EnglishOT “The authors would like to thank al those who have made Contributions tothe development, creation and production of Think. ‘Many thanks to teachers in various counties fo piloting the course and for ther walugole feedback Thenks toot ther students, fr ther enthuses ‘ro for puting up wih manuscript rather than the airactve pages Our designers have cestad inthe meantime. ‘The members of our digital tam, Helen Kenyon, Amaet Sadana an Brendan Wightman forsee expertise and create thou. Thanks ao to Chri Wiams fr His invaluable proton support ‘We would tke to thank the Cambridge Enalch teams around the wold fF their continous supp. |We meuid ke to thank very warmly our itor team: Rebecca Raynes, ‘Dona Daniel, Peter McFarane. Dela Kid, Kathryn Daves, Ruth Boller toad Mark Boe forall the energy and cre they have put into this Project Gur special thanks go to 4 Burgess (Commissioning Eto), Kate La Stora Sha Claudia Facto (Publishers), Belinda Fenn Pubishing Manoge) and ‘hres Dingle Estria Direct for ther dedeaton to Think, the great sot Cf calaboration and many excellent suggestions we go rom thew ‘Wear inde tothe Cambridge University Press leadership Frances Lowndes (Global Pblshing Decor for being volved so actly nthe planning sages ofthe proect despite her huge working, John Ttie nd Nel fornkins (Deputy Managing Dect: Micha! Peluse (Managing ‘rectod, and Peter Phils (Ciel Cxcutv) forthe constructive atoaue ‘over te yes, Last but not east, we would lie to thark out partners Mares, Adana anc ‘Cauda. Without the support this project would not have HappENe CAMBRIDGE UNIVERSITY PRESS, Univesity Printing Hous, Cambridge CB2 885, United Kindo CCamisidge Univesty Press part ofthe University of Cambri. refuthesthe Univers mission by disseminating knowledge the pusuit of education, letring and esearch at the highest international eves of excellence. won eavidae oo Information on thie: wav carrie. orth (© Cambridge Uriversiy Press 2010 ‘is publication isin copyright. Subject ta statutory exception ind to the provision of relevant collective licensing agreements. te reoradvcton af any par may tke place without the wren permission of Cambridge Unters Pres. Fst pubished 2016 Printed in tay by Rototo Lombardia SpA, ‘Acatalogue cord or this putin is valabe from the Bish brary Isp $76-1-107-57328-4 Students Book Level Corpus Derblopment ofthis publication has made use ofthe Camisidge Engksh (Coma IEC) The CEC is 2 compute database of contemporary spoken Se written Engish, which erent stands at over one ilion words. It imckaies rsh Engish, Arencan Englsh an other varieties of Enos iho ncudes the Camibidge learner Corpus, developed in collaboration Jhth Combrdoe English Language Assessment. Cambridge Univesity Fro es biup the CEC to prowde evidence about larquage se that hes to produce better language teaching materi English Profile Tha product is informed by the Engish Vocabulary Profle, bul 5 part Gr Enalah Pile, 3 colaboratve programme designs to enhance {he tating, teaching and azesement of Engish wore. main Tnding partners re Cmnrge Unversty Press and Cambridge Enosh Langoage Assessment and isa isto create 2 ‘rote’ for Englsh inked forthe Common Euepean Framework of Reference for Languages CER. Enulsh Profle outcomes, such athe Enosh Vocabulary Profile, wil provide deta information about the anquage that learners can be rpected ta demonstrate at each CEF leva offering a clear benchmark {or lernerspeoticency For more infermation, please vist wma. englshprofie org Cambridge Dictionaries Cmbrege dictonaries are the world’s mast widely sed donates forlermersof Engish, The dctionanes ae avaiable in print and online i dtonorgcambnidge 15. Conytight © Cambrage University Pres, reproduced with permission. ISBN g78-1-107-573254 Students Book with Online Workbook and Onine Practice Level 4 {S@N 078.1-107-57369-7 Workbook with Onine Practice Level 4 ISBN 976-1-107-57416-8 Teachers Book Level ISBN 978-1-107-57423-6 Class Audio CDs Level ISBN 976-1-107-57428-1 Video DVD Level 4 {380 978-1-107-57432-8 Presentation Plus DVD-ROM Level 4 Addon resources for ths publication at wee cambridge orothink ‘Cambie Universy Press has no responsibilty forthe persistence ar acuracy of URLS fox external Sethe tary intemet webstes reletd 01 ths pudiation, and doesnot guarantee tat any cient on such webstes 5 or wil emai, accurate oF appropriate Information regarding FEES, Serer timetables, an ther facto nfrsaton ven inthis werk comet atte ime offs ang but Cambri University Press des nt guarantee the acuray of such information thereafter,THIN STUDENT'SBOOK4 @ Herbert Puchta, Jeff Stranks & Peter Lewis-Jones CAMBRIDGE UNIVERSITY PRESSCONTENTS Welcomes A Alucky plat; Deseriptive verbs; Phrasal verbs; Childhood memories Elements ofa stor; Taking about past routines, B Future plans Life plans Future continuous Future perfect, Being emphatic 0 and such Extreme adjectives Conversations, Personality Using shuld Career paths, Deeions Permission D A change ef iestyl?; Reporting verbs Negative adjectives, Anather country Changes Regrets: wish ov / Fen FUNCTIONS & SPEAKING to Issuing and accepting a challenge Discusting stustonr and your emotions reactions other Grane wi) Expressing surprise Ces Discussing nomadic peoples pages 28-29 fmphssn Datenng he Tiger ma tye of pening Exresing ustation Tey Cares | Cessna gare topractseperoraly bie acjectves = Review Units3 &4 pages 46-47 ti ‘Advice and obligation Sereen ti Taking about technology aed Usng.menabyngcompanies ee oer Role y Stuckina it Review Units5 && pages 64-65 a ‘Cheering someone op Fee Sher bn gee: —thinkng of opine bright side seluters a Saying Yes and adding conctions ores Discussing wonders ofthe world Review Units 7&8 pugs? Une? Frcasoc pence carp tN ‘behaviour ae glia cae = ae rs vaio Sela Introducing news | Fe ne nompene cee ene Review Units 9& 10. pigs 100-01 a Syopsrg so pst Secauntinn Be ie Dacsangie pce 1 Spatial Te ean eee coh cana Review Units 11 & 12. pages 18-119 Pronunciation pages 120-121 Getitright!_pagas 122-126 EIEN ‘Verbs followed by inintive o gerund ‘Verbs wnentake gerind ana wth diferent meanings remember. 0p 9, forget Reletve clauses (eview) which torefertoawhole cause (Omitting relive pronoun Reduced rlanve causes Quartier sand such eview) Seand defor emphasis ‘be get sel to doing) vs. used (de) ‘Adverbs and adverbial phrases Obigation,permision and prohibton view) Necesity: det need ecaithove ‘ity inthe pat Could wos war let, Imonoged ceeded) Comparatives| Unkers of contrast Ways of eferring tothe fture (review) Future continuous Future perfect Conditionals view) ‘sed condtonale wish ne only woul prefer tof Its tine, feb rather sooner Reported speech (review) Reported questions and requests Speeuating (past, present and ature) (Causeand eflet ines, Passive report structures “The pasive: verbs wth two cbjects ‘Verbscf movement Adjectvesto describe uncomfortable flings Wordwise: Expressions with right Groups f people Phrasal verbs() Costumes andl unvfoers Bringing up children Personality adjectives Common edverbal phrases Werdwie: Expressions with good Technology (nouns) ‘Technclogy verbs) os text beateahips Drases tot abouthe fare boat ft othe pontof cing about eure evs Wordwise: Expressions wih Phrasal verbs (2) Alternatives of suppose, pxgrcsaslng tere Life's ups and downs Worcand education Shang news Reportngverbe ordi: Exeressions th wey Space idioms Ajectver commonly used to deserve fms Geographical features Vere wnouncollostions Speakingactivities pages 127-128PRONUNCIATION | THINK E Dipthongs:ateratvespelings Phrasalverb stress Adding emphasis Preneuncing words with oh ‘The schwa sound Linked words with ds) ane Encouraging someone Weak forms with condtonals Linking Intrwsive fa anc Lnking: Omission ofthe sound Stress on modal verbs for speculation Lnking: Intrusive i “Train to Think: Thinking rationally Self-esteem: How adventurous areyou? “Train to Tink: Distinguishing fact rom opinion ValuessLeoring om ether cultures “Train to Think: Changing your ‘opinions Self-esteem: Developing independence Train to Think: Lateral thinking Values: Apprecating creative sclutons Train to Think: The Pal strategy Self-esteem: Leaving rom clirly people ‘rain to Think: Exaggeration “rain to Think Lesening to se things om a dierent perspective Self-esteem: What cheers me up ‘rain to Tink: The goal setting" checkist Valves Lists Train to Thinks omping toa hasty condusion SelPesteer: Being diplomatic “rain to Tink identifying he source ofa piece af news Valuer News ornot? ‘Trainto Think: Spoting awed arguments Self-esteem: Whowe sre Trainto Think: Exploring den rmesragee ‘Values: Human activity andthe natural woes Reading Article: Sacrifce frsurvival? ‘Ail: The ultimate survivor Photostory: The challenge \Weting An email bout an expetence Lstening Rac showe Operate Mecsires Reading Arie: Refugees bring new lfetoa vilage Bog From London 0 yon Culture: Nomadic people Writing Aninformal email Listening Rado interview about migration in nature Reading Blog An embarassing dad Book urs and eviews Forand aginst Tiger Moms Literature: About Boy by Nik Herby Wiking Anessy sboutbrngng vp esleren LUntenitg Rasie show sbout bringing up chron neferen cares Reading Article Lion lights ‘Web post A problem on Answers4U Protestory Wrter’s block Writing _Astory ending: Thanks yousoved my if!” Listening Talking heads ~being imaginative Reading Tents Smartscrcens? ie Great sucns for teenage teachers: When ser sures comected {Cares When pictures learnt walk and alk: the story of fim Writing Istrctions Leming Aconveration about watchingtoo much TV Reading. Blog: The day people ated ing ‘Ae Anlce CalSurmer Literature And fling by Son Bartow Weiting Anes aboutsodal moda Listening Rack show Rioromonces Reading Blog: Me, Myzelfand My take onthe World ‘Website page: QUOTATIONSfoAW/ORRIERS Photostory. The competition Weng Athor story ending Every coud has silver ning’ LUstening Rad show: SWverLinings Reading Book review" The Checlit Marfesto by Atul Gawande Blog: Adria list biog Calfure: The New Seven Wonders ofthe World ‘Weting_Anessay:A Modern Wonder of the World Ustening Anintervew about why we make litt Reading Presentation Life and how t ve Qui: Are youn control? erature: The Remains of the Day by Kazuo higuro Weiting An antic forthe school magazine Ustening Arado programme shout fe choices Reading Magasine rice: Everybody's Tweeting Article Bod news Photostory: The news clip Writing Amagazine arte about an interview with wellknown person Listening An interview witha foreign correspondent Reading Article: They night not come in pace Blog My altme fvourte ims about space Culture: Real Humans ‘writing Areporesbouts problem ona school tio Listening A talk sbout the Voyager mission Reading Article: Our uncscovered wore ‘atic Exploreria tien to the native people Cando Rendon LUterture! The Lost ors by Arthur Conan Dayle writing Ashor bearaphy LUstening A talkaboutccovering newspaciesWhe eee. A WHAT A STORY! A lucky pilot 1 CBEEEE Complete the conversation with the verbs in the correct tense. Then listen and check. eresh hit find add set destroy end pull carry scream manage dive MIKE So, did you see that story about the plane that ° crashed into the ocean? ANDY No, didn't. What happened? MIKE Well this guy" off from Florida in his plane ~ a small one, only one engine ~to go to New Orleans. ANDY Wow ~that'sa long vay. MIKE Right, and it's usually too far fora plane like that, buthe had? extra fuel tanks. However, after he had begun his journey he realised he didn't have enough fuel to? on flying, so he radioed New Orleans and told them that he was in trouble. He told them he had to land the plane in the sea, ANDY In the sea? MIKE. Yes, there was a fishing boat not far away that was able to pick the pilot up. But here's the incredible thing - and you can see it ina video. The plane had a parachute, butit didn’t work and the plane started to! towards the sea! But then almost atthe last minute, the parachute pulled the plane horizontal, ust before it $ the water. The impact almost ® the plane. ANDY And the pilot? MIKE He was OK. He? toget out ofthe plane and into a life raft from the fishing boat. Then the people from the fishing boat came and e him out of the raft and took him to the ship. He was OK, so he didn't? up in hospital or anything, Now they're trying to ‘0 out what went wrong, ANDY Wow —Id have been so scared if Id been in that plane. fd have really loudly! Read again. Answer the questions. 1. Where was the plane flying to and from? 2. Why had the pilot added extra fuel tanks? What did the pilot use to try to land the plane safely inthe sea? 4 How was the pilot rescued? Descriptive verbs 1. Match the verbs with the definitions. 1. demolish ato hitvery hard and break 2 dive b torunaway quickly 3 flee «to godown quickly 4 grab d to destroy completely 5 rage eto shout loudly in ahigh pitch 6 scream — f totake hold of something quickly 7 smash g_tohit 8 strike bh tobumnvery fiercely 2. Use the correct form of a verb from Exercise 1 tocomplete each sentence. © Thecarwent out of control and. struck. alorry coming in the other direction. 1. By the time the spy was identified, he the country. 2 The house was old and unsafe so the local authority it 3 Come on, we're late! let's go! 4 By the time the fire service got there, the ire for over twenty minutes. 5 When she got back to her car, she saw that your coat and someone the window with a brick. 6 butnobody heard me 7 She off the bridge and into the river.Phrasal verbs 1 Complete the sentences from the story. Then read again and check. 1 The pilot Hawai 2 The pilot was OK so he didn’t 3 Now they're trying to fuel calculations. from California in his plane to goto in hospital what went wrong with the 2 Choose the correct options. 1. My father gave up I ended up smoking five years ago he feels so much better now! Ifyou're bored, why don't you give up / take up a hobby? If there's a problem, tell e and we can sortit out blow itout. Don't stop! We have to geton carry on running to the finish We're off on holiday ~ I'm looking forward to I looking into it ‘There are lots of good players here but she's the best — she really stands out I looks out. 7 We had to stay in the town because our car broke down | blew out 8 Allthe hotels were full, so we took up / ended up sleeping in ahostel Childhood memories 1 ‘Work with a partner. What do you remember about your first visit to the cinema? (e.g. who you went with, what the film was, ete). 2 Read the extract from an autobiography. Which of the things that you remember are mentioned? 3. Read the extract again and answer the questions. Who couldn't go to the Children’s Matinees? Who did the writer go with? Why did they go early? When did the children usually cheer? ‘When did they boo? WELCOME Elements of a story 1 Use aword from the list in each space. lot set hero character sending villain dialogue I read a book last week called Vienna Trop. Iwasa thriller — a kind of detective story. leis in Vienna, Austria. The 2 of the story isa woman called Vera, who helps many of the other 3 to escape from a terrible situation - they have been kidnapped by a horrible old man called Schwartz, who's the* of the story. Anyway, the book's quite good. | thought the overall ® vas quite exciting and ithad a nice unexpected twist at the end. (Iwor't tell you the ® s though, in case you read the book yourself) And I really liked the” | too ~ the conversations between the different characters sound like real people talking to each other. A good read -I'd recommend it 2 In small groups, find an ‘example of each of these from a film or book 1 agreathero 2 agreat villain 3 agreat plot 4 agreat ending Talking about past routines Complete the sentences from the extract ‘Cinema paradise’. Use would or used to. vt love going to the cinema when Ivaas a kid 2 Mybrother take me. 3. The hero always won, and we cheer when he di. 4 Some kids throw popcorn {im in my 6s now ané used to love going to the cinema when Iwas ki. Back inthe 1950s, there used to be a thing called Children's Matinee at the cinema in the town where ve lived. t-was wonderfull Every Saturday morning, the cinema would show fms for ids — only kids. They showed cartoons and cooy fms, adventure fins, detective films and science fiction — everything that id loved backthen (and guess they stil do) Mybrother used to take me—ne was ive yeas clr than me, Wed alas try to get there carly 50 we cou get seats inthe font row, ‘or at least, one or two rows back. The cinema sold ice cream and popcora and we would buy ‘as much as we could and then stand watch the films while stuffing ourselves with foo. We loved the cartoons — we laughed a lot; ur favourite was always Tom and Jerry and we cheered when we saw the opening pictures. And then there were the adventure fis. The plots were often terrible, and the dialogues too, butwe really didnt care after al, we were kids! We used to boo the villains and cheer the heros. Some kids used to throw popcorn atthe screen when the villain came on ~ the cinema slaff sometimes tried to stop us but usually they gave up! The ending was always completely predictable of course ~ the hero always won, and we'd cheer like crazy when he di!B AN UNCERTAIN FUTURE Future plans 1 EXDERE] Read the conversation, Put the phrases into the correct places. Then listen and check. when you leave school geta good degree to start a family and then travel the world then retire before I think about settling down MUM. So, Greg, have you thought about which university you want to go to yer? GREG told you, Mum—I'mnot so sure that | want to goto university. MUM. But if you! , youll be guaranteed secure future. You know, perhaps in ten years time, you'll be managing a huge company! GREG But that's justit, Mum —I don't want to manage a big company or a small company either. don't want to spend forty years doing that, 2 and wonder where my life went. That's not the future | want - think. MUM. Well, so what are you going to do? bes Life plans GREG 'mnot sure yet. Maybe wark, save a bit of 1. Use the words from the list to complete each money + for a few months, yau know, sentence. get some life experience. ‘MUM. Well, that won't do you much good. In this day and age, employers want people with work. srogs enloyers vant peop 1 imendedtothewo when ge to Greece, | loved it so much that | stayed. leave settled retied travel degree start career promoted GREG Well, maybe you're right, Mur. But even so, I want some time for myself® 2. Ihave no idea what to do when | school MUM There's nothing wrong with settling down. 3. She got an excellent from Harvard. That's what your father and I dia. 4 He worked realy hard and after a few months he GREG | know, Mum and that’s fine -it was fine for got you and Dad, back in the last century. But the 5 My grandfather worked for the same company for worlds different now and people have such forty-two years, then he different aims, ideas, everything! 6 Accourse in marketing isa good way to start a MUM. Yes, | suppose so. You'e right insales. GREG But dorit worry, Mum. mean, fd like 7 They bought a house and down in the « some time. $0 you'll be playing town where they grew up. with your grandchildren one day - | hope. & They feel they haven't got enough money yet to Mun Well, 'm delighted to hear that, Greg! afamily. 2. Mark T (true) or F (false) or DS (doesn't say). 2 Work in pairs and answer the 1. Greg and his mum have talked about questione: Then compare youranevers small groups. university before 2 Greg's father works for a big company. 1. Atwhat age can people leave school in your 3. Greg definitely wants to leave school country? Do you think this isthe right age? and travel. ‘Why (rot)? 2. Atwhat age can people retire in your country? Is ithe same for men and for women? Do you think this isthe right age? Why (not)? 3 Isitimportant in your country to geta degree in order to have a good career? Why (not)? 4 Greg's mother values work experience. 5 Greg would lke to have childrenFuture continuous 1 Use the verbs in the list in the correct form to complete the sentences. study listen live work travel wonder In ive years from now, 1 the world, 2 Iwont at home anymore. 3 il at university 4 Some of my friends will for companies. sri to the same kind of music as! donow. 6 ri stll what to do with my life 2 Work with a partner. Which of the statements are true for you? Which statements are true for your partner? Future perfect Complete the text with the future perfect form of the verbs in brackets. Don't worry about Greg. He'll be fine. By the time he’s twenty he! (leave) school and he : (save) enough money to travel around the world, By the time he's thirty Greg. : (travel) around the world and = (decide) what he wants to do with his life. And by the time he’s forty, Greg . (settle) down and ‘ (start) a family. Being emphatic: so and s 1 Complete the sentences from the conversation on page 6. 1 I'mnot sure | want to go to university, 2 People have different aims, ideas, ‘everything! 2 Make these statements more emphatic. Use so or such 0 Going to university is a fantastic idea. Going to university is such a fantastic idea. 1. The thought of working in the same job for 40 years is terdifying, 2. Traveling gives you important experience. 3. It'sanawful waste of time to go traveling, 4 Deciding to settle down isa huge decision 5. It'samazing news that you want to start a family 3. Who do you think said the things in Exercise 2 = Greg or his mum? Write G or Min the boxes. om 2 4 1 3 5 WELCOME 4 Work with a partner. Which of the statements in Exercise 2 do you (not) agree with? Why (not)? ‘treme adjectives 1 Look at the emphatic statements in Exercise 2 again. Find words which mean: 1 really scary 2 really good 3 really bad 4 really big 2. Write the words in the correct places. hot delighted interesting exciting huge terrible scared miserable freezing brilliant tiny funny Gradable adjective Extreme adjective 1 bad awful 2 good fantastic / wonderful / Famazing 3 fascinating 4 terrified 5 hilarious 6 happy 7 sd 8 thrilling 9 big Fenormous 40. small Fminute 1 cold 2 boiling 3 Complete the mii extreme adjective. ialogues. Use a suitable © A Itscoldin here isn't it? Yes,it's freezing | ‘Are you happy they're coming? Yes,tim He tells funny jokes, doesn't he? Yes, they're This room's small Small! t's ! So, it's good news, right? Yes, i's Were you seared? Yes, was. 1was ! ‘Wes the film really that bad? Yes, it was. twas er ererorerere 4 With a partner, write three more mi dialogues using words from Exercise 2 that don’t appear in Exercise 3.C HOW PEOPLE BEHAVE Conversations 1 Listen and match the conversations to the pictures. Write 1-3 in the boxes. 2 Listen again. Complete the spaces with one word. 1 STEVE What's the matter with you? MEGAN Didn't you see? | held the door open for that elderly lady; llet her go through in front of me. STEVE Yes, | saw that. It was very thoughtful of you. Very MEGAN But she just walked past me and didn't say ‘thank you’ She didn't even look at me! It's so Think STEVE Oh, you get so worked up. She was probably just thinking about something else. 2 MILLY Hi Jack. Here are your headphones. JACK My headphones! I've been looking for them. So, youtook them? MILLY Yes sorry, | should asked you, know but JACK Well, give them back. You're not to take my things without asking! MILLY OK. I'm sorry. But you don't have to be so do you? 3 JASON I'mreally fed up. just heard that Paul, one of my best friends, is going to move to Canada. SARAH Oh, that’s a shame. But never you've got other friends, haven't you? JASON Yes! know, but Im going to miss him a lot. He's realy fun to out with SARAH Well, you don't to lose touch with him, do you? You can Skype. JASON. That's right. And perhaps my parents will me go and visit him sometime. 3 Work with a partner. What would you have said in these situations if you were: © Steve? © milly? © Sarah? Personality ‘Work in pairs. Choose six of the adjectives. For each one, think of something that someone could say or do to show that quality. calm cold generous kind lively polite rude selfish shy thoughtful tunfiendly warm If someone talks to you without smiling a being friendly ~ well that's cold Using should What could you say in the following situations? Use a form of should and a personality adjective. © Someone has given you an expensive present. You shouldn't have spent so much! That was 50 generous of you. 1A friend of yours has said something unkind to a mutual friend. 2 Your friend wants to ask someone to dance but is shy. 3. A child doesn’t want to let another child play with atoy. 4 Someone is getting angry because another person was rude,Career paths 1 Name these jobs. 2. Read the article quickly and find which of the jobs in Exercise 1 it mentions. TIPS FOR CHOOSING A CAREER Choosing a career - something you're thinking of doing for the rest of your working life - isn't always easy but ‘equally, it doesn't have to be the agony that some people make it. Here are our tips to help you make up your mind. HE} Don't let other people tell you what to do! There are alvays people who wat you to became 2 lawyer, or workin banking, or bea teacher Listen to them, bu member ts your ite and its your decision, so be sue that youre the one wo makes that decision! TIES consider what you think you're good at. its tue that tings the salary are important, but cont lt financial consideration lead you down the wrong path. Follow your heat and your personaly ~if youre not very outgong, ort go fra ales job, even ifthe pays 006. Inthe seme way, you dont ike work that involves paying lots of attention to cet, think lng and hard before you decide todo ‘something like applying to study engineering at university. Your first decision isn't forever. ‘Some lucky people get t right frst time = they choose a job, find they love it and stick ait. But itisn't always lke thet, so remember - you'r allowed to change your ming! Certainly, its no good agonising for years: maybe you've got three or four possible things youtd lke to do, so come to a decision and try one ~ and if you don't ike it, try another one, Do something of value. ‘Some people choose their career simply because they think theyll earn huge mounts (of money (although the careers which pay the most also have milfons of people who never make it tothe top). OK, i that’s what ‘you want. But generally, people get more satisfaction out of their career if they fee! they are doing something valuable for others. It doesnt have to be charity work —it could be a job that helps other people, ike being 2 child-minder. Just don’ forget that job satisfaction isnt only about money. 2 Put the four tips (A-D) in order to show how useful you think each one is. (1 = most useful, 4= least useful.) Compare your ideas with a partner. Decisions 1 Complete the questions. The first etter has been given to you, 1 What do you find it difficult to m decisions about? 2 When do you thinkit’s wrong to change yourm __? Can you remember time when you couldn'tm your mind about something? 4 Who do you talk to before you ¢ t_adecision about something? 5 What kind of things do you think | andh about before making a decision? 2 Answer the questions in Exercise 1 for you. ‘Make notes. Then discuss your answers in a group. Pi 1 Use the correct form of make / let / be allowed to to 2 complete the sentences. 1 You should never you. No one can you doa job that you don't want to do. In more and more jobs now, people home if they want to. 4 My mother's boss ‘When my father worked in a bank, he office ~ can you believe that? 6 This company its employees start work at eight, nine or ten o'clock, as they lke, other people make decisions for ‘work from her work late sometimes. smoke in his Write sentences about your perfect job or career. Use make / let / be allowed to in some of your sentences. My ideal company lets all the exployees play their own music,10 D NEW THINGS A change of lifestyle 1 CODEN Read and listen to the conversation. 1 Where are Tom and Ingrid? 2 Who doesn't want to be there? Why? 2. DINE Listen again and complete the conversation. You said it opened at eight o'clock. ‘And I was wrong! Im sorry, Don't be so 1 -Itllbe open very soon. INcRID TOM [already wish I hadn't come. INGRID_Oh come on, Tom. We? : didr't we? You said that you were fed up with your? lifestyle. TOM True. And then you* ‘me that the best thing to do was exercise INGRID. Right. And 15 youto come with me to the leisure centre, and you agreed, so here we are. We're going to work out a bit and then youll feel great. TOM always feel® wearing sports gear. "ve got thin legs INGRID_ Oh stop complaining, Tom. There's nothing. wrong with your legs. TOM asked you what |” ‘wear and you said shorts, But look terrible! INGRID. Look, no one here cares — everyone is completely unconcerned about what other people look like, they're all 00 busy doing exercise TOM — That's completely untrue! INGRID_ Tom, l'm beginning to wish |® invited you. Oh look, it’s opening, Come on then, let's go in and start. 3. Answer the questions. 1 Why has Tom agreed to do some exercise? 2. Why is Tom not happy about wearing shorts? 3. Why, according to Ingrid, are people nat worried about other people's appearance? 4 Why do you think Ingrid says:''m beginning to wish hadn't invited you'? Reporting verbs 1 Rewrite each sentence. Use the verb in brackets. ° 6 ‘Please come to my party, Jim’ (invite) She invited Jim to come to her party. "You should watch this film. (recommend) He ‘No-I won't help you, Molly’ (refuse) He ‘Tm late because there weren't any buses: (explain) She “OK, Illlend you my jacket, Tony: (agree) He “OK, Alice ~ I'l go tothe cinema with you. (persuade) Alice ‘Goon—askhim, Sue! (encourage) I 2 Work in pairs. Tell your partner about: 1 2 3 atime someone persuaded you to do something, a book or film that someone recommended to you something you would not encourage another person to do atime when you refused to do something that another person wanted something you once agreed to do, and then regretted it Negative adjectives 1 Write the negative form of these adjectives. 1 2 3 2 Complete the sentences happy 4 concerned patient 5 regular possible 6 legal ing the negative form of an adjective in the lst. ‘expensive important logical formal responsible polite © I dor't like spending alot of money ~Ilike to buy inexpensive things 4 it’san party. Wear what you want. 2. The way you dress for school is sits better to focus on your studies than what you wear, 3 The way he was explaining the maths problem seemed I didn't understand 4 My brother never says please’ or ‘thank you! he's so 5 You've got an exam tomorrow. It's to goto bed late,