience between
we 4 the food within the building and
five and ten per cent inventory loss in fruit and
then 5 it from an area at the bottom
vegetables.
of the building. The plants grow on living walls
3 We’ve consolidated all our negotiators into one
that 6 off the outside of the containers.
negotiating team.
It’s a very different method – we 7
4 The grape harvest takes place every September
systems where the plants grow in water. We focus
and needs a lot of extra workers to complete.
on mushrooms, herbs and salad greens.
5 We walked along the beach, collecting sea
shells and interesting coloured pebbles. 5 12.1 Read the questions below. Watch the
second part of the video again (2.29 to the end)
b Match the words in bold in Exercise 2a with
and make notes. Then discuss the questions.
these definitions.
1 What does Ben Greene say he is giving
a the cutting and collecting of crops when they
customers with this new way of buying food?
are fully grown or ripe
2 How would he like to expand his business?
b losing items of stock because they are
3 What are the two markets he has identified for
damaged, wasted or stolen
food grown in this way?
c small round stones
4 How could shopping here make people on
d a glass building in which plants or vegetables
lower incomes feel?
are grown
5 How does Ben Greene hope people will look at
e combined a number of smaller things into a
food after experiencing The Farmery?
stronger or more effective unit
6 Above all, how does he want people to feel
when they have visited The Farmery?
While you watch
3 12.1 Watch the video and tick the things After you watch
you see. Then tell your partner what you think
Ben Greene’s business idea is and what makes it 6 Vocabulary in context
original. a 12.2 Watch the clips from the video. Choose
a fields f a greenhouse the correct meaning of the words and phrases.
b farm animals g shipping containers
c crops h vegetables b Complete these sentences in your own words.
d farm buildings i mushrooms Then compare your sentences with a partner.
e shops j a street market 1 I want to pursue a career in … because …
2 … is a very complex subject.
aquaponics (npl) /ˌækwəˈpɒniks/ growing plants in water 3 I’m on a mission to …
populated by fish
hydroponics (npl) /ˌhaɪdrəʊˈpɒniks/ growing plants in water,
7 What do you think of The Farmery? Do you think
not soil
it will be successful? Why? / Why not?
nutrients (npl) /ˈnjuːtriənts/ the food ingredients that are
essential for something to grow
8 Work in small groups. Look at the list of products
shipping container (n) /ˈʃɪpɪŋ kənˈteɪnə(r)/ large metal box
that could be made and sold on the same site.
used for transporting goods by sea (and then rail or road) Choose one and decide how to make buying it an
Willy Wonka (n) /ˈwɪli ˈwɒnkə/ a fictional character famous interesting experience for customers. Present your
for his magical innovative chocolate factory ideas to the class. Which was the best idea?
• clothes or shoes • bread or cakes
• chocolate • bicycles
• furniture

151
 Unit 12 REVIEW AND MEMORY BOOSTER
Grammar Vocabulary
1 Put the words in brackets in the correct 4 Look at the phrases about jobs around the home.
order to complete the article. The verbs are with the wrong nouns. Rewrite the phrases
putting the appropriate verbs with the nouns. Which of
these things could you do yourself?
1 assemble a carpet 4 fit the garden
2 put up a tap 5 tile a wardrobe
3 fix the bathroom 6 do some bookshelves

5 Complete the definitions below with five of these words.

earnings   ​invest   ​lend   ​life   ​living   ​
loan   ​owe   ​
salary   ​save   ​

1 To money means to put it somewhere

where it will grow.
2 To money is when you have an obligation
to pay someone.
The internet has changed the economy in
3 Your is the money that you receive from
more ways 1 (how / just /
your work or investments.
than) we shop. It has also encouraged us
4 Your quality of refers to your level of
to share more, for example by giving free
health, wellbeing and happiness.
online advice on how to do things. Whereas
5 A is money you borrow to buy something.
before we might have gone straight to a 6 ❯❯ MB Work in pairs. Write definitions for these words
garage 2 (to / repaired / and phrases: debt, the income gap, standard of living.
our car / have), now we look on forums first
to see if someone can tell us how to fix I CAN
it. 3 (set up / some talk about money and the economy
communities / have / even) internet groups
where neighbours lend each other things. If
you have a hole in your roof, in the past you Real life
would 4 (got / to / fix /
a roofer / have) it. But now you might ask a 7 Complete the conversation by matching each of the travel
neighbour if you could borrow a long ladder, agent’s statements (1–4) with the customer’s responses (a–d).
or you 5 1 TA: So, how does our proposal look? We’ve suggested
(even / ask / might / for) their help. In fact four different hotels in different parts of the island.
someone will almost certainly offer to 2 TA: Well, you asked for top hotels and I’m sure you’ll
help anyway since 6 appreciate they aren’t cheap.
(just / human nature / is / that). We are all 3 TA: That’s my point, really. It’s not something you do
winners in this sharing economy because every day. I think if I were in your shoes, I’d just go
7
( others / getting for it.
/ help / to) us saves money and builds 4 TA: I can ask. But I can’t promise anything.
social connections. 8
(thing / the / doesn’t do / it / only) is increase
a C: I understand that. Nice hotels are a key thing for us,
consumption. But that is not such a terrible
because it is our honeymoon, at the end of the day.
thing, because it reduces waste.
b C: If you could, that would be great. I’m sure there
must be a way around it.
c C: It looks amazing, but to tell you the truth it’s much
2 According to the author, what are the more money than we were hoping to spend.
three benefits of the sharing economy d C: Would it be cheaper if we stayed in just one hotel
brought about by the internet? for the whole two weeks?

3 Tell your partner about a) two jobs you 8 ❯❯ MB Work in pairs. Cover Exercise 7, leaving only
would only get someone else to do and the first few words of each line visible. Act out the
b) something you have just had done. conversation. Add two more sentences to finish the
negotiation.
I CAN
use focus adverbs to add emphasis I CAN

use causative have and get negotiate a proposal

152
 Communication activities

UNIT 2b Exercise 10, page 25 UNIT 10b Exercise 13, page 121
Student A Pair A
Location: Kenya, Maasai Mara National Reserve 1
c
Subject: A Kenyan chef waits to serve breakfast
2 3 4 5
to tourists on safari in the Maasai Mara l d a
National Reserve. 6
a o o c
Story: Tourists in Kenya pay over $300 per day
7
for a hot air balloon safari. Included in v s n t
the safari is a champagne breakfast. 8

Emotions/ The luxury that some tourists enjoy. e e t i

Ideas: r v
9 10
UNIT 2e Exercise 4, page 29 a b s e
• Photographer Steve Winter and writer Douglas 11
g
12
o r u l
Chadwick were writing a story on rhinos in 13 14
Kaziranga National Park in India. m e n i n e y
• They drove into the park to start filming.
• A few kilometres into the park they saw three a c c n a
15
young rhinos in the road. n e k y r
• The jeep stopped and the two men got out to film
the rhinos.
• The mother of the three rhinos came out of the UNIT 12d Exercise 8, page 148
trees to their left, hit the jeep with her horn and Student A
tried to push it off the road.
• The two men got back into the jeep. You want to buy this car. It is
• The driver put his foot down and the jeep a seven-year-old VW Golf
moved off. and the advertised price is
• The mother rhino chased after them for 200 metres. £3,000. It is in good condition
but has a lot of miles ‘on the
UNIT 3c Exercise 9, page 38 clock’ (100,000). Obviously, you would like to get
Instructions it for less, if you can. The problem is you have
• Form a group of four people. Ask the teacher been looking for a long time and want to get a car
which product you are going to present. quickly so that you can drive to work every day.
• Turn to the correct page and read the description
of your product. Descriptions 1 and 2 are on page
154, description 3 is on page 153, description 4 is UNIT 3c Exercise 9, page 38
on page 155.
• In your group, prepare a brief presentation of Description 3
the product: what it is, how it works, what it is
appropriate for and why it is special.
• Choose one person to give the presentation (the
others will have to answer questions). Think about
the questions you may be asked.
• Take turns to give and listen to the presentations,
asking and answering questions as you go.
• Take a class vote on which product you think is
the best.
Water Container
UNIT 5a Exercise 1, page 58 In poor rural areas, clean water is often miles
Urban features away from the people who need it, leaving them
vulnerable to diseases found in unclean water.
apartment block   ​bus station   ​business park   ​ The strong Q Drum holds 13 gallons (59 litres) in
car park   ​city centre   ​city hall   ​green space   ​ a rolling container that makes it easy to transport
high-rise block   ​high-rise building   ​leisure centre   ​ safe drinking water – a task that is usually done
luxury apartments   ​office block   ​office building   ​ by women and children.
pedestrian area   ​pedestrian zone   ​railway station   ​
Developed by: P. J. and J. P. S. Hendrikse
residential area   ​shopping centre   ​shopping mall   ​
Launch country: South Africa
town centre

153
 Communication activities

UNIT 2b Exercise 10, page 25 UNIT 11c Exercise 10, page 134
Student B
Location:
Subject:
Ontario, Canada
Twin girls, Lily and Gillian, born in China,
Quiz
meet each other after a long separation. Ask each other these questions and make a note of the
answers. Then look at the key on page 155 to see what
Story: Lily and Gillian were adopted when type of learner you are. Discuss if you agree with this.
they were less than one year old by two
1 WHEN I STUDY GRAMMAR I LEARN BEST BY ...
different families in Canada. The families
A reading the rules out loud   B writing down examples
meet regularly so the girls can spend time C putting it into practice in conversation
together.
2 IN LESSONS, I PREFER ...
Emotions/ Happiness at being reunited; the strong A discussing   B looking at pictures, maps, diagrams or videos
Ideas: bond there is between twins. C doing something practical
3 I REMEMBER NEW VOCABULARY BEST WHEN IT IS
UNIT 3c Exercise 9, page 38 ACCOMPANIED BY ...
A a clear definition  B an image  C a demonstration
Description 1
4 IF I AM DISTRACTED IN CLASS, I USUALLY ...
A hum or sing to myself   B make little drawings in my book
C play with a pen or pencil
5 WHEN LEARNING A NEW SKILL, I PREFER ...
A someone to explain it to me   B someone to demonstrate it
C just to get on with it myself
6 WHEN I’M NOT SURE HOW TO SPELL A WORD, I ...
A say the word aloud to myself   B try to visualize it in my mind
C write down different versions
7 I PREFER TO READ STORIES WITH LOTS OF ...
A dialogue  B descriptive passages
C action or adventure
Portable Clay Cooler 8 I PROBABLY LEARN MOST WHEN I’M ...
Building upon an ancient food-storage technique, A listening to others speak English
the pot-in-pot system uses evaporation from a layer B watching an English film or documentary
of wet sand between two pots to help extend the life C trying to use English myself
of farmers’ goods. Tomatoes can last weeks instead
of just days. This means more fresh produce at the
market and more income for farmers. UNIT 3c Exercise 9, page 38
Developed by: Mohammed Bah Abba
Launch country: Nigeria Description 2

UNIT 10b Exercise 13, page 121

Pair B
1

2 3 4 5
l o u d f a r
6

7
v i s i o n Sugarcane charcoal
8
t r a i n Burning wood and dung, the main fuel sources for
many in the developing world, has contributed
to deforestation and breathing problems among
9
b u
10
s h inhabitants. These briquettes (small bricks) made
11 12
from crushed sugarcane stalks not only make use
g o of a local resource, they also burn more cleanly and
13
m
14
e allow residents to start a charcoal business for less
e n t i o n y e
than $50.
Developed by: MIT D-Lab
15
k e y Launch country: Haiti

154
 Communication activities

UNIT 6b Exercise 11, page 73 UNIT 12c Exercise 4, page 146

Vocabulary business words
Advertisement 1
a trend (n) = a fashion or direction
Experience of a lifetime – help to rebuild Joseph’s b recession (n) = a period of (economic) decrease
Primary School in Mali c set up (v) = establish
• minimum three weeks, maximum twelve weeks d upmarket (adj) = high quality and more expensive
• physical work: no experience needed, but you e passing (adj) fashion (n) = something which is
need to be fit and hard working popular for only a short time
• conditions: living in small rural village, climate f loyal (adj) = faithful
is very hot and dry; two days off per week g buzz (n) = excitement and activity
• accommodation and transport provided: basic, h catchy (adj) = easy to remember
sharing with other volunteers
Cost: from £1,400 including flights UNIT 12d Exercise 8, page 148
Student B
Advertisement 2
Volunteers needed for secondary school near You want to sell this car. It is
Kathmandu, four-week programme a seven-year-old VW Golf and
work as a classroom assistant in a busy secondary the advertised price is £3,000.
school, helping students to read and write English It is in good condition but
• no teaching experience necessary, but good has a lot of miles ‘on the clock’
English and patient manner essential (100,000). You would like to get as
• conditions: weather can be extremely cold close to the asking price as you can. However, it has
• accommodation: with local family been advertised for two months and you would like
NB Most volunteers take one of our hiking tours of to sell it soon.
the Himalayas after the programme
Cost: £1,200 including flights
UNIT 3c Exercise 9, page 38
Advertisement 3
Sunshine Activity Camp is looking for volunteers Description 4
We arrange summer activity holidays for disabled Solar Wi-Fi Streetlight
children from all over the UK. We have four The StarSight system consists of
different camps, two on the coast and two in a series of pylons that use solar
the countryside. Staff are both experienced and panels to power streetlamps,
inexperienced camp leaders who arrange a variety a Wi-Fi box for wireless
of activities, including outdoor games and sports, internet access, and if needed,
musical evenings, talent competitions, etc. closed-circuit TVs for security
Cost: free surveillance. The result is an
integrated system of electricity
Advertisement 4 and communication, plus better
Borneo Flora initiative – volunteers welcome street lighting, which has been
Do important work cataloguing plants in the shown to help reduce crime.
tropical rainforests of Borneo. This is outdoor work
in very hot and humid conditions. Two-month Developed by: Kolam Partnership Ltd.
programme including one week’s initial training. Launch countries: Nigeria, South Africa, Turkey
You will be living in tents with other volunteers.
Practical experience of camping is an advantage.
Cost: £2,300 including flights

UNIT 11c Exercise 10, page 134

Answers to quiz
Mostly As – this means you have an auditory learning
style. In other words, you remember best when you
hear things.
Mostly Bs – this means you have a visual learning
style. In other words, you remember best when you
see things.
Mostly Cs – this means you have a kinaesthetic
learning style. In other words, you remember best
when you do things or when things are acted out.

155
 GRAMMAR SUMMARY UNIT 1
Present tenses: simple, continuous and • repeated events that started in the past and
continue in the present.
perfect
I’ve been coming to this café for years.
We use the present simple to express something we
see as permanent or unchanging. This can be: We often have a choice whether to use the present
perfect simple or present perfect continuous. We
• a fact, e.g. Water boils at 100˚C. choose the present perfect continuous when we want
• a habit, e.g. He eats a lot of junk food. to emphasize duration or repetition.
I’ve lived here for over ten years. (no particular
• a routine, e.g. Michela calls her sister every day. emphasis)
We use the present continuous to express: I’ve been living here for over ten years.
(emphasis on how long it has been)
• something happening at the time of speaking.
I’m waiting for the train to come – it’s late again. In some cases, there is a bigger difference in meaning.
I’ve written a lot of emails this morning. (= I’ve
• a temporary situation. finished writing emails.)
Juan’s working for a bank at the moment but he wants I’ve been writing emails all morning. (= I may still
to change career. have more to write.)
• something happening around the time of speaking.
Exercise 3
She’s trying to find a new job.
• a currently changing situation. Past simple and present perfect
The future of some animals is becoming less certain We use both past simple and present perfect to talk
every year. about the past.
Remember that we don’t use stative verbs (verbs that We use the past simple to refer to something at a
describe states) with a continuous tense. specific time in the past.
I don’t know my cousins very well. (not I’m not I lived with my parents until I was 25. (= I don’t live
knowing) with them now.)
We use the present perfect (simple and continuous) We use the present perfect to express a connection
to express a connection between the present and the between the past and the present.
past. This can be: Aaron’s lost his phone. (past event that is relevant
• when a past event has an impact on, or relevance now)
in, the present. I’ve lived with my parents all my life. (event which
Poor Sam – he’s broken his leg. (= He broke his leg, started in the past and continues)
and it’s broken now.) Time expressions
• when something started in the past and continues We normally use adverbs of finished time periods
into the present. with the past simple. With the present perfect simple
I’ve been best friends with Ian since we were at or continuous, we normally use adverbs of unfinished
university. (= We became friends at university, and time periods. Common time expressions include:
we are still friends.)
Past simple: last week, in the past, in 2016, yesterday, a
Exercises 1 and 2 few days ago, when I was a child
I started work there a year ago.
Present perfect simple and continuous
Present perfect simple: ever, so far, this year, just, over
We use the present perfect simple and continuous to
the past three months, this year, since I was a child, yet,
talk about the same time periods. We use the present
before, already, until now
perfect continuous when we want to emphasize the
I have never worked abroad before.
duration of the event. We use it to talk about:
Present perfect continuous: just, over the past three
• past events that have an impact on the present.
months, this year, since I was a child
She’s tired – she’s been working all day. (The event
I’ve been working here since last year.
may or may not still be in progress now.)
Some time adverbials can be used with both past
• repeated past events that have an impact on the
simple and present perfect, e.g. for hours, all day.
present.
I waited all morning. (= I’m not waiting now.)
A: You look fit and healthy! B: Thanks – I’ve been
I’ve been waiting all morning. (= It’s still morning
exercising a lot recently.
and I’m still waiting.)
• prolonged (long) events that started in the past
Exercises 4 and 5
and continue in the present.
We’ve been waiting for the bus for over an hour!

156
 Exercises 3 Complete the sentences with the present perfect
simple or continuous of the verbs in brackets.
1a Choose the correct tense to complete the sentences. 1 I’m really fed up! I (wait)
1 More and more people are becoming / become for the bus for over an hour!
vegetarians. 2 A: Is that a new car? B: No, I
2 A: Who’s that? B: It’s Mateo. He has bought / (have) it for three years now.
buys a new car. 3 He (go) to Japan five times.
3 They know / have known each other for a long He loves it there!
time. 4 A: Why are you so red? B: I
4 I often meet / I’m meeting my friends on Saturday (work) outside in the sun all morning.
evenings. 5 How long (they / be)
5 She’s staying / She stays with her parents until married for?
she finds a flat. 6 My eyes hurt. I (look) at a
6 Martha is always being / is always a very reliable computer screen for too long.
person. 7 A: Do you want to watch The Martian?
7 It rains / It’s raining again – we can’t go to the B: No, I (see) already.
park.
8 I learn / I’m learning French at the moment. 4 Choose the best time phrase to complete the
sentences.
1b Match the sentences from Exercise 1a with the 1 I lived there since 2015 / from 2012 to 2014.
uses a–h.
2 She’s eaten out twice this week / last week.
a fact 3 We met in 1998 / since 1998.
b routine 4 I’ve been feeling sick a few days ago / for a few days.
c something happening at the time of speaking 5 I’ve had this watch since / when I was a teenager.
d something happening around the time of 6 We’ve become better friends over the last few
speaking months / a few months ago.
e changing situation 7 They’ve been living in the same house since /
f temporary situation for twenty years.
g past event with relevance in the present
h past event that continues in the present 5 Complete the emails with the most appropriate form
Are of the verb in brackets. Use the past simple, present
2 Complete the conversation with the present perfect simple or present perfect continuous.
simple, present continuous or present perfect of
Dear Jeanne
the verbs in brackets.
Were Sometimes more than one
My daughter and I 1 (argue) a
form is possible.
lot recently and it’s making me really sad. We argue
A: You 1 (be) late! about a lot of things but it’s mainly because she
B: I know, sorry! I was talking to Peter. never helps around the house. I come home late from
Is going
A: Oh, how is he? work and the house is a mess. 2
B: He’s looking very fit. But I’m not surprised – he (try) speaking to her lots of times, but she won’t
Haven’t seen
2
(go) to the gym every day listen to me. She 3 (not speak)
after work. to me since our last argument and that was
A: I3 (not see) him for a three days ago! When I was young, I always
long time. Does he still work in his father’s 4
(help) my parents at home but
company? she just doesn’t care. What can I do?
B: Yes, but he 4 (not like) Clara
working there. In fact, he 5
(look) for another job. He wants to go and live Dear Clara
abroad. I’m sorry to hear about your problems. In my opinion,
A: Really? I know a lot of people who many parents 5 (give) their
6
(move) abroad recently. children too much freedom and now they’re living
B: Me too – it’s strange. with the consequences. Why does your daughter think
A: Right, I 7 (be) really hungry. she doesn’t need to help? Probably because you
Shall we order something to eat?
6
(not teach) her to respect you
B: Yes, of course. Oh sorry, my phone when she was little. Now she’s nearly an adult and it
8
(ring). It might be my boss, may be too late. I can only advise you to keep talking
I have to answer it … Sorry! and explaining. Tell her: ‘When I 7
(work) all day, you need to help me clean up in the
evening’. Give her reasons, not rules – it might help.
Jeanne

157
 GRAMMAR SUMMARY UNIT 2
Narrative past tenses The passive
We use several different tenses when we narrate a
story in the past. Form
We use the past simple: We form the passive with the correct form of the verb
be and the past participle of the verb. To change the
• to describe the main events in sequence, i.e. one tense, we change the form of be.
event after another.
He got in the car, started the engine and drove away. is held every year.
• to describe a general state in the past. is being held soon.
It was one of the coldest winters in memory. The photography has been held here since 2010.
We use the past perfect: exhibition was held in June.
• when we need to make it clear that one past event was being held when we visited.
happened before another one. had been held just days before.
When the police arrived, the thieves had already left.
There are also infinitive (with and without to) and -ing
(= First the thieves left, then the police arrived.)
forms of the passive.
• to describe something that happened (or a state I didn’t expect to be criticized so much.
that was true) before the main event(s) or story. My article might be published in the magazine.
I couldn’t believe it when I saw the plane tickets in his I enjoy being photographed.
hand. I’d always wanted to visit Australia!
We don’t normally use the passive with the present
We use the past continuous to describe an activity in perfect continuous or past perfect continuous.
progress in the past. It can be:
Use
• the background to an event within the story.
When we use the active form, the focus of the
I was sleeping when the phone rang. (event
sentence is on the ‘agent’ – the person or thing that
interrupts background activity)
does an action.
It was raining when we arrived. (background
Ansel Adams took this photo.
activity continues after event)
When we use the passive, the object of the active
• the background to the main story.
sentence becomes the subject.
It was 2015 and I was living in Paris.
Ansel Adams took this photo.
We use the past perfect continuous to describe a object
longer activity in progress in the past: This photo was taken by Ansel Adams.
subject
• before a main event.
It had been snowing all night and my flight was The focus of the sentence is now on ‘this photo’, not
cancelled. the photographer.
• up to a main event. In passive sentences, we often don’t mention the
We’d been enjoying a morning on the beach when agent at all. We do this:
something strange happened.
• when the agent is unknown or unimportant, for
We form the past perfect continuous with had + been example in news reports.
+ -ing. The story was published in over thirty languages.
He had been studying for weeks for the test. (+) The car was stolen in the middle of Sunday night.
She hadn’t been waiting for long. (–)
• when we prefer not to directly mention someone
Had you been expecting the news? (?)
by name, e.g. because they did something wrong.
Note that we use both past continuous and past I see the kitchen hasn’t been cleaned again.
perfect continuous to talk about an activity in
If we want to mention the agent, we introduce it with
progress in the past. With the past perfect continuous
the preposition by. We normally do this when the
there is more emphasis on the duration of the activity.
agent is new or important information.
I'd been walking all morning, so I had really sore feet.
The photo was shared by over ten million people.
(I was walking for a long time before my feet got
sore.) We often use the passive to add some follow-up
I was crossing the road when I saw him. (The two information.
actions happened around the same time.) The photo of Albert Einstein sticking his tongue out
is one of the most famous in history. It was taken in
Exercises 1, 2 and 3
1951 by photographer Arthur Sasse.
Exercises 4 and 5

158
 Exercises 3 Complete the text with the correct form of the
verbs in brackets.
1a Put the sentences in the correct order to make a One day in 2001, Adele Geraghty
story. 1
(read) a newspaper when
a When she arrived at the restaurant, she realized she 2 (see) an advert for a
that she’d left her purse at home. poetry competition. She 3
b Anu had completely forgotten about her (decided) to email some of her work. Soon
friend’s birthday dinner and now she was late! after, she 4 (receive) a reply
c In the end, she had a great evening, and the from a university professor called Phil. He
best thing was she didn’t have to pay for 5
(receive) similar messages and
anything! 6
(not understand) why. Adele
d After paying the taxi driver, she joined her found out that the newspaper 7
friends, who were all really hungry. (print) Phil’s email address by mistake, instead
e Anu was sitting at home when she received a of the email for the poetry competition, so she
message on her phone. 8
(write) to Phil to tell him.
f So, she ran inside the restaurant and asked her Adele and Phil felt an instant connection and
friends for some money. 9
(develop) a strong friendship,
g She decided to get a taxi to the restaurant. even though Adele was in the USA, and Phil
h They’d been waiting for a long time for her to was 3,000 miles away in the UK. They met for
arrive! the first time in 2002, exactly one year after they
i It was from her best friend and it was about the 10
(send) their first messages,
dinner party that evening. and five years after that, they got married.

1b Match the underlined verbs from Exercise 1a with 4 Rewrite the sentences (or parts of sentences) in
the uses (a–e). italics using the passive.
a a main event in the story 1 The first book printed in English was a
b something that happened before the main collection of stories about the Trojan Wars,
events in the story printed in 1473. You can see it in the British
c an activity in progress in the past – background Library in London.
to the main story 2 One of the most popular songs in 2014 was
d an activity in progress up to a main event in the ‘Happy’. Pharrell Williams wrote and performed it.
past 3 The Olympic Games take place every four
e one event in the story that happened before years. In 2024, they will hold them in Paris.
another event in the story 4 In 2006, Edvard Munch’s famous painting
The Scream was found. Two years earlier, a thief
2 Complete the sentences with the past perfect stole it from a gallery in Oslo.
continuous. Use the prompts. 5 In 1962, three prisoners escaped the Alcatraz
1 The roads were really wet because … it / rain / prison island in California, USA. The police
all night. never found them and they are still on the US
2 André couldn't concentrate because … he / government’s list of ‘wanted fugitives’.
not sleep / well. 6 WhatsApp has millions of users around the
3 We /not wait/ for long … before the train world. While you’re reading this sentence, people
arrived. are sending about 1,000 messages every second.
4 I / study hard / all morning … so I decided to
have a break.
5 Complete the sentences with the correct passive
form of the verb in brackets.
5 you / look for a new job / for a long time …
before you found one? 1 Bernhard Schlink wrote The Reader in 1995.
6 He was very happy with his result because … It (make) into an award-
he / try to pass the exam / for years. winning film in 2008.
7 I had a sore throat because … I / sing / all 2 I read stories to my children every night. They
morning. love (read) to.
8 Maria / work at the company / for long … 3 Snapchat (download) over
before she was promoted? 500 million times since it was created.
4 I tried to get the book from the library but it
already (take out).
5 Larger cities can (see) easily
from the International Space Station.
6 She hopes (award) a prize
for her latest documentary series.

159
 GRAMMAR SUMMARY UNIT 3
Future forms Instant decisions and offers
We use will:
Making predictions
• for a decision we make at the time of speaking.
We use will, might, going to and be about to to make A: Do you want a lift to the cinema? B: No thanks – I’ll
predictions. get the bus.
We use will (or won’t) when we are confident about a • to make offers and promises.
prediction. We can add probably if we are slightly less I’ll send you a message later to confirm.
sure.
A: I’m sure you’ll do really well in the exam. Exercises 2 and 3
B: W
 ell, I’ll probably pass. But there’s still a lot of
work to do. Future continuous and future perfect
We use might (or might not) when we are less simple
confident about a prediction.
Future continuous: form
Take an umbrella – it might rain later.
We form the future continuous with will + be + -ing.
We use (not) going to when we have some evidence for We’ll be sitting on a beach this time tomorrow! (+)
a prediction. We won’t be leaving until 5 p.m. (–)
Look at the queue – we’re going to be here for ages! Will you be working when I get home tonight? (?)
We use about to + infinitive to make a prediction that
Future continuous: use
something will happen very soon.
Oh no – I think the car’s about to break down. We use the future continuous to describe an action in
progress at or around a certain time in the future.
Exercise 1 I’ll be watching the football at 8.30 tonight.
Plans and arrangements We also use the future continuous to predict events we
expect to be in progress at a certain time in the future.
We use going to and the present continuous to talk
In ten years, we’ll be using computers in very different
about plans and arrangements. There is often little
ways.
difference between them.
I’ll be seeing Fasil at the conference next week.
We use going to + infinitive to talk about a plan or an
We often use time phrases like this time next
intention. We normally use going to when we have
week, tomorrow at 8 p.m. and until with the future
decided to do something but it is still an intention
continuous.
rather than a fixed arrangement.
This time next week, I’ll be doing my final
Are you going to watch the tennis this afternoon?
university exam.
I'm going to visit my cousin in Australia this
summer. (= I have decided to go, but I haven't Future perfect: form
booked my ticket yet.)
We form the future perfect with will + have + past
We use the present continuous to talk about a fixed participle.
arrangement to do something at a specified time in We’ll have arrived by 1 p.m. (+)
the future. Often the arrangement involves someone We won’t have finished the report before Monday. (–)
else or we have already taken some kind of action Will people have stopped using social networks in
such as buying a ticket, signing a contract, etc. fifty years’ time? (?)
I’m meeting Sian after class – do you want to come?
I’m starting my new job next week. Future perfect: use
She’s flying to New York on Tuesday. We use the future perfect simple to describe an action
completed before a certain time in the future.
We also use the present continuous to find out if
I’ll have finished my university project by the end of
people are free.
summer. (= I’ll finish it before that time.)
Are you doing anything tonight? (= Do you want to
do something together?) We often use the future perfect with time expressions
like in five years, in ten years’ time, by, by the time, before
We can also use be about to to talk about something
and already.
we plan to do very soon, and might when we feel less
I’ll have gone to bed by the time you get home.
confident about a plan.
I think that in fifty years, we’ll have invented an
I’m about to leave work, so I’ll be home soon.
alternative to private cars.
I might come tonight, but I’m not sure yet.
Exercises 4–6

160
 Exercises 4 Choose the correct options to complete the text.
Experts say that by 2030, the world’s population
1 Choose the correct options to complete the sentences. 1
will be increasing / will have increased to 8.5 billion.
1 I’m sure that he might not / won’t be late. These extra people 2 will have used / will be using a
He’s always on time. lot more energy, so we’ll need to find new energy
2 He’s going to / about to be really happy when he sources. Solar power is one possible solution,
sees what I’ve made for dinner. He loves pizza! and countries in Africa may have a big role to
3 They will / might be able to come and see us at play in this. For example, Morocco has recently
the weekend but they aren’t sure yet. built a huge solar power plant in the Sahara
4 Get on the train – it will / it’s about to leave! desert, which 3 will be starting / will have started
5 It isn’t going to / might not rain today – look, to produce a third of the country’s energy within
there are no clouds in the sky. five years. By 2030, the government hopes that it
6 Have something to eat now because we might 4
will be producing / will have produced 52% of its
not / we’re not about to have time later. energy from solar power. They also hope that one
7 I know that I’ll / I might pass all my exams day Morocco 5 will have become / will be becoming
because I studied very hard for them. energy-independent and that they 6 will be selling /
will have sold energy to other countries around the
2a Use the prompts to complete the sentences or world. If everything goes to plan, some day in the
parts of sentences in italics. Use the most logical future, a person living in Europe 7 will have used /
future form – will, going to or present continuous. will be using electricity produced in Africa.
Use the other information in the sentences to help.
1 I’ve bought my ticket! I / fly / Canada /
5 Complete the pairs of sentences with the future
continuous or future perfect of the verbs.
next month!
2 A: Would you like some tea or coffee? 1 This time next week, I (not
B: I / have / some coffee, please. sit) in this office. I (start)
3 We / visit Tom’s parents / some time next month my new job by then.
but we haven’t decided when exactly. 2 From 12.30 p.m. to 2.30 p.m., she
4 A: I’m really hungry! B: I / make you / a sandwich. (teach). The lesson
5 They / eat out / tonight. They’ve already booked a (not finish) by 2 p.m.
table at their favourite restaurant. 3 In the future, most people
6 She doesn’t want to live with her parents (not drive) petrol cars. But I don’t think
anymore, so she / look for / her own place / soon. we (stop) using petrol
completely.
2b Match the sentences from Exercise 2a with the 4 A: I (pass) near your house
uses a–d. tomorrow at about 4 p.m. Do you want to meet
a a plan or intention c an instant decision up? B: Sorry, but I (not get)
b a fixed arrangement d an offer back from work by then.
5 A: you
3 Complete the conversation using the correct future (use) your car this afternoon? Or can I
form of these verbs. Sometimes more than one borrow it? My car’s in the garage and they
form may be possible. (not fix) it in time for my
Spanish class.
call   ​come (x2)   ​
go   ​meet   ​pick
6 Read the information in Paula’s diary. Complete
A: Mike, 1 to the exhibition the sentences below with either the future
with us tonight? continuous or the future perfect of the verbs in
B: An exhibition? What’s it about? brackets. Use negative forms when necessary.
A: I told you last week! We 2 9 a.m. start work 3 – 4 phone call
to an exhibition about future technology. I 10 – 11 meeting with client
3
the others at 6.30 p.m. 12 – 1 lunch 6 – 7 go to gym
outside the museum. Do you want to come? 7.30 dinner with Greg
B: That sounds good. How about going for dinner
afterwards? 1 Paula work at 9.30 a.m. (start)
A: That’s a good idea. I 4 the 2 Her meeting by 10.45 a.m. (finish)
others to see if they’d like to join us. 3 She lunch between 12 and 1. (have)
B: Great. Would you be able to give me a lift? 4 She (talk) to her client at 4.15.
A: Yeah, sure. I 5 you up from 5 At 6.30 p.m., Paula in the gym.
your office at 6 p.m. (work out)
B: Great! I’d better go now – I can hear my boss. I 6 She to the gym by the time she
think he 6 into my office! has dinner. (go)

161
 GRAMMAR SUMMARY UNIT 4
Determiners Expressions of quantity
We use determiners before a noun to show which We use expressions of quantity to say how much or
particular person or thing we are talking about. how many. Like determiners, the choice of expression
depends on the meaning we want to express and
We use each, every, the whole, either and neither with
whether the noun is countable or uncountable.
singular, countable nouns. We use each and every
to talk about all the members in a group. We prefer A large number/amount: a lot of, lots of, plenty of, loads
each when we are thinking about each member of the of, many, much, a large number, a large/huge amount of,
group separately. the majority of
I’ve been to every museum in this city.
Neither a large or small number: several, some, enough
Each gallery has a café and restaurant.
A small number/amount: not many, not much, a little, a
When there are only two things or people, we use
few, few, little, a small number of, a small amount of, a lack
each, not every.
of, almost no, hardly any
There were drawings on each side of the paper.
Zero amount: no, not any
We use the whole to talk about all of something.
Unfortunately I was ill, so I missed the whole festival. We use (not) many, (a) few, a (small/large) number of
and several with plural nouns.
We use either to say ‘one or the other’. The negative
There are several hotels around here. (= more than
form is neither. It means ‘not one or the other’.
two or three but not many)
I’m happy to go to either café. They both sound nice.
I applied for two courses but neither application was We use (not) much, (a) little, a bit of, a large/huge/small
successful. amount of with uncountable nouns.
I had a bit of free time so I went for a walk.
We use all, both and most with plural nouns. We use
We had a huge amount of food at the party.
both to talk about two things. We use most to say ‘the
majority’. We use a lot of, lots of, plenty of, loads of, a lack of,
All the shops were closed when we arrived. (almost) no, (not/hardly) any, some, enough and the
Both galleries have free entry. majority of with both plural and uncountable nouns.
Most people where I work bring lunch from home. There are loads of really interesting things to see in
Sao Paolo. (= lots, informal)
We use any and no with singular, plural and
Don’t rush – we’ve got plenty of time. (= more than
uncountable nouns. We can use any in a negative
we need)
sentence or no in a positive sentence with the same
There are hardly any music venues in this town.
meaning.
(= almost no or very few)
There isn’t any snow in the mountains.
There’s a lack of jobs for young people in my country.
There’s no snow in the mountains.
(= there aren’t enough)
We also use any to mean ‘it doesn’t matter which’.
In informal, spoken English, we don’t normally use
Choose any seat you want.
many or much on their own in a positive sentence.
Ask me if you need any help. (= I can give you all
We use a lot of, lots of, etc. instead. Many and much are
kinds of help.)
normal in negative sentences and questions.
We use all, certain and some with plural and
However, we do use too many/much and so many/much
uncountable nouns. We use certain to refer to a
in positive sentences.
particular place, thing or person without naming it.
Visitors should leave all food at reception. Exercises 4 and 5
Some museums in the city are free to visit.
The gallery is only open on certain days of the week. little and a little; few and a few
Note that we don’t normally use some with a singular There is a difference in meaning between little and
noun. a little, and few and a few. We use a little and a few to
We had a problem with our hotel. mean ‘some, but not a lot’.
(not We had some problem with our hotel.) Would you like a little water with your coffee?

With many determiners, we add of before a pronoun We use little and few to express a more negative
or before the noun phrase beginning with a meaning. They mean ‘not much’ and ‘not many’.
possessive adjective (my, her, etc.), an article or words There is little money to improve public transport.
like this, these, etc. (= So we have a problem with public transport.)
Some of Sally’s friends are coming tonight. We don’t normally use few and little in informal,
Were any of the paintings good? spoken English. We use not much/many instead.
A: Which of these two dresses do you prefer? I don’t have much time to study.
B: Neither of them.
Exercise 6
Exercises 1, 2 and 3

162
Exercises 4 Underline two correct quantifiers in each sentence.
1 There are plenty of / loads of / a large amount of
1 Choose the correct determiner to complete the excellent museums in Madrid.
sentences.
2 I went to Mexico City on business but
1 Every / All the people that came to the party unfortunately I didn’t have much / many / a lot
said they’d had a great time. of free time there.
2 A: Would your kids like to play baseball 3 The city government can’t build new parks
outside or do some painting? B: They’d be because there is a lack of / any / almost no
happy with either / both activity. money available.
3 Only certain / each trains have space for bicycles. 4 She doesn’t have no / any / a huge amount of
4 The whole / Most artists don’t earn a lot of money. money so she can’t afford to live on her own.
5 Some / Each singers like to meet their fans after 5 There are only a small number of / a few / a little
their concerts. music venues in the city.
6 She remembered that she hadn’t drunk no / any 6 It took a long time to get from the airport to
coffee that morning. our hotel because there were a small amount of /
7 There were any / no cars in the car park. hardly any / almost no taxis.
8 Either / Neither film that we watched over the
weekend was very interesting. 5 Complete the conversation with these quantifiers.

2 Choose the correct options to complete the a little   ​hardly any   ​

loads of   ​
not any   ​
conversation. several   ​too much

A: So, what do you think about our new house? A: So, do you still think we should book a trip to
B: It’s lovely! I love how 1 each / both room is Barcelona?
painted in a different colour. B: Well, I’m not sure. It’s a beautiful city, but
A: Yes, we wanted 2 several / all of the rooms to it’s very popular. I’d rather try somewhere
have their own identity. quieter – you know, a place where
B: That’s a lovely painting on the wall. Where did 1
tourists go. And where there’s
you get it? not 2 pollution.
A: We bought it in 3 an / some art gallery near our A: I know what you mean, but there are
house. It’s by a local artist. 3
things to do there. Museums,
B: How nice! I don’t have 4 any / no paintings in shopping, concerts – it says on this website that
my house. I should get some! there are even 4 beaches nearby.
A: We put a painting in 5 every / most room in the B: Well, that sounds nice. We can do
house – even the bathroom! And 6 most / most 5
sightseeing in the morning –
of them were painted by local artists. maybe just an hour or two – and then spend
B: What a great idea. the rest of the day at the beach!
3 Complete the text with these determiners. A: OK, let’s do it then. Now, I saw that there’s a
flight on the Friday morning. Let me go to the
any   ​
both   ​certain   ​each   ​either   ​ site. … Oh no!
the majority   ​
the whole B: What?
A: Look! There are 6 seats left! We’ll
The Musée d’Orsay in Paris is one of the most have to choose somewhere else.
famous art galleries in the world and is a ‘must
see’ for 1 art lover. 2 of
6 Look at sentences 1–4. Choose the best
continuation (a or b).
the art on display is French, from the period 1848
to 1914. 3 museum is worth visiting, 1 There are a few good concerts on tonight.
but 4 parts are more popular than a We can choose which one we’d like to go to.
others. The most famous works on display are the b So we should think of something else to do.
‘impressionist’ paintings.
2 There was little traffic on the roads.
The building itself is also a work of art. Originally a So she got home a bit later than expected.
a railway station, the building became a gallery in b So she got home a bit earlier than expected.
1986. It has two famous clocks from its days as a
3 There are few hotels in this part of the city.
station: 5 still show the correct time.
a I’m sure you’ll find somewhere good to stay.
Entrance to the museum is free on the first Sunday b So you might need to stay somewhere else.
of 6 month. To get there, take the
4 We have a little time before our train leaves.
metro to Solférino or the Assemblée Nationale.
a Let’s go and get some food for the journey.
7
stop will leave you a five-minute
b We need to go straight to the station.
walk from the museum.

163
 GRAMMAR SUMMARY UNIT 5
Verb + infinitive or -ing Verbs with both -ing and to + infinitive
When we use two verbs together in a sentence, the After continue and start we can use both the -ing form
form of the second verb depends on the first verb. and to + infinitive, with no change in meaning.
It continued to rain all day. = It continued raining
Verb + to + infinitive all day.
We use to + infinitive after the following verbs: I’ve started to learn Spanish. = I’ve started learning
(can/can’t) afford, agree, allow, arrange, ask, begin, choose, Spanish.
continue, decide, expect, fail, help*, hope, intend, learn,
With hate, like and prefer the basic meaning remains
manage, need, offer, plan, pretend, promise, refuse, seem,
the same. However, we normally use the -ing form
start, threaten, want, would like, would love, would prefer
when we’re talking in general about our preferences.
She refused to change the date of the meeting.
I love visiting new places.
The government failed to reduce unemployment.
Max and Sara hate going to the cinema.
There seems to be a problem with my internet
connection. We use to + infinitive to say we think something is
a good or bad idea, or to talk about when or how
Verb + object + to + infinitive regularly we do something.
We use an object + to + infinitive after ask, get, help*, I prefer not to listen to music when I study.
need and tell. She’s probably not in her office at the moment – she
We need the city council to build more parks. normally likes to go for a quick walk after lunch.
How can we get people to move to the area?
Verbs with two meanings
Note that we can use ask, help and need with and
The form of the verb following go on, mean, regret,
without an object.
remember, stop and try changes its meaning.
She asked to leave the room.
The policeman asked me to show some ID. go on + -ing = continue an action
My knee was hurting but I went on running.
Verb + object + infinitive
go on + infinitive = do something different
We use an object + infinitive (without to) after help*,
After she left university, she went on to become an
let and make.
important politician.
My boss didn’t let me go home until 7 p.m.
The film really made us laugh. mean + -ing = involve
My train is at 6.30 a.m., which means getting up very
*We can use an infinitive with or without to after help.
early.
He helped me to clean the apartment. = He helped
me clean the apartment. mean + infinitive = intend
Sorry – I meant to call you but I forgot.
Remember that we also use the infinitive form
without to after modal verbs. regret + -ing = feel sorry about something you did or
didn’t do
Verb + -ing He regrets studying maths at university.
We use the -ing form after the following verbs:
regret + infinitive = feel sorry that you have to tell
adore, avoid, begin, can’t help, can’t stand, consider,
someone about a situation (formal)
continue, describe, enjoy, fancy, finish, imagine, involve,
We regret to inform you that your application was
keep, mention, (don’t) mind, miss, practise, recommend,
unsuccessful.
risk, spend (time/money), start, suggest
Can you imagine living on the 100th floor of an remember + -ing = have memories of an earlier event
apartment building? I remember coming here when I was a child.
We also use the -ing form after phrasal verbs, e.g. remember + infinitive = not forget to do something
carry on, give up, keep on, look into, think about. Did you remember to lock the door?
The meeting was over but he carried on talking.
stop + -ing = finish doing an action
Exercises 1, 2 and 3 She stopped driving when her phone rang.
stop + infinitive = finish an action in order to do
another action
We stopped to get some petrol.
try + -ing = do something to see what happens
I tried not drinking coffee in the morning, but I hated it.
try + infinitive = make an effort, normally unsuccessfully
We tried to call you but my phone wasn’t working.
Exercises 4, 5 and 6

164
Exercises 3 The speaker went on to suggest some solutions.
a The speaker started to talk about solutions.
1 Choose the correct options to complete the b The speaker spoke about solutions for a
sentences. long time.
1 We can’t afford going / to go on holiday this year. 4 It was hot so we tried opening the window.
2 I asked the sales assistant to help / helping me. a The window was stuck.
3 Why do the neighbours keep making / to make b We could open the window (but it didn’t
so much noise? help).
4 The local council is thinking about build / 5 I like to study late at night when I have exams.
building a new shopping centre. a I think it’s a good idea to do this.
5 My manager made me to work / work late b I enjoy doing this.
yesterday.
6 Do you fancy watching / to watch a film tonight? 6 I regret buying that car.
7 They’d like coming / to come to see our new house. a I’m sorry to tell you that I bought that car.
b It wasn’t a good idea to buy that car.
2 Complete the groups of sentences with the correct
form of the verbs in bold. 5 Choose the correct options to complete the
sentences.
drive
1 He agreed me to the airport. 1 A: This is a disaster! I’ve lost my passport!
2 She doesn’t enjoy in the rain. B: Try to calm down / calming down. When did
3 Mark let me his new sports car. you last have it?
2 A: I’m calling to find out if I passed the exam.
exercise B: Unfortunately, I regret informing / to inform
4 My doctor told me more often. you that you did not pass.
5 I make my children with me. 3 A: Do you want a coffee?
6 He’s not keen on in the gym. B: No, thanks – just water. I’ve stopped to
work drink / drinking coffee in the afternoon.
7 Do you mind at the weekends? 4 A: You should find a bigger flat.
8 She got him for her for free. B: You’re right. I can’t go on living / to live in
9 I might from home on Friday. this one. It’s just too small!
5 A: Why didn’t you tell me you were leaving
3 Complete the sentences with the correct form of your job?
these verbs. B: Sorry, I meant to tell / telling you but I forgot!
6 A: This is the café I’ve been telling you about.
take   ​queue   ​expand   ​write   ​
make   ​
hire   ​ B: Oh, I remember to come / coming here with
fly some friends a few years ago.
A: Have you heard they are planning 6 Complete the announcement with the correct form
1
our local airport? of these verbs.
B: No, really? Why do they want 2 it
bigger? eat   ​join   ​
leave   ​
make   ​organize   ​
sightsee   ​
A: Well, apparently, it gets too busy. But I think we talk
need people 3 fewer flights, not
more. Think about all the pollution it creates. The Faculty of Engineering has decided
B: The government can’t make people
1
a two-day study trip to Bogotá,
4
less. And it does get busy there. Colombia. On the first day, we will be joined by
I hate 5 so I find it all very stressful. a professor from a local university, who will give
A: Then maybe they should spend the money on us a brief tour of the city and will then go on
6
more staff.
2
about the TransMilenio bus system,
B: That’s actually a good idea. You should which revolutionized public transport in the city
7
to the government and tell them! in the 2000s. The next day we will visit Soacha, to
see a recent development project there. This will
4 Choose the best explanation (a or b) for each mean 3 Bogota early in the morning,
sentence. but the project sounds fascinating and we feel sure
1 Lukas stopped to have something to eat. you will not regret 4 the trip there.
a He was full. We will stop in Soacha 5 lunch and
b He was hungry. afterwards, we will return to Bogotá, where you
will be able to spend some time 6 .
2 I’ll remember to meet you at the theatre. Please email the faculty administration by next
a We met there in the past. Friday if you intend 7 us for the trip.
b We’ve arranged to meet there in the future.

165
 GRAMMAR SUMMARY UNIT 6
Negative forms Question forms
To make negative statements with think, believe, We form direct questions by inverting the subject
suppose, imagine and want, it’s more common to make and auxiliary verb. In present simple and past simple,
the first verb in the sentence negative, not the second. where there is no auxiliary verb, we need to add a
I don’t think it’s a good idea. form of the auxiliary verb do.
Negative forms of have to and must: Have to and Did you enjoy your break?
must have a similar meaning in positive sentences.
We often ask direct negative questions (questions
However, mustn’t and not have to have completely
with a negative verb form) when we expect or want
different meanings.
the other person to agree.
You mustn’t take so much luggage. (= Don’t do it!
Your bag will be too heavy.) A: Wasn’t it cold this morning? (= You must agree!)
You don’t have to take so much luggage. (= You can We also use negative questions to show surprise.
if you want, but you won’t need it.) Didn’t you like the hotel? I thought it was great.
To make negative short answers with hope, expect, Exercise 4
believe, guess, suppose and be afraid, we add not.
Believe not is mainly used in more formal contexts. When we want to be polite, we can add a phrase to
the beginning of the question to make an indirect
A: Do you think Marc is going to be late again?
question.
B: I hope not.
Do you know what time the tour starts?
The affirmative equivalent is so, e.g. I'm afraid so.
The word order after the added phrase is the same as an
Negative imperatives: To make an imperative affirmative statement (with no inversion or auxiliary).
negative, we use don’t. The form is the same if you are Could you tell me where the trail starts?
talking to one person or more than one person.
To ask an indirect yes/no question, we add if.
Don’t forget to print your train tickets.
Is the shop open now? –> I’d like to know if the shop is
Negative infinitive: To make an infinitive with to open now.
negative, we add not before to.
We also use phrases like I’d like to know and I was
We agreed not to go on another beach holiday this year.
wondering to introduce an indirect question. These are
Negative suggestions: To make a negative suggestion followed by a full stop, not a question mark.
we use let’s not + infinitive.
We can also make indirect questions by adding surely
Let’s not go out tonight – we can just watch a DVD.
to the start of the sentence. We do this when we expect
Exercises 1 and 2 the other person to agree, or to express surprise.
Surely the museum won't be open this late in the day?
Negative words: neither, none, no, not … either
We use no directly before a plural or uncountable Exercise 5
noun in a sentence with a positive verb.
We form tag questions with auxiliary verb + pronoun.
There are no trains from the airport at this time of night.
We put them on the end of a statement. If the statement
We can’t use no if there is an article or possessive is positive, we add a negative tag question and if the
adjective before the noun. Use none of instead. statement is negative, we add a positive tag question.
None of my friends remembered my birthday. It’s cold today, isn’t it?
They didn’t like the concert, did they?
None is a pronoun. We use it in place of a noun to say
‘not one’ or ‘not any’. We use the auxiliary from the statement to form the
There were three shops in the village when I lived here. question tag. If there is no auxiliary in the statement,
There are none now. we use a form of do.
It wasn’t as hot as last year, was it?
We use neither + auxiliary verb + pronoun to agree
You live in Madrid, don’t you?
with a negative statement. It means ‘also not’.
A: I don’t like cold weather. B: Neither do I. We use tag questions:
The affirmative equivalent is so (So do I). • to check information, often when we’re surprised.
When we do this, we use a rising intonation in the
We can also use pronoun + neither with the same
tag question.
meaning.
Little children don’t have to pay on the train, do they?
A: I don’t like this film. B: Me neither.
The affirmative equivalent is too (Me too) • to ask someone to agree. When we do this, we use
a falling intonation in the tag question.
We also use not … either with the same meaning.
We’re booking the flights this week, aren’t we?
A: We don’t feel like going out. B: We don’t either.
Exercise 6
Exercise 3

166
Exercises A: Let’s walk, then – it’ll be easier.
B: It’s too hot to walk!
1 Choose the most appropriate negative form to A: A taxi, then?
complete the sentences. B: I don’t want to pay so much money.
A: No, I don’t 4 neither / either. Well, shall we get
1 A: Do you think it’s going to rain this the bus, and walk the rest of the way?
afternoon? B: I hope not / no. B: OK. I need to go to the bank first, though. I
2 Let’s don’t wait / not wait any longer. have 5 no / none of money left at all!
3 He doesn’t think it’s / thinks it isn’t a good idea. A: No, me 6 either / neither. But the nearest bank is a
4 I expect you not to be / to be not late this morning. forty-minute walk from here.
5 No / Don’t speak during the exam. B: That's too far! Shall we just stay in the hotel this
6 The museum is free today so you don’t have to / morning?
mustn’t pay to enter.
7 You don’t must / mustn’t smoke in the hospital. 4 Complete the negative questions using the verb in
brackets. Use the same tense used in the answer.
2 Complete the second sentence so it has the same
meaning as the first sentence. Use the word or 1 A: the restaurant?
phrase in bold. B: No, I didn’t – it was terrible. (like)
2 A: it a lovely day, yesterday?
1 I don’t think we should get a takeaway tonight. B: Yes, it was. I had a great time. (be)
let’s 3 A: to the lesson?
get a takeaway B: No, he isn’t. He’s sick. (come)
tonight. 4 A: yet?
2 Our opinion is that his story isn’t true. B: No, I haven’t. I’m starving! (eat)
believe 5 A: book before going on the tour?
his story is B: Yes, you do. But I did it yesterday. (have to)
true. 6 A: you call to tell them you’re OK?
B: Yes, you’re right – I should. (should)
3 It’s not necessary to book a table before going
to the restaurant. 5 Rewrite the direct questions as indirect questions.
have to
You before 1 Where is the station?
going to the restaurant. Could you tell me ?
2 What time does the museum open?
4 You mustn’t forget to lock the door before you They’d like to know .
leave. 3 When are you leaving?
don’t Can I ask ?
the door 4 Where were you yesterday evening?
before you leave. I was wondering .
5 A: Did I pass my exam? 5 Are they going on holiday again? I can’t
B: I’m sorry but you didn’t. believe it!
afraid Surely ?
B: I . 6 Who’s that man over there?
Do you know ?
6 She doesn’t intend on spending too much
money on her holiday. 6 Write tag questions for the statements.
to 1 You’re going on a safari this summer,
She’s planning ?
too much money on her holiday. 2 He isn’t married,
3 Choose the correct options to complete the ?
conversation. 3 They couldn’t find a hotel,
?
A: What would you like to do today? 1 None of / 4 You woke up very early this morning,
None the shops are open yet, so maybe we ?
should just go for a coffee. 5 We’re not late for the party,
B: But we’ve just had breakfast. I don’t want ?
another coffee. 6 She didn’t pass her exam,
A: Actually, 2 either / neither do I. OK, how about ?
going to that modern art gallery we read 7 You haven’t been to my new flat,
about? ?
B: Good idea. But in the guidebook it says there 8 He has already seen the film,
are 3 no / none buses that go there directly. ?

167
 GRAMMAR SUMMARY UNIT 7
Zero and first conditionals usually, used to, would, be used to
and get used to
Zero conditional
We use the zero conditional to talk about facts or usually + present simple
things that are generally true. The form is: We use usually + present simple to talk about a habit
If + present simple + present simple or action that happens regularly or is generally true.
If you punish a child, you need to tell them why you’re I usually eat a sandwich for lunch.
doing it.
used to and would + infinitive
We can also use when instead of if. The meaning is the
same. We use used to + infinitive to talk about a repeated
When children misbehave, it’s often because they want past action, habit or situation. It is sometimes, but not
attention. (= If children misbehave …) always, used in contrast with a present situation.
I used to eat unhealthily but I’m more careful now.
First conditional (= repeated past action/habit)
We use the first conditional to talk about a particular My parents used to own a restaurant. (= past
possible future event or situation. The form is: situation)
If + present simple + will/won’t The negative is didn’t use to. We ask questions with
If he does well at school, he’ll be able to go to a good Did you use to …?
university. I didn’t use to like vegetables when I was a child.
We can put the clause with if first, or we can put the Did you use to walk to school or get the bus?
main clause first. When the if clause comes first, we An alternative negative form is used not to. This is
put a comma before the main clause. When the if more formal than didn’t use to.
clause comes second, we don’t need a comma. We use would + infinitive to talk about a repeated
They’ll cancel the concert if it rains. action or habit in the past. We normally say when the
action/habit happened.
Unless, as long as
I remember when I was little, my dad would make
We can use unless or as long as in place of if in pizza every Saturday night.
conditional sentences. We use unless to say if not.
You won’t pass your exam unless you work hard. We don’t use would to talk about a state or situation in
(= If you don’t work hard, you won’t pass your the past. We use used to or past simple.
exam.) Exercise 4
We use as long as to say ‘if and only if’.
You can play in the park as long as you don’t get your be/get used to
clothes dirty. Be/get used to has a very different meaning to used to +
infinitive.
We never use a future form after if, unless or as long as.
If the weather will be nice this weekend, we’ll go to We use be used to + noun or -ing to say that something
the beach. isn’t strange or difficult (to do).
If the weather is nice this weekend, we’ll go to I start work at 7 a.m. every morning so I’m used to
the beach. getting up early.
When I moved to Moscow, I found the winters very
Exercises 1 and 2
cold, but now I’m used to them.
Time linkers: when, as soon as, before, after, We can also use this form in the past or the negative.
while, until It was hard to go on a diet because I wasn’t used to
Like if, unless and as long as, we don’t use a future eating healthily. (= It was difficult/strange for me.)
form after the time linkers when, as soon as, before, We use get used to + noun or -ing when we are
after, while or until. We use a present tense, even when learning to adapt to something difficult or unfamiliar
we’re referring to the future. and it is becoming normal.
I’ll call you when I’m getting ready to leave. I’m getting used to cooking for myself now I live
I’ll pick you up as soon as I finish work. away from home.
We can eat before we go out. Driving a car was scary at first, but I soon got used
School starts a day after we get back from holiday. to it.
You can make dinner while I’m doing the shopping.
You can’t go out until you finish your homework. Note that we always use the -ing form or a noun after
be/get used to, not the infinitive.
Exercise 3
Exercises 5 and 6

168
Exercises 2 We lived in the town centre until two years ago.

1 Correct the mistake in each conditional sentence. 3 He didn’t like drinking coffee before a long run.
1 If you won’t book a ticket before you go, you 4 When they were little, their grandma took them
won’t get a seat at the concert. to the cinema once a month.
2 If I was late to my lesson, the teacher gets angry.
3 It’s dangerous to drive when it will snow hard. 5 Did you have a best friend at school?
4 When I finish working I’ll call you.
5 You did better in your exams, if you study hard 6 For years, I visited my aunt in Lima every
now. summer.
6 The football match will be cancelled, if the
weather is bad. 7 Our football coach made us run for twenty
2 Rewrite the sentences with unless or as long as. minutes before each session.

1 You won’t get the job if you don’t practise for

your interview. (unless) 5 Rewrite the sentences with the correct form of get/
be used to + -ing.
2 You can borrow my car but only if you promise 1 It’s normal for me to make speeches in front of
to be careful. (as long as) a lot of people.
I in front of a lot of people.
3 You can go out only if you finish all your 2 It’s starting to feel normal for me to commute
homework. (as long as) to work every day.
I to work every day.
4 If she doesn’t work hard, she’ll never be 3 It wasn’t normal for him to eat out so often.
successful. (unless) He out so often.
4 Does it feel normal for you to wear a uniform?
5 You can borrow my umbrella only if you a uniform?
remember to give it back. (as long as) 5 It was hard, but I learned to live on my own.
It was hard, but I on my
6 If you don’t practise every day, you won’t get own.
better at playing the piano. (unless) 6 It’s not normal for him to cook for other people.
He for other people.
7 We can go out for a picnic but only if it doesn’t
rain. (as long as) 6 Complete the text with these verbs. Use the correct
form of used to + infinitive or be/get used to + -ing.
Note they can be affirmative or negative. More
3 Match the sentence beginnings (1–7) with the than one option is possible in some places.
endings (a–g). Then complete the sentences with
the correct form of the verb in brackets. do   ​dream   ​eat   ​live   ​
see   ​
take   ​
try   ​
1 Please call me wake up
2 Before they go out for a walk this morning,
3 I’ll wait with you at the station When I was a kid, I always 1 of living
4 While you’re cleaning the house, abroad so I was really happy when I moved to
5 You’ll never be able to run the marathon Hong Kong three years ago for work. When I first
6 After he finishes work, arrived, it was a bit of a culture shock. I’m from a
7 I always get a headache small town, so I 2 such high buildings
and skyscrapers. I also had to 3
a they something to eat. (have) in a very small flat and paying a lot of rent. In
b until your train . (arrive) my country, I lived five minutes’ walk from my
c when I enough water. (not drink) office but I soon 4 the train to work
d I the dog out for a walk. (take) here – they’re very punctual and frequent. But
e unless you training. (start) even after three years, 5 early to get
f he his friends at the gym. (join) the train – I’m often late for work! The food here
g as soon as you this message. (get) is also very different. There’s a lot more variety
now, so I 6 lots of different types of
4 Rewrite the sentences with used to or would.
cuisine. Living abroad can be different but I think
Use would where possible.
everyone can do it – you soon 7 things
1 I cooked with my mother a lot when I was young. in a different way.

169
 GRAMMAR SUMMARY UNIT 8
Second, third and mixed conditionals wish and if only
Form and use Form and use
We use the second conditional to describe a situation We use wish and if only to talk about unreal or
in the present or future. It suggests that the situation imagined situations that we would like to be true or to
and result are unreal or imagined. The form is if + come true. The basic meaning of wish and if only is the
past simple, would + infinitive. same, but if only is stronger.
If I had a lot of money, I’d become a space tourist. (+)
We use wish / if only + past tense to talk about a
If the traffic weren't so bad, I wouldn't mind
situation in the present.
driving. (–)
I wish it was summer. I’m tired of this cold weather!
Would you be able to come to the training if we
changed the date? (?) We use wish / if only + could to talk about an ability or
possibility we would like to have in the present.
We use the third conditional to describe an unreal or
If only I could play a musical instrument. It would be a
imagined situation and result in the past. The form is
lot of fun.
if + past perfect, would have + past participle.
I wish we could stay for lunch. But we’ve got other
If I’d worked harder at school, I would have
plans.
become a doctor.
If I hadn't had such an inspiring teacher, I wouldn't As with conditionals, we can also use were instead of
have gone to university. (–) was. It sounds more formal.
if you had been able to travel more, where would I wish Martin weren’t always so busy.
you have visited? (?)
Exercise 4
As with first conditionals, we can put the clause with
if first, or we can put the main clause first. When We use wish / if only + past perfect to talk about a
the if clause comes first, we put a comma before the situation in the past that we want to be different.
main clause. When the if clause comes second, we If only our plane had arrived on time. Now we’re stuck
don’t need a comma. here in the airport!
I would have applied for the job if the pay had been We use wish / if only + someone + would + infinitive
better. to talk about a situation in the present that we want
Exercise 1 somebody else to act to change. We often use this
structure when we are dissatisfied with the situation or
Mixed conditionals we are complaining.
I wish you wouldn’t complain so much.
We can also use a combination of second and third
I wish Sarah would listen to other people more.
conditionals. We use a mixed second and third
conditional to describe an unreal situation in the We sometimes use wish / if only + would with things, as
present with an imagined result in the past. well as people.
If I had more money, I’d have booked a better hotel. I wish it would stop raining.
second conditional third conditional I wish my phone wouldn’t always stop working just
when I need it!
We use a mixed third and second conditional to
describe an unreal situation in the past with an We don’t normally use wish to talk about the future.
imagined result in the present. We use hope instead.
If you’d gone to bed earlier, you wouldn’t be so tired We hope that we’ll see you again soon.
now. (not We wish that we’ll see you again soon.)
third conditional second conditional
Exercises 5 and 6
We can use were instead of was after if to talk about
an unreal/imagined present or future situation.
When we do this, it sounds more formal.
If I were wealthy, I would have bought the house.
The phrase ‘if I were you’ is fixed. We don’t normally
say ‘if I was you’, even in informal situations.
Exercises 2 and 3

170
Exercises 5 My life (be) very different
now if I (not meet) my
1 Complete the sentences to make second or third husband all those years ago.
conditionals. Use the context to help you decide 6 If she (not be) so busy at the
which form to use. moment, she (be able to)
help us move house last weekend.
1 I’m so busy at the moment. If I
(have) more time, I 4 Complete the sentences with the correct form of
(take) up a new hobby. the verb.
2 She felt cold when she left the house that
morning. She (wear) a 1 It’s cold today. I wish it warmer!
warmer coat if she (know) (be)
how cold it was. 2 I wish I (not have to) work at the
3 He can’t afford to go on holiday this summer. weekend.
He (go) to Thailand if he 3 If only he (live) closer to me.
(have) enough money. 4 I wish I (can) play the guitar.
4 I study physics at university. I 5 The bus is so crowded. If only there
(not choose) this subject (not be) so many people!
if my school teacher (not 6 They wish they (see) their friends
encourage) me to do it. more often.
5 You look very pale these days. If you 5 Choose the correct options to complete the
(spend) more time outside, conversation.
you (not be) so pale.
6 He failed his driving test. A: How did your exams go?
He (do) better if he B: OK, I hope. I just wish 1 I’d had / I had more time
(practise) more. to study before the exams! But it’s difficult to
study and work at the same time.
2 Match the sentence beginnings (1–6) with the A: Yes, that must be tiring! What do you do?
endings (a–f) to make mixed conditionals. Then B: I work in a restaurant. I enjoy it, but I just wish
decide whether each sentence describes: I 2 wouldn’t have to / didn’t have to work at the
i an unreal situation in the past with an weekends. I sometimes wish that I 3 had taken /
imagined result in the present. took a year off before coming to university to
work and save some money.
ii an unreal situation in the present with an A: But do you like your course? You’re doing
imagined result in the past. biology, aren’t you?
1 If public transport was more efficient, B: Yes, that’s right. It's good, but there are
2 If you hadn’t decided to become a doctor, very few women in my year. I often wish
3 They would have bought a bigger house
4
there were / there had been more of us.
4 He wouldn’t feel so hungry now A: Yes, I’m sure. So, where are you going now?
5 We’d be able to get into our car B: I’m going home. I need to tidy up – I love my
6 If she liked playing football, flatmates but I wish they 5 hadn’t made / wouldn’t
make so much mess all the time!
a what job would you do instead?
b if they had more money. 6 Complete the sentences with the correct form of
c if you hadn’t lost the keys! one of these verbs. Note they can be affirmative or
d I would have come here by bus. negative. Use wish + would when possible.
e she would have joined our team.
f if he’d eaten more in the morning. buy   ​
clean   ​
learn   ​
leave   ​
keep   ​shout   ​

3 Complete the sentences with mixed conditionals, 1 If only that dog barking at night.
using the verbs in brackets. He keeps waking me up!
2 I wish I how to drive a car when I
1 If I (not leave) so late,
was younger.
I (not be) in such a rush now.
3 He wishes his boss at him so
2 If she (speak) French,
often.
she (understand) the
4 I wish you your room. It’s so
French film we watched yesterday.
messy!
3 He (come) to the theatre
5 Someone stole my bag from my car last night.
with us tomorrow if he already
If only I it there overnight.
(not / see) the play.
6 I wish I that laptop in the sales
4 If they (live) closer to me, I
last month. It’s so expensive now.
(go) to their party.

171
 GRAMMAR SUMMARY UNIT 9
Verb patterns with reporting verbs Passive reporting verbs
Form and use Form and use
We can use different verbs to report speech and We sometimes use passive verbs to report feelings,
thoughts. The patterns we use change, depending on beliefs, opinions and rumours, especially in
the verb. journalism or other formal contexts. We often do this
when we don’t know or don’t want to say who made
Verb + to + infinitive the statement.
We use to + infinitive after agree, offer, promise, refuse,
There are two patterns:
swear and threaten.
Jack offered to take a photograph of me. • it + passive verb + that + subject
I refused to leave the building. It is thought that the Prime Minister will make an
He swore to tell the truth. important announcement later today.

Verb + object + to + infinitive • subject + passive verb + infinitive

A man aged 95 is reported to be a lottery winner for
We use object + to + infinitive after advise, ask, beg,
the third time.
convince, encourage, invite, persuade, recommend, urge
and warn. To report a past action in the present perfect or past
Julia asked me to drive her to the airport. simple with the second pattern, we use a perfect
I don’t like concerts but Max convinced me to come. infinitive (an infinitive form with have + past
participle).
Verb + -ing Three people are said to have been rescued from a
We use -ing after admit, deny, recommend and suggest. house fire.
They denied taking the money.
To report an action in the future or in progress
Luke suggested going to the park.
now with the second pattern, we use a continuous
Verb + preposition + -ing infinitive (be + -ing form).
The company is said to be looking for a new manager.
We use -ing after verb + preposition combinations,
e.g. apologize for, complain about, confess to, insist on and We commonly use the following verbs with both
object to. patterns: believe, confirm, expect, know, report, say, think
You should apologize for being so rude. and understand.
Sara insisted on eating at home. A 22-year-old man is known to have stopped the
global spread of the computer virus.
Verb + object + preposition + -ing It is known that a 22-year-old man stopped the
With some other verb + preposition combinations, global spread of the computer virus.
we place an object between verb and preposition,
e.g. with accuse … of, blame … for, criticize … for, Exercises 4, 5 and 6
congratulate … on, praise … for, thank … for.
Anna always accuses me of being lazy.
Lars praised his son for winning the competition.
Note that when we use reporting verbs we often have
to make changes to pronouns, time expressions, etc.
You've broken my phone! → She blamed me for
breaking her phone.
I'll be back tomorrow. → She promised to be back the
next day.
Some reporting verbs can also be followed by that +
clause. When we use a reporting verb + that, we often
make a change to the tense.
‘We’ll be late.’ → I warned you that we would be late.
Exercises 1, 2 and 3

172
Exercises 5
the same, then started using non-
plastic bags. Soon, Modbury became plastic
1 Match the sentence beginnings (1–6) with the bag-free and not long after, the UK government
endings (a–f). decided 6 a charge for all plastic
1 He asked me bags in supermarkets. The residents have praised
2 She admitted Rebecca Hosking for 7 this revolution,
3 They complained about which has generated interest around the world.
4 Can you please promise
5 I congratulated her on 4 Correct the mistake in each sentence.
6 My friends have agreed 1 It is believe that two prisoners have escaped.
a having to work at the weekend. 2 It is known that the journalist to be arrested.
b to help him, but I’m too busy. 3 The director is expected resign.
c passing her driving test. 4 The photos are thought to been taken in 1990.
d not to be late to the meeting? 5 She is said to write a book at the moment.
e to look after my dog while I’m on holiday. 5 Choose the correct form after the reporting verbs.
f taking the money from my wallet. Sometimes more than one answer is possible.
2 Complete the second sentences so they mean the 1 The team is expected to arrive / to be arriving /
same as the first, using the verb in bold. to have arrived later today.
1 She said it was a good idea to visit the 2 The woman is said to be finding / to find / to
museum. recommend have found a priceless painting in her attic.
She the museum. 3 More people than ever are believed to have
lived / to live / to be living with their parents
2 ‘I’m going to leave without you if you don’t because they cannot afford to buy a home.
hurry up.’ threaten 4 Eating more vegetables and fruit is known to
He if I didn't hurry be / to being / to have been good for your health.
up. 5 Car fumes are said to cause / to be causing / to
3 She said sorry because she was late to the have caused many modern illnesses.
lesson. apologize 6 The accident is thought to be caused / to have
She late to the lesson. been caused / to be causing by bad weather.

4 ‘Would you like to come to our house for 6 Rewrite the underlined sections with passive
dinner?’ invite reporting structures. Use the prompts and verbs
They for dinner. below.
5 I told her that she should go to the doctor’s. A: Have you seen 1 that they’re closing the high
advise street? I wonder what’s happening.
I to the doctor’s. B: Yes – it’s for the carnival. It’s going to be a big
event this year – apparently, 2 the local council
6 My manager said I should learn a foreign
has spent a lot of money on it.
language. encourage
A: Of course. Do you know what the programme is?
My manager a
B: No, but I read 3 there’ll be live music, a
foreign language.
fairground and food stalls. And even fireworks
3 Complete the text with the correct form of these on the last day.
verbs. A: Sounds good! Did you go last year?
B: No, I didn’t. But I heard that 4 it was really
do   ​eliminate   ​introduce   ​recycle   ​start   ​ crowded and badly organized. But someone
stop   ​watch told me that this year 5 the organizers have
made some improvements. And there are going
Environmental groups around the world to be more police on the streets.
recommend 1 the use of plastic bags A: That sounds good.
but Modbury, in Devon, England, has become the B: Shall we go and have a look? I’m sure I heard
first town in Europe to stop using them altogether. somewhere that 6 some of the stalls are offering
The story started in 2007 after Rebecca Hosking, a free food on the first day.
wildlife camerawoman, invited local shop owners A: Free food? Let’s go!
2
a documentary – Message in the
1 It (understand)
waves – about the damage plastic bags cause to the
2 The local council (believe)
environment. The owners were so shocked that
3 It (report)
they promised 3 giving plastic bags
4 Last year's carnival (say)
to their customers. They agreed 4
5 It (think)
all their bags and encouraged their customers
6 Some of the stalls (expect)

173
 GRAMMAR SUMMARY UNIT 10
Articles: a/an, the or zero article? Relative clauses
We use the indefinite article (a/an) with a singular We use defining relative clauses to give essential
countable noun. We use it: information in order to identify someone or something.
That’s the man that we spoke to earlier.
• to talk about a non-specific person or thing.
I need to buy a new car. The choice of relative pronoun depends on the type
of noun.
• to say a person or thing is one of many.
I think Tereshkova is a very interesting astronaut. • For things, we use that or which.
Is this the book that/which you told me about?
• when we first mention something.
One evening, a man and a woman rang my doorbell. • For people, we use that or who.
I know three people that/who study at this university.
• in the structure as + a(n) + noun.
As a child, she loved basketball. • For possession, we use whose.
I know someone whose mother was a famous actor.
We also use the indefinite article: to say what
somebody does, e.g. He's a student; to talk about Note that whose can also be used for things.
frequency, e.g. twice a month.
We can use what before a subject and verb to say ‘the
We use the definite article (the) with a singular or thing(s) that/which’.
plural countable noun or an uncountable noun. That’s exactly what I wanted.
We use it:
We can leave out that, which and who when they are
• to talk about a specific person/people or thing(s). the object of the verb in the relative clause, but not
The Prime Minister gave a speech in Paris today. when they are the subject.
I enjoyed the film (that/which) you recommended.
• when we refer back to a person/people or thing(s)
That’s the scientist that/who won the Nobel prize.
already mentioned.
One evening, a man and a woman rang my doorbell. When we form relative clauses with a preposition, we
The man introduced himself. normally put the preposition at the end of the clause,
except in very formal usage. Note that who becomes
• before a superlative adjective.
whom after a preposition.
That’s the best film I’ve seen for a long time.
I’m the person (who/that) you wrote to.
We also use the definite article: when there is only one I am the person to whom you wrote. (formal)
of something, e.g. the moon; with some countries, e.g.
We also make relative clauses with the relative
the UK; a professional organization, e.g. the navy; with
adverbs where and when. Where means the same as
some time periods, e.g. the 1930s; with inventions,
(the more formal) in + which.
including musical instruments, e.g. the saxophone; to
This is the restaurant where I had my birthday dinner.
talk about parts of a country/area, e.g. the north of
Germany; with places in a town/city, .e.g. the shops; Exercises 4 and 5
with the names of oceans and rivers e.g. the Nile. Non-defining relative clauses contain extra, non-
We use the zero article (no article) with a singular or essential information. We can understand which
plural countable noun or an uncountable noun. We thing, person, place, etc. is being mentioned without
use it: the relative clause.
My brother, who lives in New York, is coming to
• with uncountable or plural nouns to talk about visit next month. (It’s clear as I only have one
people or things in a general way. brother.)
I think nurses should be paid more.
We use who for people and which for things. We never
• before certain generally familiar places (school, use that in non-defining clauses. Note that we can use
work, hospital, university) whose in both defining and non-defining clauses.
My older brother is studying medicine at university.
In non-defining relative clauses, we use a comma
We also use the zero article: with the names of most before the relative clause. If the clause is in the middle
countries; with subjects of study, e.g. maths, science; of the sentence, we also put a comma at the end of it.
with days and months; with meals, e.g. breakfast, Max Planck, who won the Nobel Prize in Physics,
lunch; in phrases like this month, last week, next year; was an amazing physicist.
with the names of sports; with the names of lakes; in
many phrases with ‘home’, e.g. go home. Some non-defining clauses refer to the whole of the
main clause. We often use clauses like this to give
With seasons, we can use the definite article or the opinions or to make a comment.
zero article. They’ve cancelled the concert, which is disappointing.
Exercises 1, 2 and 3 Exercise 6

174
Exercises He was later hired as 8 safety expert
and thanks to him, 9 new measures
1 Are the sentences correct (✓) or incorrect (✗)? for airline safety have been introduced. In 2016,
Correct the incorrect sentences. 10
film about his life was made,
starring Tom Hanks.
1 He prefers books to films.
2 She hasn’t found the job yet. 4a Match the sentence beginnings (1–6) with the
3 I’d like to live in the Paris. endings (a–f). Add an appropriate relative
4 As a doctor, she really understands how pronoun or adverb.
important your health is.
5 They’re going to the museum in morning. 1 This is the laptop
6 I’d love to travel into space one day. 2 Isn’t this the restaurant
7 That’s probably best film I’ve ever seen. 3 They thanked the police officers
4 The students weren’t told
2 Read the conversation. Add eight missing articles 5 This is a photo of the time
in the correct place. 6 Is that your friend
A: Thanks for inviting me to your party. Your a we had a really bad meal a few years ago?
friends and neighbours seem so nice! b would be in the exam.
B: Thanks for coming! Did you manage to speak c I bought second hand on the internet.
to everyone? d we went camping in the countryside.
A: Yes, I think so. I had a long chat about e party we went to last month?
gardening with man … I can’t remember his f caught the criminal.
name … Oh, it’s man over there.
B: That’s Thomas – he’s lovely neighbour. And he 4b In which of the sentences in Exercise 4a can the
does have an amazing garden. relative pronoun be omitted?
A: Yes, he showed me picture of it on his phone. 5 Rewrite the sentences so they are more informal.
B: And did he tell you about Everest? Leave out the relative pronoun when possible.
A: Everest? No, what about it?
B: Well, he seems very ordinary, but he’s actually 1 That’s the woman with whom I played tennis
famous mountaineer! He’s climbed mountains last week.
all over the world, including Everest! 2 Is this the shop from which you bought your
A: Wow! That’s amazing! Does he still go new coat?
mountain climbing? 3 This isn’t the same airport to which we flew
B: Yes, he does. And he takes tour groups up last year.
mountains three or four times year. He also 4 Are you the person to whom I spoke when I
gives talks about it all around world. called earlier?
A: I can’t believe it! We only talked about best 5 Please show me the credit card with which you
flowers to plant in spring. paid.
6 This is the kind of music to which I always
3 Choose the correct articles (the, a, or –) to complete listen when I’m driving.
the text.
6 Combine the sentences to make non-defining
It seemed like another normal flight for Captain relative clauses.
Chelsey Sullenberger and Jeffrey Skiles, flying
from New York City to North Carolina, in 1 We live in Salto. It’s in the north west of
1
USA on 2 January Uruguay.
15, 2009. But three minutes after take-off, 2 I went to the cinema with Igor last night. It was
3
plane hit a flock of geese. The geese fun.
damaged both engines, which stopped working. 3 My friend Louis has just started a new job. He’s
4
pilots had to make a quick decision a doctor.
about where to make the emergency landing. 4 The museum was closed when we went there.
Sullenberger realized they didn’t have time to That was disappointing.
go back to the airport so he decided to land in 5 You should speak about this to my sister Lena.
5
Hudson river. Incredibly, Captain She knows a lot about this kind of thing.
Sullenberger landed the aeroplane safely, and 6 DDT bank has serious financial problems. It
6
passengers escaped onto the wings employs over 20,000 people.
of the aeroplane as it floated on the river. Within
minutes, boats came to help and all the passengers
and crew were rescued. Sullenberger became
7
hero, famous all over the world.

175
 GRAMMAR SUMMARY UNIT 11
Could, was able to, managed to and Future in the past
succeeded in
was/were going to and was/were about to (+
We use could, was able to, managed to and succeeded in to
infinitive)
talk about ability and possibility in the past.
We use was/were going to and was/were about to
General ability (+ infinitive) to say that we intended to do something
We use could and couldn’t + infinitive to describe a but didn’t.
general ability to do something in the past. I was going to watch the football match but I had too
much to do.
Jacky could run really fast when she was a teenager. Tania was about to sit down when she heard her
I couldn’t speak French until I went to study in Paris. baby cry.

We also use was/were able to for the same meaning. It We also use was/were going to and was/were about to
is more formal than could/couldn’t. after verbs like say, know, promise and think. When
Jacky was able to run really fast when she was a used like this, it is not clear whether the described
teenager. action happened or not.
I wasn’t able to speak French until I went to study We thought they were going to finish the work by the
in Paris. end of the month. (It could mean they finished the work
or that they're still doing it.)
Success/failure in a specific task
He said he was going to arrive at 7 p.m.
We cannot use could to talk about success in a specific (It could mean he did arrive at 7 p.m. as
task in the past. We use was/were able + to + infinitive, expected or that he actually arrived at 9 p.m.)
managed + to + infinitive or succeeded in + -ing instead.
I was able to get / managed to get / succeeded would (+ infinitive without to) and would have
in getting tickets for the concert! I bought the last (+ past participle)
three. We use would to talk about the future in the past when
(not I could get tickets for the concert! I bought the last we report thoughts, ideas, expectations, etc. with
three.) verbs like say, know, promise and think. We use this to
We normally use managed to + infinitive and succeeded describe both events that happened and those that
in + -ing when the task was difficult. We prefer didn’t.
succeeded in (and was/were able to) in more formal He promised he would help me, but then he
contexts. disappeared!
I knew we would be late. (= and we were)
In informal contexts, we often use the past simple
to talk about success in a specific task in the past, We use would have + past participle to talk about
especially if we don’t want to suggest it was difficult. something that didn’t happen in the past.
I got some tickets for the concert. There were plenty I would have called you, but I thought you were busy.
left.
was/were supposed to (+ infinitive)
Note that we DO use couldn’t to describe failure in a We use was/were supposed to to describe something
specific task in the past. that we expected to happen but didn’t.
We couldn’t find a course in karate so we decided to do Where have you been? You were supposed to be here
judo instead. at midday!
Exercises 1 and 2 Exercises 4, 5 and 6

Possibility/opportunity in the past

We also use could and was/were able to to say we had a
possibility or opportunity to do something in the past.
I really loved the course because we could / were able
to practise all the theory we had studied.
Exercise 3

176
Exercises B: I know, I know. I said I 4 would definitely be /
would have definitely been here on time. Sorry!
1 Tick the sentences in which the underlined phrase A: Maybe you should do something to improve
can be replaced by could or couldn’t. your memory.
B: I tried, actually. I downloaded an app for my
1 She was able to pass her exam last week even phone last week which said it 5 would have
though she didn’t study. improved / would improve my memory within
2 Sorry, but I didn’t manage to go to the five days.
supermarket. A: And what happened?
3 He was able to sing beautifully when he was a B: Well, I used it on the first day, and it seemed quite
child. good. Then I 6 was supposed to use / would have
4 Li Wei succeeded in earning a place at a top used it every day for ten minutes. But then …
university. A: Let me guess – you forgot?
5 We weren’t able to visit the museum because it B: Of course!
was closed.
6 I managed to book a flight to Los Angeles for 5 Complete the sentences with these forms.
just $48.
was about to   ​was supposed to   ​were going to   ​
2 Read the sentences. Cross out the incorrect would have   ​wouldn’t
form(s).
1 She was able to / managed to / succeeded in get 1 We make an offer for the house
the job that she really wanted. but then we saw somewhere we liked even
2 I couldn’t / didn’t manage / wasn’t able find the more.
way to the castle. 2 I get in the bath when I saw the
3 We succeeded in / managed to / were able to spider and screamed.
finishing the project on time. 3 You promised you lie to me ever
4 Anna managed to / could / was able to get a again!
discount on her new car. 4 The parcel arrive an hour ago but
5 They didn’t succeed in / couldn’t / weren’t able to it’s still not here.
come to the meeting. 5 A: I’m soaking! It’s pouring with rain out there.
6 I managed to / was able to / could eat chocolate B: Why didn’t you call me? I
whenever I wanted when I was little. picked you up!

3 Match the sentence beginnings (1–6) with the 6 Rewrite the sentences using the words in bold.
endings (a–f). Then complete the sentences with 1 Just moments before Jaime went to bed, his
the correct form of the verbs in brackets. doorbell rang.
1 My leg was hurting but I still managed about
2 Our hotel was great because we could Jaime to bed when his
3 The company succeeded in doorbell rang.
4 Our house is big but we managed 2 I had planned to go to the cinema but in the
5 Our friends Susy and Jacquie were able end I stayed at home.
6 I had to work until late so I couldn’t going
a (use) the sauna and swimming I to the cinema but in the
pool for free. end I stayed at home.
b (visit) us for the day last week. 3 He expected it to be a nice day today, but it was
c (paint) it in just two days. cloudy.
d (make) dinner. supposed
e (increase) their profits It a nice day today, but it
considerably. was cloudy.
f (run) ten kilometres.
4 You said these words to me: ‘I’ll never borrow
4 Choose the correct options to complete the your car again without asking.’
conversation. Sometimes both are possible. would
You promised my car again
A: Here you are, finally! I 1 would go / was about to
without asking.
go home.
B: Sorry, I’m late. I 2 would have called / would call 5 I didn’t buy you a present because I didn’t
you but … well, to be honest, I just forgot! know it was your birthday.
A: I thought so. You’re so forgetful! And yesterday would
you promised you 3 weren’t going to be / I you a present but I didn’t
wouldn’t be late this time! know it was your birthday.

177
 GRAMMAR SUMMARY UNIT 12
Focus adverbs: only, just, even Form
Use Position of focus adverbs
We use the focus adverbs only, just and even to focus We can put only, even and just in different places in a
on or draw attention to particular information in a sentence. If the focus of the adverb is on the subject,
clause. The focus adverb comes directly before the we put them at the beginning:
word or phrase it is emphasizing. Only ten people came to the lesson.
Even summer is quite cool in this part of the world.
We use only:
Where the focus of the adverb is on another part of
• to emphasize that a number, size, age, etc. is small
the sentence, we normally put them in the middle of
or smaller than we expected.
the sentence, before the main verb or after auxiliary
Our flights cost only $90.
verbs (have, do, be) and modal verbs.
• to emphasize that something is true only for A: Do you like your course? B: I’m not sure. I only
a single person/thing or a limited number of started it last week.
people/things. I’m just getting ready. I won’t be long.
Only customers can park here.
Exercises 1, 2 and 3
• when you want to say something is unimportant,
or show you didn’t want to upset someone. Causative have and get
Don’t be offended – I was only joking.
A: Sorry I’m late. B: Don’t worry – I’ve only been Form and use
waiting for a couple of minutes. We use have and get in different ways to say that we
• with not to say that more than one thing is true. cause something to happen or cause somebody to do
I’m not only interested in money – I also want to find something.
a job which is interesting. have/get + something + past participle
We use just: We use have/get + something + past participle when
• to emphasize that a number, size, age, etc. is small we pay somebody to do something for us. We don’t
or smaller than we expected. say who does the job. Get something done is more
She left the job after just six weeks. informal than have something done.
She got her hair cut yesterday.
• to emphasize that something happened recently or I’m having my computer fixed this morning.
will be finished soon. We also use have/get + something + past participle to
They’ve just arrived home. say that we experience something bad.
Wait a minute – I’m just finishing this email. Maria had/got her phone stolen last night. (She
• to mean ‘simply’. didn’t want this to happen.)
There’s a good bus service in my town but I normally We never say who did the action with this structure.
just walk wherever I want to go.
have + someone + infinitive (without to)
• with not to say that more than one thing is true.
They’re not just friends – they’re married! We use have + someone + infinitive (without to) when
we ask or tell somebody to do something for us. We
Note that we can sometimes use both only and just normally use this structure when we have some kind
without any change of meaning. of power over the other person, because he or she is
We live in the city centre but it’s only/just our employee, or child, etc. It is quite formal.
temporary – we want to move to the countryside. José had his lawyer write a new contract.
We use even: We always say who did the action with this structure.
• to introduce something surprising.
get + someone + to + infinitive
Even I enjoyed the concert, and I don't like rock music!
We also use get + someone + to + infinitive when we
• with not to emphasize that something isn’t true or ask or tell somebody to do something. We use this
doesn’t happen. in any context (not just with people we have power
The city was so busy that we couldn’t even find a room over). It is informal.
in the worst hotels. We got our teacher to explain the grammar again.
• in a comparison, to say that although something is I’ll get my husband to pick you up from the station.
good, bad, big, etc., another thing is better, worse, We always say who did the action with this structure.
bigger, etc.
Her latest film is even better than her last one. (= The Exercises 4, 5 and 6
last one was good, and this one is better than that.)

178
Exercises 4 I passed all my exams. I’m surprised I passed
my maths exam.
1 Read the sentences. Choose the best options to I passed my maths exam.
complete the explanations below. 5 The pizza I had here last week was good. This
one is better than that last one.
1 He stayed at the party for only twenty minutes. This pizza is better than the one I
I think / don’t think this is a long time. had last week.
2 Even Martino came to the exhibition. 6 I find it strange you’re wearing your
I’m surprised / not surprised he came. sunglasses. It isn’t sunny.
3 The journey to the airport took just half an hour. Why are you wearing sunglasses? It isn’t
This is more / less than I expected. sunny.
4 Not even their biggest fans will like the band’s
new song. 4 Rewrite the sentences using have/get something done.
I’m emphasizing ‘the band’s new song’ / ‘their
1 The hairdresser is cutting Amy’s hair.
biggest fans’.
Amy .
5 Miki’s not only a musician.
2 Last week we paid someone to fix our windows.
Miki does other things, too / just this.
We last week.
6 You look even more tired than yesterday.
3 I’m going to pay someone to wash my car this
You looked / didn’t look tired yesterday.
afternoon.
2 Choose the correct options to complete the I this afternoon.
conversation. Sometimes both are possible. 4 We asked someone at the hotel to carry our
bags to our room.
A: What are you reading? We to our room.
B: An article about a man who retired when he 5 We were tired so asked a restaurant to deliver
was 1 only / even 35 years old. some food.
A: Wow. He must be really rich. Did he work for a We were tired so we .
big bank or something? 6 If you can’t see, you should ask an optician to
B: That’s the interesting thing. He 2 just / even had check your eyes.
a normal job, and he didn’t earn a lot. He was If you can’t see, you should .
3
even / just very careful about spending money
and so he saved 75% of his salary every year. 5 Choose the correct options to complete the sentences.
When he had saved enough money, he retired.
1 We had our house repainted / to repaint / repaint
A: So how did he save that much money?
last week.
B: Well, he made lots of small changes. For
2 The teacher had the students stayed / to stay /
example, he 4 even / just got rid of his TV.
stay after class because of their bad behaviour.
That way, he didn’t see so many adverts, either.
3 I’ll get them brought / to bring / bring us the bill.
A: Interesting. What else?
4 They had a mechanic checked / to check / check
B: He also sold his car and bought a bike. If you
their car because it was making strange noises.
cycle everywhere, you don’t 5 even / just get
5 I had a dress made / to make / make in London
around more cheaply, you also get free exercise!
for the wedding.
A: Well, that’s true. Anything else?
6 We got a company fitted / to fit / fit our new
B: Another thing was that he never ate out. He
carpet.
had dinner parties at home. Often, he 6 even /
only told his friends to bring a dish each, so that 6 Complete the text with the correct forms of these
made it even cheaper. phrases.
A: That’s clever. So what’s he doing now?
B: Well, he’s 7 just / only moved to Brazil for a while. clean your deliver the ingredients
do the cooking do the little jobs
3 Complete the second sentences with even, just or find the perfect gift send an information pack
only. Sometimes more than one is possible.
Life Solutions is here to get 1 for
1 Tickets for the concert are available for a very you when you don’t have time. No time to clean? We’ll
low price – $5. find a cleaning company and have 2
Tickets for the concert are available for for you. Need to buy a present for a friend or relative?
$5. Just give us the details and we’ll get one of our
2 It’s going to rain tomorrow and for several highly trained advisors 3 . Friends
days after that. coming for dinner? We’ll organize the menu and get
It’s not going to rain tomorrow, 4
to you. You can even have one of
but also in the following days. our chefs 5 for you – before your
3 I’m going to leave in thirty seconds. friends arrive, of course! For further details, just call
I’m about to leave. or email and we’ll have 6 to you
immediately!

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 Audioscripts

Unit 1 are having the time of their lives. Suryia is T: And the next time I’m back, perhaps we
really good fun, but what’s more striking is can all get together for a drink.
1 how considerate he is. His understanding of G: That’d be great. How long will you be
Speaker 1 the hound dog’s character is growing day by away for?
It’s a bit odd because I see him almost every day. For example, he has noticed that the dog T: Well, I’ve got to do another two months
day at work. He works in the marketing is often hungry and so he regularly shares over there. Then I’ll be back in the UK
department on the 4th floor and my office his monkey biscuits with him. Orang-utans for a while, I hope.
is on the 5th floor and occasionally, just are very generous creatures. If you give one a G: OK. Well, give me a call when you’re
occasionally, we attend the same meetings. piece of candy, often they will break it in half back. You’ve got my number, haven’t
Umm … it’s strange seeing someone you’re and hand one piece back to you.’ you?
so close to in a different context. We’ve been So how does he explain the fact that their T: Yeah, if it’s still the same one.
married for seven years, and colleagues for relationship has a lot of the characteristics G: Yeah, it is. I’ll look forward to that. Well,
about nine, but we try not to discuss work of what we call ‘friendship’? Antle says that I don’t mean to be rude, but I need to
at home. the two animals have recognized a basic get back to college – but it was really
Speaker 2 social need in each other that we don’t nice to see you. I hope your journey
We were really good mates at school normally associate with animals. ‘Animals back goes well.
and then in our early twenties we went need fun and interaction just like us and T: Thanks. Well, it was great to see you too,
travelling together, but we see each other these two are not getting this from other Greta. Take care … and good luck with
very rarely now. John lives in Birmingham animals in their group. the exams.
with his wife – she’s a friend of my sister’s 4 7
– and I still live in London. The funny thing
1 In the last twenty years China’s 5 Busy as ever.
is, it doesn’t matter how little we see each
economic boom has brought enormous 6 I’m in a bit of a hurry.
other – we’re still great friends. Actually, he
material benefits. 7 That’d be great.
never calls me – and every time I call him
2 Have new possessions made our lives 8 Give her my best wishes
he says ‘Oh, I’ve been meaning to call you
richer?
for ages.’ Unit 2
3 In China, caring for aged parents has
Speaker 3 always been a child’s duty. 8
We’ve always got on very well at work, but 4 This is something my daughter has been
we never see each other outside the office. P = Presenter, M = Mark Mowlam
trying to teach us.
He’s one of those people that can always P: Take a bestselling book with a great
5 I suppose our child-raising has been a
make you laugh, which is really important storyline and add a great cast, an
failure.
in a stressful work environment. He’s very experienced director and a large filming
good at his job too and I’m always asking 6 budget. And what do you get? A box
for his help with stuff. G = Greta, T = Tim office success, you would think. Think
G: Hi, Tim! This is a surprise. How are you? again. Successful books don’t always
2 make good films. Some film adaptations
T: Oh, hi Greta. Yeah, I’m doing fine,
This week we’re looking at the subject of have worked, others haven’t. So what’s
thanks.
animal friendships. We know that animals the secret? That was the question I put
G: Oh, that’s good to hear. I haven’t seen
often co-operate in their own social groups, earlier to film critic Mark Mowlam,
you for ages. What have you been up to?
helping each other to hunt or raise their who recently wrote about the making of
T: Actually, I’ve been working abroad for
young. Some highly intelligent animals, Tolkien’s The Hobbit.
the last eighteen months.
like elephants, go even further than this, M: Well, the key is to make a film that
G: Really? Anywhere exciting?
and sometimes help other elephants who remains true to the spirit of the book,
T: Yeah, in India. I’ve got a contract with
are not in their own family group. But and that captures the heart of the story,
the British Council, doing some teacher
co-operation between animals of different even if it doesn’t include every detail.
training.
species is unusual, so that’s why the story Peter Jackson’s The Hobbit is a fantastic
G: Well, it obviously suits you: you’re
of Suryia, the orang-utan, has attracted a lot example of this. The writer of the book,
looking very tanned and relaxed.
of interest. which is basically a fantasy novel,
T: Thanks – it’s been a lot of fun. And you?
Suryia lives with his keepers at The Institute J.R.R. Tolkien, created a very original
You’re looking very well too. How are
of Greatly Endangered and Rare Species in imaginary world and Jackson had
things?
Myrtle Beach, South Carolina, which is a somehow to reproduce this, in a way
G: Oh, you know, busy as ever. I’ve been
kind of sanctuary for rare animals. Recently that satisfied the millions of people who
studying for my law exams.
this orang-utan has been spending time had read the book and loved it. I think
T: Oh yes, of course – I remember. Is the
with a local hound dog – an unlikely friend. he did a fantastic job. For a start, it’s a
course going OK?
Now most dogs avoid apes, because they beautifully filmed movie. Jackson used
G: Well, you know, it’s a lot of work. But it’s
are scared of them basically, but these two the varied scenery of his native New
going well, generally, thanks.
have formed a strong bond. Each day the Zealand for the film’s locations: the soft
T: Good. And what about Amanda? I
dog comes into the compound and searches countryside where Bilbo, the Hobbit,
haven’t seen her for ages either. How’s
out Suryia. lives – which you can see in this photo
she getting on?
When he finds him, they carry on like long – and the dark scary mountains that he
G: Yeah, she’s well. We still meet up from
lost friends, hugging and playing together. has to travel to. The result is a film that
time to time. She was asking after you
They’ve been doing this every day since is visually stunning. It also feels like the
the other day, actually.
they first met and over four million viewers book. Sometimes the story is very fast-
T: Oh, well, I’m only back for a few days,
have watched them since their video was moving and gripping; at other times, it
but please give her my best wishes when
put up on YouTube. The founder of the goes more slowly and gently.
you next see her.
institute, Dr Antle explains: ‘It’s clear they
G: I will.

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 Audioscripts

11 O: Absolutely. Visual storytelling is Conversation 4

definitely a phenomenon of our time. A: The lift got stuck between the
become became become
As you say, a lot of factual information eighteenth and the nineteenth floors and
begin began begun
is presented visually now. Obviously, in two people completely panicked.
drink drank drunk
the past photos were used in magazines, B: What a nightmare!
forget forgot forgotten
in newspapers, on TV to bring stories A: It was. Then the lights in the lift went off
go went gone
to life. The difference now is that it and one of them started screaming.
shine shone shone
is not just the media companies that B: Yeah, I think I would have done the
sing sang sung
are in control of this. Stories can be same thing.
strike struck struck
shared by anyone in the world from Conversation 5
win won won
anywhere, simply by uploading a photo A: The tyres on my bicycle were badly
12 or sharing a link to an infographic or a worn and when I hit a bump in the road
Mr Charles Everson and his wife Linda striking image. So it’s an amazing time one of them burst.
were driving home one Sunday when a cow for anyone who takes photographs – B: Poor you!
fell from the sky and landed on the bonnet because it doesn’t matter if the photo is A: Well, I came off and cut my hand. Thank
of their van. The cow, which had escaped taken with a professional camera or just goodness there were no cars behind me.
from a local farm, was grazing too close to an ordinary mobile phone; you have a B: That was lucky.
the edge of a cliff next to the road, when it way of reaching thousands of people Conversation 6
slipped and plunged seventy metres to the with it very quickly. A: My computer froze without any reason
road below. The Eversons were not hurt, but I: And do you have any examples of visual while I was working.
they were taken to hospital because they storytelling that you particularly like? B: Really? How strange!
were suffering from shock. The cow was not O: Umm, there was all the good work A: Yeah, I thought I’d lost about four
so lucky and had to be put to sleep. that John Stanmeyer did in helping to hours’ work, but when I rebooted the
bring the migrant crisis to the world’s computer I searched for some of the key
13
attention: for example, his photos of words in my document and I found a
As the sixteenth miner, Daniel Herrera, life jackets left on the beach by refugees temporary file which had most of the
came out, for Melanie, it was love at first who risked crossing the sea to get to document in it.
sight. He had a beautiful smile and she Greece. But it doesn’t have to be about, B: That was good thinking.
knew he had a good heart. So she contacted so to say, big stories like that. There
him on Facebook and they started writing Unit 3
was a wonderful photo I saw the other
to each other. Daniel wasn’t married and day – I don’t remember the name of the 21
was living with his mother. After some photographer – but it’s of some boys
months, they began speaking on the phone 1
laughing at a joke they’ve just heard.
and Melanie helped Daniel to overcome the I expect that most of my generation will live
The joy of the moment, their youthful
trauma he had experienced. In 2012 she flew to be around a hundred years old. There are
delight, is captured wonderfully in the
to Chile to meet Daniel. He fell in love with already 12,000 people in the UK aged over a
picture. It sums up an emotion in a way
her too and in 2014 they got married. hundred and it’s predicted that by the year
that words cannot do.
2060 that number will have risen to about
14 18 one million.
I = Interviewer, O = Olaf Paulsen Conversation 1 2
I: Olaf, for a long time you didn’t call A: The bus broke down on the motorway, I think in the future people will be interacting
yourself a photographer, because it was so we were all left waiting until help with intelligent machines even more than
still just an interest rather than a full- could arrive. they do now. I read this article about things
time paid job. B: What did you do? called chatbots which are programs that
O: Yes, that’s true, although whenever I A: Luckily another bus came within about can hold intelligent conversations with
went travelling with my camera I sort fifteen minutes and we all transferred to people in chat rooms on the internet. These
of treated it like a job. I acted like I had that one. programmes already exist.
been paid by a magazine or newspaper B: That must have been a relief. 3
to get some great photos to go with a Conversation 2 I don’t think global warming is going to
story. A: My trousers got caught on the door be the problem that everyone says it is. By
I: Well, that’s what I wanted to ask you, handle and as I walked away, they tore. the middle of this century I think humans
because more recently you’ve been B: Oh, that’s awful. will have discovered ways to control the
called a ‘visual storyteller’ – rather than A: Yes, I had to walk right across the weather. If you think about it, the benefits,
a photographer. Can you explain what restaurant back to our table with my commercial and otherwise, are so great – for
people mean by that? hands over the hole. agriculture, for stopping natural disasters
O: OK for me, a good photographer B: How embarrassing! and so on – that it’s only a matter of time
is a storyteller. Visual storytelling Conversation 3 before someone works out a way.
means using an image – or a series of A: I bent the key trying to force it into the 24
images – to communicate what is really door lock and when I tried to straighten
1 eight billion
happening in a place, or to a person. A the key, it snapped.
2 an internet site
good photo immediately engages the B: How did you get in?
3 a twenty-first birthday
viewer emotionally. It pulls you into the A: I went to the neighbours’, but they
4 great poverty
story behind the image. weren’t at home. So I just had to wait ’til
5 generate energy
I: And we see images used everywhere someone came home.
6 another reality
now to tell stories and to express ideas B: Yeah, a similar thing happened to me
… not just photos, but icons, video once.
animations, infographics, and so on.

181
 Audioscripts

25 And what are its advantages over G2: Yes.

traditional construction? R: Oh, I’m sorry. Sometimes the
1
It means you can make individual things connection isn’t so good up there. I’m
A: What are you doing this weekend?
cheaply. You can already make standard afraid there’s not much I can do about
B: I’m not sure, but we might go to the
products in a factory cheaply, but it … but you’re welcome to come
seaside if the weather stays nice.
customised products are very expensive. down here to the lobby where there’s a
A: Sounds like a good plan. We’re just
In the future, anyone with a 3D printer will stronger signal.
going to stay at home and relax.
be able to make what they want. There’s 3
2
a Dutch architect who’s printing a house G3: Excuse me, I need some help.
A: I’m going to go shopping for a wedding
next to a canal in Amsterdam. He thinks R: Of course. What can I do for you?
dress on Saturday. Jen and I are travelling
in the future his firm will be building a lot G3: Do you have any idea how I can get
up to London to choose one.
of houses this way, using designs that they back into the security box in my room?
B: How exciting! Are you going to show it
create with the customer exactly as the I’ve locked my wallet and passport in
to anyone else before the wedding?
customer wants them. there and now I can’t get it open again.
A: I’ll let you see it, if you want.
What’s the most amazing thing 3D printers R: Did you key in a code?
3
can print? G3: Yes, I did. But now I can’t remember
A: Will you help me move this table? It
Perhaps the most interesting area is the the number I used. Is there some way
won’t take a moment.
printing of human body parts made of you can open it?
B: Sure. I’ll just finish writing this email.
real cells and electronic components. Some R: I believe we have an override code, but
4
printed body parts, like new 3D-printed I’ll need to get the manager for that.
A: Have you started your new job yet?
ears, already exist, but I expect twenty years G3: Umm, could you possibly do that now?
B: No, but I’m about to start. Next Monday
from now scientists will be making all kinds I’m going out for the evening.
is my first day.
of body parts. R: OK. One moment, please … I’m afraid
A: Good luck. I’m sure you’ll be fine.
And what are its disadvantages? she’s not answering, but I’ll keep
5
3D printers are still expensive and they trying. When I speak to her, I’ll ask her
A: Another rise in the population, I see!
don’t mass-produce things, so the cost of to call your room directly.
Do you think it’s just going to carry on
each item you print is high. But in ten years’
going up? Unit 4
time the cost will have come down a lot.
B: No, I think at some point soon it will
So, lastly, where will 3D printing be fifteen 31
probably reach a peak.
years from now?
A: People are full of surprises, aren’t
26 A lot of people will already have bought
they? There’s a teacher that I work
Welcome to today’s edition of three-minute their own 3D printer and we’ll be making
with who’s really quite a shy person,
science. This morning, we’re going to take a parts for things at home that have broken
you know, never really stands out in
closer look at 3D printing. It’s a technology or can’t easily be replaced: a light switch,
a group. I worked with her for about
that’s arrived and that most people have your favourite bottle opener or an old phone
two years and then I found out that on
heard of. But not everyone understands it. charger. And a bit like with any technology,
certain weekends she becomes a street
So, here we go: like computers or smartphones, in time, we
performer.
Firstly, what is a 3D printer? will all have forgotten what life was like
B: What kind of street performer?
Well, ‘3D printing’ means three-dimensional before 3D printers existed.
A: Well, she turns out to be some kind
printing. So, a 3D printer is a machine
28 of acrobat. She was brought up in a
that can make different kinds of three- circus and at weekends she still meets
dimensional objects – coffee cups, sunglasses, R = Receptionist, G = Guest
1 up with friends and puts on shows
replacement car parts – not just printing on of circus skills in public places, like a
paper. And it uses different materials, like R: Hello, madam. Is everything OK with
your room? busy shopping street on a Saturday
plastic, metal, glass, concrete, even chocolate. afternoon. She doesn’t do it for money
And why is it called a printer? G1: Actually, no, it isn’t. The window won’t
close and there’s a lot of noise coming – at least I don’t think so – just for fun.
Because it makes things in thin slices, The thing is it’s just not at all what you
building them up layer by layer. Imagine an from the street. I keep shutting it, but it
just opens again. imagine when you meet her, because
ordinary ink-jet printer which prints letters she doesn’t seem that outgoing …
on a page. If you let the printer go over each R: Have you tried turning the handle at
the side of the window to close it? B: That’s interesting – it reminds me a bit
letter again and again, soon you’d build a of my neighbour. He’s an accountant
letter that comes up from the page in 3D. G1: Handle? No, I didn’t know there was
one. and is really into football – in fact he
Is that the only similarity to an ink-jet watches a lot of sport, I think. But he
printer? R: Yes, if you look on the right-hand side
near the bottom, there’s a handle that also writes poetry. He does it on the
No, you also connect a 3D printer to a train when he’s commuting to work
computer just like an ordinary printer. opens and shuts the window.
G1: Oh, no, sorry, I didn’t see that. I’ll give – ’cos it takes about an hour each way
You create the design for an object on the to and from work. I don’t think many
computer and then you just press print. that a try then. Thanks.
R: Not at all, madam. My pleasure. people have read it, because he’s rather
How do the layers of printed objects stick private, but he showed me a poem the
together? 2
R: Yes, can I help you? other day. He’d written it when his little
A 3D printer uses a range of materials like boy was sick – it was very touching,
plastic or metal or wood. Each layer comes G2: Umm, yes. I’m in room 768 on the
seventh floor. I’ve got the wi-fi code, actually, and beautifully written.
out as a liquid or paste or as powder. Some
materials just naturally set; others are but I can’t seem to connect to the
bonded together using heat or light. internet.
R: Are you using the guest wi-fi?

182
 Audioscripts

33 so it has become Australia’s cultural capital. T: Zazu. Yeah, I know what you mean –
Theatre, music, street sculpture, fashion that kind of Disney character can get
I = Interviewer, W = Will
all thrive – in fact, there are hardly any on your nerves – but I didn’t notice that
I: OK, Will, I know as an artist yourself,
forms of artistic expression which you can’t with this production – it’s more adult
you have strong feelings about what art
find here – alongside a cosmopolitan mix of than the film. As I say, it was excellent.
is and isn’t. So, I’m going to give you
cafés, restaurants and pubs. J: And what about the music? Did you like
some statements about what various
What’s great about Melbourne for the it?
people say art should be and I want to
visitor is how accessible all these arts are. As T: Well, not especially, but it wasn’t bad
know which you agree with. OK?
well as traditional museums and galleries and it’s got an African feel to it, so it
W: Err, OK.
like the National Gallery of Victoria and kind of works with the story. It was
I: So, here’s the first one then: ‘All art
concert halls, like Hamer Hall, there are written by Elton John, interestingly, and
should contain something pleasing for
an enormous number of smaller art spaces I’ve got a lot of respect for him.
the viewer.’
and venues which cater for every kind of J: Oh, OK. Well, I might check it out then.
W: No, not necessarily – the artist’s intention
taste. Art is something which the majority Were the tickets reasonable?
might be to make you feel uncomfortable,
of locals enjoy. In fact, for most inhabitants T: They’re not cheap. I can’t bear the high
not to give you a warm feeling.
of Melbourne a visit to the cinema or an prices they charge for musicals and
I: OK. What about this? ‘Art should
art exhibition is a routine event. Several theatre these days – it just seems wrong.
involve some hard work on the part of
festivals take place during the winter But actually, I didn’t mind for this one –
the artist.’
months including the International Film I thought it was money well spent.
W: That’s more interesting, but the
Festival in July and the Fringe Festival in
answer’s still ‘not necessarily’ – Monet Unit 5
September which has loads of interesting
did some paintings in five minutes.
comedy, dance and theatre acts. 40
I: Well, then that links to the next one,
If the locals appreciate their art, they When it’s complete, the Belo Monte dam
perhaps. ‘To be an artist, you need to
absolutely love their sport. Lots of people in northern Brazil will be the fourth largest
possess certain technical skills.’
around the world know the Australian hydro-electric power project in the world.
W: Well, you often hear people say things
Formula 1 Grand Prix and the Australian It will generate huge amounts of electricity
like ‘My three-year old daughter could
Open Tennis, which attracts over half that will benefit people all over the country.
have done that’, meaning there’s no
a million spectators to Melbourne in a It will also enhance Brazil’s reputation as
technical skill involved. But an artwork
carnival atmosphere, but few people will a major producer of renewable energy.
doesn’t have to be technically difficult; it
be familiar with the sports Melburnians Renewable energy already accounts for
could just be a clever idea.
themselves follow. Cricket and Australian nearly half of the energy Brazilians consume.
I: OK. ‘Art should make a social or a
Rules football enjoy a huge amount of As with any such development, there are
political point; without either message,
support and, if you have a little time to arguments for and against the dam. In its
it’s not true art.’
spare, a visit to see either is well worth it favour is the fact that the country needs
W: No, certainly not. Is the Mona Lisa
just for the atmosphere. If you’re looking to electricity as its population expands and
political? I don’t think so.
participate rather than just watch, why not that this is the cheapest way to get it.
I: What about this one? ‘The viewer
try a bit of surfing or swimming? Cycling, Its construction has also created 19,000
shouldn’t have to make any effort to
jogging or a visit to one of Melbourne’s new jobs, which has boosted the local
understand a work of art.’
many gyms are other possibilities. All economy. But environmentalists are
W: No, I disagree with that. The artist has
this information is on our website at concerned because 400 square kilometres of
made an effort to produce something,
thetravelshow.org, so do have a look if … rainforest have been cleared to make way for
so the viewer should make an effort to
understand it. 37 the dam and its reservoir. They are worried
I: OK and lastly, ‘There’s no such thing as that the huge diversity of plants and animals
J = Jake, T = Tom
bad art.’ that thrives here will be lost. Also eighteen
J: Hey, Tom, how was The Lion King?
W: Yes, I agree. My role is to present an different tribal communities will lose their
T: I loved it, actually – and I’m not really a
idea in a visual form. Your role is to give land and many of their traditional jobs,
fan of musicals. Do you like them?
yourself time to look at it. Then you can like hunting and fishing. Supporters of the
J: Not really, no. I can’t get on with the
say either ‘Yes, I really like that’, or ‘No, project say that even though these people
music in them – with a few exceptions
that doesn’t do anything for me.’ But you have had to move, in the long-term the dam
perhaps – West Side Story and Grease.
can’t say ‘That’s not art’ or ‘It’s bad art’. will improve their lives.
They’re both brilliant. So what was so
34 good about it? 42
A visitor to Australia once noted that T: Well, visually, it’s absolutely stunning, I: = Interviewer, J = Journalist
‘Nature has done everything for Sydney, the opening scene particularly. All the I: I know you like exotic places – have you
man nothing; man has done everything for animals – giraffes, wildebeest, zebra, tried visiting anywhere in the Indian
Melbourne, nature nothing.’ This sums up antelope – come onto the stage together sub-continent?
the essential difference between Australia’s to set the scene at the beginning, and J: Yes, I was just recently in India …
two largest cities. Melbourne is Australia’s the costumes are amazing. They’re I: Were you?
second city, but it has plenty of first-class difficult to describe really – you can see J: Yes, in Kerala in the south-west. Actually,
qualities, from a buzzing arts scene to its the people in them, but they seem to I was intending to go on to tour other
enormous range of restaurants. It may have move like real animals. Everyone in the parts of India, but Kerala was so
a few grey days, and a muddy river instead audience was spellbound. fascinating I stayed on.
of a beautiful harbour, but don’t let that J: Wow. And is the story the same as in I: Were you on holiday?
worry you. A lack of natural attractions has the Disney film? ’Cos in that there were J: No, well, it was meant to be a holiday, but
meant that Melbourne has had to create its some rather annoying characters, like actually it turned into a bit of a work trip.
own man-made pleasures … and in doing that bird who was supposed to be there I: Oh dear.
for comic effect – what was its name?

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 Audioscripts

J: Oh, no. I don’t regret changing my plans 43 thought about the impact if you close this
– I became so interested in the place that down. A lot of kids will just be left with
1 state – weight 6 main – plane
I started to write an article about it for nothing to do, or we’ll have to find public
2 poor – law 7 stopped – opt
the newspaper I work for. spaces where we can skateboard and that
3 low – though 8 none – fun
I: Really? Is it a travel article? aren’t safe. The whole thing just doesn’t
4 head – said 9 waste – faced
J: Not really. It’s more sociological, I guess. make any sense to me.
5 course – force
I’m trying to show what a remarkable
45 Unit 6
place Kerala is in the developing
world. You see, it’s a small state with C = Councillor 48
a big population. The average income C: Hello, everybody. Thanks for coming I only get three weeks’ holiday a year so I
is only about $300 a year and usually today. We do appreciate it because we always choose the places I go to carefully. I
that would mean people having a need to hear from as many residents as try to go to places with dramatic scenery –
fairly poor quality of life, but that’s possible before we come to a decision and unusual places. It can take time to get
not the case. In fact, Kerala’s a kind on the future of the skate park. As you to these, but, personally, I think it’s worth
of model of social development. The know, there have been a number of it. I saw this hotel on the cover of a travel
population is highly literate and well complaints about noise coming from the magazine and thought ‘Yes, I’ve got to go
educated and they seem reasonably park and noise disturbance is something there’. It’s called the Aescher Guesthouse and
well off, well, compared to other parts that we at the council take very seriously. it’s in the most beautiful setting, overlooking
of India, anyway. They’re healthy and So, we’d like to hear your views, and any a Swiss Alpine valley. To get there from
they live almost as long as Americans suggestions you might have for a way Zurich, you have to take two different
or Europeans; infant mortality’s also forward. trains, then a cable car and then it’s a walk
very low. And women, who’ve, umm,
46 down through some caves to the hotel. But
always traditionally been the head of the
when you get there, you won’t regret it.
household, continue to be very active – C = Councillor, M = First man,
The views are amazing and the food is also
and equal – participants in society. M2 = Second man, W = First woman;
fantastic. The only downsides are that it’s
I: That’s interesting. I remember going W2 = Second woman
not cheap and also because it’s so out of
there with my wife in the 1990s. But we C: So, we’d like to hear your views … and
the way, sometimes there’s no water so you
were just tourists and my memories of it any suggestions you might have for a
can’t always have a shower when you want
are just as a very tranquil and beautiful way forward.
one. I spent two days there hiking in the
place, with lovely beaches and lagoons. So, yes – the woman in the blue top.
mountains. Some of the other guests went
J: Well, of course those are the parts that Would you like to introduce yourself
paragliding, you know, off the mountainside,
tourists like to spend time visiting. But and start us off?
which looked incredible, but that wasn’t for
tranquil is not necessarily the adjective W: Well, yes. I live about fifty metres from
me – I’m not actually great with heights!
I would use. Trivandrum, the main the skate park – our garden backs onto
city, where we stopped to visit an it. I’m sure that no one, me included, 50
Indian journalist I know – who’s very wants to spoil other people’s fun. But P = Presenter, K = Katie Samuel
well informed about the country – is the thing is that the constant noise P: Now, have you ever thought of doing
absolutely hectic. The people there are coming from these skateboard ramps a bit of building work during your
very politically active: they never stop all day – from ten in the morning to holidays? Or helping to look after
debating; there are often strikes on the sometimes as late as ten at night in animals on a wildlife reserve? You
buses or parades of demonstrators – summer – it’s spoiling our enjoyment of probably thought that sort of trip was
some medical students started protesting our own gardens. Sometimes, we can’t for eighteen-year-olds on their gap
when we were there and went on even hear each other speak! year. But it seems these days a lot more
protesting for four days. M: Sorry, but I think that’s a bit of an working adults are opting for volunteer
I: Well, that doesn’t sound great. exaggeration. We can all hear each other vacations. With us today is Katie
J: No, but it is. It’s a sign of a successful talking OK and we’re right next to it. Samuel, author of Good Travel, a guide
society. The thing is that the whole system M2: For me, the noise is just one factor. And to volunteering holidays. Katie, I can
seems to work. That’s because, first, actually, I’m not too bothered by the see this might be attractive to some, but
Keralites are naturally tolerant people: sound of people having fun. I’m more don’t most people just want to head off
you find Hindus, Muslims and Christians concerned that the park has become a to the beach and relax?
all living peacefully alongside each other centre for young people to gather in the K: Well, I think that depends on how your
and, actually, you could include foreigners evening and I worry that it’s not safe volunteer vacation is organized. The
in that – they’re treated no differently for them. good companies are certainly aware
to anyone else. And secondly, the W: No, that’s a very good point. I think it’s that this should be a rewarding travel
government has invested a lot in health just a matter of time before we are here experience, not just a work trip.
and education, and it goes on investing a again talking about some more serious P: But it’s not really a holiday as we know
lot. The land is incredibly fertile and well problem – like drugs or crime. it, is it?
organized – small farmers cultivate every W2: I think we’re forgetting that this is healthy K: Again, that depends on your definition.
inch of it and none’s wasted, which I exercise these kids are having. They’re For me, a good holiday is a cultural
regret to say isn’t always the case in some not at home watching TV or playing experience where each side, traveller
developing countries. video games. They’re outside doing and host, gives something and takes
I: Well, it sounds like it’ll be an interesting something active. And quite honestly, if something. A good example is a
article. Remember to send me a copy that involves making a bit of noise, then programme near the Tsavo National
when it’s published. that’s something I can live with. Park in Kenya, where volunteers help
J: Of course I will. M: Thanks for that – I agree completely. local people to find ways of making
I don’t think most of you have really a living that don’t involve poaching

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 Audioscripts

or killing local wildlife. So, they help 54 Look out for the sports arena on your
them to plant crops or develop ideas right and get off there. It’s only a
M = Mike, J = Jeff
for tourist businesses. In return, the twenty-minute ride. From there, Cherry
M: Hi, I’m interested in helping out on the
locals take them for bush walks – like Heights is another fifteen minutes on
Continental Divide Trail this summer.
mini-safaris – and teach them about foot, straight up King St. Once you
My friend did four days helping to
local wildlife and the history of their reach the crossroads at Gray Road, the
repair trails last summer. I can work for
community. easiest thing is to give me a call and I’ll
just a few days, can’t I?
P: But the volunteers pay for the trip, don’t come out and meet you.
J: Absolutely. You can do anything from
they? P: So, bus to Stoney Creek, walk up King
two days to two months.
K: Yes, of course, they have to pay for St to Cherry Heights and call you from
M: That’s great. I have about a week in
their airfares and living expenses there?
June. I heard that volunteers usually
and something to cover the cost of M: Yup. Call when you get to the
pay something to take part. How much
organizing the trip. crossroads at Gray Road.
does it cost?
P: OK. And can you tell us what P: OK, got it. That sounds great. If I get
J: It’s free.
qualifications or skills these held up in any way, I’ll let you know.
M: Sorry – free? Surely I have to pay for my
organizations are looking for, usually? But otherwise, expect a call around six
accommodation?
I mean, surely they don’t want people thirty.
J: No, it’s completely free. You just have
without experience just turning up to M: Great. See you next Thursday then. Bye.
to register by filling out a form and
teach or build or whatever? P: Bye.
sending it to us.
K: Actually, for the most part, volunteers
M: Can you tell me where I can get the Unit 7
can be trained to do the work. There
form?
are a few projects for professional 58
J: Sure. It’s an online form – on our
nurses or teachers, but mostly training
website. I’m from New York, so I’m used to the
is given … At the Cultural Restoration
M: Great. And where on the trail can I subway, but there were some things in
Tourism Project (CRTP), which restores
work? Tokyo that were definitely new to me. First
cultural heritage sites around the
J: New Mexico, Montana, Wyoming, … off, don’t use your phone. If someone calls,
world, volunteers are placed with local
M: You don’t you have something in it’s OK to answer quickly – you know, say
architects and artists. At the moment,
Colorado, do you? ‘I’m sorry, I’m on the train,’ and then hang
they’re restoring a 300-year-old
J: Yes, we do. We have spaces in Winfield, up. But in general, people are really quiet
monastery in Nepal and the volunteers
Colorado, and a few in Mount Elbert. and private, so don’t ever talk loudly. Some
are being trained in wall painting by a
M: And can you tell me how long the things are the same as New York – probably
world-famous painter.
training is? in a lot of places, I guess – like giving up
P: Wow. So is it the case that people could
J: There’s no training beforehand. We your seat to an old person or not eating hot
come back with a skill they didn’t have
just train you as you work. But we are food, and if you have a large backpack, you
when they went on holiday?
looking for a chef at the moment. You put it on a shelf so it’s not in people’s way.
K: Absolutely. Though it might not be a
don’t have any experience of cooking, But some other things seem pretty odd. The
skill you’ll ever use again: helping to
do you? one that got me the first time was someone
bottle-feed a lion cub – that’s a project in
M: No, I’m afraid not. I really just want to next to me who fell asleep and put their
Zambia – is unlikely to be of direct use
do a few days helping to build trails. head on my shoulder. Seems there’s nothing
to you back in your London office, but
wrong with that – I’ve seen it happen to a
we all benefit more widely from new 56 few people now. You’ll also often see people
experiences, don’t we? M = Malcolm, P = Paul wearing face masks when they have a cold
P: Of course. So do you know where M: Hi Paul, this is Malcolm, your host. – that’s because coughing or sneezing or
listeners can find upcoming volunteer You emailed me about staying next using a tissue in public is rude. What else?
vacation possibilities? Some websites, Thursday for a couple of nights. Oh yeah, when you get on the train during
perhaps? P: Oh hi, Malcolm. Thanks for getting back rush hour, you’ll find there are people –
52 to me. Is that still OK? they’re called Oshiya – who are employed to
1 Volunteer holidays are an interesting M: No, that’s all fine. I just thought I’d give push you, like, physically, into the crowded
idea, aren’t they? you a call to explain how to get here, car.
2 Surely he doesn’t intend to give up his because it’s a bit complicated. How are
you getting to Hamilton, first of all?
60
well-paid job in order to travel?
P: I’m coming in by train sometime in the On the whole, most of us eat a pretty
3 Can you remember which travel
afternoon. balanced diet – a mixture of fruits,
company you used?
M: OK. I wanted to pick you up, but my vegetables, grains, meat and fish, eggs
4 Tokyo isn’t a cheap city, is it?
car’s at the garage that day. and dairy foods. Diet fashions come and
5 Didn’t it rain a lot when you were in
P: Hey, that’s kind of you, but I can make go – the protein diet, the grapefruit diet,
England?
my own way. the starving-two-days-a-week diet, and so
6 You’ve been to America, haven’t you?
M: OK. Well, I’m at work till about five on … but, for the most part, we are used
7 Do you know if this bus goes to the
thirty so feel free to come over any time to eating a range of foods. It’s true that in
town centre?
after six. poorer regions of the world, people eat
8 You didn’t forget your passport, did
P: That sounds perfect. And how do I get less meat and more grains and vegetables,
you?
to you from the town centre? and in richer parts more meat and sugary
M: Well, you could just get a taxi, but it’s foods … and more fatty food. But everyone
about eleven kilometres from the centre, at least aims to have some kind of balance.
so it won’t be cheap. Alternatively, And that’s why I was so intrigued to read
you can hop on a bus to Stoney Creek. recently about the traditional diet of the

185
 Audioscripts

indigenous people of northern Alaska, who 66 of chalk and complete the sentence ‘Before I
are sometimes collectively known as the die, I want to …’. It’s not the only one of its
M = Marie, E = Esther
Eskimo. kind: there are quite a few other walls like
M: So what happens exactly?
Historically, the Eskimo didn’t use to have it in other cities in the world. The idea was
E: Well, the ceremony begins with
a so-called balanced diet at all. Because of started by a woman in New Orleans and
preparation of the henna. It’s traditional
sub-zero temperatures and a lack of plant then it spread.
for this to be done by the daughter of
life, these Alaska natives had to survive Sometimes I sit and watch people as they’re
a couple who have had a successful
on what they could hunt and fish close to thinking what to write on it, thinking about
marriage themselves. Then, after the
home. They would hunt seal and walrus the dreams they’d like to come true. Some
bride’s head has been covered in a red
and reindeer and then they’d cook their are goals that are easy to achieve, like ‘I
veil, her hands and feet are decorated
meat in seal oil. Sometimes they’d eat frozen want to plant a tree’; some just make you
with henna. After that, a gold coin is
fish, and when times were really hard in laugh, like ‘I want to fix my kitchen tap’. But
put into the remaining henna. While
winter, they used to eat whale skin and others are more personal – people wanting
this is happening, the guests start to
blubber, which, by the way, I’m told is like to live up to other people’s expectations
sing, umm, separation songs – these
chewing car tyres. of them – ‘I want to be a good parent’ was
are rather sad, as you can imagine. The
But how could a diet of just meat and one I found touching. The same things keep
party continues well into the night.
fat possibly be healthy? Well, according coming up too: like a lot of people have
Then, on the morning of the wedding,
to Harold Draper, an expert in nutrition, an ambition to travel and to learn another
a child presents the hennaed coin to the
there’s no such thing as essential foods; only language. But overall you get this amazing
groom as a symbol of future prosperity
essential nutrients. And there’s not only variety of wishes. I guess some will fulfil
and good fortune.
one way to get those nutrients. In the West, their ambitions and some won’t, but it
we have got used to eating certain foods 67 shows that everyone – doesn’t matter who
in order to get each nutrient: for example, M = Marie, E = Esther they are – is trying to make sense of their
we usually eat fruit to get more vitamin M: I know of henna painting as a custom direction in life.
C and dairy products for calcium and from Indian weddings … but you came 72
vitamin D. But during the long winters, the across it in Turkey, didn’t you?
Eskimo found the nutrients and vitamins 1 If the rent were cheaper, I’d take the flat.
E: Yes, in eastern Turkey when I was 2 What would you have done if you’d
they needed from their diet of fish and travelling there. It takes place a few
wild animal meat. As to the large amount been me?
nights before the wedding. 3 So sorry! If I’d known you were here
of fat they consumed, it was a healthier M: Was it a bit like a hen night?
kind of fat, not the saturated fats that cause I’d‘ve asked Jo to get you a coffee.
E: Well, in the sense that it marks the last 4 If she had stayed at college, she’d now
people in the West so many health problems evening that a bride spends as a single
these days. In fact, heart conditions among be a fully qualified journalist.
woman – with her female family and
people on a traditional Eskimo diet used friends, I suppose it is a bit like that. 73
to be about half the number in the wider What happens is typically, the women The National Geographic Explorers’ words
population of North America. from both families get together, with are spoken by actors.
I say ‘used to’ because nowadays, a lot of the bride, to celebrate with music, song 1 Albert Lin, Telecommunications
the indigenous population live close to and dance. But it’s not just a party. It’s scientist and engineer
towns and eat more processed food – pizza, an occasion for sadness too, because it It’s got to be invisibility, right? Like,
fries and fizzy drinks – and unfortunately symbolizes the end of life as a single because if you could be invisible you
with this has come a rise in obesity, diabetes person and the start of another stage. could see the entire world in the craziest
and heart conditions. M: So what happens exactly? way.
65 E: Well, the ceremony begins with 2 Laly Lichtenfeld, Big cat conservationist
preparation of the henna. It’s traditional I’d like to be able to fly. It’d help me see
M = Marie, E = Esther
for this to be done by the daughter of the bigger picture.
M: I know of henna painting as a custom
a couple who have had a successful 3 Andrés Ruzo, Geologist
from Indian weddings, but you came
marriage themselves. Then, after the I wish I had the ability to make people
across it in Turkey, didn’t you?
bride’s head has been covered in a red magically understand. You know how
E: Yes, in eastern Turkey when I was
veil, her hands and feet are decorated frustrating it is, when you wish other
travelling there. It takes place a few
with henna. After that, a gold coin is put people would get what you’re trying
nights before the wedding.
into the remaining henna. While this to say and they just don’t. You think,
M: Was it a bit like a hen night?
is happening, the guests start to sing, ‘Goodness, I wish they’d stop looking at
E: Well, in the sense that it marks the last
umm, separation songs. These are rather me in that confused way!’
evening that a bride spends as a single
sad, as you can imagine. The party 4 Alizé Carrère, Geographer
woman – with her female family and
continues well into the night. Then, on If I had a superpower, it would be to be
friends, I suppose it is a bit like that.
the morning of the wedding, a child invisible, so people couldn’t see me.
What happens is typically, the women
presents the hennaed coin to the groom 5 Andrew Thompson, Biologist
from both families get together, with
as a symbol of future prosperity and Teleporting would be pretty cool. I
the bride, to celebrate with music, song
good fortune. could travel any place I wanted to. I
and dance. But it’s not just a party. It’s
wish I’d had that power earlier in my
an occasion for sadness too, because it Unit 8
symbolizes the end of life as a single career. It would have saved me a lot of
person and the start of another stage. 70 air miles. I could also use it to transport
This mural’s been on the side of a local shop things I’d forgotten to take with me on
in my neighbourhood for years. Anyone can my travels.
write on it. You just have to pick up a piece

186
 Audioscripts

6 Catherine Workman, Conservation Unit 9 was not appropriate use of police time and
biologist equipment.’ It is thought that the officers
I would definitely be invisible. I’d go 78 involved will be disciplined in the coming
to the White House and listen in on all N= Newsreader, M = Martha Cash days.
their conversations. N: And in China, hundreds of parents of 3
7 Neil deGrasse Tyson, Astrophysicist first-year students at the University of And finally … A Latvian scientist based in
I wish I could read other people’s Wuhan have been sleeping on the floor the UK is reported to be close to finding
minds. But I would like to be able to of the university’s gym so that they drugs that will help people live to ages of
turn that power on and off – sometimes can be near their children in their first a hundred and beyond. What is more, he
you just don’t want to know what anxious days at college. As Martha Cash, is confident that he himself will live to at
people are thinking! Also I’d want to our Far East correspondent, reports. least 150. Dr Zhavoronkov is working with
read not just people’s minds but the M: For China’s many middle class parents, US drugs company The Life Extension
minds of animals too, like dogs. I’ve getting their children – and often it’s Foundation which hopes soon to be selling
always wondered what they’re thinking. an only child – into university is an a range of products that will slow down the
8 Ricky Qi, Filmmaker extremely important step in building ageing process and improve people’s health.
Sometimes I think ‘If only I could turn a better future for their families and To reduce the high cost of new medicine
anything into any kind of food that many parents put all their savings into trials, Dr Zhavoronkov has been testing the
I wanted’ – that would be the most achieving this goal. But winning a place drugs on himself. Now aged 37, he claims to
awesome superpower. at university is not the end of the story. feel much younger than he did a few years
The parents are keen to settle them into ago.
76
their new college life and to follow their
1 82
child’s progress through university.
A: Would you like to drive or shall I? Conversation 1
The University of Wuhan recognizes
B: I’d rather you drove, if you don’t mind. J = Jess, P = Phil
this and it also recognizes that many
I’m feeling a bit tired. J: Hi, Phil. How are things?
Chinese families are not particularly
A: No, that’s fine. Actually, I prefer driving P: Not bad. But I’m a bit fed up with
well-off: staying in a local hotel during
to being a passenger. working so hard and never getting any
their children’s first days at college is
2 reward for it.
not an option for them. So the university
A: What would you like for supper? I could J: Yeah, I know what you mean. By
offers free accommodation to parents
cook some pasta or we could get some the way, did you hear about Liam?
– up to five hundred at a time – in the
Indian food from the local takeaway. Apparently, he’s been promoted.
form of mats in the university gym. As
B: Well, if you don’t mind cooking, pasta P: Liam? But he’s only been here a year!
an expression of parental concern, it’s
sounds great. I like simple food more J: I know. But according to Sarah, he’s
certainly impressive.
than spicy food. been given the job of area manager.
3 80 P: Area manager? I don’t believe it. He’s
A: So what would you like to do tomorrow? 1 not even that good at his current job.
We could just have a walk around the old And finally … A refugee in Germany has J: Well, she also reckons that he’s going to
town. Or, if you prefer, we could go to a been called a hero after he handed in to get a massive pay rise – something like
museum. the police €150,000 in cash that he found double his current salary.
B: To be honest, I’d rather not go to a hidden in a wardrobe. In spite of having little P: Yeah, well, I’d take that with a pinch
museum. I think the weather’s going to money himself, the 25-year-old Syrian, who of salt. I don’t think the company has
be sunny and it seems a pity to be inside is believed to have been in Germany for less money to throw around at the moment.
on a nice day. than a year, decided the right thing to do was But all the same, I don’t know. If it’s
A: OK. Great. Shall we have a walk then? to give the money back. The wardrobe was true, where’s the justice? Here we are
4 a gift from a charity to help the man furnish working our socks off …
A: What do you feel like doing this his apartment. Local police are now said to Conversation 2
weekend? We’re thinking either we could be looking for the money’s true owner, but F = Freddie, C = Caitlin
go and see the new Matt Damon film or praised the man for his honesty. As well as F: Hi, Caitlin. Hey, you know Dr Harris at
there’s a free music festival in the park, getting the respect of the nation, the man the local surgery?
but I’m not sure who’s playing. Umm, will receive a financial reward, since, under C: Yes.
what do you think? German law, he is entitled to three per cent of F: Well, someone told me he was fired
B: Well, if it were up to me, I’d say let’s the money found – in this case around €4,500. from his job yesterday. It seems he’s not
go to the festival in the park. It doesn’t 2 even a proper doctor.
matter if the music isn’t very good. I And finally … A group of police officers have C: What? Who told you that?
think that would probably be more fun. been criticized by their police chief after one F: Tara.
A: OK. I’d prefer to do that too. of them used his riot shield to sledge down C: Hmm, I wouldn’t take too much
5 a hill near Oxford. The incident happened notice of what Tara says. She tends to
A: OK. Here’s a question. You have to over the Christmas period when heavy snow exaggerate things.
answer one or the other, OK? had fallen. The officers helped their colleague F: No, no, I’m pretty sure it’s true. I asked
B: Umm, OK. to sit on his riot shield and then pushed him Samara too and she told me about
A: If you had to choose, would you rather down the hill. However, unknown to them, someone at the hospital she used
only be able to shout or only be able to their actions were filmed by a local man who to work at who had gone from one
whisper? then posted the video on Youtube. Although hospital to another across the country
B: What? That’s impossible – either of the video was liked by the general public, using a fake CV.
them would be really annoying for other their commanding officer was not amused. C: Oh my goodness, that’s terrible.
people. ‘We all enjoy the snow,’ he said, ‘but this

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 Audioscripts

F: I know. But actually, that doesn’t Batman’, a description he welcomes. Just like P: Yeah, I’m quite good with computers.
surprise me. You do hear of things like bats, Kish can tell from the quality of the echo I’m comfortable with all the usual
that happening. not only how far away an object is, but also programs – Excel, Word, some financial
C: Maybe, but I would be very surprised. its size and its density. A wooden fence, for software.
Dr Harris seemed like a nice genuine example, whose surface is softer than brick S: OK. There’s just one thing that’s
guy to me. or metal, gives a ‘warmer’ echo than a brick worrying me though. You’re clearly
wall. So what can he actually ‘see’? Up close, a bright person and you have a good
Unit 10
at about five metres, he can recognize cars degree. How do we know that you
85 and bushes. Houses come into focus at about won’t just do this job for a few months
fifty metres. and then go and get a better paid job
Both the mahout and the elephant start their
Kish now spends a lot of his time training with a bank or consultancy business?
training at a young age. A mahout generally
other blind people in his technique, which P: That’s a good question. It’s actually
begins to learn his trade when he’s about
he calls FlashSonar. He says that many blind what a lot of my friends from university
ten years old. At this age he is given a baby
people already use echolocation in a passive have done but I’ll tell you why that’s
elephant to look after and he will probably
way, but what they don’t know is how to use not for me. Firstly, I’m really serious
stay with this one animal for the rest of his
it actively. The average person can develop about wanting to help people in need.
life. It’s traditionally a family trade, with
good echolocation skills in about a month if Secondly, I think I need to become
knowledge of how to care for an elephant
he or she trains for a couple of hours a day, more knowledgeable about the world,
passed down from one generation to the
which is pretty fast. Kish is also looking before I use my economics degree to do
next. There are no formal qualifications
at the possibility of training fully-sighted something else. If you put your faith in
for the job, but you need to be extremely
people, like firefighters, to use this skill in me, I will be absolutely committed to
patient. An elephant will learn as many as
situations in which their vision is limited, doing the best job that I can, for two or
65 commands in its life, depending on what
like in a smoke-filled building. He is amused three years at least.
work it’s expected to do – some carry logs
by the nickname for which he is now
and other heavy objects, others are trained 93
famous, but, mostly, he just loves what he is
to carry people. The mahout has to teach his clothes   ​February   ​folk   ​island   ​
doing and sees great potential for it.
elephant all these commands. He must also lengths   ​receipt   ​surface   ​thorough   
develop an understanding of his elephant, 91
so that he knows when it’s sick or tired or Unit 11
S = Sarah, P = Phil
unhappy. This is something that only comes S: So, you’re 24 years old, you graduated 94
with time and experience. It’s a very physical a year ago and you’re looking for work
job and extremely hard work. The elephant I love this museum. We went to Indianapolis
with a charity. What attracted you to specially to visit it, because we’d heard
must be fed and bathed daily and watched Shelterbox?
carefully in case it tries to run away. such great things about it. There are a lot of
P: Well, I’m familiar with your work interactive displays that younger kids can
86 because I have a friend who volunteered engage with. My kids, who are seven and
This is a photo of the astronaut Buzz Aldrin, for you last year – packing boxes – and I nine, loved the dinosaurs and also dressing
taken by the first man on the moon, Neil think it’s a fantastic concept. But, umm, up as a prince and princess. My partner and
Armstrong, in 1969. You can see Armstrong mainly I’m very keen on the idea of I learned a lot too. They had a whole section
taking the photo in the reflection on Aldrin’s working abroad – in different countries. on China – part of the ‘Take me there’
helmet. It was Armstrong who famously said S: I see, and what makes you think you’d section on foreign cultures. It had so many
‘That’s one small step for a man, one giant be suited to that? I see you studied things I was completely unaware of – like
leap for mankind’ when he put his foot on economics at Cambridge. Don’t you Chinese herbal medicine. The other thing
the moon. Actually, what he really said was think that’s a rather different world? I really liked was the ‘Children making a
‘That’s one small step for a man, one giant P: Yes, it’s true that I specialized in difference’ section. It had stories of children
leap for mankind’, but no one heard the ‘a’ economics but actually, I’m good at who had difficult childhoods, but have
because of radio interference. coping with difficult environments. I succeeded – like kids who faced prejudice or
spent three months helping to build a discrimination. Their stories really inspired
89 school in Chennai in India last summer. me … I’m definitely going to take the kids
Daniel Kish, who was born blind, taught And the year before that I trekked across back when they’re old enough to really
himself to ‘see’ using the technique of the Mojave Desert. So I think I’d be get these stories. I just think the mixture of
echolocation when he was a small child. suited to the work. visual displays and hands-on stuff and real
As he moves around, Kish clicks his tongue S: OK – well, they’re certainly not easy life stories … it’s such a great way to acquire
and then listens for the echo which comes places to adapt to, although in fact knowledge. I guess if I have any criticism of
back. If the echo is loud, then he knows that you’d also be spending a good part the museum, it’s that’s it’s too big – there’s
an object is near; if the echo is not so loud, of the time here in the office doing probably too much to take in.
he knows the object is further away. He has paperwork.
become so skilled at using this technique P: Yeah, that’s also fine. I was expecting 96
that he can do many things that blind people that. I have quite a lot of experience of Do these situations sound familiar to you?
cannot ordinarily do. By clicking his tongue sitting at a desk for my studies. What Have any of these things happened to you?
two or three times a second, he can ride a sort of paperwork is it? You were about to make a comment in a
bicycle, go hiking in the countryside and play S: Well, each trip involves a lot of discussion or meeting, and then your mind
ball games. preparation and a certain amount of went blank. You were supposed to send a
Echolocation is a skill which is also used in follow-up too. Keeping spreadsheets, friend a card for their birthday, but then
the animal world, where it is often key to writing reports. Are you OK doing that you forgot. You recognized someone in the
survival. The best-known example is bats. sort of thing? street and would have spoken to them, but
This has led to Kish being called ‘the real-life you didn’t because you couldn’t remember

188
 Audioscripts

their name. You promised to post a letter you didn’t because you couldn’t remember 4 We were supposed to arrive there by ten
for someone and two days later you found their name. You promised to post a letter o’clock, but the train didn’t get in until
it in your pocket. You were going to write for someone and two days later you found eleven.
down a great idea you had, but when you it in your pocket. You were going to write 5 He was about to announce his
found a pen and paper, the idea had gone. I down a great idea you had, but when you retirement, but now he thinks he’ll stay
could go on, … but I won’t because I’m sure found a pen and paper, the idea had gone. I until next year.
everyone recognizes these common failures could go on, … but I won’t because I’m sure 6 The council was going to build a new
of memory. everyone recognizes these common failures shopping mall, but residents opposed
of memory. the idea.
97
Everyone thinks they would like to
Everyone thinks they would like to 101
remember more, but, actually, would it
remember more, but, actually, would it really really make us any happier? A = Ahmad, L = Liz
make us any happier? I want to tell you the story of a 41-year-old A: Hi there, I’m interested in taking a class
I want to tell you the story of a 41-year-old woman from California known in medical at your college – umm, the history of art
woman from California known in medical literature as ‘AJ,’ who remembers almost course.
literature as ‘AJ,’ who remembers almost every day of her life since the age of eleven. L: Is that the two-year A-level course?
every day of her life since the age of eleven. She remembers that at 12.34 p.m. on Sunday, A: Sorry, what do you mean by ‘A-level’?
She remembers that at 12.34 p.m. on Sunday, the 3rd of August 1986, a young man she L: The A-level art history course is a
the 3rd of August 1986, a young man she was was attracted to called her on the telephone. two-year pre-university course with
attracted to called her on the telephone. She She remembers that on the 28th March of examinations at the end of each year.
remembers that on the 28th March of 1992, 1992, she had lunch with her father at the A: Oh, no, no, no, I don’t want to take any
she had lunch with her father at the Beverly Beverly Hills Hotel. It’s a bit like it is for exams. It’s just for interest.
Hills Hotel. It’s a bit like it is for the rest of the rest of us when certain smells bring L: OK. In that case, we have a one-year art
us when certain smells bring back strong back strong memories … AJ’s memory is appreciation course.
memories … AJ’s memory is stimulated in stimulated in the most intense way by dates. A: Sorry. Can you speak up a little? I can’t
the most intense way by dates. You’d think that being able to recall facts hear you very well.
You’d think that being able to recall facts and knowledge in this way would make us L: Yes, we have a one-year art appreciation
and knowledge in this way would make us more confident and wiser. But in fact, for course.
more confident and wiser. But in fact, for AJ, having an incredible memory can be A: Umm, can you explain what the course
AJ, having an incredible memory can be distressing too. It is as much a burden as it involves?
distressing too. It is as much a burden as it is a benefit. That’s because most people’s L: Yeah, it’s a two-hour class once a week
is a benefit. That’s because most people’s memories are selective: we remember and, basically, it teaches you how to look
memories are selective: we remember mostly mostly important things and mostly good at art, so that you can appreciate it better.
important things and mostly good things things too. AJ remembers every detail, good A: No, sorry, I’m not really with you. Are
too. AJ remembers every detail, good or bad, or bad, important or not. you saying that it doesn’t really deal with
important or not. So when we blame our poor memories for the history of art?
So when we blame our poor memories for forgetting to send a birthday card, actually L: Umm, there’s some history of art in
forgetting to send a birthday card, actually we should be grateful also for all the things it, but it’s mainly learning about the
we should be grateful also for all the things that our memories hide because they don’t techniques that artists use and what
that our memories hide because they don’t need to be remembered or thought about. paintings mean.
need to be remembered or thought about. Technology, of course helps us with this. A: Could you give me an example of the
Technology of course helps us with this. We We don’t need to remember the precise kind of thing students do in the class?
don’t need to remember the precise content content of an email or the exact time of a L: Typically, students look at works of art
of an email or the exact time of a meeting meeting anymore, because it’s stored on our and comment on them. Then they’re told
anymore, because it’s stored on our computer computer or our mobile phone. more about the artist, what he or she
or our mobile phone. But interestingly, the growth of this was trying to achieve and then they look
But interestingly, the growth of this technology, which psychologists call our at their work again, to see if they see it
technology, which psychologists call our external memory, is having an effect on differently.
external memory, is having an effect on what what and how much we remember. Even A: OK. It sounds quite interesting. What
and how much we remember. Even our our memories of happy events – like parties was the course called again?
memories of happy events – like parties or or holidays – get stored in photograph L: Art appreciation.
holidays – get stored in photograph albums albums on our computers. So our internal A: And when is it?
on our computers. So our internal memories memories are probably worse than those L: Every Tuesday – in term time, that is
are probably worse than those of people a of people a hundred years ago. Medical – from 7.00 p.m. till 9.00 p.m., starting
hundred years ago. Medical science is trying science is trying to address the problem of on … one minute … yeah, starting on
to address the problem of poor memory and poor memory and this is what I want to talk the 29th of September. The cost is £298
this is what I want to talk about next. about next. for the year, unless you’re a registered
98 student.
99 A: Hang on a second. That’s too much to
Do these situations sound familiar to you? 1 I was going to ask Sarah to come, but I take in all at once. I’m trying to write it
Have any of these things happened to you? asked Kate instead. down. I didn’t catch the start date. Did
You were about to make a comment in a 2 She was supposed to be in Cairo this you say the 29th of November?
discussion or meeting, and then your mind week, but she’s ill so she couldn’t go. L: No, the 29th of September.
went blank. You were supposed to send a 3 He would have sent me the original, A: OK. Well, thanks. I’ll have a think about
friend a card for their birthday, but then but he couldn’t find it so he sent me a it, but it sounds good.
you forgot. You recognized someone in the copy. L: No worries. Bye.
street and would have spoken to them, but

189
 Audioscripts

Unit 12 D: Well, first of all, hello and thank you for LA: I doubt it. I’m sure you’ll appreciate
inviting me onto your programme. So, that our client’s main concern is for
103 yes, the short answer to your question someone to rent the property for as
Speaker 1 is ‘economic development’. As society long as possible. It gives them security.
No, it does matter, absolutely. Because you gets richer, people have more money To tell you the truth, that’s why the rent
end up with a divided society instead of a available to buy services, and to get is so low. So I can ask, but I’m not at all
united one – the haves and the have nots, as others to do things that they don’t sure we’ll get a positive response.
some people call it. Apparently in Japan, the particularly want to do or feel they’re C: Umm … Isn’t there some way around
income gap between rich and poor is pretty not good at doing – like fitting a carpet that, maybe?
insignificant. That’s partly because bosses or painting their house. LA: Not that I can think of. What did you
don’t take huge salaries. They understand I: And I suppose it has to do with time have in mind?
that that would be socially irresponsible. too. We all have much busier lives. C: Well, perhaps if we could sign a ten-
It’d create feelings of envy and resentment D: Yes, that’s true. It saves time and of year lease but with a get-out clause
among people who were worse off. The course the big positive is that it creates after, say, six years.
result is that Japan actually has a much a lot of employment. You don’t have LA: No, I don’t really see how that helps.
more united society than other western to be especially rich to have a cleaner We do actually have other people
countries where there are big differences in tidy your house once a week or to get interested in the premises, so I’m pretty
pay between top and bottom. your windows cleaned every couple of sure someone will take it. If I were in
Speaker 2 months or have your hair done, for that your shoes, you know, and I found the
Well, I think it’s OK if the rich are getting matter. But I think you made a valid terms of the lease difficult, I think I’d
richer – as long as everyone else’s standard point at the beginning about people just leave it. At the end of the day, it has
of living is rising too. In other words, if getting lazier. There are some rich to feel right for you.
people who aren’t earning so much can people who take things to extremes. I’m C: But it does feel right for me. Hang on
nevertheless see that their buying power thinking of people who, for example, a minute. I’m just going to call my
is increasing. Of course that depends on employ personal shoppers or who have business partner and see what he
their wages going up faster than the cost of someone walk their dog every day. thinks.
living. But actually, I think it’s how people When they have a party, they probably LA: OK, no problem.
see things that’s important. If they think get a professional party planner to
their quality of life is good, then they won’t organize the party. I’ve even heard of
mind if the rich have a better standard of people who get their Christmas tree
living. On the other hand, if they think installed and then have someone else
they’re getting a bad deal and that the rich decorate it for them.
aren’t contributing, then they’ll complain. I: That’s a bit extreme. Decorating the
Christmas tree is supposed to be a
105
pleasure.
1 No, thanks. I’m just looking.
D: Well, I tend to agree with you but, as
2 Even the most difficult problems have a
I say, I don’t think the people who
solution.
provide the services are necessarily
3 I’m just going to brush my teeth, then
complaining. That’s how the economy
we can go.
works – people, particularly the
4 Don’t worry. It’s only money.
wealthy, pay to have things done for
5 He even lost his own wedding ring
them and the people who provide the
once.
services benefit from that.
6 It’s only a suggestion – you don’t have
to follow it. 110
7 I’m afraid that’s just life, isn’t it? LA = Letting agent, C = Customer
8 It’s only the second time we’ve met. LA: So, you’ve had a look at the offices.
106 What do you think?
C: Well, yeah, I think they’re absolutely
I = Interviewer, D = David Stiles
perfect for our needs.
I: Are we all getting lazier or has
LA: That’s great. You’d like to take them
economic development just meant that
then?
there’s now someone available to do
C: Well, ideally, yes, I would but …
any job you want? Forty years ago, the
LA: But?
idea of getting someone to hand wash
C: Well, a key thing for us is the length of
your car was unthinkable – except to the
the lease.
very rich. Either you washed it yourself
LA: Umm … It’s a ten-year lease. I think
at home on a Sunday morning or you
that was on the details I sent you.
took it down to the automatic carwash
C: Yes, that’s right, but actually, I was
at your local garage. Nowadays, you
hoping we could negotiate that down
can have it washed inside and out by
because, if you look at it from our point
professional car washers for as little as
of view, we’re a young business and we
£8. David Stiles, Professor of Economics
don’t really know how things are going
at Cranford Institute, is here with us
to go over the next few years. Let’s face
to try and explain this phenomenon.
it, ten years is a big commitment. Do
What’s changed, Professor?
you think your client would be willing
to move a bit on that?

190
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Text: p10/p180 Adapted from: ‘When Suryia the orangutan meets a hound dog by the river, the two carry on like long lost friends’, www.nationalgeographic.
com; p27 Adapted from: ‘Guardians of the Fairy Tale: The Brothers Grimm’ by Thomas O’Neill, www.nationalgeographic.com; p34 Adapted from: ‘Seven
Billion’, www.nationalgeographic.com; p49 Source: Australiacouncil.gov.au; p51 Source: ‘4 reasons we love sad songs: Unexpected rewards of melancholy
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Michael D. Lemonick, April 15, 2013; p58 Source: ‘Dubai’ by Afshin Molavi, January 2007, http://ngm.nationalgeographic.com/; p71 Adapted from: ‘Teenage
Brains’ by Drew Dobbs and ‘The development of fairness--egalatarian children grow into meritocratic teens’ by Ed Yong, www.nationalgeographic.com; p87
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Methods, and Evidence’ by Mark Baldassare and Susan Feller, Ethos 3.4, October 28, 2009; ‘The Incredible Thing We Do During Conversations’ by Ed Yong,
January 4, 2016; p94 Source: ‘The Secret History of the Women Who Got Us Beyond the Moon’’ by Simon Worrall, National Geographic, May 8, 2016; p96/
p186 Source: What superpower do you wish you had?’, http://www.nationalgeographic.com. Reproduced by permission; p99 Source: ‘Madagascar’s Pierced
Heart’ by Robert Draper, http://ngm.nationalgeographic.com/; p105 Source: utstudentsandnews.blogspot.co.uk; p106 Source: ‘A life revealed’, by Cathy
Newman, April 2002, www.ngm.nationalgeographic.com; p123: ‘The King Herself’ by Chip Brown, www.ngm.nationalgeographic.com. Reproduced by
permission; p130 Source: ‘Innovation in education for work: The Lumiar schools, Sao Paolo, Brazil’ by Leonie Shanks, Innovation Unit, October 2012; p135:
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Illustrations: 31, 58 David Russell.
ACKNOWLEDGEMENTS
The Life publishing team would like to thank the following teachers and students who provided invaluable and detailed feedback on the first edition:
Armik Adamians, Colombo Americano, Cali; Carlos Alberto Aguirre, Universidad Madero, Puebla; Anabel Aikin, La Escuela Oficial de Idiomas de Coslada, Madrid;
Pamela Alvarez, Colegio Eccleston, Lanús; Manuel Antonio, CEL – Unicamp, São Paolo; Bob Ashcroft, Shonan Koka University; Linda Azzopardi, Clubclass; Éricka
Bauchwitz, Universidad Madero, Puebla; Paola Biancolini, Università Cattolica del Sacro Cuore, Milan; Laura Bottiglieri, Universidad Nacional de Salta; Richard
Brookes, Brookes Talen, Aalsmeer; Maria Cante, Universidad Madero, Puebla; Carmín Castillo, Universidad Madero, Puebla; Ana Laura Chacón, Universidad Madero,
Puebla; Somchao Chatnaridom, Suratthani Rajabhat University, Surat Thani; Adrian Cini, British Study Centres, London; Andrew Clarke, Centre of English Studies,
Dublin; Mariano Cordoni, Centro Universitario de Idiomas, Buenos Aries; Monica Cuellar, Universidad La Gran Colombia; Jacqui Davis-Bowen, St Giles International;
Nuria Mendoza Dominguez, Universidad Nebrija, Madrid; Robin Duncan, ITC London; Christine Eade, Libera Università Internazionale degli Studi Sociali Guido
Carli, Rome; Leopoldo Pinzon Escobar, Universidad Catolica; Joanne Evans, Linguarama, Berlin; Juan David Figueroa, Colombo Americano, Cali; Emmanuel Flores,
Universidad del Valle de Puebla; Sally Fryer, University of Sheffield, Sheffield; Antonio David Berbel García, Escuela Oficial de Idiomas de Almería; Lia Gargioni,
Feltrinelli Secondary School, Milan; Roberta Giugni, Galileo Galilei Secondary School, Legnano; Monica Gomez, Universidad Pontificia Bolivariana; Doctor Erwin
Gonzales, Centro de Idiomas Universidad Nacional San Agustin; Ivonne Gonzalez, Universidad de La Sabana; J Gouman, Pieter Zandt Scholengemeenschap,
Kampen; Cherryll Harrison, UNINT, Rome; Lottie Harrison, International House Recoleta Marjo Heij, CSG Prins Maurits, Middelharnis; María del Pilar Hernández,
Universidad Madero, Puebla; Luz Stella Hernandez, Universidad de La Sabana; Rogelio Herrera, Colombo Americano, Cali; Amy Huang, Language Canada, Taipei;
Huang Huei-Jiun, Pu Tai Senior High School; Nelson Jaramillo, Colombo Americano, Cali; Jacek Kaczmarek, Xiehe YouDe High School, Taipei; Thurgadevi Kalay,
Kaplan, Singapore; Noreen Kane, Centre of English Studies, Dublin; Billy Kao, Jinwen University of Science and Technology; Shih-Fan Kao, Jinwen University of
Science and Technology, Taipei; Youmay Kao, Mackay Junior College of Medicine, Nursing, and Management, Taipei; Fleur Kelder, Vechtstede College, Weesp;
Dr Sarinya Khattiya, Chiang Mai University; Lucy Khoo, Kaplan, Singapore; Karen Koh, Kaplan, Singapore; Susan Langerfeld, Liceo Scientifico Statale Augusto Righi,
Rome; Hilary Lawler, Centre of English Studies, Dublin; Eva Lendi, Kantonsschule Zürich Nord, Zürich; Evon Lo, Jinwen University of Science and Technology; Peter
Loftus, Centre of English Studies, Dublin; José Luiz, Inglês com Tecnologia, Cruzeiro; Christopher MacGuire, UC Language Center; Eric Maher, Centre of English
Studies, Dublin; Nick Malewski, ITC London; Claudia Maribell Loo, Universidad Madero, Puebla; Malcolm Marr, ITC London; Graciela Martin, ICANA (Belgrano); Erik
Meek, CS Vincent van Gogh, Assen; Marlene Merkt, Kantonsschule Zürich Nord, Zürich; David Moran, Qatar University, Doha; Rosella Morini, Feltrinelli Secondary
School, Milan; Judith Mundell, Quarenghi Adult Learning Centre, Milan; Cinthya Nestor, Universidad Madero, Puebla; Peter O’Connor, Musashino University, Tokyo;
Cliona O’Neill, Trinity School, Rome; María José Colón Orellana, Escola Oficial d’Idiomes de Terrassa, Barcelona; Viviana Ortega, Universidad Mayor, Santiago;
Luc Peeters, Kyoto Sangyo University, Kyoto; Sanja Brekalo Pelin, La Escuela Oficial de Idiomas de Coslada, Madrid; Itzel Carolina Pérez, Universidad Madero,
Puebla; Sutthima Peung, Rajamangala University of Technology Rattanakosin; Marina Pezzuoli, Liceo Scientifico Amedeo Avogadro, Rome; Andrew Pharis, Aichi
Gakuin University, Nagoya; Hugh Podmore, St Giles International; Carolina Porras, Universidad de La Sabana; Brigit Portilla, Colombo Americano, Cali; Soudaben
Pradeep, Kaplan, Singapore; Judith Puertas, Colombo Americano, Cali; Takako Ramsden, Kyoto Sangyo University, Kyoto; Sophie Rebel-Dijkstra, Aeres Hogeschool;
Zita Reszler, Nottingham Language Academy, Nottingham; Sophia Rizzo, St Giles International; Gloria Stella Quintero Riveros, Universidad Catolica; Cecilia
Rosas, Euroidiomas; Eleonora Salas, IICANA Centro, Córdoba; Victoria Samaniego, La Escuela Oficial de Idiomas de Pozuelo de Alarcón, Madrid; Jeanette Sandre,
Universidad Madero, Puebla; Bruno Scafati, ARICANA; Anya Shaw, International House Belgrano; Anne Smith, UNINT, Rome & University of Rome Tor Vergata;
Suzannah Spencer-George, British Study Centres, Bournemouth; Students of Cultura Inglesa, São Paolo; Makiko Takeda, Aichi Gakuin niversity, Nagoya; Jilly Taylor,
British Study Centres, London; Juliana Trisno, Kaplan, Singapore; Ruey Miin Tsao, National Cheng Kung University, Tainan City; Michelle Uitterhoeve, Vechtstede
College, Weesp; Anna Maria Usai, Liceo Spallanzani, Rome; Carolina Valdiri, Colombo Americano, Cali; Gina Vasquez, Colombo Americano, Cali; Andreas Vikran,
NET School of English, Milan; Helen Ward, Oxford; Mimi Watts, Università Cattolica del Sacro Cuore, Milan; Yvonne Wee, Kaplan Higher Education Academy,
Singapore; Christopher Wood, Meijo University; Yanina Zagarrio, ARICANA.