Mike Sayer

Kate Fuscoe Barbara Garside luke Prodromou

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• leacher"s Edition'
• Mike Sayer

• ~CMILLAN
•
Kate Fuscoe Barbara Garside Luke Prodromou
 Contents

\...-

"-
IV Welcome to Attitude!
VI Introduction
viii Student's Book Contents
6 Unit 1
16 Unit 2
26 Unit 3
36 Review 1
38 Unit4
48 Unit 5
58 Unit 6
68 Review 2
70 Unit 7
80 Unit 8
90 Unit 9
~ 100 Review 3

-
\...-
102 Unit 10
112 Unit 11
122 Unit 12
132 Review 4
134 Songsheets
146 Communication activities
T262 Workbook answer key
T266 Workbook audioscript
 Welcome to Attitude!

Dear Teacher.
-
Welcome to Attitude, the course that will help you transform your students from learners
to successful users of English.

The course follows our USER approach. where students ...

m Understand language use in context.
E) Strengthen communicative skills.
m Explore the structures and use of the English language.
Ii Recycle and retain previously learned language.

m Understand language use in context

Students must encounter language in context to see how it is used. Every lesson in Attitude begins with
exposure to the language in situations which allow the user to make a personal connection with the topic.
In order to take a more active role, users are often invited to comment on or discuss an aspect of the theme
before any formal explanations are introduced.

Strengthen communicative skills

Most students evaluate their language ability by how well they can speak. Speaking starts early in Attitude
and is often integrated with the other skills to encourage communication. All skills in Attitude are practiced
interactively: both the listening and the reading tasks encourage student s to actively construct meaning and
respond appropriately. Writing is often a forgotten skill. but in Attitude it forms an integral part of each
lesson, and is given a special place in Develop your writing sections which present and practice varying
aspects of the writ ing process.
In the fourth lesson of each unit, students have an additional opportunity to use newly learned language in
the contelct of a real life task carried out with a group of classmates. Not only do students use English to
negotiate the task with their fellow students. they also further extend their command of the language by
comparing their process to that of a group of native speakers they hear performing the same task.

Explore the structures and use of the English language

In Attitude, grammar is presented and practiced in a straightforward yet meaningful way. Students are
often presented with an inductive task in which they have to figure out how the structure works in English,
discovering both use and form . They then have opportunities to practice that structure and the chance to
connect the language with their own world. feelings and memories. The Develop your learning section
introduces further learner training techniques to help students become better learners.

D Recycle and retain previously learned language

Repetition is very important in language learning, but quality repetition is vital. Attitude has three built-in,
unique ways of recycling the language within and between units to ensure recall:
_lesson four in every unit has been written to reintroduce and re-contelctualize the language in the previous
unit, taking into account the language accumulated up to that point in the book. The aim is to reinforce
understanding of the language and how it is used, through real-world tasks.
_ Language is also reintroduced by the Language Resource sections found at the end of each unit. These are
more than just summaries of grammar and vocabulary, they promote an active, awareness-raising process
of review.
- The Review units are a user-friendly way of revising. They have a test-like quality but are also varied and
fun to do.

As each lesson in Attitude progresses, the language needs of the learner evolve. They need more challenging
contexts in which to stretch their English to the limits. So Attitude builds on the topiCS and activities of the lesson's
initial stages, focusing increasingly on freer tasks where students have the opportunity to explore the language as it
relates to their own experience.
Attitude gives students a unique opportunity to find their own voice and to be who they really a re - in English'

The Authors x Feedback

We'd love to hear how Attitude is working for you. Please send a ny comments or
experiences you'd like to share with us to attitude@macmi1lan .com.
What's in Attitude?
A ttitude for students
The six levels of Attitude take learners from starter
to advanced. Each Student's Book contains twelve
units, each of which focuses on different aspects of
an overall theme over four lessons. Students are
presented with content that is interesting and
thought provoking, and from which language ski ll
development exercises naturally flow. Key support
for reading texts and other activities is provided
" through Glossaries and Notes. There are
comprehensive language Reviews and sections
A lesson from the Studenfs Book
developing writing and self-study skills.

Attitude Workbooks consolidate and practice the

language presented in the Student's Books. The same
activities are available in a choice of print format
(with audio CD), or on an interactive CD-ROM.
Grammar, vocabulary, pronunciation, reading and
listening activities relate to the topics in the
Student's Book. language Practice activities
'- consolidate the language learned in a particular unit.
---
,

The Grammar Summary is a useful resource fo r when

;":::;:-==
a Student's Book is not to hand.

Watch w ith Attitude

Attitude DVDs offer high-interest video clips, linked
in theme and content to the Student's Book. The
DVD itself contains pronunciation, speaking, and
everyday English activities. In addition, DVD Activity
Books offer a variety of activities to guide students
c_
through the DVD. Teaching with Attitude DVDs is
easy - just press play on your remote control and let
students practice and learn; it's rewarding - students
understand real language and culture seen in
'" a Worksheet from contexts that immed iately come to life; and it's fun -
the DVD Activity Book. students get to watch lV to learn!

Attitude for teachers

Teachers working with Attitude can make use of the follo wing resources:
Attitude Teacher's Edition Attitude Class Audio CDs
An interleaved format combines the Student's Book Two CDs per level contain all the listening material
content with all of the elements needed to make associated with the Student's Book lessons. They
teaching with Attitude a success. include cover versions of the commercially available
Attitude Resource Books songs referred to in the text.
Over thirty activities from a variety of authors Attitude Test CD ROM
provide options for supplementing the Student's The test CD ROM contains a wealth of testing
Book and Workbook, particularly in the areas of resources to help you place students within the
speaking and writing . Each activity is based on a program and then monitor and grade their
photocopiable worksheet, and is accompanied by progress. Tests come in both ready to print and
comprehensive instructions for its implementation. editable formats.

Welcome t o
Introduction
The Attitude Teacher's Edition can help you to
• Check the answers to an activity.
• Check the aud ioscript for a listening activity.
• Plan how you will introduce and monitor the exercises.
• Add value to your classes with alternative presentations and additional activities.

The Student's Book page Objectives

This is reproduced full size and in color The objectives for each lesson are cont ained
to facilitate both planning and carrying out in a chart at top of the page.
the lesson.
-

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Overprinted Answers Audioscripts
Answers for many of the exercises appear Wherever possible, the audioscripts are
overprinted on the Student's Book page, printed at the bottom of the page where
making them easy to find. they are to be used. Occasionally, due to lack
of space an audioscript may be located on an
adjacent page. In these cases you will find a
note indicating where to refer to.

Introduction
 Icons Explained
The Teacher's Edition includes
Additional Notes icons that suggest classroom
Within shade boxes you will find a variety of organization and how much
time to allot to each exercise.
information that will be invaluable when you
The icons you will find are as
have time available to plan your classes in depth. follows:
Topics covered include the following:
Introduce the topic: ideas are provided for you to Classroom organization
vary the way you introduce each lesson. Often
these activities can be carried out without having
Students work individually
t
students refer to their Student's Books.
Presentati on alternative: frequently, alternatives
are provided for you to vary the presentation of
Students work in pairs
t
the exercises in the Student's Book. Often your
Students work in small groups of •• •
~.,.II
between three and five students
own classroom situation will determine which is
the most effective way to approach an activity. Students work together as a
Additional activity: activities that extend the whole class
exercises in the Student's Book are provided for you
to use if time allows. Often these activities invite Timing
students to contribute their own ideas. The timing icon provides three
Quick grammar guide: background regarding the pieces of information at a
grammar point and a list of typical student errors glance.
to watch out for. This section shows how much time
Pronunciation not e : background to the will have been used up at the start
pronunciation point and ideas for further practice of the exercise.
exercises to help students in this area.
This section shows how much time
to dedicate to the exercise. - ---'

This section shows how much time ___---'

Icons remains in the lesson.

Icons in the margin give information on suggested Note: The icons are intended
classroom organization and on the comparative as a guide to help you. If while
timings of the exercises. See Icons Explained for planning your lesson you
more details decide to do things differently,
we have provided plenty of
space in the margin for you to
make your own notes.

Procedural Notes
Real classroom research underpins the choice of
what to include in the procedural notes for a
given activity. The notes for an exercise are easy to
find thanks to the color coded reference, and Attitude uses the following
provide information that is immediately relevant terminology to refer to
verbs:
to the classroom situation. A lifeline when infinit ive - eat, sleep, etc.
preparation time is limited! infinitive with to - to eat,
to sleep, etc.
simple present - eat/eats,
sleep/sleeps, etc.
simple past - ate, slept, etc.
Workbook Answers and Audioscripts present progressive - is/are
At the end of the Teacher's Edition you can find the eating, is/are sleeping, etc.
answers for the Workbook exercises and the audioscripts
for the listening passages in the Workbook.

Introduction
 44 Rec,de: presslI perlecl.
used with present perfect

Unit 4 Longuoge Resource Vocabulary summary

lesson 1 Inventions 48 Third conditIOnal Everyday oqocts

Stn= 00 """""""

50 Descrorg lox!
""'"
i' 52

"'" """'" ~

Unit 5 Language Resource 56 Grammar summary. Vocabulary summary

Lesson 1 Foc1 or fdian? 58 Oe<>.coon LiteratlK9 Cootmo""'"

context

lesson 3 Fad 10 fonlosy 62 Review: the passive Avoiding repetition

-:;:;:;;;!:;:;;;;;-_, Lesson 4 Urban myths

~I

U"'
~·~~~~~.!esotnC '
~~.~ .. ~G - - ..
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64 Rec)de: past J)€rlect sfTl)e c:nd
p-oges:sfIIe. tIYd conciticnaI

:::m~M::.!::::::~,~Voc
~'~b~ulary summary
 Skills Development
Develop your
Reading Writing Ustening Speaking learning/Writing
Amagazine artide

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Exctmgng rnormaticrl
obout """"
An informal e-mail A",,,,,,,,,,,,,,,,
Mnd",'''",
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A"""""'" AIoct"" MakI'lQ' associations with

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Coo1pM"lg a wntten A tou"gUde ~ and COIlIf'aStng
'-- and spokeJl text
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Develop your leaming

AITWi autobiography

Interviews
---""
rnormatlOO
Usng a dctionary

Short biography extracts A conversation Discussing personal regrets

-
'- InslructOOs Writing questions fa( A quiz
a quiz
i Infonnal e-mails

An Internet artiCle An int€.'fVie'w Discu:ssng use of ceIphones

'- AIoct""
A discussion

A"""" _.
DesIgrrog and presenUlg a
 Language Development
Vocabulary Pronunciation
,",lace

UtSSOfl 2 Body lolk 72 L..hkefs expressng contrast ~ deso Oil IQ persalaity Intonation of feE*'lg
Body language
lesson 3 Dishonesty 74 The --#Ig verb

lesson 4 Interview Visuol. 76 Recyde: ded..ctol and

vocal, verbal possbity n \he past. the pa$SIYe

Unit 7 language Resource 78 Grammar summary. Vocabulary summary

lesson 1 The great picture 80 Ncul clauses (1) Trnck <Yld field
,how (uSi:lg wtJ-question words)

..,
86 Recycle: linkers expressing
contrast and -Ing verbs

Unit 8 language Resource Grammar Vocabulary summary

lesson 1 Beauty Of health? Non-de!ifvng relatrve clauses Your mage and healtl1

l esson 2 1,0. 92

94 lag

. ""'" "'"""
WId reialrvs clauses

Unit 9 Language Resource 98 Grammar summary, Vocabulary sunmary

Lesson 1 ~O 102 AEMew and extension:

104
The world
around us Lesson 3 GM 106 lood

Unit 12 Language Resou rce 130 Grammar summary, Vocabulary summary

Songsheets 134
Corrv'nurlcatkln acllvrties 146
[);ctiooary work 152
158
 Skills Development
Develop your
Reading Writing Ustening Speaking learning/writing
A psycfloIogy article A detailed description Describing people's faces
~ of, face
Inlervie'l-v with an expert Making inferences about
_oct~

A questionnaire Discussing a moral dilemma

-
~
A short stOl'j
Job ads, O./s and
interviewe!s ' notes
An interview panel
A role play
Assessing candIdates
Making a presentation Using a monolingual
dictionary

-
Extracts from a sports

from a martial arts A radiO phone-in

M informaJ convetSation
Ranking photographs
according to

A role play
criteria

Develop your writing A short report

--- --~~--~-----,~~~~--~~----~------~~~~--~---,~~~~----
A radio presenter's notes A presentation Discussing beauty and how
it is maintained
AAI
M I artiCle "'"
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Anewspaper artiele A radio discussion of inproving
1
All informal discussion Ar.atyzing learning styles

A magazif)El article A

A FAO page FADs 011 a website A college seminar

Extracts from a science book

'- ATV
A radiO interview

of cordl.d.
Working IoVilh
Develop your learning
""""'"""
An

__ exam leallet

website ad
An informal talk A{jreeing and disagreeing
>Nith statements

Discussing further educatioo

Anewspaper article i

A quiz

The writing part of an

 1 Speaking skill s
a Pu t a chock nexl to the wo rds that describe your firs t name
or your last name.
My first My last 2 Reading skill s
name ... name ... a Imagine you are an agent for
.. . is common in my country. unknown actors and singers. Look
at some names of your new
.. . is easy to pronounce.
clients. Would you advise them to
.. . has a meaning. keep their names or change them?
Why? I Why not?
... is fashionable.
William Bradley Brad Pitt
.. . is traditional.
Louise Ciccone Madonna
.. . is easy to spell. Ram6n Estevez Martin Sheen
... has a diminutive, e.g. Bob, Liz. Mary Ann Evans George Eliot
Neftali Reyes Pablo Neruda
... sounds nice. Robert Zimmerman Bob Dylan
b Read the article below. Find the
b In groups, exch ange information about your names. names that these peop le use.

Why People Use Pseudonyms By Alex McCarthy

sounds too "foreign", it may be changed '-.....-
to something that is more recognizable in a
market. So in the film world, Ram6n
You can't choose the name you are given wrote under 75 different names. The Estevez adopted the name Martin Sheen .
at birth, but in many countries you can reason? "When I use a different name, I Or maybe the artist's real name doesn't '-.....-
change it legally when you reach always write in a different way," he sound very attractive - Chad Everett does
adulthood. Of course, most people never explained. In most cases, however, the sound a lot better than Raymond Cramton
change their names even if they feel reason is for social, historical, political, or
unhappy about them. However, some Artists sometimes choose the name of
cultural reasons. Here are some of the most
people do take this course of action- common . someone they admire. Robert Zimmerman
particularly artists! What makes an artist changed his name to Bob Dylan because 0".
The person's real name is just too long and his admiration for the Welsh poet, Dylan '"-"
want to change their name? Sometimes it's
difficult to remember. Let's be honest, Thomas.
for purely personal reasons, such as the
Madonna Louise Ciccone is not as easy to
Nobel Prize winning poet from Chile, Another reason may be practicality: in the
remember as just plain "Madonna" . And
Neftalf Reyes. He didn't want his father to past, women found it very difficult to get
short names are much easier to remember:
know he was writing poetry, so he changed published. To avoid this situation they
William Bradley became Brad Pitt and Edson
his name to Pablo Neruda when he was a sometimes gave themselves men's names,
Arantes do Nascimento became Pele.
young man . At other times the reason may so the English author Mary Ann Evans
appear eccentric; take the case of the Sometimes names are changed for became George Eliot, and she did get her
Portuguese poet Fernando Pessoa, who marketing purposes. For example, if a name books publ ished!
GLOSSARY
pseudonym an invented name that an arti~t
uses publicly instead of their real name

Unit 1 You and me

 Objectives Topic: names
Grammar Pronunciation Reading Speaking
simple present. sentence stress a magazine article exchanging information
simple past about names

Write your nome on the board and tel! students something about it This provides a good model to help Introduce the topic
students do Exercise lb_ For example, My name is Elizabeth Mon tgomery. My first nome's a traditional nome
and pretty common but not vef}' popular. It's difficult to spell and pronounce. Elizabeth hos many diminutives,
liz. Lizzie, Beth. I really like my name.

1 Speaking skills
Ask students to check the words that describe their names in Exercise la. Allow a few minutes.
Then put students in groups of three or four to do Exercise tb. Model what you want the students to
say. They could either take turns to summarize information, My name is quite common but not very
fashionable, or they could ask and answer questions, [s your first name fashionable? No, not really.

2 Reading skills
Ask students to do the task in Exercise 2a in pairs, and then get brief feedback from the class. Tell
students that these are the real names of well-known stars. Ask whether anybody knows by what
name any of these people are better known.
Read aloud the task in Exercise 2b. Set a time limit for the reading (four minutes) to make sure that
students read quickly. Encourage students to focus on finding the names, not worrying about words
they don't know.

You ond me T6 Unit 1

 Ask slurlents to do Exercise le. Let students check in pairs before discussing the answers as a class.
Ask students to discuss the questions in Exercise 2d . Do this in groups or as a whole class.

t ·· a 3 Grammar review and extension : simple present and simple past

Have students match the sentences with the definitions in Exercise 3a. Ask them to work
individually and then compare their answers with a partner.

Presentation If you feel thai siudenls may find this matching losk difficult, break it down inlo simpler stages. First, ask students
alternative to underline all/he verbs in sentences 1to 6. Then ask them to decide which verbs ore in the simple present and
......-hich verbs are in the simple post. Final~. ask students to match the sentences with the definitions.

Quick The use and form of the simple present and simple post are, of course, review. However, students at this level
grammar regularly make errors with certain forms that they need to be reminded of.
guide: Common prob4ems ond errors
simple present.
simple past Students often forgelthe third person form, She like ... She ~ have.
Students may forget to use do/n'll/doesln'l} and did!n'l! when forming questions and negatives. Some students
may still be translating word for word from their own language. I R6 like il. 14IR}' 1R~' fJ;l'e you Ihal nickname?
English uses auxiliary verbs for emphasis. This moy be a new area for students to grasp, and it is an area in
which it is easy to make errors in form. She does likes .

Ask students to complete Exercise 3b individually, Then have thorn check with a partner before
discussing the answers as a class.

4 Pronunciation: sentence stress

Quickpronunciation English is a stress-timed language. Stressed syllables are given much greater weight than weak syllables.
guide Speakers of some languages tend not to give the strong syllables enough emphasis and give too much stress
to weak syllables. II is important to get students to exaggerate the stress when practicing pronunciation.

After students have listened to and noticed the stressed words in the sentences in Exercise 4a , ask
them if they can tell you the answer to the questions in Exercise 4b .

An swers: Verbs and nouns are stressed. Words that don't carry the main meaning of the sentence,
like articles, auxiliary verbs, and connecting words, are not stressed.

Ask students to work in pairs to mark the stresses in the conversation in Exercise 4c . Tell students
to try saying the sentences to each other in an exaggerated "English" way to help them work out
which words might be stressed. Go around the class and help stu dents.
Ask students 10 listen and check their answers. Play the audio for Exercise 4d a second time so that

.•.. students can listen and repeat.

5 Speaking skills
Ask students 10 discuss the topics in small groups and tllCn report their findings 10 the class.

Addrtional activity Ask students in their groups to decide what they think would be the perfect pseudonym for peaple who wont
10 do the following iobs. You could osk them 10 think of a nome in English or their own language.
Q pop slor Q movies/or a politician a foolball player Q leacher

\'-----~ \~'-------~
Do you like the name? A So what does your fomily call you?
What does your fomily call you? B They call me "Buzz:
A "Buzz?" Why do they call you -Buzz"?
B Because when I was a kid, I mode that sound
when I played with my corso
A Do you like the nome?

-
Unit] T7 You ond me
 c Who said these things? Read the article again and 4 Pronunciation: sentence stress
write the pseudonyms. (There may be more than \1'
a Listen. Notice how some words in the sentence
one possible name.) are stressed more than others.
1 Well, I changed it to make it sound more ••
"A . " ...", __ L _ 51 ..~ Do you like the name?
mencan . {fI.aYU'~ nee,,, ••
2 It's much easier for people to remember, What does your fami ly call you?
don', you think? Ma donna, Brad Pitt, Pele b Which kind of words are stressed. e.g. verbs,
3 The change means I can get my work nouns, articles? Why?
published. George Eliot c Mark the stressed words in this conversation.
4 Basically, I made the change because of • •
A So what does your family call you?
my father. Pablo Neruda • •
B They call me " Buzz".
5 I always admired him so that's why I adopted
A "Bt!zz"? Why do they c: ll you "B ~zz"?
his name. Bob Dylan
B Becat se when I was a k!d I made that sound
d DisCllss these questio ns. when I played with my c: rs.
1 Oid anything in the article surprise you? If so, A Do you lit e the n: me?
what?
2 Which names in the article do you like the
o d Listen and check your answers. Then repeat.
most? Why? 5 Speaking skills
3 Would you ever change your name? Why? I
Why not? a In groups, talk about the following:
1 your first name and how you got it.
3 Grammar review and extension : simple 2 your nickname and how you got it.
present and simple past b Tell the class about anything interesting
a Match the sentences with the correct definition. you discovered.
1 Artists often change their name. b
2 Chad Everett does sound a lot better than
Raymond Cramton. r
3 The Earth moves around the sun once every
365 days. c
4 He changed his name to Pablo Neruda when
he was a young man. a
5 In the past, women found it very difficult to
get published. c
(j I feel unhappy about my name. d

a a single action that is now finished

b a regular, repeated action
c a fact that is always true
d a present feeling or desire
c a continuous situation or a repeated action
that is now finish ed
f a present fact that the speaker wants to
emphasize
b Complete the conversation with the simple
present or simple past.
A So what do your frien ds and family
call you?
B My friends here at college always 1 ~
(call) me Richard, but my family calls me
"Buzz".
A "Buzz"? Why 2 did they ~ (give) you
that nickname?
8 Well, when children play with cars they
nonnally 3 ..BY.. (say) Brooomm, but when I
was a child I always 4 said (say) Buzz. So
they called me "Buzz".
A Weird! And when did they give you your
nickname?
B When I 5 w as (be) about four.
A And 6 --.!l!!.... you like (like) the name?
B Hmm. I 7 like (like) it, but I wouldn't want
my friends to call me "Buzz"!
·
Lesson 2 Signatures
2 Listening skill s
a Write one of your answers from Exercise 1c onto a
piece of paper and add your signatlUe.
b Now compare your handwriting with other
students.
1 The average handwriting is 3mm in height. for
leiters such as a. c, n .

Is yours large. 5mall or average ?

2 Does your handwriting slope to the right or

the left?

3 Are your letters ~ or separate ?

4 Do your leiters have b !t)(yJ~'~ ?

5 Does your hJ"1'\! Lt"'<.¥I9' C}v~ or is it

always the sa me (in one sentence)?

Listen to a couple talking. How do yo u think they

are feeling?
Listen again. Put a check by the adjectives in
Exercise 1a that describe Jane.
e Choose the best answer.
1 Rob is reading 1<C, a' ,C
,1:h"in"g"'r'"
2 Jane finds graphology nterestm boring.
3 Rob treats Jane's comments seriously 1<lliE!Jj)
4 Rob wants to ~I talk to fan e.
1 Vocabulary : adjecti ves describing 5 The analysis of Jane's handwriting suggests
her personality is ۤ>! difficult.
perso na lity 6 Rob watches a lot baseball and Jane feels
a Do you think the adjectives in the box have a okay about it I rritated by I .
positive, neutral, or negative meaning? Write
them in the correct column. 3 Speaking skills
active attractive boring cold conservative a Complete the table on the opposite page for
cooperative friendly generous independent yourself by checking the "Me" column.
irritating lonely organized proud realistic b Look at your partner's handwriting sample from
relaxed romantic serious shy Exercise 2a. Complete the "Partner" column,
c In pairs, discuss the results. Are the descriptions
correct for you and your partner?
Positive Neutral Negative
d In your opinion, is there any truth in graphology?
attractive V organized active boring
cooperative V realistic proud cold
friendly ....... relaxed t/ serious ttl' conservative
generous V" romantic shy irritating USEFUL lANGUAGE
lonely Are you a shy person?
independent
\Vel/. generally
speaking, yes. btll ...
b Use the adjectives to describe yourself or According 10 the /{Jble . "--'
someone you know. you tend to be serious.
I'm kind of relaxed because I think !Jfe is too No !I'oy! flll/lJore
short to worry. light.hearted. ..........
My cousin Mary is very irritating. She can talk
for hours and that drives me crazy!
c Which adjectives would you most like to be
and which would you most hate to be?
I'd love to be organized. but I'm not! I waste
a lot of time.
I'd hate to be shy because it makes
communication very difficult.

Unill You and me

'-.- '
Objectives Topic: personality
Grammar Vocabulary Reading Ustening Speaking
present progressive adjectives describing on informal e·moil a conversotion analyzing and
personality discussing
hondwriting

Before the lesson, ask. somebody students don', know to write their signature 00 (] piece 01 paper. Use (] InfTOducethetopic
photocopier 10 enlarge the signature, and tope it 10 the board to start the doss. Ask students Do you think v.'e can
Iell a 101 about a person from a signature? IMlaI sex is this person? What can you say about hislhet personality?

1 Vocabulary: adjec li ves describing personality

For Exercise la . oncourage students to make guesses beforo using a diclionary to chock answers
they are not sure of. Thon give students the correct answers by read ing tho words aloud clearly,
showing the prolluncialion and stress. Ask students to mark \ho strong stress in cach word.

Most of these words ore cognates, so students should be able to guess their meaning. Words thot may need Checking meaning
checking ore: boring, lonely, proud, shy.
Use questions in English to check students' understanding of these words. For example, ask:
Whot is the OPPOSite of boring?
Which word is the opposite of outgoing and sociable? (shyl
Which word means that you feel alone and friendless? (Ionelyl
My class got the best grodes in the exom. How do I feel? (proudl

Give s tudents a few minutes to think of things to say for the task in Exercise lb. Ask them to write at
least two sentences. but encourage them to think of more. Go a rou nd the class ,lIId help studenls with
ideas. Put stude nts in pairs to share their ideas. and then as k a few s tudents to lellthe class whal Ihey
wro te.
Ask students to work in pa irs to share ideas for ExeN:ise le . Then as k a few s tudents to te ll the class
what their partner told thom.

2 Listening skills
For ExeN:ise 2a . ask s tudonts to write the sentence and their signature on Il separate picce of paper. not
in their notebooks. They will need to pass their handwriting sample to other students in the class.
Put students in pairs or small grou ps to compare their handwriting and disc uss tho ques tions in
Exercise 2b.
Play the aud io for Exercise 2c , and then ask students to answer the gist question.

Ans we rs: Rob is feeling mUlO yed becaus e he wants to wat ch the game - ho is unin teres ted in what
Jane is say ing. June is feeling annoyed and upse! Uocauso Rob isn't lis ten ing to he r.

Play tho audio again. The n ask students to do Exercise 2d . \1'

Ask s tu den ts to do Exercise 2e individually and then check with a partner. Play the audio again if
s tuden ts are not sure abou t some of tho answers.

3 Speaking ski lls

Have st udents do Exercises 3a and3b individually.
Before doing Exercise 3e, draw attention to the Usefu l Language box.

3'--------------------------------------------------------,
Jane Hey. Rob, look ot this. Jane If means rm serious ond generous. Rob Well. you're doing very well. oren" '/OO?
Rob rm watching the game! Rob Well. I knew thol anyway. Too serious. But I want 'A watch this game. trs finishing
Jone rm just doing this quiz obout What else? now.
graphology. Really interesting. Jane Well. my \.YI"iling slopes to the right, kind Jane You're olways watching baseball when I
Rob Gropho·whot? of like this. look. want to talk!
Jane Graphology. You know, hondwrifing and Rob Okay. Thol means yau're a great person, Rob I only watch baseball on<e 0 week.
personolity. right? Jane You're always watching it!
Rob Oh, right. Jane Rob! Well, actually il means I'm friendly Rob Oh, don't exaggerate! I only watch ~
Jane And you know I've got kind of large
and attractive. once a week.
hondwriling ... Rob Friendly. attractive, and .. er ... modest? Jane No, you dor'lll You watch baseball f?'Iery
Rob Yes, honey, I know. So whot does thot Jane And my hondwriting is connected, cloy'
mean? ...mich means rm relaxed and cooperotive. Rob Jane!

You and me T8 Unitl

 4 Grammar rev iew and extension : present progressive
Ask students to do Exercise 4a individually. Then check the answers in pairs before going through
them with the whole class.

Quick grammar The use of the present progressive in English to refer 10 future arrangements may confuse students.
guide: present Common problems and etTOrs
progressive
Students translate directly from their first language and use the simple present to refer to the future. I ¥isiI my
friends next Solurday.
Students have a problem recognizing and remembering when a verb is active or stative.
Basically, stative verbs tend to express permanency, so, I like French fries (always), I am Argentinian (always!. I
have blue eyes lalways!. Verbs of the mind (think" know, believe!, verbs of emotion llike, hole, won~. and
verbs of possession Ihave, own, belong, ore useful groupings of slalive verbs.

Ask students to check their answers to Exercise 4b in pairs. After checking the answers, go through
the rules in the Language Note. Ask students if they can think of any other stative verbs (for
example. believe. hear. love, wish).

ti 5 Reading skills
Set the scene for Exe rcise 5a by asking students to look at the e·mail and by asking a few simple
questions: Who is writing? Who is she writing to? What subject is she writing about?
Ask students to check their answers in pairs before going through them as a class. As students report
their answers to the class, ask them why they chose each tense.

Answers: 1 Here, we use present progressive to describe something happening now.

2 Here, have is a stative verb.
3 Hero. it is a temporary situation.
4 Know is a stalive verb.
5 An irritat ing habit
617 A regular. repeated action
• A futuro arrangement
Ask students to check their answers to Exercise 5b in pairs.

Answers: 1 They are friends.

2 She is 100 busy to write at other times.
3 She feels tired because she's working so hard. She feels irritated with Jenny
because she is "a pain ."
4 She's seeing Dave Jenkins next Saturday.
Before students do Exercise 5c, make sure they understand that a pain is a very annoying persoll.
Hold a feedback session with the whole class for Exercise 5d .

Unit 1 T9 You and me

 Characteristic Example Meaning M, Partner
1 large handwriting large serious, proud, generous
2 small handwriting modes!, liberal, a good friend
3 slopes to the right
"'"" relaxed, active, friendly
4 slopes to the left ~ shy, disciplined
5 upright upright independent
6 connected ~ cooperative, relaxed
7 regular, the same re9ular strong, conservative
8 irregular, changes ir re filar warm, creative, irritable

•• big loops , ;), ",( " romantic, creative

( /
~ 10 small loops rI~,/ writ!"!? realistic, likes money

'-
4 Grammar review and extension: present progressive
a Match these examples of the present progressive with their meanings.
1 I can 'I go for a walk right now because a This describes a situation thai is developing or
I'm studying for an exam. changing.
2 The rate of inflation is rising quickly now. b This describes a temporary situation or activity.
3 You're always watching baseball! --_~/'\/ c This describes a definite arrangement that will
4 I'm staying with a friend until I find happen in the future.
apartment. d This describes an irritating habit thai someone has.
S I'm seeing my parenls n ext weekend .
e This describes an action happening now.

b There are some mistakes in the senlences below. Put a check next to the correct
sentences. Correct the wrong ones. LANGUAGE NOTE
1 Mmm . delicious. I'm liking Ihis wine. X Mmm, delicious. I like this wine, Stative verbs are not normally used
2 Are you knowing that strange man across the street? X Do you know in the progressive form because the
speaker is describing "states" and
3 I see what you mean. V'
not "actions".
4 I'm having two brothers and a sister, X I have
I belong to a tennis club . ./
5 She's very rich ! She owns three houses and two apartments! V'
6 I'm being tired and am wanting to go on vacation. X I'm tired, I want I'm belonging to a tennis club. X

5 Reading skills
a Read jane's e-mail to Maureen. Choose
the correct tense.
b Read the e-mail again, Answer the
questions. Hi Maureen,
1 What is the relationsh ip between It's midn ight and I'm tired but 1 I write I'm writing a you
Maureen and Jane? now beca~;t's1>he only time I have to do an 'nee I'm
2 Why is Jane writing so late al night? so busy! I have V I'm having a new job - 'm workin I
3 How does Jane feel? Why? work at Faa 0 Go, a fast food place. It's only or a ew weeks
but it's horrible, I work like a slave !
4 What is Jane's good news'?

c Tell your partner about someone you There's this girl I work with. I think 4 you're knowing you know
know who is "a pain", her. Jenny Carpenter? She' now t.~h~
e J.i'im:~~
she always complains he's always complainin I make
There's a guy in my closs wha thinks I'm making the bur e s suppose a do the
rench
he knows everything. He's always fries, but in fact he never doe / she's never doing anything .
interrupting the teacher.
::=wa y, life isn't all bad. Remem ber Dave Jen kins? 8 I see /
d Share your stories with the cJflSS.
(l:!!!... seein])him next Saturday night !
Write soon,
Love, Jane

You and me Unit]

 -
eo-

1 Vocabulary: colors
a What color terms do you associate with tho items in the box? Make combinations
with these words.
black, blond, blue, brown, dark, light, gray, groon, hazel, red, rose, white, yellow
LANGUAGE NOTE
If you wanl coffee witho~
-
milk, say Black coffee. ~
eggs wine coffee meat bread eyes hair people (skin color) please.
U you want coffoo with .:;;:-
eggs - brown. white. yellow mill.. say Coffee, please ea-
b Check your answers with the Vocabulary Summary on page 14. (or Coffee with cream).
In British English. you caP_
2 Speaking skills
a We often associate words, especially adjectives, with colors. Do you agree or
say white coffee. e-
disagree with the descriptions of the colors below? Give reasons.
1 blue (radical, cold) I agree that blue is cold - blue eyes can be cold.
2 brown (warm, fri endly)
3 yellow (qujet, bappy)
4 green (polluting. dull)
5 red (loving. aggressive)
6 gray (respectable. fun)
7 black (unhappy, negative)
8 white (pure, death-like)
b Think of other adjectives that you associate
with these colors. Why?
I think that blue is a calm calor. It's a good
color fo r bedrooms.

Unit 1 You and me

 Objectives Topic: colors
Vocabulary Writing Ustening Speaking
colors and color a paragraph a lecture making associations with
collocations colors

Ask a few personalized questions 10 sellhe topic for the lesson: Whars your favorite color? Why? Are there Introduce the topic
any colors you don't/ike? What colors do you generally wear? What color is your bedroom?

••
1 Vocabulary: colors
Direct students' attention to lho Language Note before asking them to do Exercise 1 a in pairs.
Mako sure students find the corroct section of the Vocabulary Summary on page 14 for Exercise lb.
Noto: hazel is a light brown. slightly green color.

2 Speaking skills
Discuss the first color (blue) as a class to get students started. Then ask stu dents to work in pairs to
do the tasks in Exercises 28 and 2b . Brie ny elicit answers from the class.

"'--- - -- - - - - - -- ----,
For Exercise 3 on page 11 :::..
Welcome to the first lecture on ·CoIors and Culture: We're going to explore the ossocia1ions thot colors
have in our culture today. Bul before t begin. t just wont to say that color is not on internolioool concept.
Okay. whal do I mean when I soy that color is not an international concept? The color red is the some
for a person from Thailand and a person from Venezuela. But what Ihat color means .. the association
.. can be very. very different In the second port of this lecture, I will look at how color is interpreted In
different ways by different cultures.
Okay. lers start. In the first part of this lalk, we'liloak at the role of colors in our life. Colors affect our lives
and our feelings in many wafS. And within one culture, we all shore the some associations. As on
experiment. I wont 10 ploy a lillie game with you. I'm going 10 talk oboul two different colors. butI'm not
going to menlioo the names ollhe colors! See if you can guesS !he IWo colors I'm lalking about.
tel's begin with color number one. In our cuUure. this is probably the strongest color of all - the king of
colors! We associate it with strong emotians such as anger and passion. Irs the color 01 fire and it gives
heal. Irs also the color 01 wor. II is no accident that "The God of War"" is named Mars, and that we often
refer to the planet Mars with this color. Now. as I said before. we associate this calor with powerful
emotions like anger. We also associate the color with high temperatures! It's also the color of love and
revolution, and it gives us energy. Irs no accident that many fast food restaurants are often painted in
Ihis color. Why? Well, the idea is tha t you eat fa st and go.
Now for the second color. In most cultures. this color means sadness; we use it to talk about unhappy
feelings and unhappy situations. In such situations, we feel there is no light. only darkness. It's the color
of death. and irs no surpl"ise that at a funeral most people wear this color. In most Western cultures, irs
the color of evil. And what do you calithatlype of humor that laughs at terrible things in life, such as
dealh and wor? So. you see. this color rePfesents alilhot is dork and negotive in our world. Bul as you
will see taler in this talk, no! all cultures see colors in the some way. Now bock to my lillie experiment.
Can you guess the two colors I wos talking about?

You and me T 10 Unill

 ...
3 Listening skills
Encourage lots of speculation in Exercise 3a as students try to predict the content of the lecture
from the litle.
o Allow students to hear the audio only once to answer the gist question in Exercise 3b. Once you
have discussed the answers with the class. let them listen again.

Answers: The speaker talks about red and black. You cou ld guess from the colors' associations.

For Exercise l e, you may need to play the audio twice before students get all the answers. Let
students check in pairs before discussing the answers as a class.
Ask students to discuss the questions in Exercise 3d in small groups. Encourage them to practice
using English to talk about their own culture.

T 4 Writing skills
Before doing Exercise 4a , check students understand thai fiery refors to colors associated with fire
and that JlOvy blue is a dark blue color traditionally used in sailors' uniforms.
As students take notes in Exercise 4b. go around the class, helping students with ideas and
vocabulary.
Students cou ld compare their notes with lhose of a partner before doing Exercise 4c.
For Exercise 4d distribute the paragraphs randomly so that each student has a piece of writing that

--
be longs to another student .

After students hove wrinen their texts, collect them and correct them. Start rhe next lesson by handing OUIthe texts
oltemattve at random and asking students to read and guess rhe writer. The texts can then be returned to their writers.

The oudioscript for Track 4 is on page no II;

\'.'--- - - -- -----,
Okay, lers turn to the ideo that different cultures interpret colors in different
ways. let me give you on example -the color white. In the States. ....tIite
usually means something pure and cleon. And that purity is symbolized in
a bride when she wears white in a "white wedding: We might also soy
thot her cheroder is -whiter than white" or "as white as snow: Now thors
in the United States. but when you go to Japan you realize Ihat white hos
completely different associations - like, for the Japanese, white represents
deoth. But be<;ouse life and death are connected. white also has
associations with being born again .. so, it is associated with rebirth. So
in most cultures in the U.S" you'll see peaple dressed in block at funerals,
but in contrast in Japan you con see people wearing white. While is now
also becoming common 01 weddings. but this is nattradilional. A 'white
wedding' is on interesting example of how one culture will be inftuenced
by another culture and "barrow" or adopt a new custom,
Lers toke another example: blue in the United States is associated with
sadness - we talk about feeling blue when we feel sod or depressed, and
we even hove a type of music coiled "the blues" - which originated from
the sadness of the slaves in the southern Stotes. in some cultures.
however, blue hos a complele1y different meaning. In Greece, for
example. blue is associated with peace and tranquility; irs a happy color.
You con understand this - think. of lhe blue Mediterranean $eo and the
bright blue skies. On lhe Greek. islonds, a lot of the hooses are pointed in
while and blue, and they ore stunningly beautiful.

Unill T 11 You and me

 3 Listening skills
a You are going to listen to part of a lecture on "Colors and Culture", What do
you thi nk the speaker will talk about?
o b Listen to Part 1 of the lecture. Wh ich two colors does the speaker talk about?
How did you guess?
\1' c Look at th e notes a studen t made on Part 2 of "Colors and Culture", Listen and
complete them.

r--- 'Wbit~

1 U.S. 2 Ilu!an 3 U·S, 4 G>eec£

peace,
5 PIICb': 6 deat h 7 sadness tranquill ity,
8 happiness

9 /mdes, whiter than feelin~ blue = 13 m USiC called hOllses

white 11 funera ls sa or painted blue
wfui:e -wed.dings the flues
10 I<ha [ a!O!!.l[ 12 dep ressed 14 & w hite

"--- d Discuss these ques tions.

1 What do blue and white mean in your country?
2 What do you personally associate with these colors?
3 Do you have any expressions in you r langu age related to these
colors'? What are they? Can you think of expressions related to other
colors?
4 What other colors have sp ecial mean ings in your country?
Are there expressions related to these colors?

'- 4 Writing skills

a Read this short text. Would you be attracted to this person?
Why? I Why not?

b Make notes on these questions.

1 How imp ortant is the color of clothes to you?
2 What colors do you tend to wear and why?
3 What colors in clothes, if any, don't you like and wh y?
4 Do the colors of your clothes represent your personality?
Why? / Why n ot?
c Use your notes to write a short paragraph like the one in
Exercise 4a.
d Give your paper to the teacher. Read out th e paper your
teacher gives to you.
Can the other students guess who the writer is?

Youond me Unit l
 -
1 Warm up
a In pairs, put the words and
phrases into the appropriate
category in the tahle.
A water color
It's a picture of two
She's wearing ...
An oil painting
An 18th century landscape
An Impressionist painting (by ... 1
[ think it's German.
An abstract work
A self· portrait (of ... J
It shows ...
I like it because of the
In the foreground/backgroun d
you can see.

Types of painting Phrases describing paintings

A water color U's a picture oflwo .. .

b Discuss these ques tions.
An oil painting She's wearing .. .
1 Do you have a favorite artist? Who An 18th century I think irs Gennan .
is it? landscape II shows .. .
What type of work does/did the An Impressionist
person do? I like it because of Lhe ...
painling (by ... )
In the foregroundlllacksround you
2 Do you have a favorite painting? An abstract work can see ...
Talk about it. A self-portrait (of. ..)

2 Task 5 Compare
In groups, quickly find as many differences as you
can between the two paintings above and write them
o a Listen to a tour guide talking to visitors in an art
gallery. How many of your points does the speaker
down. mention? Make a note of the points you missed.
~ b Read the sentences below and complete them
3 Prepare with some of the words from the box. Then listen
In pairs, write a short description comparing and to the tour guide again and check your answers.
contrasting the two paintings. Use tbese categories:
the city the country fashion landscapes
The people and the place passion portraits scheme seascapes
The activities theme the lown
The feelings. the colors, and the clothes
1 Renoir painted portraits and landscapes
4 Feedback 2 The two paintings show dancers in
Report the differences you found to the class. Listen the city and in the country .
to the other pairs and note down any differences that 3 Both paintings have a similar theme
you didn't find. 4 Red is the color of love and passion

Unitl You and me

 Objectives Topic: art
Grammar Reading Writing Ustening Speaking
simple present, comparing a written a comparative a tour guide comparing and
simple post, present and spoken text description contrasting paintings
progressive

Bring in pictures of famous paintings, cui from magazines. Put them on the classroom walls at the start of the Introducelhe Iopk
lesson. Ask students to walk around the class, look 01 the paintings, and decide on their favorite. Once
students are seated, ask. a few to tell the class which painting they liked and why.

1 Warm up
Ask students to do Exercise 1a in pairs. When students report back to the class, check that they
have understood portrait (a painting of a person), self-portrait (a painting of the artist by the artist),
and landscape (a painting of a scene in the country).
Ask students to discuss the questions in Exercise I b as a brief open class activity.

2 Task
Get students started by eliciting two or three differences from the class and writing them on
the board. Then put students in small groups to extend the lists. Give a short time limit, say
four minutes.

3 Prepare
Go around the class, helping with vocabulary and language use, as students write their descriptions.

4 Feedback
Ask a few pairs to stand up and tell the class what differences they found. Encourage the rest of the
class to take brief notes as they listen .

Model answer:
The people and the place I the activities
Both paintings show a man and woman dancing.
In both paintings, you can see plants in the background.
In the first painting, they are outside, whereas in the second painting they are in a very grand
building - perhaps a ballroom.
The feelings, the colors, and the clothes
The woman in the first painting seems happy. The man looks passionate and in love with the woman.
The woman in the second painting seems cold and uninterested.
In both paintings, the man is wearing a black suit and the woman is wearing a light dress.
In the first painting, the woman is wearing a red hat and gloves - she's holding a fan.
The woman in the second painting is wearing a beautiful dress and white gloves - she is probably
richer and more sophisticated than the woman in the first picture.

5 Compare
Play the audio for Exercise 5a. Ask students to listen and note the points the speaker mentions. Let
students compare their notes in pairs before discussing as a class.
Ask students to complete the sentences in Exer cise s b before playing the audjo again so that they
can check their answers.

The oudioscript for Track 6 is on page Tl3 '!II

You and me T 12 Unitl

 ••
6 Notice
Be fore asking students to do Exercise 6a, help them identify where the lexts are from and that Text
B is a transcript of an oral texl.
For Exercise Gb ask students to work in pairs.

Suggested answers: Okay, now So Kind of this one okay?

Exercise 6c can be conducted as an open class discussion .

••
7 Follow up
If you brought in painti ngs to start the lesson, you could refer to them again for Exercise 7a. Ask
students to work in pairs or small groups. Have them choose a painti ng and make notes to describe it.
Remind students to usc the headings from exorcise 3 011 pago 12. Co around lhe class and help.

Culture note The pointing in lhe righl-hond margin of Ihis page is Picadilly Orcus by laurence Stephen lowry (1887-19761,
a famous British painter who specialized in crowded urban scenes.

To make the presentations in Exercise 7b more natural. encourage students ilOilO look al their written
descriptions as Ihey speak, Also cIlcollrllge Ihem to usc tho phrases they identified in Exercise 6b,

Additional activity Imaginary art gallery, Divide the closs into groups of four, Tell each group lho! they are in the middle of on art
gallery, surrounded by painlings. Ask students to close their eyes and imagine one of the paintings they can
see. II could be a famous painting or a completety imaginary one, Tell students 10 think carefully about how
Ihey are going to describe the painting to other people. Ask students to open Their eyes and toke turns
describing lheir painting. Afterwords, find ouf which students in each group really broughl their paintings to life.

For Exerc ise Sa on page 12 1't

Tour guide Now, os mony of you will know, Renoir was 0 French Impressionist - one of
the best. He was, uh, he was born in Limoges in 1841 and died in 1919. He painted all
kinds of pictures, but, uh, he mostly pointed por1raits and landscapes. Okay, uh .. , okay,
now, so ... uh .. , now here we see IWO of Renoir's besl·known paintings: the first one Is
called Donee in the Counlry, and the second one is called Donee in the Cityand ... uh
... as you can see they both have a similar ", uh , .. kind of .,. Iheme: young couples
dancing. Okay, leI's begin by looking at the people. Notice that in bo!h pictures we hove
a young couple dancing, butlhere ore some ... um ... interesting differences. The 6rst
!hing, uh ... we notice is lhe mon in the first pidure- this one, Dance in IheCounlry -
we can see his foce. He has a beard, and he is standing very close to lhe young lady,
right? In Donce in the City, we can'! really see fhe man's foce at 011. Okay, now look
carefully ollhis girl and compare her to Ihe girl in the other picture, uh, in Donce in the
City. You can see Ihe first one's smiling and seems really happy, but the other one
seems kind of bored so we ... we ... uh ... get the feeling that the firsl woman is crazy
about him ", in love with lhe man.
Tourist l in love? Sorry to interrupt. but how do we know she's in love?
Guide How do we know she's in love? Well. look at Dance in the Countryogoin and
nolice the colors, particularly Renoir's use of red. As you know, red is Ihe color of love, of
... uh ... passion, and Renoir often uses the color red in this way. So, the first thing we
nolice is the woman's red bonne!, but there's also red in her fan, you see there? Oh yes,
and she's wearing a long dress with a pattern of red flowers. Now, if we turn 10 the
second picture, Dance in the City, we can see tha t the colors are generally more
somber, so tho! shows us ..
Tourist 2 Sorry, can I just ask you a question? There's something I don'l understand
here ...
Guide Yes?
Tourist 2 Well, you said thaI Renoir .

Unill T1 3 Yovondme
6 Notice
a Compare the written and spoken texts about the artist, Renoir,
Tour guide Now as many of you will know, Renoir was
Make a list of differences between the two texts.
a French Impressionist - one of the best. He was, uh,
he was born in Limoges in 1841 and died in 1919. He
Auguste Renoir: born painted all kinds of pictures, but, uh, but he mostly
Umoges, F rance, 1841; died painted portraits and landscapes. Okay, uh ... Okay,
now, so ... uh .. , now here we see two of Renoir's best
Cagnes, 19 19. One of the
-known paintings: the first one is called Dance in the
greatest French impressionists,
Country and the second one is called Dance in the City
Renoir primarily painted
and ... uh ... as you can see they both have a similar.
portraits and landscapes. Dance
uh . ,. kind of ... theme: young couples dancing. Okay,
in the Country and Dance in the
let's begin by IooI<.ing at the people. Notice that in both
City, two of Renoir's most pictures we have a young coup~ dancing but there are
famous paintings, both feature a some ... um ... interesting differences. The first thing, uh
young couple dancing. Despite ... we notice is the man in the first picture -this one,
similarities in theme, there are Dance in the Country - we can see his face. he has a
several interesting differences beard and he is standing very close to the young lady,
between the paintings. In the okay? In Dance in the City, we can't really see the
former, one can see a bearded man dancing very close to a man's face at all. Okay, now look carefully at this girl
smiling young woman. This young woman appears and compare her to the girl in the other picture, uh, in
extremely happy, whereas the young woman in Dance in the Dance in the City, You can see the first one's smiling
City appears somewhat uninterested. The assumption is that and seems really happy, but the other one seems kind
the first woman is in love with her partner whereas of bored so we. we .. . uh ... get the feeing that the
first woman is crazy about him ... in love with the man.

b What expressions are typical of the spoken text?

okay. now..
c Give examples of similar expressions in your own language.

7 Follow up
a In pairs or small groups, choose one of the paintings on this
page (or one your teacher gives you). Together, make notes on
it then write a short description of it.
b Present your description of the painting to the class. Don't
just read out the written description - remember that spoken
English is different from written English!

You and me Unit 1

 JAC:.;E RESOURCE
• an irritating habit that someone has: You're &Ways interrupting
Grammar Summary me, Jeff is always turning up late these clays.
• a definite anangeo"Ie(ll for the future: We're leaving at six
1 Review and extension of simple present tomorrow morning and meeting the others at the airport.
Use Fo,",
a facts, things that are true: Affirmative: I'm reading a really interesting book right now.
The soo riSes in the east and sets in the west.
Negative: We aren 't reading vet)' much right now.
b permanent situations and states:
lINe in BtaziI. I work as an engineer. QuestiOn: Are you reading anything good?

c rootioe, regular actions: Is the use o r the te n ses in these sente nces c orrect? Put
I often go to the movies. I usuaRy watch comedies. a c heck by th e correct senten ces and correct th e wrong
d feelings and desires at the IJ(esent tine: o nes.
I want a break. I feel tired. 1 "Vv'hat are you majoring in?" "I'm majoring in history: V
e emphaSizing a fact/feeling: 2 These tomato plants are growing very quickly if the weather's
He does live'here; I'm surell do love you! good. These tomato plants grow very quickly if the
weather's good ,
Fo,",
Affirmative: She w orks in a bank. Her two friends work there,
3 I can't see you ton ight - we're having a fami ly dinner. V
4 Our neighbors are always playing loud music late at night
'00. and it really annoys me. V
Negative: She doesn't work on the weekend. They don't
5 "How's Kevin's leg?" "OIl, it gets better. but he can't walk
worle /ate very often.
yet. · it's getting botter
Question: Does she work hard? Do they work through lunch?
6 I'm never telling people my nickname -I hate it! I never tell
Emphatic: We do wa nt you to s tay longer - it's just th81 we people my nickname - I hate itl
won't be here.

2 Review and extension of simple past

Vocabulary Summary
Use
1 Adjectives: personality
• a single action in the past that is now finished:
We went to a bar last night.
Posffive Neutral Negative
• a continuous situation or repeated action that is now
firished: People lived in poverty in those days. They often
diedyoung. """""" realistic
"""" irritating dul
-.0
"""""""" ""
~ined
""""
rod
sad

~""
""""
• emphasizing a fact/feeing: romantic
You did say you'd moot me at eight, not nine! cooperative w""' cooservative bomg irritable
Fo,", act""
sboog
""",live
''''''''
quiet """""""" urI1appy

Affkmative: We m e t friends and had pizza last night.

Negative: We didn 't m eet until pretty /ate In the evening.
modest
attractive
"""
happy
respectable
radical

Question: Did you meet them at the restaurant?

"'m
Emphatic: I did call you! ""'"
organized
Note the spelling rules for regular past forms:
With most verbs, add -ed: look -+ looked, stay -+ stayed Cho o se three adjectives that describe each of thes e
With verbs ending in -e, add -d: like -+ liked, fT'IO.Ie -+ maved people:
With verbs ending in consonant + -y, remove -y and add -ied: yoo
study -+ studied, carry -+ carried your best friend
With one-sylLable verbs ending in consonant + vowel + your mother or lather
consonant. double the consonant: plan -+ planned, phi -+
pro"ad 2 Collocations with colors

-
A lot 01 verbs have an irregul<v past form, which you need 10
learn: go -+ went, buy -+ bought, eat -+ ate, tell -+ told, drink -+
eggs wtYte. yellow. brown
wine reel, v.flite, rose
3 Review and extension of the present progressive
coffee black, white (British English onty)
Use
m eat reel. white, dark (chid<.en)
• an action happening now: I'm reading about grammar. Vllhat
are you doing? b read brown. white, black (German dark rye bread)
• a temporary situation or actMty: My sister is living in France eyes blue, brown. dark, gray, green. hazel, red
right now. She's studying French art and architecture. (sleepy, tired, sad)
• a situation that is developing or changing: Susan is losing a
hair black, brown, red, white, gray, blond, light, dark
lot of weight, probably because her mother is getting sicker
and she's worried, people .......nite. black. brown (tan from the sun),
(s kin c olor) lighVdarI<

Unit 1 You and me

 Using a dictionary
1 Dictionaries you have used
In small groups. discuss these questions.
1 Do you own a dictionary in your language? If yes, when do you use it?
2 Do you have a bilingual dictionary? If yes, when do you use it?
3 Have you ever used an English-English dictionary? If you don't have one, would you buy one? Why? I Why not?

2 Information a dictionary can give you

a Would you use a dictionary in these situations? Write .I,)(. or ?
I would use a dictionary every lime:
1 I see a word or phrase that I don', know.
2 I see a word or phrase that I can', figure out.
3 I see a word or phrase that is important to understanding a text.
4 I see a word or phrase that I am curious about.
b Discuss your answers.
c A dictionary is full of information about words and phrases. In pairs, make a list of the different pieces of
information an English-English dictionary can give you.
Jt can telL 'if!I! dJf/eYe:nl ?'Itet1m11fjS of the .£'1m1e 'm?Yd. Jt can. te1L }fJU- If a )1.00 is cou:nf4l:1e
or U:'1u:ounMile.
d Now klok at the dictionary extracts on page 154. can you add anything more to the list you made in Exercise 2c?

3 USing a dictionary
a Why do you think some of the words are in red? What do the one', two ", and three ••• categories mean?
b Use the dk:tionary entries on page 154 and 155 to answer the following questions.
1 Can any of the "color adjectives" be nouns or verbs? If so, which ones?
Bl ack: noun, verb Green: noun
Blue: noun Red: nOUD
2 Which two eolors can describe an unhappy feeling? Bl ack, bl ue
c How many meanings do the adjectives black and green have in the dictionary entries? 7
d What do you think the f(jlowing phrases ~n Italic) mean? Check your ideas in the dictionary entries.
1 We're still in the black thanks to my new job. You do not have any debt
2 You can ask me till you are blue in the face but I won't do it! There is no use trying to persuade me
3 He's too green to do that job. He has no experien ce
4 When I got the answer wrong I turned red with embarrassment. J felt very embarrassed

e Use the dictionary entries to complete the table below with information about the words in the box.

Number of syllables Main stress Pronunc iation

4: in·de-pend·ent in·de-pend.ent mdl'penckln[

3: gen ·er-ous •
8en-er -011s Idscn(<l)ldsl
4 : re-spec·ta·ble •
re-spec·ta-bJe In'spe k [~bll

3: ro-man-tic ro-m-an-tic kou'mrenuk/

3: dis-ci-plined •
dis-ci-plined Idlsaphnd/
3: un-hap-py •
uD-hap.py IAn'hrepJ/

independent generous respectable romantic disciplined unhappy

f Words often collocate with other words. For example the adjective strong can collocate to produce
a strong leader or a strong drink but not a strong enemy. Which of the words in the box apart from
leader and drink can strong also collocate with?

ACTION PlAN [>

8 leader drink discussion marriage swimmer film
Strong swimmer
Strong marriage

Your action plan: using our dictionary

Tum to page 152 and , 53 at the back of your book and look at the section on how to use your dictionary. Make a list
of some more useful things that you learn about the information an English·English dictionary can give you.
Note: You will need to show your list to a classmate at the end of Unit 2.

You and me Unit l

 1 Reading skills 2 Grammar review and extension : simple
a Look at the pictures of this famous person. past, used to, be used to
Answer the questions. a Look at the examples below. Then write the
1 Who is the person? correct form by the rules: simple past, used to +
Z What do you know about her background? verb, or was used to + noun/-ing verb.
3 Can you name any of her movies? 1 Her parents sent her to a private Catholic
4 Have you seen any of her movies? If so, what school in Louisiana. simple past
did you think of them? 2 ... she used to misbehave constant! y ... used to
+ verb
b You are going to read an article about this person.
3 Hayek wasn't used to going against her
Student A: Look at page 150. parents' wishes ... was used to + ing verb
Student B: Look at page 151.
4 ... a job in a local theater, which didn't pay
e Now complete this chart with your partner. much ... simple past
5 Although Hayek was used to considerable
Info rmat ion Why is it important? success ... was used to + noun

1 September 2nd, 1966 Salma Hayek was horn. For habits, situations, or repealed actions in the
2 University International Rela tions pasl Ihal are nol true or that don't happen now.
used to
3 Teresa popular TV soap For situalions and actions that are now finished.
•
5
L.A .
My Crazy Life
career in Hollywood
first hig break
simple past
To express that we wnw accustomed to something
in the past. be used to
6 Frida huge success in U.S.

LANGUAGE NOTE
d In pairs, discuss these questions.
De+ used to + noun/-ing verb can be used in the
1 What is your favorite movie? present or the past:
2 Who starred in it? She wasn 'f used to going against her pareIlt~· ·
3 What was it about? wishes.
4 How successful was the film commercially? I'm used to gelling up early in the morning; in
fact, I like if.

Unil2 Fame and fonune

 Objectives Topic: biographies of famous people
Grammar Reading Writing Speaking
simple pasl, used 10 do, a biography a mini autobiography speaking from graphic
be used to doing information

Write on the board a dole, a place, and a pefSOfl/lhing thaI is important in your life, lor example, the dole Introduce the topic
you become a teacher, the town you were born, the name of your dog. Tell the closs 10 osk you questions 10
find oul why the dole, place, Otld person/thing ore important to you. Then have each student write down on
important dole, place, and person/thing in his or her life, and ask them 10 interview a partner.

••
1 Reading skills
Aflor students hAve discussed the questions in Exercise 1a briefly in pairs. elici t feedback from the
whole class. Encourage students 10 share any information they know, but don', tell them anything
extra at this stage.
Before starling Exercise l b, tell each student clearly whether they are student A or student B. Make
sure students only read the text and complete the graph that is on "their" page.
Tell pairs to complete Exerciselc together, without showing Mch other their graphs.
After students have discussed the questions in Exercise ld , have a briof class discussion.

The texis on page 150 ond 151 contain a number of very colloquial expressions. You may wish to check Vocabulary
students understand them: extension
kicked oul of school = expelled from school
dropped oul of school = /eft school before completing studies
gol a big break =hod a greal opportunity
Ihe film bombed = the film was very unsuccessful.

2 Grammar review and extension: simple past, used to, be used to t .. ~

Have students foad the exam ples in Exercise 2a. Check with the class which form is being used in
each exam ple. Then ask students 10 match the forms to the rules, in pairs. Draw st udents' attention
to the Language Nole and ask them to think of some examples of their own.

The form used to + infinitive talks about post slales and habits thaI are no longer Irue. In the form be used to + Quick grammar
ing, usedis on adjective and 10 is a preposition, and it means be occuslomed 10. The confusion arises from the guide: used 10
similarity of the forms. If there are no identical forms in the students' own language. they tend to ovoid using
these forms.
Common problems and errors
Students often forget to use 10.
They tJS98 ,l6r lennis.
Students think the form used /0 + infinitive can be used in a present form and confuse it with usually.
I tJSe Ie :eJe)' baseball on Saturday, bull never ploy on Sunday.
If a post imperfect tense in the students' own language expresses the some meaning as used to. learners
sometimes think thal lhey are expressing a post habit when they use a simple post form of a verb in English.

Fameondfortune T1 6 Unil2
 Do the fi rst express ion in Exercise zb as an example to got students started. Then ask them to
work individually.
Discuss the qucslion in Exercise 2c with the whole class and ask them fo r the reason why this is
so. (Some phrases can only be used with simple past because they refer to one fi nished time in
th e past.)
Have students work in pai rs for Exercises 2d and 2e , and moni tor to make sure thoy are applying
the rule correctly.
Use Exercise zf as a lead-in to the text by asking the whole class the questions. Answers will vary
with students' background knowledge.
Have students complete Exercise 2g ind ividually. Then ask them to check with a partner before
discussing tho answers with the whole dass.

tl 3 Speaking skills
Model the activity in Exercise 3a by d rawing a graph, or limeli ne. on the board and briefly drawi ng
your "li fe " a ll it (see pages 150-1 51 for examples). Tell the class about a ile or two good or bad things
from your life. Then have students draw their own timelines and label them with key events.
Before putting students in pairs fo r Exercise 3b, model the speaking task by asking a capable student
to talk about his or her life. Demonstrate how to interrupt with questions. Elicit additional questions
from the class until you feel students understand their task. Encourage students to do this during th e
activity. rather than just taking turns to give informa tion.

4 Writing skills
Ask students to follow the steps in Exercise 4a to write a 50· word autobiography. Go around the
class as they write, helping with ideas and vocabulary.

Prase .talkln Help students generate ideas by writing the following prompts on the board at the start of the activity:
etIterncIIWe Bom
510rled school
Moved house/ fawn
Left school
Mel
Possed_
Woo__

When students are ready, ask them to exchange the ir autobiography with a partner fo r Exercise 4b.
Finally, ask students to share with the class the false info rmation in each au tobiography.

AcIdttIonaI octivity For homework, ask stvdents to research and write the biography of their favorite movie or sports star.

Unil2 T 17 Fame and fortvne

 b We can use a number of time words with the 3 Speaking skills
simple past, and with used to. Which of the
expressions can go with both? a Think about the ups and downs in your life.
Make notes and draw a graph, as on pages 150
when I lived in Canada both last winter simple past and 151, of your ups and downs.
in 2002 simple past at midnight both
b In pairs, show each other your graphs. Interrupt
yesterday simple past last night simple past your partner to ask questions.
three days ago simple past on my last birthday simple past Student A: Talk about your life.
at Christmas time both when I was a child both
Student B: Interrupt A to ask questions with did,
this morning simple past at nine o'clock both why, when, where, etc., using the graph to help
c Which go only with the simple past? you.
d Complete the sentences with as many time A I used to live in Texas.
phrases as possible. B Where did you live after that?
- - ; - - - c - - - i often used to visit my A We moved to Quebec. It was difficult at first
grandparents. because I wasn't used to the cold or speaking
I visited my grandparents ___ _ _ __ French.
e Choose the correct verb form in each sentence.
In two sentences both forms are correct. Which 4 Writing skills
ones? a You are going to write a mini-autobiography.
1 When I was a child, ~ I was used to Follow these steps:
walk to school. 1 Make brief notes for your autobiography.
2 Last night we used to go {;-en~to the movies. 2 Include one thing about yourself that is
3 W en we lived in New York, we often € : D not true.
sed to to the theater. 3 Write your autobiography in about 50 words.
4 I couldn't understand the S ish here at first, 4 Give your autobiography to a partner.
because I didn't use to I asn't used to b Read your partner's autobiography. Can you find
hearing that dialect. the information that is not true?
5 My grandparents~used to JIEPin an
apartment near the beaCh.
6 Did you use to 4Il.d y09 my some beer this
morning?
f Look at the picture on the right. In groups, discuss
these questions.
1 Do you know who this is?
2 What do you know about him?
g Complete the text below with the verbs in the
box. Use the simple past, used to, or be + used to.
compete be (x2) be born make vote
play (x2) score shine spend win

,- Pew (popular name of Edson Arantes do Nascimento)

Born 1940; soccer player

Most people believe Pele 1 was the most successful player in the history of
soccer. He 2 was born in Tres Coracoes, in Brazil. His family 3 were very poor and
when he was a boy, Pele couldn't afford soccer shoes. But his feet didn't hurt
when he played - he 4 pIayedlused to play barefoot! To make money, he
5 shinedlused to shine other people's shoes.
Pele 6 made his intemational debut when he was 16, and at 17 he
7 played/competed for Brazil in the 1958 World Cup Final. He 8 scored two
-- goals in the 5-2 win over Sweden. He 9 won a second winner's medal in 1962
and a third in 1970. He 10 spent most of his career at Santos (1956-74) and
then with the New York Cosmos (1975-7). He 11 played/competed in 1,363
first-class games (1955-1977) and scored 1,281 goals. In 1980 the sports wond
12 voted him "athlete of the century", and in Brazil he is a national hero.
 Having a fortune
1 Reading skills
a WouJ d you like to be a millionaire? Why? I A Stingy Billionaire '---'
Why not? John Paul Getty (1892-
b Read the magazine article about th 1976), one of the richest"'--"
multi-milli?naire, J. Paul Getty, an: answer
these questions. people in history, said, "If
1 What does he say about being a billionaire? you can count your-.-
2 In what ways was Getty "stingy"? money, you don't have a
c N~",,: rea~the advice below given by four billion dollars," Gett) ' -
mil lionaires and answer these questions.
always counted his
1 Which one most refl ects the secret of
Getty's success? millions very carefully. In
2 Which advice did Getty ignore? fact, he was well known. . . . .
3 In your opinion, which is the best advice? for his miserliness. One
• story has it that h \.......,.
installed a pay-telephone for guests in his
GLOSSARY English mansion; another tells of wher
stingy doesn't like spending money Italian terrorists kidnapped his grandsori-"
miserliness being stingy, refusal to spend money and he refused to pay the ransom money!
ransom money money demanded by kidnappers Eventualiy, he agreed to lend his son th,,-,
to release their prisoner
money to pay for the child's freedom.
insta ~lm e nts. part payments made regularly over
a penod or lime However, the money had to be paid bac
in installments, ""-
The famous billionaire always said hi~
wealth was the result of hard work, "I haVt=-'"
no problem with being wealthy. I worked
hard for my money; I produced think...."
John D. Rockefeller, Jr., the only son of the people needed."When Getty died, he was
world 's wealthiest businessman, said, "I I' worth over a billion dollars.
believe in the dignity of labor, whether with
head or hand."

Wilson M'
'zner. th
wrote in one '. e renOwned U S
way up b of hiS bOOks, "Be n' '. screenwriter.
ecause you'll Ice to peopl '
meet them e on yOUr
on the waydo..... ."
n

---Aristotle
shiPPin Onassis ch
eighree 8 magnate ~ e Greek
. n hOur 'orked
F rd founder of the Ford Motor Company,
H enry 0 ,

twenty or el .
. . ld hether at
believed, ,. Anyone who stOPS learOlng 1S 0, ,w
.ghry Anyone who keeps learrung stays young.
."
The greatest thing in life is to keep your nund young.

maintain h' s a day to

s
as a welde/ fortune. He
top "'1' and ajTh Starred
. .lOu h ·.. ed fj
day and . aVe to chi Or rhe
"}j nJghr .. h nk Inane GLOSSARY

f , au ShoUld' e said
It' ev .
In YOUr SIeep..; n dream abOut
Y magnate weallhy and powerful person
welder person who makes metal jOints
le.g, for tIll'S, ships)

Unil2 Fome ond fortune

 Objectives Topic: money
Vocabulary Reading Ustening
money: noun-verb collocations a profile of a famous person interviews

Write one or two of the following well-known sayings on the board: Money makes the world go oround; Introduce !he topic
Money con't buy me love; The love of money is the roof of off evil. Ask students whether they agree with ony
of the sayings. Why? Why not? Ask students how imponont money is in their lives.

1 Reading skills t .. ~
Discuss the question in Exercise la as a class. Encourage students to explain their answers .
Before asking students to read the article in Exercise lb, check they understand the questions and draw
their attention 10 the Glossary. Review the pronunciation and definition of the words, as needed .

Answers: 1 Gelly said if you could count your millions, you weren't a billionaire. In other
words, b illionaires are so rich t.hat it is impossible to count how much money
they have.
2 He installed a pay phone for guests; he refused to pay the ransom for his grandson;
instead he lent the ransom money to his son. who had to pay it back.

Write the following two words from the text at the top of the board: stingy and wealthy. Then write the Vocabulary
following words at random on the board: extension
mean rich well-off miserly prosperous fight-fisted
Ask students in pairs to put the synonyms in the corred categories. under stingy or wealthy.

Draw students' attenti on to Ihe quotes and the Glossary in the lower half of the page. Ask them to
complete Exercise lc in pairs. Check answers to questions 1 and 2 and hold a class vote on question 3.

Answers: 1 Onassis's advice reflects the secret of Getty's success.

2 Getty ignored Mizner's advice.

Fame and fortune T 18 Unit 2

 2 Vocabulary: money
After students have done Exercise 2a in pairs. make sure they understand tha t win has a different
meaning to earn, and that you lend to and borrow from . Draw students' attention to the Language
Note at the bottom of the page. Check pronunciation of waste and receipt. and stress of investment
and salary.
In Exercise 2b, check pronunciation of cam and lose and that students can use the words correctly;
make money from working, investing, etc.; rum money from your job; pay for something when you
hand over money for it; My salory is the amount of money I earn in my job.
Set a time limit for Exercise 2c (for example, five min utes), and see which pair can produce the
greatest number of combinations. Have the whole class check in Exercise 2d.
Have students change partners before doing Exercises 2e and 2f.

ti 3 Li stening skills
Read the situation in Exercise 3a as a class. Then ask students to use their imagination to complete
the Me column in the chart.

Presentation
alternative
Set the scene by asking students a few questions: How would you (eactto winning a million dollars in the
fot/ery? What would you spend the money on? How do you think it would change your life? -
o After students have listened to the audio in Exercise 3b and completed the SUIveycolumn, ask
whether they were "typical" of lottery millionaires in each category.

o Have studen ts attempt Exercise 3c before you play the audio again for them to complete it.

7'~---------------------------------------------
Bob Now, did you know that The Notional Lolferyin the United Kingdom has sent out questionnaires to
all the people who have won a million pounds - thars nearly two million dollars - or more in the lost five
years? They wont to find out if the win changed these people's lives. In the sludio this morning is Janet
King. whose market research company conducted the most r8(ent survey. So, Janet, how has winning a
fortune affected the lives of those tucky people?
Janet Good morning, Bob. Welt, as you know, we've just had the results from Ihe lolest survey, and
they're very interesting. We look atlhe results in different categories. and the firsl is happiness.
Bob Happiness - so to find out if money makes people happier?
Janet Exactly. And that isn'l always the case. In our survey, just over half of all the people, 55%, said the
win hod made them happier and just two per cent said it mode them less happy, and a massive 42%
felt it had mode no difference.
Bob It mode no difference to 42% of people - thars amazing!
Janet It is, isn't it? And it even made some people less happy.
Bob Two percent, you said. Yes, I con understand thot. Did you ask them aboullove?
Janet love, yes, we did. Well, you know the old saying thaI money can'l buy love? Well, the results do
seem to prove that. Surprisingly, winning a lot of money mode no difference to peaple's love lives: 95%
of married couples stayed married'
Bob 95%' Thars a huge percentage. Actually, irs very encouraging.
Janet Yes, and the 4% who said that they were separated or divorced were probobly going to get
divorced anyway' Now. we also asked about work. and Ihars also very interesting. Almost half the
winners, thars 48%, kept the some job, though they hod no need 10 work anymore. Only 15% of the
winners quit their job for a new one ..
Bob So 15% of people actually went out and found a new job al1hough they didn't need lo?
Janet Thars right. We assume that those people were able 10 leave well.paid jobs and move inlo
something less welt paid but that they really wanted to do. Half of those people who changed jobs
started their own business.
Bob Mmm, that makes sense. Bul you'd think lt1at people would wont to spend lime doing other things.
enjoying themselves.
Janet Well, we asked about leisure time, and only 16% of the winners took up an expensive new hobby
like golf, flying, or soiling. even though they hod become rich,
Bob I suppose it"s a perfect opportunity for people to improve their children's education?
Janet Indeed. Hoving money means you can offord to make choices, and major choices are health ond
education, yel only a tenth of those questioned switched to private doctors, and about three percent only
decided to send their kids to private schools. So that's quite surprising, really.
Bob Yes.
Janet The other interesting point is that the majority of the people who answered Ihe questionnaire gave
money to members of their family. \n locI. only 17% of respondents didn't!
Bob Mmm. So. the picture appears to be that a 101 of people lend not 10 change their lives very much after
a huge win. You might ask. "Whars the poinl of winning so much money if it doesn·t change your life?""

Unit2 T 19 Fame and fortune

2 Vocabul ary: money
a Find a word from the box for each of the
descriptions below. There arc six extra words.

Verbs make cam spend save lend

borrow waste win lose pay

Nouns investment credit card salary

receipt money cash

1 money in tho form of bills and coins cash

2 something you buy in order to make more
money later on investment
3 get some money from a person or an
institution. to be paid back laler borrow
4 got money or a pr i z~ in a competition or
louory will
5 usc monoy or lime in an inefficient way waslo
6 you can pay with this if YOLI don', have cash
credit card
7 give someone money temporarily; they will
pay it back lend
8 what you got as proof of buying something
receipt
9 what yO ll recoive overy month for working
sa lary
10 use money to buy things spend
b Check that you understand the other nouns and
0 b Listen to an interv iew. Comp lete the missing
percentages in tho las! column o f the table.
verbs in the box obove.
c Make as many verb-nou n combinations as you
can wit h the words in the box above.
Me 50"",,
to -rnak an. tn.~!e,.J;
d Check your answers with the Vocabulary 1 The win made me happier, 55%
Summary on page 24. 2 It made me unhappy, 2%
e Complete tho sentences with an appropriate verb
from the box. 3 It made no difference to my happiness. 42%
1 How much does a doctor earn in your
4 My partner and I got divorced. 4%
country'?
Z Do you ever waste money buying things 5 I did not quit worn. 48%
you don't need ?
3 When was the last time you lent money 6 I got a new job. 15%
to a frie nd'!
7 I took up an expensive new hobby. 16%
4 What do you spend most of your money on'?
5 Have you over won any money in a 8 t switched to private medical care. 10%
competition?
6 Do you pre fer to -P..i!X- by cash or credit 9 We sent the children to a private school. 3%
card?
r Ask and answer the questions fro m Exercise 2e
,. I gave money to my family. 83%

with a part ner.

3 Listening skills ~ c The represontative of the company discusses

a How would you react to winning the lottery? Read six categories. Listen agai n and write them.
the situation below and complete the task. 1 fli1l?A.ne5S 2 love 3 work
Imagine thi s situation: five years ago. you won a 4 leisure 5 hcallh 6 educatjon
million dollars in tho loltery. Since then you have
gotten murried . moved to a new neighborhood. d In pairs. discuss these questions. Thon tell
and had throe children. You just received the the class your ideas.
questionnaire on tho right that the lottery has sent 1 Do any of the results surprise you?
to all its winners in the past five yoars. Think If so, which'!
about wha t your answers would be and complete 2 Why do you think winning a lot of money
the "Me" column with "yes" or "no." made some people unhappy?
3 What resu lts would the same survey
LANGUAGE NOTE produce in your country?
YOll lend sometbing to someone
You borrow some/lrills /rom someone
Fame ond fortune Unit 2
 Regrets
1 Readi ng skills
a Discuss these questions.
1 Can YOll identify the people ill the pictures?
2 What do you know about them?
b Read the extracts quickly. Match each one with
one of the people in the pictures.
c Rea~ lhe extracts ogain. Make a note of the
nchlCvcments and failures. if appropriate, of each
of those people. Discuss thorn with a parlner.
d Which of tho people might have theso regrets?
Which ono was 1I0t a persolla] choice? '.
1 It was really stupid to got into that sluff.
2 I wish I hadn't gone back after I retired
3 I was very sorry to have to leave my co~ntry.
Isabe l Allende had to leave her
country - it was 1101 a personal choice

o lorda n
A link known fuel: when he was in high school, he
failed to get OnlO the school basketball team. Maybe
he wasn 't good enough for the school tcam, but he
went on to become the greatest basketball plllyer of all
time. He retired twice, o nly to come back to the sport,
b ut when he came back the second time to play fo r
the WashinglOll Wizards, he was clearly past his m.'St.

e Allende
Born in Chile, she had to leave the country of her birth after
the military coup of 1973. She went toVenezuela with her
husband and children. She was unable to find work in her
chosen career as a jou rnalist, but it was there that her career .......
as an author took off. Since then. she has become the best-
known South American author. with several novels to her
name. Her most famou s. House of the Spirits. has also been
made into a film.

fD Mar adona
He became Argentina's youngest ever international soccer
player in 1977, and in 1982 h e became the world's most
expensive soccer player when h e transferred to Barcelon a. He
was captain of the Argentinian tcam when they won their
second Wo rld Cup in 1986. Sadly, his career ended only a few
years later, after accusations of drug abuse.

Uni!2 Fame and fortune

 Objectives Topic: regrets
Grammar Vocabulary Pronunciation Reading Ustening Speaking
regrets: I wish / If school a nd intonation short biography a conversation discussing
only careers: expressing interest extracts personal regrets
collocations and surprise

1 Reading skills
Discuss the questions in Exercise 1a as a class. Encourage lots of speculation, but don', give away
any answers yet
In Exercise l b, students should quickly road the extracts and match them to the pictures .
Encourage them to foc us on completing the task, and not to waste time trying to understand the
passages in depth.

Answers: Extract 1: Michael Jordan

Extract 2: Isabel Allende
Extract 3: Diego Maradona
The other picture on page 20 is of Gabriel Garda Marquez

In Exercise lc students should rea d the texts carefully for detaiL Ask students to make brief notes
individually and then discuss their n otes in pairs .

A n swers: 1 Achiev ements: greatest basketball player of al! time

Failures: failed to get onto school basketball tearn; p ast his best wh en he came back
tbe second time
2 A chievements: successful author
Failures: had to leave Chile: couldn ' t find work as a journalist
3 Achievements: Argentina's yowlgest ever soccer player; most expensive soccer
player; captain of Argentina when they won the World Cup in 1986
Failures: drug abuse

D iscuss Exercise ld with the whole class.

For Exerc ise 3 on page 21:"!11

1 \~ For Exercise 4 on page 21:"!11
Bill Mmm. This is delicious. Reolly?
George Mm, mine's not 100 good. I wish I'd ordered a cheeseburger. You're kidding!
Bill Tao lole 10 change it now. Oh, yeoh.
George Yeah. A hundred?
Bill Oh, well. You know irs always busy here; they must be making a 101 of money. Uh huh
George It's nat as big as some fast food chains, you know. Yeah, right. .
Bill Yeoh, but old Joe's doing okay. Incredible!
George Joe? No!
Bin Joe Espinosa. Joe owns this place and all the other Lucky Joe reslauranls.
George Really?
Bill Really_We used to go to the same school
George You're kidding! You used to go to the same school I?
Bill Yeah. We were buddies. Usten . _you won't believe this .
George What?
Bill Well. Joe and I used to work in the same factory after we left school.
George Oh, yeah!?
Bill Yeah ... and he'd saved enough money
George Uh huh?
Bill Enough money to open a little hamburger place and .
George Yeah. right .
Bill ... he asked me to join him, you know, be his partner.
George No! And you turned him down?
Bill Well. yeah and then he went on to open a second hamburger ioint and Ihen
a third ... and now he's ... he's gal a chain of. ah. about a hundred outlets all
over the world!
George A hundred?
Bill Yep. a hundred!
George Incredible!
Bill Yeah, amazing. I've regret1ed it a thousand times. If only I'd said yes .

Fame and fortune T 20 Unit 2

 t ·· ~ 2 Grammar: regrets
Use the picture and the questions in Exercise Za to establish the context: the man wants his
situation to be different now. Then elicit from students what they think the man might be saying: I
wish [were younger / more handsome.
Ask students to work in pairs to complete Exercise zb and to complete the rules in Exercise 2e.
Draw students' attention to the Language Note.

Quk\( grammar I wish/If only + simple past is used to talk about wonting things to be different about the present.
guide: I wish I wish/If only + post perfect is used to express regrets about the past.
Itfonly
Common probktms and errors
Students try to express regrets about the present with a present form.
I wish I eFR taller.
Unlike mony other longuoges, English has no well-developed subjunctive form. Students often try to convey
the subjunctive with would + verb, which is usually not acceptable.
I wish I wel:JkJ !ilre in a quieter area.
Another problem is that the students' language may have no specific verb equivalent to wish but moy use a
subjunctive form equivalenlto want / would like. This can lead to errors.
I would like !/:Je!.' ''''e!:J/c/ have more money.

Let students check their sentences in Exercise 2d in pairs before discussing the answers as a class.
Note that in 2, any changes to some because the sentence changes from negative to positive.

Answers: 2 I wish / If only I had some friends here.

3 I wish / If only I hadn't given up my job in the city.
4 I wish I If only I made enough money here.
5 I wish I If only I lived in the city.
6 I wish I If only I had listened to my parents.

t 3 Listening skills
Before playing the audio for Exercise 3a, ask students to concentrate on answering the questions.
Play the audio only once and compare answers with the whole class.
After students have listened again in Exercise 3b, ask them to check in pairs. Then d iscuss the
answers as a class. Elicit wish sentences in response to question 4.

4 Pronunciation skills: expressing interest and surprise

Quick English has a very wide range of intonation, so students need to exaggerate the way they express interest
pronunciation and surprise in order to sound "natural:
guide The intonation pattern for both interest and surprise can be represented by a falling arrow then a rising
arrow. However, the fall and rise are much steeper when expressing surprise than when expressing interest.

Compare answers to Exercise 4a around the class.

In Exercise 4b, pause after each word and ask the whole class to repeat. Then ask one or two
indiv iduals to repeat. Concentrate on intonation. Using your hand, make a gesture that moves
steeply down, then up, to encourage students to express surprise through intonation.
Allow students to choose the story to expan d in Exercise 4c. Allow enough preparation time (for
example, five to ten minutes) for them to feel confident when retelling. Encourage students to use
the intonation patterns when responding. Ask for volunteers to report back to the class.

5 Vocabulary: school and careers

Model the activity for Exercise 5c by asking three or four questions in open class.

6 Speaking skills
Elicit one or two "regrets" from the class. Then allow students two minutes to tbink of ideas for the
topics. Have them write notes but not whole sentences.

Presentation Ask students to imagine thai they ore 0 famous person. Have them write down three regrets lhatthey think
alternative that person might have. Ask students to read the regrets aloud to their group or to the class. Have the other
students guess which famous person they are.

The oudioscripts tor Track 8 and Track 9 ore on page T20 '"

Unit2 T 21 Fame and fortune

 4 Pronunciation skill s: expressing
interest and surprise
o a Listen to these phrases from the conversation.
Which ones express interest? Which express
surprise? Write I or S in the boxes.
Really? III You're kidding! lID
Oh, yeah. III A hundred!? lID
Uh, huh. III Yeah. right ... III
Incredihle! lID No! lID
~ b Listen again and repeat the phrases.
2 Grammar: regrets c Choose one of the "stories" below and make notes
on it. Then tell your partner. When you listen to
a Look althe picture above. Answer these questions.
your partner's story, usc expressions from
1 Is the man attractive now? No. Exercise 4a to show interest and surprise.
2 Was he attractive fifty years ago? Yes.
Stories
3 How does he feel about the situation'? Unhappy.
1 YOIl saw a very strange animal when you were
4 Can he change the situation? No.
out for a walk in the woods yesterday.
b The man expresses his regrets in different ways. 2 You were invited to the Oscars and you met
Which statements are regrets about or desires for some famous movie stars.
Ihe present? Which are regrets about the past?
3 When you were young. your parents won the
1 If only I looked better. present lottery.
2 r wish I hadn't lost my good looks. past 4 You saw something very strange in the sky
3 If only I hadn't lost my beautiful hair. past when you closed your curtains last night.
4 I wish I weren'l totally bald. present
c Complete the rules. Use the sentences in Exercise 5 Vocabulary : school and careers
2b to help you. a Which of lhe nouns in the box can you put with
We can express regrets about the present with I each verb group'!
IDm and If only + the simple ~ tense. college company factory job orrer
We can express regrets about the past with I wish money partner school store team
and If .!!D..ly.. + the Ilast perfect tense.
d Make wishes about Ihese sentences. 1 leave / drop oul of I quit college, school, learn
1 I moved to this lawn a year ago and [don't 2 graduate from college, school
like it. IlVish I hadn't moved to this toWll. 3 become partner
2 [don't have any friends here. 4 found/start company
3 II was stupid to give up my job in the city. 5 open slore, factory
4 [don't make enough money here. 6 work for company
5 I prefer living in the cily. 7 work atlill factory, slore, school, college,
6 I didn't listen to my parents. They were right. company
8 accept / turn down job offer, mOlley

LANGUAGE NOTE b Check your answers with the Vocabulary

When we use the simple past of be after I wish or If Summary on page 24.
only, we can use either was or were after [, he, she. c Which of these have you done in your life so far?
it. and there: Ask and answer in pairs.
1 wish 1 was rich. II wish I were rich. A Did YOll leave school when you were 16?
I wish + were is always correct, though some people 8 No, I graduated from high school when
think it is old-fashioned. It is more formal. I was 18.

3 Listening skills 6 Speaking skills

o a Listen 10 the conversation. Answer the questions. In pairs, talk about th ings you either regret in your
life now or regret about your past. Use th ese to pics :
1 Where are the speakers? fast food restaurant
fr iends, fami ly, exams, school, jobs, money.
2 What are they doing? eating, talking
3 What is their relationship'! friends
I really miss my best friend from high school. [wish
I had kept in touch with h er.
~ b Listen agai n and answer these questions.
1 Who did Bill use to go to school with? Joe
2 Where did Bill and joe use to work? the same
factory
3 What did joe do after he left the factory?
opened a hamburger place
4 What does Bill wish? he had said yes when
joe asked hjm to be his partner

Fame and fortune Uni! 2

Lesson4 So you want to win a million? .
1 Warm up
Do you watch quizzes on TV? Do you enjoy them?
Why? I Why not?
What's your favorite TV (or radiol quiz?
Why do you like it?

2 Prepare
You are going to take a quiz in teams, but first,
practice some of the language yo u'll need . In groups
of four or five, discuss the answers to the two
questions below. Use the Useful Language phrases.
or other phrases that you know for discussing
choices.
Which orlhase does llQ1 go with the word white?
til meat hI broad c) tea ell egg
What is the namo of the sea thaI separates the
European and Asian parts of Turkey?
a) the Black Sea bl the Sea of Marmara
c) the Meditorranean Soa dl the Caspian Sea

3 Compare
~ Listen to some people discussing these questions. Do
thoy use similar language to you? Which phrases do
USEFUl. thoy use to discuss and decide on an answer? Look
at the audioscript on page 148 and underline all the
LANGUAGE
expressions that will be useful in taking the quiz.
J have n o
idea. 4 Tas k
Isn't it ... ?
a Road the aim and ru les of the quiz. What is wrong
It 's .. " in each of th ese statements?
So, do we 1 You can win less than $1 ,000,000. can~an 't
all 2 You choose your joker after you have heard
tho quostions. afi er-7befo r-e
3 One student decides on lhe answer for the
group. One student-7The whol ~ t~ a m
11 Now lake the quiz! Your teacher will read the
questions out fo r you.

5 Feedback
Well, how did you do? Did any group win the
million? Take a look at yo ur scores. What were yo ur
besliworst categories? Do yo u need to improve your
knowledge in any of them? If you had problems with
A or B, look back over the last two units and review
the vocabulary and grammar!

6 Noti ce
Did you notice the question word thaI most
questions began with? If not, ask yOUl" teacher to
read a few questions agai n. When do we ll""lly
lise this question word?

7 Foll o w up
a In pairs. write two bonus
questions for each category. Include the answers.
b In groups of six or eight. ask your questions.
These bonus questions are worth $50,000 each.
Who wins tho most bonus money?

Unil2 Fome ond fortune

 Objectives Topic: taking a quiz
Grammar Reading Writing Ustening
simple present, simple past, instrudions w riting questions for a quiz a quiz
present progressive

The aim of the quiz is to reviev.o and informally check some of the vocabulary and grammar practiced in the book
so far. You may wanl to give your students a little advance notice 10 review their lessons before doing the quiz!

1 Warm up
Set the scene and generate interest by asking the whole class these questions. Encourage lots of talking.

2 Prepare
Divide students into groups and ask them to read the instructions. Briefly model the activity by
pretending to speculate about the answer to the first question, using the phrases in the Useful
Language box. Allow students two or three minutes to practice.

3 Compare
Play the audio for Exercise 3 once and discuss the questions as a class . Then ask students to find and ~
underline useful phrases in the audioscript on page 148 of the Student's Book. With students, build
up a list of these phrases on the board.

4 Task
Ask studen ts to check their answers to the questions in Exercise 4a in pairs before discussing them
as a class.
When students are ready, read the questions (on page T23). Allow only about 30 seconds for students to
discuss their answers 10 each question, with a couple of min utes al the end of each category for them to
decide on answers that they are unsure of. Insist that they speak in English - and quietly so that other
groups can't hear.
At the end of each category, read the answers aloud and ask the groups to add up their scores.
Remind them 10 double the score for the category for which they played their joker.

5 Feedback
Ask students to discuss the questions in their groups. Then have students share their answers as a class.

6 Notice
Ask students to discuss the questions in their groups.

Answer: Most questions began with which.

We usually use this question word when deciding between alternatives.

7 Follow up
When students are ready, divide the class into groups of six or eight, splitting the original pairs that
prepared questions together. That way each student in each group has two question s to ask.

\10'' __- - - - - - - - - - - - - - ,
A So, this question. Which of these does nol go Mediterranean Sea, or d -the Caspian Sea?
with the word "white"? a - meat, b - bread, c -tea, C Oh, thars difficuk. I have no idea.
d - egg. 0 Welt lers Iry to work it out. Hisn'lthe
B Well. we definitely use white with egg .. Mediterranean.
C Isn1 it meat? B No, thars right. And the Cospian Sea is in Russia, I
o No, I don't think so. Chicken is white meat. think. What do you think. laura?
C Oh, you're right. A Yes. I think you're right. So maybe frs the Block
A Irs c, tea, right? We can have black tea, but we Wi Sea?
tea with milk. nat white tea. right? C No, I think you're wrong. Laura. ! wentta the Black
o Yes, that's right, so irs c. Whafs the nex! question? Sea when I visited Bulgaria a couple of years ago.
A What is !he name of the sea that separates the 0 So ... do we all agree thaI frs the Sea of Marmora?
European and Asian parts of Turkey? Is it a - Ihe All Yes, ~rs put that ..
Bled:: Sea, b -!he Sea of Marmara, c - the

Fame and fortune T 22 Unit 2

 Quiz questions and answers
Section A
1 Which of these does not describe wine? al pink, b) ros~, c) red, d) white
2 Which oftbese can you not do with money? a) earn it. b) spend it, c) make it. d) do it
J Which of these is incorrect? a) She has brown eyes. b) Sbe bas black eyes. c) Sbe has dark eyes.
d) She has gray eyes.
4 If you found a company. a) you start it bl you close it. c ) you discover it. d) you work for it.
5 Someone who keeps to the moral and legal standards of society is ... a) realist ic, h) respectable.
c) pure, d) conservative.
6 Which ofthese is not a synonym o f quill a) drop out, b) stop. c} leave, dl join

Answers: a, d. h, a. b, d

Section B
1 Which is correct? If only 1 .. . more money. a) have, bl am having, cl hod, dl will have
2 Someone who was lonely when they were in school might say I wish I ... al have more friends.
bl had had more friends. cl was more friends. dl will have lIlore friends.
3 Com plete the sentence: We didn't find it difficu lt to move to the moun/a ins because ... al we used
to be cold. bl we are cold. cl we were used to being cold. dlwe wore cold.
4 Your friend asks to borrow your cell phone for the fifth time today. You say: al You 're always
borrowing my phone. bl You always borrow my phone. c) r a t! do borrow my phone. dl You lIever
borrow my phone.
5 After an accident someone might say If oilly 1 ... a) had m ore careful. bl am more careful. c) had
had m ore careful. d) had been more careful.
6 Which sentence is not correct? a) She used to have blond hair. b) She hod blond hair. c) She was
used to having blond hair. dl She was blond.
Answers: c, b, c, a. d, c

Section C
1 Who starred in the movie The Godfather Part 1'1 al Tom Cru ise. b) Tom Hanks, c) Johnny Depp.
d) Marlon Brando
2 The presidential elections in the U.S. take place every ... al year. b) three years. cl four years.
d) fivo years.
3 Where did the actor Russell Crowe grow up? a) New Zea land. bl the USA cl the U. K. d) Australia .
4 Which of these di d the French philosopher Descartes say? al I think, therefore 1 be. h) I'm
thinking, therefore 1 am . c) 1 thought, therefore 1 \Vas. dl I think, therefore 1 0m.
5 Margaret Thatcher was the leader of which Bri tish political party? a) Republican, bl Social
Democrat, c) Conservative, dl Labor
6 Where was Che Guevara born? al Argentina. b) Venezuela. c) Bolivia, d) Cuba

Answers: d , c, d, d, c, a

Section D
1 Which of these colors is not in the flag of the U.S.? a) red, b) white, c) green, d) blue
2 What did Sri Lanka use to be called? al Burma. b) Rhodesia, c) East Pakistan. d) Ceyloll
3 When did the U.S. become independent? a) July 4 1789, bl July 5 1 776, c) July 4 1776,
d) July 6 1789
4 Which of these people used coins first? al the Lydians. b) the Greeks. c) the Romans, d) the Aztecs
5 Latvia used to be part of the Soviet Union. Its capital is ... al Riga. h) Moscow. cl Minsk. d) Kiev.
6 Which country's flag does not have red in it? a) Guatemala. hI Japan . c) Chile. dl Bolivia

Answers: c, d, c. II, a, a

Unit 2 T 23 Fameond fortu ne

 ~(:) ~(:) (j WAJff T(:) WIN

11 C9 (
r im
'1e aim of the quiz 15 to answer enough questions correctly to w in a
f1i11lon dollarsl Each question has a prize of $30,000. S40,OOO. or
,Rules
Divide into teams of four or five.

~
2 Look at the categories and choose your joker.
$55.000. ~ng to the Ie~ of diffi ~ulty. If you get all the 3 You will hear each question twice. Then you must
Jestion~ yOU will win $1.000,0001 But ... we've made it a bit agree on an answer in your team.

~
'aSler. Vi choose ONE of the categories (English vocabulary, 4 Circle the answer.
English 91'8 r. Politics and cutture. Geography and history) as your 5 At the end of each category, you will hear the
'oker'" - this means that you can double the money you w in fo r that answers. Check your answers and add up your score
~e category. But you must choose your category before you start (honestly!).
I
t~:~~uiz. Please note: the only prize is $1 ,000,000. If you don't reach 6 At the end of the quiz, add up your total score to
', at figure . you lose everything! find if you have won a million!

A English vocabulary C Politics and culture

"-- ($30 ,000) a) pink b) rose c) red d) white 1 ($30,000) a) Tom Cruise b) Tom Hanks
c) Johnny Oepp d) Marlon Branda
2 ($30,OOO) a} earn it b) spend it c) make it d) do it
2 ($30,000) a) year. b) three years .
'-- ($40,000) a} She has brown eyes. b) She has black eyes. c) four years . d) five years.
c) She has dark eyes d) She has gray eyes. 3 ($40,000) a) New Zealand b) the USA
"' ($40,000) a) you start it b) you close it c) the U.K . d) Australia
'- c) you discover it d) you work for it 4 ($40,000) a) I think, therefore I be. b} I'm thinking,
therefore I am . c} I thought, therefore I was.
5 ($5S,000) a) realistic b) respectable
d) I think, therefore I am.
c) pure d) conservative
5 ($55,000) a) Republican b) Social Democrat
'-6 ($55,000) a) drop out b) stop c) leave d) join c) Conservative d) Labor
""ection A score = (out of $250,000) 6 ($55,000) a) Argentina b} Venezuela c) Bolivia
"-- d) Cuba

q English grammar
Section C score =___ (out of $250,000)
"--1 ($30,000) a) have b) am having c) had d) will have
D Geography and history
2 ($30,000) a) have more friends b) had had more friends
~
c) was more friends d) will have more friends 1 ($30,000) a) red b) white c) green d) blue
3 ($40,000) a) we used to be cold b) we are cold 2 ($30,000) a) Burma b) Rhodesia
c) we were used to being cold c) East Pakistan d) Ceylon
d) we were cold 3 ($40,000) a) July 4· , '789 b) July 5'", 1776
c) July 4 th , 1776 d) July 6th , 1789
4 ($40,000) a) You're always borrowing my phone. 4 ($40,000) a) the Lydians b} the Greeks
b) You always borrow my phone. c} the Romans d) the Aztecs
c) You do borrow my phone. 5 ($55,000) a) Riga b) Moscow c) Minsk d) Kiev
d) You never borrow my phone. 6 ($55,000) a) Guatemala b) Japan c) Chile d) Bolivia
($55,000) a) had more careful b) am more careful
Section D score = (out of $250,000)
c) had had more careful
d) had been more careful
($55,000) a) She used to have blond hair.
b) She had blond hair.
c} She was used to having blond hair.
d) She was blond.
Section B score = _ _ _ (out of $250,000)

Fame and fortune

 LANGUAGE RESOURCE
3 Regret s (I wish I lf only)
Grammar Summary
1 used to + verb
u,.
we regret or desilJ
If 0f'IIy / I wish + simple past for things that
U,. about the present:
I don't have a job. ~ I wish I had a job.
We use used to + verb to tal<. about habits, actions, Of
situations in the past that are not true or do nol happen now. We Irve in a smaI apartment. -+ I wish we didn't live in a small
apartment.
Habits Actions Situations If 0f'IIy / I wish + past perfect for things we regret about the
past:
I used to smoke. The children used to go We used to live I left school at 16. -+ 1 wish I hadn't left school at 16.
swimming fM3rY day. by the ocean. We didn't have a vacation last year. -+ , wish we had had a
vacation last year.
We can often use the simple past in place of used to: Fo,,"
We used to live by the ocean. / We lived by the ocean. Regret about something in the present:
But note that we don', use used to for a single action in the If only / I wish + simple past: If only I knew the answer. I wish
past or for the recent past: I had more money.
We used to visit the Museum of Modem Art once when we
Regret about something in the past:
were in New York. X
+ past perfect: If only I hadn't eaten so much.
If only / I wish
We visited the Museum of Modem Art once when we were in I wish you had come to the party.
New YQrl(, ./
I used to watch 7V aN day yesterday. )( Complete these common regrets with the simple past or
I watched 7V aD day yesterday. ,/ the past perfect of the verbs in parentheses, then
discuss them with your partner. 00 you have these
Fo,," regrets, to01
Affirmative: We used to walk to school. I wish I had (have) mora time! I'm so busy!
Negative: We didn 't use to take the bus. 2 If only I hadn't argued (not argue) with my last
Question: Did you use to walk home, loo? boyfriendlgirtfriend.
Note the spelMng in the negative and question forms: use 10 3 I wish I h a d paid (pay) more attentiorl when I was at school.
We form short answers with did: Did you use to see her evety 4 If onty' I hadn't spent (not spend) SO much money last week!
day? Yes, I did. ! No, I didn't. 5 I wish I could (can) change my appearance.

2 be + used to + noun/-ing verb

Vocabulary Summary
u,.
We use be + used to to say that we are or were accustomed 1 M o n ey
to something.
Common verb-noun combinations concerning money:
I travel a lOt for my work so I'm used to spending time on
make money ( an investment
planes,
earn money ( a (goodIbad) salary
Be careful not to confuse the past form of this w ith used to
+ verb:
I used to get up early when I was at school. = past habit, fact
spend ( save money
lend money (to someone) ( borrow money (from someone)
waste money I win money ( lose money
-
I was used to getting up early when I was at school. =
something that I was accustomed to; it wasn't a problem. pay cash I by credit card ( the check I the fare ( for a ticket

Fo,," Answer these questions.

1 Have you ever made a goodIbad investment?
Subject + be used to -;ng verb + complement or noun
2 When did you last spend a 101 of money? \>\'hat did you buy?
I'm used to goi1g to bed early. 3 INhen did you last borrow money from a friend ( the bar*?
John wasn't children. 4 Have you ever won any money? How much?
Peler isn't working hard. 5 How do you usually pay the check in a restaurant?
We were COld weather.
2 School and careers
Choose the correct completion. \eave ( drop out of ( quit college ( school / a team
graduate from college/school
1 I used to / ent shopping last Saturday.
become a partner
2 We en'l used / / didn't use /0 getting up earty.
founctlstatt a company
3 My dad sed to smoke was used to smokJng, but he quit.
open a factory ( a store
4 I was used t used to the heat when I lived in Texas.
work for a company
work aUin a college ( a company ( a factory ( a school (
a store
accept ( turn down a job offer / money

Unil2 Fame ond fortune

C!) Informal e-mails ~<J REVIEW

-z
t:
Di:
1 Using e-mail
Have you ever had to read or send
e-mails in English? Tell your partner about it.
Review your actio n plan from Unit 1: using
your dictionary
In pairs, talk about your action plan from page
15 and say what you have done about it. d. ~

:: If you've never sent any e-mailsin English. Vllhat do you

think would be difficult about writing them in English?
luerenl surnames so
/p,oba bly not related,

~
:::J
2 Organizing an e-mail
a Read the e-mail and answer the questions.
.rom'TO: ~
~~
~
1 Is this a formal or informal e-mail? How do you
know? Informal : colloquial language (Hi I a
big hug / etc.) , abbreviations (Glad to ... I b Hi Annie,
Cl.. wasn't), first names, :.) Thanks for your e-mail. Really good to hear
o
-'
2 What is the relationship between the w rrter and the
reader'? Find informaHon in the a-mail to justify
C

from you again. Glad to hear your degree is

gOing well.
L.J..J your answer. Friends: first names,
>
L.J..J
b Ideas in e-mails are usually organized in some order.
Match these descriptions with the letters in the text.
dSo when will you fin ish? And how about Pau l? Is
he still working at that department store?
o 1 subject of the e-mail a e life in Germany is a lot of fun now but things
2 close the e·mail and say goodbye i weren't so easy at first. I wasn't used to the
3 give information about the writer e culture or speaking German all day - exhausting,
4 dlange the subject to another topic f but that slowly got better. Some great people in
my office and I've made a couple of good friends
5 ask the reader to respond J do something h
through the gym where I work out. Oh, and met
6 thank the reader c
a really nice guy here too! :-}
7 give a reason for closing the e-mail g
8 say heHo b r Anyway, I'm thinking of coming to the States
this summer - San Francisco first week in
9 ask for inforrnaHon from the reader d
August. Wi ll you guys be there? Can I come to
c Would the order of ideas be the same in your stay with you for a couple of days? Would be
language? Discuss in pairs. great to see you again .

3 Replying to an e-mail g Lots of work to do so gotta go. h Write back and

let me know about the summer, okay?
a How is writing an e-mail different from writing a
standard letter? Make notes. An. ~ has I Take care and say hi to Paul.
a sutpl Wx £u1 a Ie&.- _nl. A big hug,
.. . ogain/ ... slill
imp ly th a l lhey
b Compare your ideas with the advice on the h.aven't seen each
right about writing informal e-mails. Does it tell Terry other for a while
you anything you didn't mention?
c Put your knowledge of writing infonnal e-mails
to the test. Imagine you are Annie or Paul and
write a reply to the e-mail from
Terry above. Be sure to reply
to all the infonnation and
questions she asks.
Informal e-mails are very different in structure from more formal
d In pairs, compare your
e-mails. Can you help improve letters. There's usually a short, informal greeting, or sometimes no
you r partner's message? greeting. Words are sometimes abbreviated or emoticons (symbols)
are used. E-mails often don't use complete sentences. Be careful to
avoid misunderstandings by using enough words to make your
meaning clear. Remember to match your style to [he writer's style.
Even though an e-mail is often a more informal way of
communication than writing a letter, e-mails in a business
environment may be much more formaL And you still need to read
over your e-mail before you send it. Finally, use an English spell
checker if you can!

PLAN I>
Your action plan: making key pals
It is possib~ to make friends on the Internet by sending e-mails to one Of two people on a regular basis.
These people are called "key pals". By using the Internet you can make friends from allover the world, find
out about different cultures and practice your English at the same time! Find out about how to make key pals
by usjng a search engine and entering the words key pais + EFL.
Note: You will need to discuss what you have found with a classmate at the end of Unit 3.

Fame and fortune Un1l2

 1 Reading skills c Complete tho table with ideas fro m the article.
Add /l il y other ideas you had in Exercise l a.
a Look althe pictures of phones. Answer the
(!uestions.
Advantages Disadvantages _
1 How did the invention of the telephone
change our lives? 1 in everyday lifo can call for help they are noisy
2 How have cell phones changed O Uf lives? Muke on the highway
a list of their ad vantages and di sadvantages. 2 in the work place
h Read th is Internet articl e on cell phones. Wri le in 3 for the family
the correct paragraph headings. (Be careful : there
is one heading too many.) 4 other -
Cell phones and the family
d In grou ps, discuss these questions.
Probloms with cell ph ones
Co llphonos at work 1 If yo u have a cell phon e, why do yo u need it?
Cc llphones in everyday life If you do n 't have a cell phone, w ould you like
to have one? Why? I Why not?
The history of the ce ll phone
2 Can you imagine li fe wit hout cell phones?
How wo uld it bo d ifferen t?

cellphones the facts

1 The histo ry of the cellphonc
Believe it or not, cel/phones have been around for over a quarter of a century. The first
commercial ceHphone system was developed by the Japanese in 1979, but cel/phones
have changed a lot since thot time. In the United States, Ameritech set up the first
system in 1983. The early cellphones were big and heavy but they have developed into
small and light palm-sized models. There have been huge developments in their
functions, too: we have had caller ID, call forwarding, text messaging, answering services
and hands-free use for years, but now the re are countless new facilities, such as streaming
video, instant access to the Internet and receiving and send in g photos.
2 Cell phones in everyday life
Cellphones have become ve ry co mmon in ou r lives: recent statistics suggest as many as one in
three people on the planet now have a cellphone, and most of them say they couldn't live
without one. They are used in every area of ou r lives and have become a necessary tool, used for
essential arrangements, social contact and for business . They have made everyday life easier but
noisier. Th ey have made it easier to call for help on the highway or warn a colleague that you'll be
late. They have made it possible to keep in touch with people "on the move" - when you're
traveling. However, they also mean you can escape the workplace physically, but not mentally:
with the help of call forwarding the employee is always at the end of the "phone line".
3 Cell phoncs and the family
Cellphones have made communication easier and have reduced the need for family arguments!
We can use cellphones to let our family know we'll be late or if there's a sudden change of plan or
an emergency. Cell phones have eased the worries of millions of parents when their teenagers are
out late: they can now contact their children at any time. Of course, they still don't know where
their child ren are, except for those times when the kids call because they want a ride home from a
late night party! GLOSSARY
4 Problems with celillhones palm the ins ide ___
This does not mean that cellphones are all good news. They have brought with them a number of of the hand
new headaches for t heir owners: it costs a lot to replace stolen phones, someth in g that is
a lime bomb
becoming a freq uent occu rrence, and have you ever seen such huge phone bills? More serious, something lhat is
however, is the potential health problem they bring: there are fears that radiation from t he phones likely to have a
may cause brain tumors. Th is may be a time bomb waiting to happen to you nger people who have sudden and bad
grown up with cellphones that they simply can't live without! effect in the future

Unit3 RU connected?
 Objectives Topic: cell phones
Grammar Pronuncicmon Reading Ustening Speaking
present perfect question intonation an Inlernet article an interview discussing use of
simple, since and for cellphones

Write on lhe board: the Internet, the cellphone, the CD player. Introduce !he topk
Ask students in pairs or grOlips 10 decide which they think is lhe most important invention and why. Hove a
brief class discussion. Which invention does the class think is the most important?
As on alternative, write the title RU connecled?on the boord. Ask students whot thaI means lanother way 10
write il: Are you connected?1 and what it might mean. If no answers are forthcoming. write the Internet, the
eel/phone, the CD player on the board and see if students can predict what the topic of this lesson will be.

1 Reading ski lls

Put studellts in pairs to discuss the questions in Exercise 18 brieny. Thon olicit answers from the
class and build up a list of advantages and disadvantages on the board.
Ask students to read tho text quickly and match the headings in Exercise lb. Set a time limit of five
minutes. Afterwards, refer students to the Glossary.
, Ask students to copy the table in Exe rcise lc on to a separate pi ece of paper, leaving plenty of room
'-- to add ideas from the text and from the list the class made in tho preceding discussions.

Answer'S

Advantages Disadvantages
2 In tho Can warn a colleague that you'll With call forwarding, tho employee is
workplace he late always at the end of the phone line
3 For the Fewer family arguments
family Can let our family know when wo'll
be late
Parents can contact children at
any time
4 Other Costs a lot to replace stolen phones
Huge phone bills
Radiation may cause brain tumors

Divide the class into groups of four to six to discuss the questions in Exercise l d . Answers will vary.

This text contains a number of compound nouns. Write the following two lists on the board and ask students
to match a word from A to a word from B 10 make a compound noun. Hove them find the compounds in the
text and check the meaning of the words.
A: cell, brain, time, text, phone B: bomb, message, line, tumor, phone
_n
Vocabulary

,,'-- - -- - - - - ---------- - - - -- - - - -- - -- - -------,

For Exercise 3 page 27 ~ IntQrviewer How many drivers do you think that hove decided 10 make it ~legal 10 use your
I.. teo iIieww In the studio is Mike Wilson, a aduolty use !heir cellphones while driving? cellphone <Mlile driving, and there are likely 10
lederal police spokesperson. Mr. Wilson, we Wilson WeD, our figures estimate that irs be a lot more.
understand thol there is now deor evidence around 85% -that me::lns of course that about .. lief ..iewer And do these countries enforce
!hot the use of cellphooes by drivers increases 85% of cellphooe 0NnerS use their phaoes at the laws?
the risk of traffIC accidents. JVSl now some painl while they're driving. but ot:MousIy Wilson Oh yes, and the punishments can be
dangerous are celtphones? some drivers use their phones a lot. very strict. In Poland, for example, there ore
Wilson Well. the foct is thot the number of InfeI ..ieYter Do you feel we now hove enough fines of up 10 a thousond dollars and even
accidents fNery year has increased evidence 10 make laws banning the use of a imprisonment
enormously since we started using ceflphones cell phone while driving? hlief ..iewer And what is the situation hC!'e in
about 25 years ago. The evidence suggests Wilson I think we do_ We've got very stricllows Ihe Stales?
that you ore four times more likely to have a on drinking and driving, so why not introduce Wilson Not much has happened here, really.
crash when using your cell phone while laws on talking on the phone and driving? In Only two slates have banned the use of
driving .- fact, in the lost few years, many countries hove cellphones while driving - New York and New
Interviewer The chances of on occident are banned Ihe use of ceHphones while driving. Jersey - and there is some discussion 01
four times greatC!' - thers horrifying! The United Kingdom was one of the most nationcllfNeI, but we are way behind many
Wilson Yes, ills, recent. but there are around 50 countries n<:JW othC!' countries.

RU connected? T 26 Unit 3
 t ·· ~ 2 Grammar review and extension: present perfect, since and for
I-Iavo students work in pairs to answer the questions in Exercise Za about the example sentences
in the taxt.

Quick grammar
guide,-
periect
We use the present perfect tense to totk about aclioos or stales thol began in the past and ore continuing
now. We also use it 10 discuss experiences in our lives and recently completed actions.
Common probktms and errors
-
Mony languages use the simple present 10 refer to a situation thol slarled 01 a given point in the pas! and slill
continues, where English uses the present perfect This frequently causes errors.
I #.e in Rio since 1985.
Students make errors with time markers cnd questions.
I've lived in Rio &~fe f9( three years.
How long ~ hove you lived in Rio?
Another common error is using the present perfed for a finished even! in the recen t post with a lime marker.
/ RS',<e qRisCtefi /unch ten minutes ago.

Ask sl ud cnts 10 work in pairs 10 malch/orand sillce 10 the time ex pressions in Exerdse 2b. Do the
I1rsl Iwo as a class as examples to get students shuted.
Ask students 10 choose the correct answer in Exercise 2c and then check in pairs before going
through Ihe answers as a class.

3 Listening skills
Prepare for the listening exercise by asking the class whal they th ink of using cell phones while
driving. Ask Do YO ll think lIsing cel/phones while driving is dangerous? Why? Do yOll tl!ink it should
be JxmllCcI? Have students discuss this briel1y with a partner, and then ask a few volunteers to report
b."lck to the class. Next, ask students to work in pairs to do Exercise 3a .
Now play the audio for Exercise 3b and ask students to listen and chock their answers. If needed.

.. ... play the audio a second lime.

4 Pronunciation skills: question intonation

~-
Play the audio for Exercise 4a . Ask students to listen for intonation patterns and trace the intonation
arrows with their fingers as they hear the questions. Ask students to ngure out the rules for question
intonation in English and com plete the sentences toget her. Write these on the board.
Play the audio again for Exercise 4b. Pause the recording allor each question and ask Ule whole class
to repeat. Then ask two or three individuals to repeat. As students ropeal. move your hand in an
upward arc or downward arc to illustrate the in tonation patt ern studen ts should be trying 10
produco. Encourage the class to mimic yom hand gestures, tracing tho intonation patterns they hear.
[n Exercise 4c. ask st udents to work in pairs 10 mark the correct intonation. Allerwards. go over the
answers with the class, modeling the inlonation patterns carefully.
I·hlvo students work in groups offour to practice the questions in Exerc ise 4d. and afterwards ask for
a show of hands to sec how many students in class sa id yes to each question.

5 Speaking skills
Divide tho class into grou ps of four to six to discuss the questions in Exercise 5. Go around
moni1oring and prompting students. Allow five minutes for discussion. Answers will vary.

A good Wa.j to menage the activity above, and similar activities, is to assign "speaking roles: DMde the closs
into groups 01 lour. Tell Sludent A in each group he/she is the group [eoder. Each group leader has to ask the
questions ond prompt other students to express their opinion. Sludent B is the secretary. He/she has to join in,
but olso listen and toke notes. [t is their job to report whotthe group soid to the class at the end of the activity.

The oudioscript for Track 11 is on page T26 ~

1 Do you hove 0 cellphone?

2 How long have you hod your cellphone?
3 Do you ever send lext messages?
4 Who do you normally text?

Jnit 3 T 27 RU connected?
 2 Grammar review and extension: 4 Pronunciation skills: quest ion
present perfect, since and for intonation
a Look at the parts in italic of the first two ..E'a Listen to the intonation in theso questions.
sentences in the article. Answer the questions. Complete the rules about question intonation
1 What tense is the verb in each sentence? bolow.
jJresent perfect 1 Do you have a cellphone?
---.....
2 Is the action or situation in each sentence
fin ished? no
3 Which sentence focuse s on a sit uation up 10
now? cellphones have been a ro und ...
4 Choose the correct words:
4 Who do you normally text?
-..... -
2 How long have you had your cell phone?

3 Do you ever send text messages?

We use fo r With€' ·o-dco-i7,",,-~ a poiat in In yesi llo questions the voice usually goes ....!!IL.
the past. In wh-queslions the voice usually goes down.
e use since with a period of time I~ ~ b Listen to the questions and repeat them.
tile past.
b Do we use since or for with these time expressions?
c
1 11 Have you sent a lext message today?
...
Mark the correct intonation on these examples .

S F S F
Thanksgiving two years last night 25 years b Who did you send ii1'o'?
t h east
F . h· S
I ten mlllUles t IS mornmg
. ,-,.,-----
S .
my last bIrthday 1995
S
-
2 a Have you paid a cell phone bill recently?
.....
b How much did you pay?
c Choose the simple past or present perfect, and for 3 a Have you ever felt irritated by-~--
cell phones?
or since if necessary.
b When did th is happen?
....
1 The cellphone revolution(fegai'D/ llas begun in
a Is you r cellphone--~=~-
on now?
tho 1970s.
2 T (l apanes~
_
~w-v~e-u-,-iP'- used cell phones for
4
~ --...
b Why? I Why not?
since the late 1970s.
d In groups. ask and answer the q uestions in
3 In 2003 . the British have banned /~he
Exercise 4c. How many peop le in the class said
use of cell phones while driving.
yes to each "a" question?
4 ~:S .. commercia l ce llphone.(fave)
~ exi ed or since 1963.
5 Speaking skills
5 Phone ave aever ha never hCld so many
feat ufCs as ey 0 a ay. In groups, discuss these questions.
6 Peopl4 a ve IIse?J IIsed cellphone® since 1 Is " ta lk and drive" a danger in your country? Has
about 25 years now. your government introduccd laws about it? If not.
shou ld the government ban it?
3 Listening skills 2 Do you talk on the phone whi le you drive? Have
you, or has anyone you know, ever had an
a You are going to listen to an interview with Mike
accident while talking on a cell phone?
Wilson, a police representative, about the dangers
of talking on a cell phone while driving. Before 3 Do you think the government should also ban the
you listen, read the fac t sheet below and try to fill use of cell phones in public places?
in the blanks with these fi gufCs: 2, 4, 50. 85, 1,000.
\Ii' b Listen to the interview with Mr. Wi lson and check
your answers.

Taiiz and D rive: the facts

Resear ch shoWS tha t : . . 4 times greater if
. k of having an aCCident IS _
1 the n s .' U hone.
the driver IS usmg a ce p their cellphone while
2 the number of drivers who use
.' . 85 percent. h
dn Vlng IS - . h banned using a ceUp one
50 countries ave
3 aroun d -----
while driving. . fine of up to 1,000
4 drivers in Poland can r~cedtv~ ~
h . g whIle n vtng.
dollars for p . onlO f llphones while driving
. ban against the use 0 ce
5 ~erells a 2 state(s) in the U. S .
tn on y _

RU connected? Unil3
 Netizens

Speaking skills
a In groups, discuss these questions.
1 Have you ever surfed for more than three hours
online? When? Why?
1 Vocabulary: the Internet 2 Has your computer ever gotten a virus from
Match the words and phrases with lhe correct the Internet? When? What happened?
definitions. 3 Have you ever taken part in a chat room? Who
did you "chat" wi th? What abo ut?
1 online " " ~ a spend time online looking 4 Have you ever downloaded files from the
through Web sites
2 surf ~ b connected to the Internet Internet? What kind of files?
5 Have you ever sent an attachment? What did it
3 a virus c a computer file sent with an
contain? Do you receive a lot of attachments?
e-mail message
What are they about?
4 a chat room d information that you store
under a particular name b Who is the most "connected" in the group?
5 log onloff e move information from the
Internet to a computer 3 Reading skills
6 crash f disconnected from the a Do new developments in information technology
Internet affect your life? Which of these phrases best
7 offline g start/finish using a computer describes you?
system I'm an Internet addict.
8 downloa h when a computer or program I have an Internet phobia.
stops working suddenly I use the Internet. but it doesn 't affect my life.
9 a file a Web site people lise for
Now take the quiz. Is your answer still the same
exchanging messages
afterwards?
10 an attachment a program that enters your
b Ask your partner his or her answers to the qlliz,
computer and damages or
note them down and discuss Ulem. Who is more
destroys information
addicted to the Internet. you or your partner?
Look at page 149, work out your partner's score
and read the analysis. Do you agree?

Internet addict or Internet phobe?,--,

The Internet is rapidly replacing TV as 3 Where do you do most of your shopping?
the most popular form of home a) In stores, of course. I'd never buy
anything over the Net - it's simply not
entertainment. Many people are
spending longer amounts of time
safe!
bJ I haven't been in a real store in over a T
online, and in some cases this has had year. I even buy my groceries online.
c) I've never tried e-shopping but I think it's
a negative effect on their work, studies, a good idea .
and social lives. So how about you? 00
4 Have you ever met anyone over the
you have your Internet use under Internet?
control? Take this quiz and find out. a) Yes, lots of people. In fact, I've started
dating one of them.
Are you addicted to the Internet? b) Yes, but we still haven't met face-to- 6 Which of these descriptions is closest to ..........
1 Which of these is closest to your morning face. you?
routine? c) No, I've never spoken to a stranger a) I've never been online. I don't have
a) I always log on at home. I realize an hour online. It's too dangerous. access to the Intemet.
has passed and I am late for wo~ again. 5 How often have you spent three hours or b) I spend more and more time online andY
b) I get to work early so I can have some more on the Net? don't see my friends very often.
time alone to surf the Net and chat. a) Never. t hardly spend any time on the c) I go online most da~, but for practical
c) I only log on when I need the Internet for Intemet. purposes - to check my e-mail or to do ............-
won'- b) Regularly! I usually spend at least two some research.
2 I have more friends ... hours a day surfing. 7 How do you feel if you haven't checked yo'
a) in real life. c) Only occasionally. If I need to find some e-mail or been in a chat room one day? '---""
b) online. information, I might spend a couple of a) Not good . I could be missing something.
c) in real life but I've lost touch with a lot of hours looking online. b) Okay. I can always go online tomorrow.
friends since I started surfing the Net. c) No problem. I don't use the Intemet th,
often anyway. '-

Unit3 RU connected?
 Objectives Topic: the Internet
Vocabulary Reading Writing
the Inlernet a magazine quiz writing ·char

Write Computers and the In/ernet on the board. Divide the closs into groups of lour. Teillhe groups thallhey Introduce !he topk
hove one minute 10 write down all the words connected with this topic they (on thinl: of. After ooe minute ask
each group how mony words they thought of. Elicil their answers and write their list of words Ofllhe board lor
if you prefer, ask volunteers from each group 10 come up and simulloneously write their lisls on the boordl.

1 Vocabu lary: th e Internet

Ask students to work in pairs to match the words and defini tions. You may also want to review the
pronunciation of each of these words wi th students, having thom repeat after you.

2 Speaking skills
Give students a few minutos to read the questions in Exercise 2a , think about thoir answers, and

.--
write notes. Then ask them to d iscuss the questions in groups of four to six.

If the questions in exercise 2a seem difficult for learners, hove a volunteer read aloud the questions to the
whole claSS. After each question is read aloud, ask a student 10 explain the question or, if they connot,
poraphrase the question yourself in terms students will more likely understand . At this point, hove students
WOI'k in small groups to discuss their answers to rhe questions.

3 Readi ng ski lis

Elicit the meaning of addictlsomeane who con't stop doing on activity) and phobia Iteatl, using examples you Vocabulary lead-in
think students would understand. Examples:
He was a drug addiel who bought his narcotics on the slreel.
She has claustrophobia and does nol en;oy being in a small, crowded room.
Write the following phrases on the board:
I'm addicted _ using Ihe Inlernel
I'm obsessed _
I'm not inleresled_
I'm worried _
Ask students to tell you what the miSSing prepositions are Ithe answers in order: 10, with. in, oboun. Then ask
students which phrase/s) describe them.

Ask students to tal k to a parlner and find out their answers to lhe questions in Exercise 3a .
Afterwards, quickl y Rsk for a show of hands from the class to see how many chose each phrase.
Ask stu dents to take the quiz indi vidually. Circulate among students, chocking for difficulties in
understanding the tex t. If needed. write new vocabulary on t ho board.

There are a few words and phrases in the text thot you may wish to check. Write these definitions on the VocabukJry
board if students are having trouble understanding the text that uses them.
lose touch with (friendsl '" not see, speak to, or write to friends any longer
dote (someane) '" arrange to meet someone that you are aHracted to
meet (someone) face-to-face", see (someone) directly I in the Hesh - not on the phone or tnternet

- Have students do the tasks in Exercise 3b , working with the same partner as before.

RU connected? T 28 Unit3
 4 Writing skills
Ask students to work with a different partner to discuss the questions in Exercise 4a. Answers
will vary.
Ask students if they can give you examples or lhe kind of abbreviations and language they use in
their own language when texting or chatting online . Then ask students in pairs to match the
techniques and examples in fu.:ercise 4b.
Before asking students to read the chat in Exercise 4c in pairs, set the scene by asking a few
questions: In an online chat. what ore handles? What are the handles of the two people chatting?
What are they clwtting about?

Ask students 10 rewrite the chat in stondard English.

Ask students to work in pairs and foll ow the instructions in Exercises 4d and 4e. Remind
students to chock the Glossary fo r unfamil iar terms. Move aro und the room, monitoring and

--
h elping with idoas.

You could provide some 'framework' for the choning by giving each pair a lask to perform. Write the following
.Itemotive list either on the board or on individual cords Ihat you con hand out to pairs at random,
invite your partner /0 0 party
ask for help with homework
ask about your partners weekend plans
talk about football
ask about your porlner's family
ask about a topic of your choice
Have each pair perform one of the above tasks when chaning.

Additional acIIYIIy Hold a closs discussion on Internet safety. Ask Whot are some potential dangers of on online chot? Is it a good
idea to share personal informah'on (name, telephone number, address) with a stranger online? Why? Why nat?

Unit 3 T 29 RU connected?
 'V VVV V
4 Writing skills
a in pairs. answer these ques tions.
1 What do you know about chatting online?
2 Do you have any "online" friends? Have you ever wrillen to a stranger onli ne who has
become a friend?
b Chatters normally have n icknames, which they call ·'handles". Chat is like a mixture of
speaki ng and writing, and chatters use d ifferent techniques to talk online. Match the
techniques on the left with the exam p les of chat.

1 informallangU~~
2 nol g'~:~===~;;::~2
much punctuation :::::::=:--- _ 'bil C U lSr
gonna buy a
3 abbreviations c diane can you come saturday
4 ellips is (leaving out unnecessary words) ~ d :-) (a smile)
e have to go - talk later
56 slang -;;:-:============~~~:::::::::::.::::=
emoticons f cool ! wicked!
c Read this chat between two friends . Can you understand it? (Usc the glossary to help you if
necessary.) Try reading the dialogue aloud with a partner.

From:
GLOSSARY To:
Emoticons
:_0 = scared
Angel with a halo says: how r u
:( :: worried. annoyed,
or really thinking Dancing and singing sa ys: im good u
:-):: a smite Angel with a halo says: good 2 what u been up 2
;-0'" Dh . no! Dancing and singing says: not much - studying
(0_0) = shocked Angel with a halo soys: what 4
:* = a kiss Dancing a nd singing says: exam in 2 weeks
;-) = a wink Angel with a halo says : :(
:-< = sad Dancing and singing says: oh yeah! Btw u going 2 j's party fri
Angel with a halo says: no gotta study :-<
Abbrevi ations
Doncing and singing says::( u looking forward 2 weekend?
cu lar : See you later.
Angel with a ha lo says: sure what u doing?
101 = laughing out loud
Doncing ond singing says: football gome sal, then probably sleep in afternoon
ru ok= Are you ok?
Angel with a halo says: 101
2day = today
Dancing and singing says: n u
cld = could, shd = should
Angel with a halo says: shopping!
Ie = I see I I understand
Dancing and singing says: (0_0) u shd be studying
btw "" By the way
Angel with 0 halo soys: yeah 101 gotto go ttyl
n U :: And you?
Dancing and singing says: yep bfn :)
bfn = Bye for nolV
'-- Angel with a halo says : cu 18r bye :*
ttyl = Talk to you later

d You arc going to "chat" with your partner. Follow these steps.
1 Find a piece of blank paper.
2 Choose your "handle". (See Exercise 4b.)
3 Write your handle and your fi rst comment. Use the glossary to help you and remember to
use abbreviations and ellipsis.
4 Pass the paper to your partner.
5 Write your handle and the next comment on the piece of paper you now have and pass it
back to your partner.
6 Continue chatting untit you decide to stop .
e Look at your cha\. Change anythi ng that you wanl to and then pass the paper to another pair.
Can they understand your conversation?

RU conne<:ted? Unit 3
 Talk

1 Speaking skills
a lnp' d
iscuss these si'uati
BIl'S,
1 You 've just broken II . Ons.
2 Reading skills
boYfriend/girlfriend P wah your a Road the artic/e .
2 You are havin . Who do yo u taU: to? Summary. qUIckly. Choose Uw best
class Wh 8 problems with y .
J v: . 0 do yo u talk lo? OUr SCi ence 1 BilJ and Liz arc
au have m OIi C . strc psycholnoi I
2 . els of New York. - 0 s s workill g On the
talk lo? Y problems. Who d
. o YOn B,I/ and Liz talk I
b In OUr soc' try 10 help them s~l~eobl~ all tlie streets and
lalk Jely we have a 101 of 0 J BilJ and Liz e t Cu problems
peo I on ,col/Phones. in chal Pportunilics 10 en courage .
on Ihe street bOJ"o ~
to la':ket~~I~I~o~~lain Ihal 'hC~::IO~~~~ ~~I
people to talk to th
th erapeulic. ~LO. use theY be,>leve it is em
do you think tha t Jsa
y 10 talk 1o Ihompisls. ~~;c

tome
"Taking a little time to talk to someone you've
never met can change you Jorever."- Liz Barry
NEWYORK (AP) - It is evening rush hour in the Times Amazingly, for the
Square su bway station - perhaps the most frantic time of n ext two hours,
day at the most hectic place in the busiest dry in the p eople do. Dozens
country. Liz Barry and Bill Wetzel have just settled into 10 of them. Two 17-
5 two chairs against a wall. Before them is a sign that reads, year-Qld girls talk
in large white letters. "TALK TO ME," about their science
class. A middle-
aged man gives his
15 views on politics. A
young woman with purple hair, near tears, has recently
broken up with her parm er. She hasn't gotten over it yet
and sh e wants to talk.
Barry and Wetzel came to New York only a year ago, but
20 they have already h eard m ou sands of stories like these.
They have walked the streets and avenues, set up their
sign and listened.
Liz and Bill, in their 20s, have discovered mat talking is
highly therapeutic for New Yorkers. " Taking a little rime
25 o ut from a busy schedule to talk to someone you've never
met can change your wh ole outlook forever," Liz Barry
says.
Barry and Wetzel figure that now, after a year, is a good
time to Stop. They still h aven't decided what to d o n ext,
30 but it's unlikely to be something as original as their "Talk
to me" project!

GLOSSARY
frant ic busy, hurried
hectic busy fu ll f > >

Unit 3 d ' 0 actIVity

RU connected? ozens a la~e number (
one dozen - 12)
 Objectives Topic: falking fa people
Grammar Vocabulary Reading Ustening Speaking
adverbs used with verbs of talking a newspaper article a discussion discussing problems
the present perfect

Write on the board folking to strangers. Ask students, In whol situations do we tolk 10 people we don't knoW? Introduce the topic
On the boord, build up a IIsl of their answers.
Suggested list: starling a conversation with strangers 01 a party or in a club; buying something in a store;
dealing with customers 01 work; asking for help on the street - asking for directions.
Ask Is it easy for you fa talk to strangers? Why? Why nof?
••
1 Speaking skills
Ask students to discuss the situation s and questions in Exercises 1a and lb in pairs. Answers
will vary.

2 Reading skills
Ask students to read the article and choose the best summary. Remind students to check the
Glossary fo r any unfamiliar vocabulary.

Answer: Summary 3

The text contains a few phrasal verbs that you may wish to check. Vocabulary
settle into.: get comfortable in (a chair)
break up = end 0 relationship
get over", start to feel happy again
set up = put in position

13~------------------------------------------------------,
For Exercise 4 on page 31 ~
tnterviewer So, Bill, how do you get people to talk?
Bill Well, I simply ask them "how's your day?"
tnterviewer And how do they react?
Bill Well, they say, "What are you doingr and I say, "rm just being friendly"" and then we talk.
Interviewer Yeah.
Bill rye just spoken to a guy about how difficull it is to find work in New York. Afler 45 minutes he said, "'
could stand here and loll:; all day:
Interviewer Have you ever had any hassle from the police?
Uz Yeah, sure, we've already had a little hassle from the cops; they might tell us to move on, but we
haven't had any serious problems - not yet, anyway.
Bill No, that's right. but we have been insulted by drunks. Yeah, our shaes have even been stolenl
Interviewer Really?
Uz Yeah, really. People don't understand us at first; they think we're cops or researchers or weirdos or
something .
Bill Yeah. We've tried 10 explain, but some people still hoven" learned to just toll:; to each other and to
listen, of course
Uz Some people find It very difficult to listen.
Infefviewer So you think listening is on important ... uh .. skill?
Uz Yeah, thors right.
Interviewer So what have you learned from Talk to Me?
Bill Well, we've learned a lot about the way people work. the way they date, they way they've grown up
and settled down.
Uz And we've mode a lot of friends; you remember Estela, Ihe oclor; she's been to see us three times
already. She's become an old friend.
Interviewer One final question. How have you been able to do this financially?
Bill Well, we're very lucl:;y. We hod same money to start with, though that's all gone now. But there's a very
nice lady we know who gives us a little money to I:;eep doing this, so we manage.

RU connected? T 30 Unil3
 Let students decide on their answers to the questions in Exercise 2b in pairs before discussing them
as a class.
Before asking students to do Exercise 2c in pairs, do the first as an example: Ask students to find them
in line 5. Then point out that it is a pronoun that refers to the words Liz Bany Qlld Bill Wetzel in the
previous line and that it is used because the writer does not want to repeat the people's names.
Ask students to discuss the questions in Exercise z d in small groups. Answers will vary.

3 Grammar: adverbs used with the present perfect

For Exercise 3a , help students find and underline the adverbs, and then ask them these check
questions to make sure they are clear about the form rules:
Which word goes at the end of interrogative and negative sentences? (yet)
Which adverb is only used in negative sentences? (still)
Which adverbs go between have and the past participle? (just, already)
Which adverb can go between have and the past participle or at the end ofthe sentence? (recently)
Ask students to work in pairs to do Exercise 3b. Go around the class and help.

Quick grammar The key point is where the adverb goes in the sentence. Typically, in the present perfect. the adverb may be
guide: adverbs ploced between have and the main verb or at the end of the sentence, as in these examples:
with the present I have already done il. OR I have done if already.
perfect
The two English words still and yet present a prablem as they are often expressed by only one word in other
languages. Concentrate on the differences in form between the two words. The difference in use, is subtle:
Yet is "positive" - it means "' expect this 10 happen in the fu ture:
Still is "negative" - it means "This should have happened by now:
Common problems and enors
Students put the adverbs in the wrong position in the sentence.
~I have finished. I ~ hove finished.

Set up Exer cise 3d by modeling two or three sentences about yourself. Then ask students to write
their own sentences and read them aloud to a new partner.

4 Listening skills

Lead in Set the scene by reminding students oboulliz and Bill. Point to the pictures on page 30 and ask Wha! are
they doing? Why?

Put students in pairs, and then ask them 10 read the questions in Exercise 4a and predict the
answers. Briefly go over the answers with the whole class.
Play the audio for Exercise 4b, Ask students to liston and compare their predicted answers to the
actual answers,
Play the audio a second time for Exercise 4c. Ask students to check the things that have happened
to Liz and Bill.
Ask the question in Exercise 4d to the whole class and elicit answers briefly. Answers will vary,

5 Vocabulary: talk
Ask students to try to explain the words in italics in Exerc ise Sa to each other first. Elicit feedback
from the class to make sure students understand all the words. Then ask the groups to discuss
the questions,

Checking meaning As an alternative to translation, try miming the words ond having studenls guess. II's more fun! For example:
complain = briefly oct out person complaining in Q store
argument = move to and fro, honds on hips. pretending to be two people arguing
gossip = pretend to whisper in someone's ear, and then look astounded

Ask students to do Exercise sb in pairs. Encourage the listeners to keep quiet while their partners
speak, and focus on understanding and rememhering what the speaker said. This is not intended to
be a conversation between the two partners but rather Speaker A and Listener B. Encourage the
listeners to paraphrase, or say in their own words, what their partner communicated.

The oudioscript for Track 13 is on poge T30 Pi;

Unit 3 T 31 RU connected?
 b Read the article again. Answer the questions. 4 Listening skills
1 What impression does the writer give of New
a You are going to listen to an interview with Liz
Yorl:: in the evening rush hour? It is very busy.
and Bill. Imagine you are Liz or Bill and answer
2 What type of people stop and talk to Liz and the interviewer's questions.
Bill? All typos - teenagers. middle-aged men
1 How do you get peop le to talk?
3 How do we know that New Yorkers like talking?
Z How do people react when you invite them to
They have heard "thousands of stories."
talk to you?
4 Why have Liz and Bill encouraged people to
3 Have you had any trouble with the police?
stop and talk to them? They believe that it can
c h a nge I.coplo·s outlook - it is therapeutic. 4 What lessons has "Talk to Me" taught you?

5 Do you think that Liz and Bill have gotten any 5 How have you boon able to do Ihis fina ncially?
benefits from their project? ~ b Listen to the interview and compare your answers
, Find these words in the article. What do they refer with Liz and Dill's.
to? ~ c Listen agBin. Wh ich of these things have
~
1 them (line 5) 4 and BJL • it (line 17) breaking happened to Liz Bnd Dill?
up with her partner 1 They've spokcn to someone without a job . ."
2 do (line 9) tnlk to them 5 these (line 20) 2 They've had sorious problems with the police.
'-- stories J They've insultod someone who was drun k.
3 them {line 10) people 6 it (line 30) what they 4 Someone has robbod them . ."
do next 5 They've made some fr iends . ."
d Discuss these questions. 6 They've made a lot of money.
1 How would people where you live react to d Why do you think "Talk to Mo" is popular in
"Talk to Me"? New York?
z Would you stop and talk to Liz and Bill? Suggested answers:
Why? I Why not? If you did stop. what would
you talk about? New York is a busy. non-s top city 80 people
nonna lly have no time to ta lk.
Life is stressfu l in a big ci ty - iI's good to talk.
3 Grammar: adverbs used with th e
In a big ci ty, there a re a lot of lone ly people.
present perfect
New Yorkers are ramous fo r heing talkative.
a Find these adverbs in the article: just, recenliy,
yet, already, still. Note the way they are used and
complete each sentence below with one of them.
5 Vocabulary: talk
1 " Have you finished your homewerk ~?" "I a In groups, check the meaning of the expressions
haven't even started it ~ !" in italic. then discuss the questions.
2 1 can't talk now. I've J.!:!!!... finished cooking 1 Have you ever complained about anything? If
dinner and we're about to eaL so, what?
3 "Any luck with work?" "No. I still haveu 't Z Have you /rad an argument with anyone
found n joh. ,. recently? What was it about?
4 "['II feed tho dog bofore we go out." "It's okay. 3 Have you shouted at nnybody this week? If so.
['ve already done it." what made you shout?
5 "Have you seen Mary at all?" "Mary? Yes, she's 4 Do you know anyone who boasts a lot"! Who
stayed with us a few times recentlv ." are they and why do you think they noed to
boast?
b Match the adverbs in Exorcise 3a with their
meanings. 5 How do you persuade people to agree w ith
you?
a The action happened in the immediate past,
6 Do you ever discuss problems with your
very soon before the moment of speaking. just
parents? If so, what kind of tbings do you talk
b The action has not happened up to now but about? If not, why don', you?
will probably happen in the future. (used with
7 Do you ever gOSSip? If so, who with and
questions and negatives) yet
when?
c The action has not happened up to now but will
probably happen in the future. (used only with b Good communication is not only about speaking,
negative scntences in the present perfect) still bu t listening. too. Are you a good listener? Try
this activity.
d The act ion or actions happened not long ago.
recently Student A: Choose a topic from 1-7 above;
e The action has happened, perhaps before prepare to talk for exact ly one minute.
expected, and doesn't need to be repeated. Student B: Listen, wi/hollt interrupting, and tben
already repeat what Student A said. (You don't have to
c Check your answers with the Grammar Summary use exactly the sarno words.)
on page 34. Student A: How good a Iistenor was your
d Complete the sentences to make true statements partner?
about yourself. Then compare with a partner. When you have fin ished, reverse your roles.
1 I still haven't . Z I haven't ... yet. 3 I've just ... Student B talks for one minute.
4 I've already ... 5 I've recently ...

RU connected? Unil3
 -
1 Warm up
a Tho World Wide Web has created a lot of weird
and wonderfu l things, including new vocabulary.
This week's
How good is your Web vocabulary? Match the
definitions below with the words in the box. Webguide~
icon link FAQs Web guide toolbar
A http :Lwww.liter!!nmet.orz lennsf I
Weh site Web browser search engi ne
Fantastic site from CNN. Over 50 news stories categorized
home-page URL Web page scroll bar under headings such as crime, environment and
adventure. Each story has a range of activities focusing on_
1 Tho plnco on the Internet that appears first on comprehension and vocabulary, mostly of the multiple-
your com puter is your home page. choice variety.
2 A software program that finds and dis plays
pages from the Internet is a Web browser. B http://www.npr.org/
3 A con nection between one Internet file and NPR is an American radio network with an extensive audio
anoth er is (I link archive - an excellent source of authentic English.
4 The row of small pictures on the screen that
you click on 10 perform particular acti ons is
c httgJJwww.humorlinks.com /
tho Icoluor . Hilarious site bringing together over 7.000 links to humor Of
every kind, from American comedy to Australian cartoons. ' -
5 Tho long narrow line at the edge of the screen Here you will see the funniest jokes and pictures from
usod for movi ng information up. down, or around the world.
across the screen is the scroll bar .
(j The un ique address of a computer or a o http:)/www.bbc.(a.ukLbbcfau rLaudiainterviewsL
document on the Internet is called a URL Hundreds of faScinating interviews with famous people
7 A place on the Internet wherc you find from every walk of life: actors, cartoonists, musicians,
information about a particular subject. painters, philosophers, political activists, scientists and
organ ization. elc. is a Web site . writers.
8 A pago or document that you can read on a
Web site is a Web paee . E http :lJwww.bbe.ca.u kLmusi elJ iste n
9 A small pict ure on a computer screen that lots of online music from classical to jazz, from blues to
rap. You can listen to radio programs or select a range of
opens a program or performs an action is an
special features .
icon
10 A program that looks for information from G http~/ www. anestapenglish_(om
many different Web pages is a search engjne . Here you will find listening activities - updated each
11 A page in a magazine that gives you month -from the online magazine from Macmillan.
information about Web si tes is a Web Kuide .
12 Questions that Int ernet users frequcntly ask are
called FADs
b Read the Web gu ide on the right and recommend
ono or more sites for the people below.
I failed my English test.
If only I'd worked
more on my listeningl

I just bought the new

CD by The Darkness;
I miss Pilar. they're my favorite rock
She always cheered me up with her band and I wish I could
jokes. I wish she was here. find more of their music.
B,G

, I wish I knew more

aboul Johnny Depp!
A, D I haven 'I read
I haven't done any anything about him
studying for the reading for ages.
comprehension test yet.
"m bound to fail it.

E
D
c

Unit 3 RU conneded?
 Objectives Topic: the World Wide Web
Grammar Reading Writing Ustening Speaking
simple past. used to a Web guide a lecture a lecture designing a Web site
do, be used to doing,
I wish / if only

Ask students a few questions about the Web to introduce the topic. When was the World Wide Web invented? Introduce the topic
How often do you use the Web? Whafdo you use it for? What is the most useful function of/he Web? 00 you
have a home page? What's on if?

1 Warm lip t .. CJ
Ask students to match the words and definitions in Exercise la . and then let them check with a
partner before going through the answers as a class.

Note the pronunciation: icon t alkonl FAQs fef el 'kjuzl URl/jual'el1 scrotl Iskroull Pronunciation guide

Write on the board: Extension activity

Click on Find Choose Search
Then tell students that you have switched your computer on and you ore on your home page, but you wont to
go on the World Wide Web to find out exactly how old the Earth is.
Ask students to give you instructions 10 find Ihe information you wonl, using the verbs on the board and
computer words from exercise l a.

Read a loud the quotations by the people in Exercise lb. Then ask students to skim the web gu ide all
page 32 to find useful sites for the speakers. Let students check their answers in pairs before
discussing them with the whole class.

You may wont to check some of the difficult vocabulary items from the text and review their pronunciation. Vocabulary
cheer (someone) up 0: make someone happy
I'm bound 10 ... 0: irs almosl certain 10 happen 10 me
exlensive == very large
archive = collection or store
hilarious = very funny

RU connected? T 32 Unit 3
 2 Task
D iv i de stud ents into groups of four. and then go over the instruc ti on s in Exercise 2 with the cl ass.

Group organization Before doing the lask give each person in the group 0 role:
Student A == group leader - he/she has to ask the questions and make sure everybody contributes.
Students Band C = the "ideas" guys - it is their job 10 think of interesting and unusual ideas_
Studenl D '" group secrelary - il is his/her job 10 make notes of all decisions and 10 report the ideas to Ihe class.

3 Prepare
En courage each grou p to m ak e revi si on s to th ei r home page after comparing it to th e h ome page i n
th e unit.

t 4 Feedbac k
Ask one stud ent from each group to present thei r gro up's Web si te i deas . T h en h ave th e class vote on
th e b es t Web site.
T h ro ugh out Exer cise 4. build up a list on the bo ard of features o f a good Web site.
• ....
T n a, 5 Compare
Pl ay the aud i o for Exercise 5. A sk students 10 listen and say w hat points fro m exerci se 4c are
\? m en t ion ed.

@ Repeat th e audio for Exerci se 5. Ask stud en ts to write d own an y ex tra point s men ti oned i n th e
lecture to add 10 th e cl ass list on th e b oard.

A n sw ers (extra points m enti oned on audio)

reliabl e, up-to-date conlent
shows clearl y wha t is on Web site
usable. trans p aren t navi gati on
uncl uttere d d esign wit h clear text and good u se o f p ictures
n ot to o m an y c ol ors or 100 many pic tures
free of adverti sing. incl udi ng ani m ated pop-u ps

t 6 Not ice
Play th e audi o fo r exercise 5 again . Ask stud en ts 10 com p l ete th e Jist i n Exer cise 6a and th e table in

.. Exer cise 6b .

t 7 Foll ow u p
T hi s work s w ell as a homewor k task. A sk st ud ents to p rin t ou t their favo rite home p age. an d th en
present i t to the class i n a fu lure lesson.

I~
Okay. let"s begin. Now, lost week we looked at Web sites fram a designer's point of view. Today we're going to
look at Web sites again. but from the point of view of the user. Many people I've spoken to obout Web design
soy things like, "I wish Web sites were simple and easy to follow. and not too technical: and "I need to get the
information I wont as quickly as possible, so I like Web sites that have very clear links ond site mops:
Well. in this talk, I'm going to give you the basic points so you can go ahead and design a usable ond
attractive Web site, taking into aC(Qunt the needs of the surfer. So. if you wont your Web site to be easy to use,
ask yourself the following five questions: First of all, the content: is the content rel iable? This is a key point
because there·s a 101 of garbage out there in cyberspace. We'll assume thai you don't write garbage. but even
good content can be unreliable because it con go out of dole very quickly, With the Internet. you want
accurate. reliable, up-to-date information.
Second. can the user tell what the Web site is about? You see. people need to know if the site is relevonlto
them; so the site should indicate very carefully and clearly exactly what is there_
The third point has to do with navigoti on. By navigati on, I mean how we move around the site from page to
poge. how usable and transparent it is, so you don't gel lost and waste time trying to work out where to go
nex\. tmpartant navigation features are the toolbor, a site mop, and links to other relevant pages.
Fourth, what about design? Are colors used to good effect? You often find colors make it more difficult to
follow the site map. and you easily get lost or waste time. so you don'l wont to use 100 many different colors.
Also. the page shouldn't be cluttered - with too many different secti ons ~ the page should look open.
accessible, and inviting. Design includes clear text and good use of pictures, but don·t use too many pictures
or the download time will be too slow. You want a fast download time.
Finally. the site should be as free as possible of odverti sing ~ this is another form of garbage that the user
doesn't want to see popping up atl the time and gening in the way of the information you real ly need. Now
ore there any questions so for?

Unit 3 T 33 RU connected?
 NATIONAL AERONAUTICS
AND SPACE ADMI NISTRATION
+ ABOlTT NASA + NEWS & EVEHTS + MUlnM~DIA -+ POPUlAR TOPICS

-+ For Kids IF IT'S NOT SAFE, SAY 501

Rofgl.." WOfy - . - . 10 I!ASA
+ For Students
_
FIND IT C NASA '

+ AO'IANCED SEAJICIl
1.'0::
. . .~~
. ......--"-<'
HUMANS IN SPACf EXPlORIPlG lliE UNIVERSE

09.09.04 09.01.04 09.09.04

KSC Cleans Up After Station Crew to Join l atest on Genesis
Frances Far.Out Powwow Probe
+ Read More + Read More + Read More
+ Photo Gallery ,. View Video
09.03.04
Station Spacewa lk 09.09.04
Successful Cassini t=inds New

2 Task
You are going to enter a competition to create a Web b As a class. vote on the best Web site.
sito for your class, and your group will have to c Make a class list of the features that a good Web
design tho home page of the site. You will need to site should have.
present the concept of tho Web site and the home
page to the class and they will vote on the one they 5 Co mpare
like the most. In your groups, discuss these points
and then design the home page. @ a Listen to a lecture on Web desig n . Which points
on your list from Exercise 4c does the speaker
1 Who is the Web sile for? What are their interests? mention?
2 What "'ill the Web site contain? (Articles on ~ b Listen again and add any points the speaker
things such as sports. music, science, etc.; tips for mentions which are not on your class list.
learning Engl ish: help with homework?)
3 What will appear on the home page? Think about 6 Noti ce
text, photos, and links.
~ a Listen again. How does the speaker list her
4 What makes a good Web site? Think of your points? Complete this list.
favorite Web si tes and make a list of the five most
First of all, Second , The third point . Fourth ,
important things a good Web site should have.
finally.
5 Put your ideas into action - design the home page!
b Notice how the speaker identifies the good points
3 Prepare in Web sites. Complete the table with positive
adiectives and phrases about good Web design.
a You are going to report your group's ideas to the Listen to the lecture again if necessary.
rest of the class. List the main points about your
Web site. Web site ,.,."...~
h Look at the home page from a Web site at the top Content Yet.olLe accurate, up-ta-dato
of this page. Check how many of your poin ts are
covered by this site. Can you add any other Navigation usable. trarll>pareut
points? Design not cluttored , opon,
c Now go back to your list of poin ts. Do you wan t to accessible, inviting, clear
make any revisions to your Web site?
7 Follow up
4 Feedback a Choose a home page from a site you like and print
a Present your idea for the Web site to the class and it out. Make notes on what is good about it and
explain your home page. what could be improved.
b Present it to the res t of the class.

RU connected?
 LANGUAGE RESOURCE
\ Five of these sentences are incorrect. The errors can be in the
Grammar Summary present perfect itself or in the use of the adverb, Check the correct
sentences and correct the wrong ones.
1 Present perfect
1 The President has never been overseas, tI
u,. 2 Don't wait for Janes, He's just went out, He's j ust gon e out.
To tal< about actions or states n the past but thai have some 3 Have you seen the new James Bond film stilt? James Bond film yo>t?
effect in the present. 4 Louisa has recently made a lOt 01 new friends. tI
• Actions Of stales that began in the past but thai are 5 We haven't been to a good party since two years. ror two years,
contn.ing in the p-esent:
6 Fran neyer went skiing but she hopes to go next year. Fran has
«-
I
Jack has worked for Ford since 1975.-l>
I never been ...
PAST 1975 PRESENT 7 Kevin and Jackie have just had their third child. tI
Jack Slant W()(king for Ford. Jack works for Ford ~. 8 We've been to a concert in the new auditoriun. In fact, we've been 1('
one last week, 100. •• , w e went to one last w eek . too.
• Experiences that we have had in our lives (at an unspecifIed
time) and that we may have again:
I've been to Chile, but I've never been to Argentina,
Vocabulary Summary
With this use of the present perfect, we often go on to add 1 IT and Internet words
more information, usually with a specifIC time reference, in
the simple past tense: Look at the IT words and expressions in the box, and check th E"
I've been to Chile. I wetJI there last year. We tOOk an amazing meanings in Lessons 2 and 4 1 a dictionary if you need to. Th en ..........
cruise down the Pacific coast. write them into the correct column in the table, and add more
words of your own,
• Recent actions or actions that we expect to do:
I'vEI just had some coffee (a few nToutes ago). attachment icon link FAOs Web guide loolbar Web site Web bro~J
search engine homepage chat room crash download file
We haven't met Anna 's new boyfriend yet (but we expect to). go online 1 offline log on 1 log off scroll bar surf virus Web page
I've aJroody fed the cat (so you don', need to do it).
Note:
Computers The Internet Both
In informal American English, the sinpIe past is often used n
sentences >Mthjust and aIra:Kfy: <>a.'A ~ <=
tool bar link homepage download "--'
I just had some coffee. I ahJady fed the cat.
Iile FAo. chat roo m v irus
Fann web guide go OIlIineloffii oe log on I log 01T
web site surr
scroll bar
We form the present per1ecl with the auxiliary verb have + a
past participle. e,g. beErI, done, gNetl, bought. web browser web p age
Affirmative: "ve been to New York twice. My sister has just search engine
bought 8 car.
2 Words connected with talking
Question: Have you ever been to New Itlrlc? Has she bought
a used car? Look at th e meaning o f these words in Lesson 31 a dictionary.
Negative: No, I haven 't been there. No, she hasn't bought a Whi ch word from the table describes the situations below? Rewrr............
used car. the sentences using a word from the table.

Word or phrase Useful phrases Example

2 Adverbs used with the present perfect
complain complain about someone We complained about t.............
just - for very recent actiorls or something meal to the manager.
Pfease take your shoes off, We've just cJeaned the catpet,
have an have an arglJ'TlElflt with I had an 8rg.ment with iT'"
already - for actions completed earlier than expected argument someone about something brother about his friend~
~
I've already flf'lished aI the questOOs, Can I go naN? shout at shout at someone Don't shout at the call

" " '. . , ..1_

yet - to ask whether an action has been done (Y to sat that an boast boast about something Simon's always boasting
expected actiOn has not been done (question and negative form (to someone) about his expensive
00y) sports car. "--'
Have )OU called your mother yet? persuade persuade someone that Okay, yoo'vs persuaded
No. I haVen't called her yet because the phone isn't working/ me to come this evennr'
someone to do SCltTlElt!Ylg
s till - to sat that an actoo has not been done, v.ten we expect '--'
it to be done (negative form oriy) gossip gossip about someone Karen gossips about
everyt>ody so don't tetl
We sill hav&l't heard from our daughter il AusttaJia; we're
her any secrets!
ge"", womod.
discuss discuss something (with Co.Jd I discuss my amuar-'
recently - to say somethlng has happened n the recent past wmeone) raise with yoo Icx:iay?
I've been to the movies 8 101 recent.y.
1 I gave Sam alilhe reasons why he should come with us on vacatior,
ever - to ask atxxJt experieoces that have happened at least
and he agreed, I p ersuaded Sam to come with u s on va cation :--'
once up to now (question form onty)
Have you ever been fa London? 2 We disagreed strongly about politics. We had an argument about
pol i tics.
for - to state how k)ng an action has been in progress, used for
periods of time 3 I told everyone in the room about how I won the competition,
I boasted ahout huw I won the competition ,
We've had these dogs for five years,
4 Did Amanda tell you all about Mary's new boyfriend? Did Amanda
since - to state.....nan a continuing action started, used for a
gossip about Mary's n ew bo yfri end?
particular point n time
I haven't seen Simon since Monday. 5 Iwas unhappy about the hotel room and I told the manager.
about th e hotel room.

Unil3 RU connecled?
 C> Figuring out meaning ~<J<J REVIEW
-Z
Z
01::
1 Dealing with new words when reading
a Read these strategies and check the ones that you
Review your action plan from Unit 2: Making key pals
In pairs, talk about your action plan from page 25. Did yCXJ
search for information on key pals? Have you made a key pal?

~
have used when reading.

..... 1 If I don', know something, I immediately look it up

in a dictiOnary or ask my teacher.
2 First of all. I ask myself if the word is important in
In pairs, analyze these words in the same way as
disagreement: complete the table and say what they all
mean. Use a dictionary if necessary.
~ order to understand the text. If it isn't, I ignore it
::J and carry on. Prefix Root Suffix
o 3 If there are a lot of words or phrases I don't
1 misunderstanding mi s under stan d in s
>- know, I stop reading because the text is too high
for my level. 2 undisciplined un
,.
discipline ,d
0... 3 replacement p l ace m en t

..
4 I try to figure Qut the meaning from the context.
o
....J
b Discuss your answers with the ctass. 4 unhappiness
5 recyclable
Ull h app y
cycl e
n ess
able
L.U 2 Using contextual clues to figure out m eaning
>
L.U
In pairs, use the context to guess the meaning of the
words in italic. Discuss the c lues you used to discover
c Choose the correct word in italic.
1 Careful reference /<§i&encW is€sent~/
o the meaning, essentially in a research paper.
1 The man used a sharp ax to chop the tree down. 2 Happy / appines is a quality that we don·t all
We know it's sharp, like a knife, and it's a tool, so it's have t 0 u misfortune to enjoy.
a tool for cutting down trees. 3 n felt salisfied ~sa:sr~that her bOss
2 Every time I come across a new word. I reach for the critici~ critical her wo .
dictionary. 4 The earthquake wa SIron strongly enough to
3 Pete's a real technophobe. He refuses to buy a cell a k1t of destrue estruetio
phone and won't use the copy machine. Unemployed is causing
4 Hey, Jane, I have to give this presentation next week de"",.a!e a<m"", workers.
and I know that you're really goocI at that kind of thing.
can I pick. your brains for half an hour or so? 4 Applying what you've looked at
a Read this text and decide which underlined words or
3 Using structural clues to figure out meaning phrases are important to understand the text. Then
a You can also use information about the type of word try to guess more or less what the important words
(adjective, noun, verb, etc.), to discover what it or phrases mean.
means. In pairs. look at the sentence and answer b Discuss your answers w ith your class or group.
the questions.
The cratty choodle departed on time for a change.
1 Write as many quesHons as you can about the
nonsense words cratty and choodle.
'Whd lund q: chaxiIe. »a.s J?
rfly Jir1c ,errnan Ms=
flf ,"""Y ¥ ""iI h-r1c fo-maL ,e_n
f=m.
.J was a!mud a.. ccmp!eJ:e kgtn-ney and /lad fuui
2 What kind of word is chood/e? Write three words 1 ku.I:!.e:dUes m '!5fI $;qr.uuh alL r.wnung JlA..i
that could replace it in the sentence. /k..w."i! aImt Ik 2 ~""'"9 f=m .3 ..1im<
3 What kind of word is cratty? Write three words Tis:hJe:.r enCe:red /:he. c:tu.sm:m.. "The »O"»u2n h.an.ded
that could replace it in the sentence. fJU1 a ~y a'Yl:u:le awi f.dpfu1ty s.;ud, ~7-l'ea.se-
b You can also use word formation to discover what a
word means. For example. the noun disagreement is
4 high!¢< allik ~-11" <M nd k_:'7M 1m
"»as 5 /umcti.snt1.l cWftad/;; !:.he I:J1e afon.e !uui ?Ole
made of three parts:
prefix root
~;,g:so; ?!74uer fl!l!t nach 1& ilM",n.
suffix
f<..a1he;;r th.an 7 ~ wi my fuw m dest&Yl1Pon,

~~~ J cd-ml} pd up ""iI hand and <n [nglsh askd

~ -new teaJ:hey, fiau.. TiS:hJe:.r, "ltdL the I:e:xl.s
M

1 The prefix dis- is used with some verbs, nouns, aL-ways Ie as ""II as /k5l'
and adjectives to create the opposite, usually
negative. meaning.
2 The word agree is the base word or root.
3 The suffix -ment indicates that the word is a noun.

ACTION PLAN [>

Your action plan: figuring out the meaning of new words
During your next few English lessons make a list of arr.; important new
words you learn from the reading texts.
1 Note the page reference. type of text, and title.
2 Ust new words, out and their meanings.
phrases, etc. you figured
3 Write a short explanation of how you figured out the meaning.
Note: You will need to show these notes to a dassmate at the end of Unit 4.

RU connected? Unit3
a Choose the correct tense, simple present or present progressive.
1 Water is boiling ~t 100 degrees Celsius.
2 I live a lone back home but right now I share IEsharj~n
apartment with my sister. ~
3 I'm only in California for a year or so ~ taldnBY 1 take a
postgraduate course at UCLA.
4 I at u early and write for a couple of hours and the~
usua y go I'm usuaJJ oing fo r II walk.
s ex weeken d I go / ' /11 goin 0 m y grand father's 75th
birthday party.

b There are six mistakes with the simple past and present perfc<:t
in the essay on the right, My Hom etown. Look at the example
and underline the remaining mistakes. Write the corroct form
below.
Mve Icmt 3 moved
1 have traveled 4 b as lived
2 m et 5 have had

c Complete these sentences with five of the adverbs from the box.
since for just already yet ever recently
1 I don', want to see that movie again -I've already seen
it six times.
Z I've studied English since I was s ix and I still make
mistakes.
3 I've worked here for a long time and don 't want
to leave - I'm used to working here.
4 Have you finished that assignment yet ? We have
to hand it in tomorrow.
S Have you ever taken part in a chat room?

d Complete these sentences with the correct fonn of used 1o or be used to + .ing verb
and the verb in parentheses.
1 I don'l play soccer any more. I used to play (play) but I'm too old and slow now.
2 I am not used 10 working (not/work) with music on. Could you turn it off, please?
3 I didn't use to like (not/like) gardening when I was young but now I lovo it!
•
5
Did you use to play
Are you used 10 Ij Y in ~
(you/play) with toy trains when you were a kid?
(you/live) in the country now? It's so quiel compared to tho town you moved from.

e Match the problems with the wishes and regrets.

1 I left collage early without a degree. a U only 1 had the money to buy 8. new car.
2 I've gained a couple of kilos during this vacation. b If only I didn't have to work so bard.
3 My boss fired me. c I wish I hadn't gone out to restaurants every evening. ( )
4 I have to do two jobs to make enough 10 survive. d I wish I hadn't insulted her in fro nt of the other e mp lo~.
S We broke down on the highway and had to call for help. e If only I bad fin ished my major.
f Complete this text with the adjective form of five of the h Choose the correct word, a, b, c, or d, to fill in the
words in the box, blanks,
attract friend create relax cooperate respect
real organize romance independence
I Wef1t to the bank for advice the other day. I've been 1 .. - a lot of
money recently and I needed some acMce from my loan officer.
__ ... I -'oed her what my options were, apart from 2 .. , some
,"",y .. ay, a"....
more money from the bank, whict11 really don't want to dO, Of
The Ideal Boss course, whe!1 a bank 3 .. ' yo.; money. yo.; don't only repay the loan
I.'ve ~ad a lot of bad managers in m
~me, cold, aggressive, and
mcompetent, But I'd like
~bou~ my last boss, She w: ~e~:r~u
y
q._--_.
but also the interest and I can't afford that. It's difficult for me to 4 •. .
~ .inht now - I have so many obligations nowadays that I
spend everything I 5 .. . right away. Toe fact is my salary IS JU
low, I try to be optimistic, but life is really hard right now.
re axed SOrt of person _ sh'c
never seemed uptight or nervous
and she always had time and ',
for everybody Sh a smile
, e managed to
create a pleasant, 2 friend l 1 a using @ pending c making ~ iSSing
~tmosPhere in the workplac! _ we all Z a lending ~aking c aski ng d ?rrowing
gan to see each other SOcially She 3 a owes b ends c borrows gives
en?Ouraged us all to be
3 ~dependent '
didn't k ' In our work - she
.

were fi eep telling us what to do _ we

4 a
5 a
keep
win
waste
b save ffi've
c Jarn
d guard
d gain

ree to work on our Own A

result, we were 4 COOperative. ". Complete this dialogue by choosing the appropriate
each other: we worked wdJ With word or phrase from the box. Only five words or
a team and with h as phrases are used.
her- sh er. We all respected
ffi' - e was not only experienced download attachment file crash toolbar
e Clent, and 5 organized b ' viru:; connection Net Web sile
communicated a enl ' ut she
great te'm ,. P y and Created a scroll bar home page log on online
SPlCit.
John Hey. good to see you, I wonder if you can help me.
Luke r can try_ What's the problem?
John r think I pir.ked lip a 1 virus when I was surfing
the 2 Net
Luke Oh . no! So what h<'lppens to your computer?
John Well, every time I try to go 3 online ,I get this
message saying an error has occurred and the
computer just switches itself off. I haven '\ heen
able to send any e-mails for days!
Luke I know a very good 4 web site that provides really
good anti-virus programs free, You can 5 download
them onto your computer, [ used olle and it worked.
John Great. Could you send me the details?
Luke Sure.

Complete the sentences with the correct form of five of

the words in the box,
persuade complain boast shout
• gossip disr.ussion argue

1 Our neighbors complained about the noise during

Oill party last night.
2 I shouted as loudly as I could <'II Ihe child, but she
couldn't hear me.
3 Noth ing you say will persuade me to cross Niagara
Falls on a bicycle!
4 Actors are well known for gossiping about each
other - they love to talk about other stars' secret lives.
5 Have you heard? Joe and Helen had an enormous
g Underline the odd word out.
argument and aren't talking to each other anymore.
1 Eyes : bl<'lck/blue/brown/green
2 Wine: red/white/black/rose
3 Hair: blondlbrown/vellow/black
4 Meat: red/white/brown/dark
 ~i
1. _ -_ •

1 Reading skills
a Imagine that you are at a party. The four people in the article below are a lso at the
party and are not talking to anyone right now. Which one wou ld you talk to? Wh y?
b Read the article quickly. Did you choose the person that the wri ter suggests is the
most attractive?

GLOSSARY
a uribule A positive foature of someone or something
]lOslurc the way we hold our bodies
as pire desire ilnd work toward something

Unil 4 Together
 Objectives Topic: attraction and communication
Grammar Pronunciation Reading Ustening Speaking
future plans and intentions intonation: a scientific article a conversation discussing intentions
(going to, present progressive, recognizing and
simple present) expressing interest

Ask students What do you do fa make a good first impression when you meet people for the first time? Write Introduce the topic
students' suggestions on the board and add (or elicit) the following:
smiling looking cool listening folking a 101 being funny asking questions

1 Reading skills
Set up the prediction task, and then ask students tu read the text quickly and answer the question in
Exercise 1b. Point oul the Glossary. Set a time limit affive minutes.

15

For Exercise 2a on page 39 !ioI a Yeah, delighted to meet you, Jane, Are you the way,
A Hello there. Are you enjoying the party? enjoying the party? B Yeoh, okay. rm George.
B Hello. Yes, I am, but irs a lillie difficult you A Yeah, irs great I've met some rea lly A Nice to meet you, George
know, when you come on your own. interesting people,
B Yeah, sure,
A Yeah, I know, Uh ... do you work with Dove? a Yeah, me, too. How do you know Angie A Nice shirt Did you get it here?
and Dove, then?
a No. I know Dove from way oock - we were A Angie and 1worK together.
B Heavens, no. Irs from Italy. I oought it in
in school log ether, Milan,
A Really? You've kept in touch? a Oh, right so you're in the travel industry, A Oh, okay, Do you travel a lot?
How interesting! What exactty do you do?
a Yeah, well. irs not so diflicull when you're in B Yes. look I'm actually waiting for someane.
the some town, A Oh, I'm a flight anendanl, nothing exciting
Do you mind ..
A That's tru e. Do you live near here? a Nothing exc~ing, are you Iddding? I bet you
get to see some interesting places.
a Well. no, on the other side of town, near A Hi.
the airport A Well, yeah, we do, I suppose. rve just come
bock from Coracas B Hi,
A Hey, so do I, Fifty minutes on Ihe bus to get A Good party.
here. Whal a pain! a wow, Caracas - sounds great,
A Yeah, it was really fascinating. We went to B Yes, it is.
a Well. I can give you a lift oock if you like. I a fantastic salsa dub there. A Where are you from?
have my car here,
A Oh, that's rea lly nice of you, thanks, but a You like salsa? B Michigan.
actually I'm staying with my friend Rachel- A love it, A Really? That's interesting. I've never been to
that's her in the black dress O\lef there. She a Me too, In fact, I'm going to try that new Michigan. lpause). rm from New York lpause)
lives on the next block. salsa club on Friday. Why don't you come So, what do you do?
a Okay. look ... since we live near each other, along? What are you doing on Friday? B I'm 0 research biologist
maybe we could gel together one evening? A Oh, I'm flying to Paris on Saturday, and the A Wow. ThaI's fascinating.
How aoout Saturday? flight leaves very early in the morning - sorry, a Is it?
A Oh, I'm sorry. I'm meeting some friends on B Don't worry, we're going to try and go every A Do you like it, I mean, being a biologist?
Saturday - we're seeing a play at Ihe theater, week if it's good. Come along some other B Irs okay.

- a Okay, maybe some other time then.

A Yeah ... maybe.
time,
A I'd kwe to. look I'll give you my number ..
A I mean, I bet you realty get to make some
interesting discoveries, right?
B Yeah, sure. lpause)
C Lauro, this is Jane, A Hi there. Are you having a good time? A Well, I think Fli go get another drink, See
A Hi, laura, nice to meet you. B Well, it's okay. you later,
A Oh, I think the JXlrly's great. I'm Rachel, by

"~
;'--------------------------------------------------------------,
For Exercise 2c on page 39 !II B So you're in the Iravel industry. How A Where ore you from?
A Do you work with Dove? interesting, What exactly do you do? B Michigan.
A Oh, I'm a flight attendant, A Really? ThaI's interesting. I've never been
B No, I know Dove from way bock - we
were in school together. nothing exciting to Michigan. I'm from New York, 50, what do
A Really? You've kept in touch? B Nothing exciting, ore you kidding? I bet you do?
you get to see some interesting places, B I'm a research biologist.
B Yeah, welt, iI's not so difficult when you're
A Well, yeah, we do I suppose, I've just A Wow, ThaI's fasc inating.
in the some town.
come back from Caracas.
A That's true. Do you live near here?
B Wow, Caracas - sounds great
B Well, no, on the other side of town, near
the airport, A Yeah, it was really fasc inating.
A Hey! Sa do II

Together T 38 Unit 4
 Ask studen ts to co mpare their notes from Exercise lc with a partn er. Answers will vary.
Ask stud~nt s to discuss Exercise l d in pairs. and then have student s roport briefly to the class.
Answers will vary.

2 Listening skills
If you wish, first ask students to predict what they thin k the people in the pict u res might say in each
conversation. Play the audio fo r Exercise 2a . Ask student s to listen and match the conversat ions
wi th the people.
Play the aud io again. Ask students to listen for answers to tho questions in Exercise lb.

Answers: In conversations 1, 3 , and 4 , the "other" person gives up and goes away. In
conversation 2, they make friends and arrange to meet.

Play tho aud io for Exercise 2e. Ask st udents to complete the conversations. You may need to play
and pause the recording to allow students to wri1c their answers.

3 Pronunciation : intonation

Quick pronunciation The "flatter" the intonation. the more bored people sound . Conversely, the more "exaggerated" the intonation,
guide the more interested people sound. Because English tends to use a wide intonation pattern, it is important to
get students to reolly exaggerate when repealing the "interested" intonation patterns from the recording.

Play tho audio for Exercise 2c aga in. As they listen. ask students to say who sou nds interested or
bored. Pause after each conversat ion to elicit studen ts' illlswers.

Answers: In 1, the man sounds interested . Tho woman sounds bored because of her flat
intonation: she does not seem interested in the man. In 2, both women sound
interested: their intonation has more high and low tones, and they seem to like each
other and are making friends. 1.0 3, the man sounds very bored; he uses a flat intonation
and a ppears to be wai ting for someone and wants the other person to go away.

Play the audio for Exercise 3b and ask students to listen and repeat line by line. exaggerating tho
di ffe rences in pilch. as needed. to copy the intonation pall crns they hear.

4 Grammar review and extension: future plans, inten tions, and

arrangements
If students need help wit h Exercise 4, review the ru les for expressing intentions, plans. and
arrangements in the Grammar Summary on page 4G of the Student's Book. or assign students to Tei;ld
thi s again as homework.

Quick grammar The present progressive is used to talk about personal plans and arrangements that have been ful ly planned
guide: future and fina lized. Going to is used to emphasize the intention rather than the plan or a rrangement - it is the
decision you have mode. The difference is subtle and often either fo rm can be used in any situation. with a
slight difference of implied meoning.
I'm ploying tennis tomorrow. UI is arranged; the court is reserved.1
I'm going to play tennis tomorrow. fThars my de<ision; no one can stop me.!

Common PfOb'ems and errors

Students m(f.j overuse the simple ptesentto lalk about personal arraogements.
I fJI9y tennis tomorrow afternoon.
In English. Ihe simple present is nolo common future form - it is only used for impersonal, scheduled events.

t\it 5 Speaki ng skill s

Have students work individually to plan fo r one o f the si tUlI\ions. Then put them in pairs to discuss
their plans. Monitor students and listen for common mistakes. Students should be using present
progressive fo r fixed arrangements and going to for intontions.

The audioscripts for Track 1 5 and Track 16 are on page T38 ~

171--------------------------------------------------------------
Really? How interesting! Realty? Thafs interesting.
Thors true. Nothing exciting. ore you kidding? Wow. Thofs foscinating.
Hey. so do I Wow. Caracos - sounds great.

Unil4 T 39 Together
 c Make notes of what the writer says about the four 4 Grammar review and ex tension: future
people in the pictures. Discuss the notes with plans, intenti ons, and arrangements
your partner. Do you agree with th e writer?
a Look at these examples and answer the questions.
d Think of your best fri end or boyfriend/girlfriend.
Where did you moot? What do you think first 1 I'm meeting some fri ends on Saturday.
attracted you to that person? We're sccing a play at the theater.
2 The fli ght leaves very early in the morning,
3 I'm going to try that new salsa club.
2 Listening skills
a Which tense/verb form is used in each example?
~ a Listen to four conversations at a party. Match the 1 '" present progressive
conversations with the four people in Exercise la. 2 '" simple present
(The people in the pict ures are the second
speaker in each conversation.) 3 going to + infinitive
II::

1 person _ 4_
b Which example describes an intention. not a
plan? 3
2 person _ 3_
3 person _ ,_
c Which example describes a very definite plan,
such as a schedule? 2
4 person _ ,_
b Which sentences describe the present and which
~ b Listen again and answer the questions. describe the future? Write P or F.
1 What is tho outcome of each conversation? 1 Are you enjoying tho party? P
2 Which conversa tion is the most successfu l? 2 We're leaving for Paris noxt Monday. F
Why?
3 My train arri ves at six on Wed nesday. F
Listen 10 these short exchanges from the 4 I'm staying with my cousin in Chicago next
conversations and complete them. weekend, F
1 A Do you work with Dave? 5 Jeremy always arrives late for the class. P
B No, I know Dave from way back - we were c Read the information about the ways of express ing
in school together. future plans and intentions on page 46 , then write
A Rea lly ? You've kept in touch? sentences from the prompts below, using the
B Yeah, well, it's not so difficult when you're correct form.
in the same town. 1 she / fly I Thailand I Saturday
A ThaI's true . Do you live near here? (She bas already bought the ticket,)
8 Well . no, on the other side of town , near the 5k:s Illf"U 10 7ioa<knd on. 5aluniOJi.
airport.
A Hey! SodoJ ! 2 her fli ght I leave / 7:30 / morning
(This is the scheduled time.)
2 8 So you're in the travel industry. Her fli ght leaves at 7:30 in the morning,
How interesting . What exactly do you do? 3 her parents I take her / airport
A Oh, I'm a night attendant, nothing exciting, (Th is is their intention.)
B Nothing exciting, are you kidding ? I bet Her parents are going to take her to the airport.
you get to see some in teresti ng places . 4 1/ stay I home I watch soccer I TV tonight
A Well, yeah, we do, I suppose, I've just come (But I could change my mind.)
back from Caracas. I'm going to stay at home and watch soccer on
B Wow, Caracas Sounds great . TV tonight.
A Yeah. it was really fascinating. 5 we I play I ill I soccer final I Saturday
(It's in the program.)
3 A Where are you from?
\-Ve are playing in the soccer fina l on Saturday.
B Michigan.
6 game I start I 3:00 / afternoon
,.\, Really? That's interesting ? I've never been (This is the scheduled time,)
to Michigan. I'm from New York. So. what The game sta rts at 3:00 in the afternoon.
do you do?
8 I'm a research biologist.
.... Wow. ThaI's fascinating . 5 Speaking skills
a Choose one of the situations below, Make notes of
your plans for tho situation (e.g. times, travel) and
3 Pron unciation: intonation your preparations (e.g. clothes. conversation topics).
~ ~ listen to the exchanges again. Who sounds 1 You're new in this town and you have been
interested? Who sounds bored? Why? invited to a party on Saturday. You won't know
mtonation shows how interested we are in a anybody there. but you want to make some new
penon or a conversation. Listen and repeat the friend s.
phrases that you wrote in the conversations above. 2 Your hoyfrielld's/girlfrielld's parents have invited
you for lunch. You haven't met them before and
you want to make a good impression.
b In pairs. talk abou t the si tuations and what you
in tend to do. Remember to show interest in what
your partner says !
I'm going to a party on Satllrday. 1'111 going to wear

Together Uni14
 Marriage: a dying institution?

1 Read ing skills

s One in Iwo couples in th e United Slates get
divorced, and the rate is increasing. Why do
you think people gct divorced? Are there as
many di vorces in your country?
b Read the art icle quickly. Match the paragraphs
with the four brief summaries.
1 The statistics may give an unnecessaril y
pessimistic impression of marriage and
divorce. [)
2 The current trend and predictions for the
future nrc for an increasing divorce rale. @j
-
3 A good marriage can bring a lot of benefits. !aJ
4 The increase in the divorce rate may be the
result of changes in society. [li}

THE STATE OF MARRIAGE TODAY appear in either the marriage or

divo rce statistics. In fact, more than
• Is there something seriously wrong
50% of first marriages survive. The
The institution of m ar riage has
statistics are deceptive because there
with marriage today? During the past been based for years pa rtly on
50 years, the ratc of divorce in the is a higher number of divorces in
economic need. Women used to be
second and third marriages than in
U nited States has exploded: almost economically de pe nde nt on their
first marriges,
50% of marriages end in divorce now, husbands as they usua lly didn' t
Going b and the evidence suggests it is going have jobs outside the ho m e. But d So is m arriage really an outdated
to+ver to get worse. If •• · d .
UI IS teen connnucs, with the rising number of women in institutio n? The fact that m ost
first it will lead to the break-up of the well-paying jobs, this is no lo nger people still get married indicates that
eonditional family, according to a spokesperson the case, so they don 't feci that they it isn 't. And it is also tr ue that
t for the N ational Family Association. need to stay in a failing marriage. married couples have a healthier life
Some futuri sts predict that in 100 than single people: they suffer less
C In answer to the second question,
will+verb years, the average American will from stress and its consequences,
the outlook may not be as
marry at least four times, and such as heart problems, and married
pessimistic as it seems. \Vhile the rate
will+verb extramarital affairs will be even more men generally consider themselves
of divorce has risen, the rate of
common than they arc now. m o re contented than their single
couples marrying has never actually
counterparts, Perhaps the key is to
b But what are the reasons for this, fallen very much, so marriage is still
find out what makes a successful
and is the picture really so gloomy? quite popular. In addition to this,
marriage and apply it to all of
The answer [Q the first question is many couples now cohabit and don 't
our relationships!
really quite si mple: marriage is no bother to marry - these couples are
lo nge r the necessity it o nce was. effectively married, but they do not

c Find reasons for these facts in the article.

Why ... GLOSSARY
1 .. . is marriage not a necessity for women any longer? flx tra marilal outside of marriage
Z ... docs the number of cohabiting couples not affect the gloomy dnprcssing. pessimistic
trend?
cohauit Iivl! together (as a couple)
3 .. . arc the statistks deceptive with regard to people
stayi ng in fi rst marriages? counterpart SOlIlIlo ne in tht! .~ame
POSitiOll as another persoll
4 ... is marriage benefi cial to men?
d In pairs, tal k about successful marriages that you know.
What makes a good marriage?
Couples have to lenrll 10 accept each other's differen ces.

Unit 4 Together
 Objectives Topic: marriage and the family
Grammar Vocabulary Reading Writing Speaking
predicting the future: the extended family, a social science an Internet posting discussing family and
will, going to, first life experiences article marriage
conditional

Write on the board Being single and Being married. Divide the class into two halves. Tell half A to work in Introduce the topic
groups of four to write a lis) of advantages of being single.Tell half B to work in groups of four to write
advantages of being married. Allow one minute.
Elicit two lists of advantages on the board. Which "hair hod the most adYonloges?

1 Reading skills
Discuss the questions in Exercise 1a as a class, and then ask students to read the article quickly and
match paragraphs to the summaries in Exercise lb. Set a short time limit (four minutes) to
encourage students to skim the article.
Ask students to work in pairs to answer the questions in Exercise lc. Remind them to check the
Glossary. Tell them to discuss the questions and look back at the article to research their answers .

Answers: 1 They are no longer economically dependent on their husbands.

2 Because they do not appear in marriage or divorce statistics.
3 There is a higher number of divorces in second and third marriages than in
first marriages.
4 Married men suffer less from stress and feel more contented.

There ore a number of collocations in the text. You may wish to point them out to students. Vocabulary
Extromarllal affairs = relationships outside marriage
Gloomy picture = negative view
Economic need = need for financial support
Pessimistic outlook = negative view of the future
Outdated institution = sociallrodilion that is not modern and needs chonging

Ask students to discuss the question in Exercise l d in pairs. Elicit students ' answers and write on
the board some examples of the students' advice.

Together T 40 Unit 4
 2 Grammar: pred icting the future
Help students find and underline the predict ions in the first paragraph of the article for Exercise 2a ,
and thell ask them which forms they use.

Quick grammar Going to expresses 0 prediction bosed on evidence now; will is used to express 0 prediction thot is 0 personol
guide: predictions opinion.
Common problems and errors
A common persistent error is likely to be using the simple present for predidions, especially with conditionals.
If Peter doesn't come soon, he ~ the start of the film.

After students have studied the rules on pago 46, ask them to complete the paragraph in Exercise 2b
with the correct verb forms. Let students check in pairs before goi ng over the answers as a class.
Model the activity in Exercise 2c by providing one or two examples, and thell ask st udents to write
their own predictions and compare them in pa irs.

3 Vocabulary: th e family
Ask students to do Exercise 3a and 3b individually and thon compare with a partner before
checking answers with the Vocabulary Summary on page 46. Move around the class, helping
students with any questions they have.
Put students in small groups to practice the vocabulary by discussing the questions in Exercise 3d.
Answers will vary.
••
4 Writing skills
Let students check their answers to Exercise 4a in pairs before discussing as a class.

Presentation Ask students to read the Internet posting quickly. ignoring the spoces. Ask 0 basic question to help students
altematiYe understond the gist (or main ideo) of the article:
Is the writer concerned about the family or not concerned?

Give students a minute to ask th eir purtner's opinion in Exercise 4b.

In troduce the activity in Exercise 4c carefully. Put students in pairs and make sure they agree on
which statement they are going to write about. Tell them another student will read their work lator
on, so thoy should write their "posting" legibly on a soparate piece of paper.
Move around the class, helping students with ideas and vocabu lary.
When students are ready, form groups of four and ask the groups to follow the instructions in
Exercise 4d.

Additional Collect ond correct the postings and their replies. Then invite students to rewrite them ond post them on the
actfvity classroom wall so that students have on opportunity to read whot everybody has written.

Unit 4 T 41 Together
2 Grammar: predicting the fut ure d In sma ll groups, discuss these q uestions.
a Read the fi rst paragraph of the article again. 1 Do any of the phrases in Exercise 3a describe
Underline four predictions ahout the future of you? Which ones?
marriage. Which future forms do th ey usc? 2 Do you have any of the people in Exercise 3a
in your family? Which ones?
b Look at the ways of predicting the futu re on page
46, then complete the paragraph below with the 3 How many of the actions in Exercise 3b have
corroct form of the verbs. you do ne·t
Dno of the problems faced by the western world
is its falling population. Couples need to produce 4 Writing skills
an average of 2.4 children, but in many countries
a Read the Internet posting <lbout the state of
that has fallen to below two and
marriage and com plete it with words fro m
1 will definitely continue (defini tely continue)
Exerc ise 3.
to faiL In some European countries the average
couple has only one child and evidence suggests
that it 2 is Boine to get (get) worse as more
couples dl.'Cide not to have children. Thi s, of
course, 3 will cause (cause) many problems in
What has happened to t he 1 traditional fam ily, i.e, pare nts a nd
the future, If the population cuntinues to fall,
there 4 will be (be) fewer people in work, children, with t he mothe r at home? It see ms tod ay t hat most
governments 5 will raise (raise) less money in child ren have 2 working mothers, so they are left wit h
taxati on, and there 6 will be (be) less money strangers all day, which can't be good for them . In my day,
available for the sick and the elderly.
mothers stayed at home with their child ren, a nd if they had to
c Complete these pred ictions in your own words.
work, they left the children with their own mothe r o r mot her-
Then. in pairs, com pare your sentences.
1 in 50 years, marriage ...
3 in-law . Then o f cou rse there are the 4 single-parent famil ies,
2 If more people get divorced .... where a couple has gotten 5 divorced , leaving t he children
3 in the fut ure, single-parent families with only one parent at home - or worse, where t he cou ple
4 In the future. the size of families d idn't get 6 married in the first place, an d t he woma n has to
brin g up the child ren totally o n he r own. It is n't rig ht . Then you
3 Vocabulary: th e family get divorced peo ple who remarry and end up with seve ra l
a Complete each definition about the family with 7 ...!1.!UL: child re n - and these poo r child ren get totally
two words fro m the box. confused. I believe that these children will grow u p with
terri ble problems, which of course leads to more cri me and
blolliea children famil y fat her half ffl-..lttw
in-law mother parent single sister step u nemployment. What can we do about this?
tradit ional working

1 Your wife's brother is your /m:i:J..eY-{'n-/aw.

2 Your husband's father is your father-in-law .
3 If you marry a man or woman with children, h Do you agree with the writer of Ihi s posting?
they become your ~.ililJ:m. . Discuss the posting with a partner.
4 If you have a sisler with a different falher or c You arc going to write a posting about a related
mother, she is your half sister . topic. In pairs, discuss the st<ltemcnts below a nd
5 Mother. fat her, and two children form a choose one that you are bot h interested in. Write
traditional famil y . a short posting of about 100 words.
6 A man or woman on their own with children 1 People have children too young - before they
form a single-parent fam ily. know whether their relationship is "right".
1 A woman with children who works ou ts ide 2 Single-parent famil ies can't bring up children
the home is a working mother . as well as traditional famili es.
b Match the verbs and nouns, then write th em in 3 Families where both parcnts work have sOllle
the order in which we usually do these things in Advantages.
our lives, Compare your order with a partner. 4 Divorce is not necessarily bad for ch ildren.

1 got a more chi ldren d Join with another pair and in groups of four,
2 got b married exchange postings. Write a reply a nd "send"
3 got c a baby tJlO message back again. Read out interesting
messages to the class.
4 go out with d engaged
5 have ,
a boy/girl
6 have f divorced
c Check your answers in the Vocabu lary Summary
on page 46.
The order of the stages most often is: e, d , b, c, a (f
can come at any time after b)

Together Unit4
 Friendship
1 S peaking ski lis
What kind of friend are you? Choose the best
a answers for you in the questionnaire below.
b Discuss your answers with a partner. Then look at
your score on page 149. Do you agree? ."
C Y and complote tho " important relattonshlps
c d~~le with n amos of friends and family. Someone
near " me" in the circlo is more important than
those further away.
d In pairs, ask and answer question s about your
circle . Talk about the people and why they are
important to you. How would your li fe be
d ifferent with out them?
A Who's Karen?
B She's my girlfriend. We've been togot~er for
three years and I th ink we'll get roamed some
day.
A And Paul?
B He's my best friend. We play b8S~n t~ether
every weekend and have a great bme. Without,
him , I wouldn't h ave a dose friend to confide m.

What would you do ..

if your friend had a new hairstyle
and you thought it looked awful?
a say "What did you do to your hair?!"
b say '1l1at looks great! Which hairdresser
did you go to?"
c say "Sorry, but I don't think it really suits
you. It might be nice if you cut it shorter,
though."

if you were sharing an apartment

with a friend and they never did
any housework?
a tell your friend they had to move out
b stop doing housework yourself to make
a point
c talk to your friend about it and explain
the probiem

if your best friend started to make If your friend was feeling really if you were at a party with a friend
a lot more money and you were depressed after a relationship and you met a really attractive
still almost always broke? breakup? person?
a feel jealous and ask your friend to pay a stop calling your friend because he/she a spend all evening with the person and
for you all the time is atways complaining ignore your friend
b see less of your friend because you b tell your friend to call you whenever b ask your friend if helshe minds if you
don't want himther to pay for everything helshe wants spend the 'NhoIe evening with the
c suggest doing things together that don 't c insist on taking your friend to parties, person
cost a lot of money but listen when he/she wants to talk c invite the person to join you and your
friend

Uni14 Together
 Objectives Topic: friendship
Grammar Vocabulary Reading Ustening Speaking
second conditional friendship: a magazine interviews discussing friendship
collocations questionnaire

Set the scene by asking students What qualilies make a good friend? Elicit words and phrases like honest, Introduce the topk
reliable, caring, a good listener, etc,

1 Speaking skills
Give students fOUI or five minutes to do Exercises la and lb. Briefly elici t answers from the class.

A fair-weather friend is someone who is only friends with you in the good limes - not a real friend; Culture note
strike up a friendship means start a friendship.
Foe = enemy lIiterary word, nol used commonly in speech).

For Exercise lc, have students copy the "ME" circle on a separate piece of paper. Give them two or
three minutes to think of the names they are going to write in their own circle. Then put students in
pairs to talk about their answers.

Far Exercise 4 on page 43 ':IiI A And would you soy he or she was the most important
A Excuse me, do you have a minute? I'm doing a survey person in your life then?
on imporlont people at different stages of our lives, and B Oh, yeah.
I'd like to ask you a couple of questions. Would that be A More importanllhan parents?
okay? B Absolutely. Much more imporlont
8 Sure, go ahead. A Now, I'd like you to Ihink back to when you were a
A Thanks. First, t'm going to ask you to think bock to your teenager, soy 13 to about 16.
childhood, to when you were very young. B That's easy - it wasn't so long ago!
B How young? A Good. Now who stands out as the most imporlont
A Well, lers sIT'( up to the age of four. person?
B Four. Right. B Well, thars a little mare difficult I suppose Ihars the age
A Now, if you look bock to that lime, if you had 10 choose when you start looking for role models and I was crazy
the most imporlant person in your life, who would il be? about rock slars and basketball and that kind of thing. 50
B Mmm. That's easy, no contes!, - yeah, my mother, rd say Carlos 5ontano or Kurl Cobain, you know, and
sports stars like Michael Jordon, peaple like that.
definitely.
A Thanks, your mother, thaI's the answer most people A No friends?
give. Now, if you had to choose the most important B Yeah, bul I think we were starting 10 get more
person in your life from, soy, the age of fIVe to eight years competitive, in sports, for girls, and so on, so we didn't
old, who would you choose? Jusl one. Your mom again? trusl each other as much.
8 Well, no, I don't think so. t think it would be the girl I A Okay. Now how about the late teen years, you know, 17
used to ploy with most. She lived just down the street . 10 20, 2l-ish.
A And the next most imporlont person? B Easy - my girlfriend. My first real girlfriend ...
B You mean, when I was about five to eight? A Right, "girlfriend" and then ...?
A Right B I don't know really, but I suppose after my girlfriend,
B . Um if t hod to choose someone from that time, I'd nothing else seemed to matter ... I lost touch with most of
soy it was my school teacher. my friends and .
A Oh, interesting. A 101 of people still soy their mother for A And how about now? Howald are you if you don't
that age, or perhaps a brother or sister. mind me asking?
B Well, you see, my mom used to go out to work and my B No, that's fine. I'm 26. Well, I got married two years ago,
teacher, you know. so obviously my wife is real imporlont to me, but we had
a baby a couple of months ago, and, well ... I guess my
A She became more imporlant?
little daughter is Ihe most important person in my life
B Right - she become a kind of mother figure. And I now. You know, irs just amazing when.
didn't have brothers or sisters. A Well, yes, tha t's fine. Thank you very much.
A Ah, I see. Now, fo r most people real friendship begins B 50 wha t about my answers, what do they mean?
after this period, around the age of nine or len - would
you soy thaI was true for you? A Well, what I can tell you is that your answers agree with
most of the population .
B Welt I'm not sure, I can't really remember, bul if 1hod to
soy right now, I think I'd say I made my first real friend
about that time.

Together T 42 Unit 4
 2 Vocabulary: friendship
Briefly elicit answers from the pairs for Exercises 2a and 2b.
Start students on Exercise 2c by giving them examples for the first two sentences, and indicate
grammatically correct answers:
Friendship is ... .fun / being there / something that you have to work on. Point out that this sentence
needs to be followed by an adjective, gerund, or sometll/·ng + that ..
If someone at a party were unfriendly toward me, I would be upset. Here, would needs to be
followed by an infinitive.

3 Grammar review: second conditional

For Exercise 3a. ask students to underline the verbs in lhe clauses in exercise 2c, then complete the
rules. Point out that were is commonly used in the first person in second conditional sentences, as
in the example in sentence 2 . However, in modern speech was is also used.

Quick grammar Many languages hove the past subjunctive in hypothetical condllional clauses. Since there is no such
gUide: .second subjunctive in English, students often use would + verb in the condllionol clause as well as the main clouse,
condtianal or past + past in both clauses. II is useful to help students see the similority between If I had a new car .
and I wish I had a new car, and equate the simple past with such hypothetical concepts (and the post
subjunctive if used in their first language!.

Common problems and errofS

Students confuse which form they should use in each clouse.

If I w9wJ9 §fI now; I would gel home sooner.
If I were rich, 1/F8lIeI88 around Ihe world.

Model Exercise 3b carefully, pointing out that students have to match the sentence halves and then
write whole sentences. Let students check their answers in pairs, and then ask different students to
come up to the board and write one of their sentences.

4 Listening skills
Set the scene by writing on the board: porenls, boy/girlfriend, besl friend, husband/wife.
Ask At what stage of your life are these people mosl important? Why? Then ask students to copy the
table in Exercise 4a into their notebooks and complete the "me" column.
Ask students to listen and complete the "survey" column . Play the audio for Exercise 4b. You may
n eed to play the recording a second time. Afterwards, elicit students' answers and have them
compare the survey with their an swers.
Play the audio again and ask students to expand the responses in Exercise 4c. As you elicit
students' answers afterwards, explain that the following expressions are often used to "buy time;" in
other words. they have little meaning and are used to give us thinking lime when we speak. Their
approximate meanings are listed below:
sure, absolutely = of course I no problem or I agree
well = give me a moment before I speak
you see, I moon = I'm going to try to explain
Put students i.n pairs 10 do Exercise 4d . Encourage them to practice using the words in Exercise 4c ,
buying time, as needed.

The oudioscript for Track 18 is on poge T42 11i.

Unit 4 T 43 Together
 2 Vocabulary: frie ndship 4 Listening skills
a Add some words and phrases from the questionnaire a Who is the most important person in your life
and scores in Exercise 1 to Lhe diagram. right now? Why? Has this always been the case·!
real " dose friend form a Complete this table for the different times in
iend'\. / __ old friend friendship yo ur life.
become fr ie nds I

---
~

best friend - - family friend Important people in my life

be friends
.od/ \ Age M, Survey
fri end 0-4 mother
5-8 girl down Ule street
9-12 fi rst real friend
unfriendly
............ friendly 13-16 role models
17-21 first rea l girlfr iend
b Add the words in the box to the diagram. Can YOIl
22-25 wife
add any other words or phrases?
become friends form a friendship girlfriend
real friend strike up a friendship unfriendly ~ b Listen to a survey based on the table above and
complete the ·'Survey" column.
C [11pairs. complete each sentence with two different
ideas.
1 Friendship is .
2 If someone at a party were wlfriendly toward
me. I would ...
3 If [ wanted to make new friends. I would ...
4 If [ had a fair-weather friend. 1 would ...
5 If my girlfriend/boyfriend did something I
disapproved of. I would ...
'- 6 One way of striking up a friendship is .
d Share your ideas with another pair.

'- 3 Grammar review: second conditional

a Look at the clauses in Exercise 2c and complete
the rule.
Second conditional = if + simple ~, +
would (not) + infinitive
b Read about the second conditional on page 46.
Then match the condition clauses with the main
clauses and write sentences in the second
conditional with would. might. or could.
1 If my best friend lived ncar me, 1
2 If I weren't so shy, I
3 If I wanted 10 get married. ,
4 If we went out more often. we
5 If I thought a friend weren't honest with me. I ~ c When we speak naturally we often add little
6 If you weren·t so demanding. you words to make our speech sound more natural,
e.g. well. you see, sure. (Jb.~olutely, 1 mean. Listen
a marry someone different from me.
again and expand these responses to make them
b end the friendship. sound more natural.
c meel more people.
1 Sure, go ahead.
d make friends Illore easily.
2 That's easy. no contest. my mother. definitely.
e keep friends for longer.
3 WdL. no, I don 't think so.
f sec her once a week.
4 You mean . when' was abollt five to eight?
1 f - .If '»f}f /:e1;. frIEnd u'Ved neay me, .f 7mf}hl 5 Well. You see , my mom used to go out to
fee hey once. a ..... ecJ.c.. work ...
2 die - If I weren't so shy, I would/migh t/could 6 Well, I'm not sure , I can't really remember.
make friends more easilyhneet more people.
7 Absolutely. Much more important.
3 a - If I w anted to get married , I w ould marry
8 Easy . My girlfricnd. My first rcal girlfriend ...
someone different from me.
4 c - If we went out more oRen, we d In pairs. compare yo ur answers from the chart
wouldlmight/could meet more people. and think about the future. Who are going to be
5 b - If I thought a friend weren 'l honesl with the most important people in your life'!
me, I would end the fri endship,
6 eld - U· you weren't so demanding, you would
might/cou ld keep friends for longerl make
fri ends mo re easily. Together Unit 4
 1 Warm up 5 Compare
a Look at the defi nitions. Where do you think you ~ a Listen to two people completing and discussing
come on the scale below? Put a cross ut} at the the questionnairo. Which questions do they
best poi nt. discuss?
b What kind of person do you think Rob is, assertive,
aggressive, or non-assertive? How about Jane?
1. n on-assertive
not making your opinions and desires
known; willing to accept what others 6 Notice
want above what you want a Look at these extracts from the conversation. In
info rmal conversation we often leave words out.
2. a ssertive Which words have the speakers left out from the
behaving and expressing ideas underlined expressions?
in a firm and confident manner 1 I still havon't done the last two. Done yours?
Have you done yours?
3. aggressive 2 Yeah, finished ages ago. 1 finished ages ago.
behaving in an angry or rude way, often indicating b Find tho "missing" words in these examples from
that you want to fight, attack, or argue with someone the convorsation.
1 This has happened to me so many times -
such a pain. It is such a pain
2 Remember last summer, the restaurant near
non-assertive assertive aggressive the beach? Do you remember .. .
I 3 Wasn't very assertive of us, was it? Itlfhat
wasn't. ..
b In groups, decide whether these expressions are
4 Really? Amazing. I'd ask people to introduce
assertive (A), non-assertive (NA). or aggressive
themselves. That's/How amazing.
(AG) language. Which of them do you tend to say?
1 I wou ld like 10 discuss this with you, if you
don 'I mind. A 7 Follow up
2 Do it now! AG Look at the sit uations in the quiz. Have you been in
3 That's a really dumb idea. AG any of those situations? Did you assert yOUl'self or
4 I sec your point, but in my opinion ... A not? Discuss the situation with your partner. using
these questions.
5 Well , if you say so .. . lei's do it your way. NA
6 I don't mind what we do. NA What was the incident?
I had really bad food at a res/aurnnt.
c Thi nk of your famil y, friends, and acquaintances.
Write the initials ofthree or four people on the Whore did it happen?
scale. Explain 10 your partner, with examples, II was in a pizza place in town .
why you put thorn there.
When did it happen?
Who wero you talking to?
2 Task
How did you roact?
a Take the quiz on the opposite page to fi nd out
Why did you roact as you did?
how assertive you are.
How did you feel afterwards?
b Discuss th o quiz in a small group. Keep a note of
the other students' answers.

3 Prepare
a Check your answers with the key on
page 149.
b Summarize what you have learned
about yoursel f and others in your group.
How assert ive are you compared with
the other members ofyoUT group?

4 Feedback
Report your group's results to the class.
Which group has the most assertive
members?

Unit4 Together
 Objectives Topic: assertiveness
Grammar Reading Ustening Speaking
present perfect, a magazine people doing a quiz answering a
adverbs used with questionnaire question naire
present perfect

..•.
1 Warm up
Ask students to look at the definitions in Exercise 1a and mark themselves on the scale. Then divide
the class into groups pf fo ur and ask them to discuss the expressions in Exercise lb . Afterwards. elicit
from students what the difference between an assertive and an aggressive statement is.

Answer: An assertive statement is expressed us ing polite language (I would like .. ,J or

conciliatory language (1 see your point, but ... J; an aggressive statement is often
short and rude.

2 Task
Ask students to lake the quiz. Then divide students into groups of four and ask them to discuss their
answers; students should make a note of each other's answers and pay special attention to the ones
they have in common.

3 Prepare
After they have checked their answers, ask students to write three or four sentences to summarize
their findings.

You could write the following phrases on the board to hetp students prepare their summaries: PresenIo1ion
alternative
We found that whereas ., . Both ... and .. . Neither ... nor. ,

4 Feedback
Ask one student from each group to present the group's findings. Determine which group is the
most assertive.

5 Compare
Play the audio for Exercise Sa . Ask students to listen and say which questions they discussed.
Afterwards. elicit students' answers for Exer cise s b.

Answers: They discussed questions 1, 2. and 3.

Rob is non-assertive. Jane is assertive.

6 Notice
Read through the examples in Exerc ise lia a loud, and then ask students to work in pairs to find the
missing words in the sentences in Exercise lib.

7 Follow up
Give students a few minutes to prepare to speak. If necessary, help them to think of a situation and of
their answers to the questions in Exercise 7. When they are ready, ask pairs of students to take turns
asking each other about the situations.

Write three situotions on the board. Additional activity

Decide which film you want to see at the movies tonight.
Decide what you are going to cook together for dinner tonight.
Decide where to go together for vacation.
Divide the class into groups of three. Give each student in each group a letter, A. B, or C. Tell As they are
assertive, Bs they are non-assertive, and Cs they are aggressive.
Tell the groups to discuss situation 1, playing their roles.
After they hove finished. change situotions and change roles. Allow 0 couple of minutes for each role-ploy situation.

The oudioscripl for Track 19 is on page T45 11

Together T 44 Unit 4
 For Exercise 5 on page 44 ..
Jane How are you doing? Hove you finished yet?
Rob Nearly. I still haven·t done the lost two. Done all yours?
Jane Yeah, finished ages ago. I love dOing these things - you find out so much about yourself, don·t
you?
Rob Do you? I'm not sure. What have you found out then?
Jane Well, I haven't checked !he key yet, so I can't really soy.
Rob Okay. What hove you got for number one then? Somebody's just taken your parking space - you
sow itlirst. right?
Jane Ah, yes, parking. I've been in that situalion so many times.
Rob Right, me too. Every day.
Jane What do you do?
Rob Well, I don·tthink irs worth ge"ing in a fight, so I'd jus! drive off.
Jane Really? rm amazed. This has happened to me so many limes - such a pain! I stop the car and
gel out and tell them to leave the space. Okay. What about number 1Wo?
Rob The restaurant. Well. we've both seen examples of thot - remember lost summer, the restaurant
near the beach?
Jane Yeah. The food was terrible. Sut we just left it, remember? Wasn't very assertive of us!
Rob No, you're right, but the restaurant was very busy, so "bo.. , On 10 the third one.
Jane Yes, this is a funny one ...
Rob But irs so true; in our Spanish closs, we still don't know each othe(s names, and we all sitlhere
and soy nothing,
Jane Really? Amazing, rd ask people 10 introduce Ihemselves. I hate not knowing people's names .

Unil 4 T 45 Together
 Win- n, win, or just loseil
Do you always win, whereas the others normally loset Just maybe
you're the aggressive type. Do you usually find yourse lf losing while
the others wint Then perhaps you're the non-aggressive type. Do
you win and do they win, toot Well, if that's how things normally
happen, you're probably the assertive type. But enough talking,
take our questionnaire and find
out who you are.

a I drive off without saying anyth ing.

b I insist that the other driver leave the space.
, I have an argument with them and then drive
off in a bad mood. a Tell your friend firmly that you value your
things and would like them back.
b Tell your friend that they're behaving like a
thief and you won't lend them anything else.
c. Say nothing. What are a few books and CDs
compared to friendship, anyway?

'- a I complain to the waiter. . .

b I leave it on the plate.
( I threaten the manager with legal action .

You've lust joined a c s 0

twenty students Rnd you
a I've never heard so much garbage in my life
don't know anybody'
before!
name. What do you dol
b I can see what you're getting at, but have you
considered .. . ?
c Yeah, I suppose you're right.
a I avoid using people's names and refer to them as
"he" and "she" .
b I suggest to the teacher that we all introduce
ourselves briefly.
c I go around introducing myself to everyone.

Together Unil4
 RESOURCE
4 Second conditional
Grammar Summary
U,.
1 Future plans, intentions, and arrangements We use the second oondiOOnal to talk about a future result or action • 's
lX1IikeIy because the concition in the if clause wi probably not be fuIfitt.:..:.:
Fann U.. Examples " Phil got 8 promotion, we could move to the country. (Phil is unlikely to
get 8 promotion.)
going to plans or intentions: I'm going to study
We also use this conditional when the state or action in the if clause--
+""'" 8 decision made before
the tine 0 1 speakKlg
medicine.
She's going to get
contrary to a present fact:
"I had a big house, I'd be much happier. 0 em't have a big tnJse.)
manied.
"I were you, I'd get 8 new job. (I'm not you.)
"esent definite plans: tickets We're leaving
prog..-e booked, appointments tomooow. Fo,,"
made, etc. (otten with I'm seeing John
If + past, would I wouldn't + infinitive
time adverbialsj tonight.
If M8Iia went to the party. then I wouldn't go.
Simple very definite rootine or The concert starts
It is possible to use other past forms in the if clause, and other modal
present scheduled events, e.g. at eight o'clock.
verbs (usually might or could) in the main clause:
schedules, concerts John's flight arrives
at 16:20. If someone famous were coming, we would buy tickets for the festl'nlJ.
If he told her he loved her. then she might marry him.
We use might when the result is less certain and could when there i
Avoid repeating the verb go when you use going to:
element of ability or possibility. --
We're going to go to the movies. )( We're gotJg to the movies. ./ We can put the clauses in either order. She might marry him if he tokJ
Sometimes going to and the present progressive have little or het" he loved her.
no difference in meaning: We put a comma after the if clause when it comes at the beginning ' -
What are you doing this weekend? the sentence.
W1lat are you going to do this weekend? Make two complete sentences from each set of prompts, one j, <J
If you are IJ'lsure which form is correct. use gohg to. first conditional and one in the second conditional. '--
1 If II go / abroad next year I I /probably go / Europe
2 Predictions about the future If I go abroad next year. I' ll probably go to Europe.
U I went abroad next year, I'd probably go to Europe. ""--'
Fonn Use Examples 2 If I I /win I lottery I I I give 18 lot of money / poor people
U I win the lottery, I'll give a lot of money to poor people.
gXlg to predictioos for whK:h It's goilg to rail. lfl won the lottery. I'd give a lot of money to poor poopl
+ verb we have eVdenoe rv::m, (look allhe clouds.)
new iOb III accept it
3 If I they I offer me I
I.e. baSed 00 SCfl'lE!thOg I'm going to feel bad lflhey offer me a new job. I'll accept it.
we can see, hea", or feel tonight. O'~ had too lflhey offered me a new job, I'd accept it.
at the time of speaki"Ig much to eat.) 4 11 / I / meet / Nicole Kidman I I /ask / autograph
will / won't personal opinions about I think the Democrats If I meet Nicole Kidman , I 'll ask for an autograph.
+ verb the future and will probably win the If J met Nicole Kidman, I'd ask for an autograph.
predictions based on election.
past evidence (often No, the Republicans
Vocabulary Summary

-
with think and adverbs will win. They aI'Nays
such as definitely. do \AIhen the economy
1 Family
is bad.
If you continue to
Types of family: traditional lamiy one-parent / single-parent / step lcimity
Frs! prediction that depends
conditional on a futtxe cx;nc:jOOn amoy the dog, he Family members: workJ:"'9 mother step mother / fathef I brother I sister
wiD bite you. han brother I sister mother / father I brother / sister~in-Iaw
""'" fuIf"'"
2 Friends and friendship
3 First conditional Collocations with adjective + noun: best friend cbse friend fai'-
weather friend good friend geat friend old friend real friend _
Us. Collocations with verb + noun: be friends become friends
The first conditional predicts a Mure result dependent on a lorm 8 friendship keep friends make lriends strike up a friendsr'-
future condition: If you wert hard, you'll pass the exam. Compound nouns: frierdship boyfriend gI1friend "-
Fo,," Adjectives: ftiencIY lXlfriendly
ff + present, win I won't + infll1itive Find these words or phrases from the lists above.
If Malia goes to the party, then I won 't go. 1 fax expressions that mean statt a fri€ndship become friends, form a
It is possible to use other present forms in the if clause of a first friendship , make friends, strike up a friendship
conditional: 2 ooe wf1'o/ of describing a person you have I<ncrM1 lor a long tine old
If James is staying a/ home tonight, I'll cancel the babysitter:
friend
We can put the clauses in either order: 3 five ways of describing a friend in a positive way best friend. close
friend , good friend, great friend , real friend
I'll cancel /he babysitter if James Is staying at home tonight.
4 ooe way of desCfibing a friend in a negative way fair-weather frie .
We put a comma after the if clause when it comes at the S two words that suggest a romanti: friendship boyfriend , girlfriend
beginning of the sentence.
3 Life stages
go out with a boy / girl ~ get engaged ~ get married
~ have a baby ~ have mon3 children ~ get divorced

Unil4 ----------------------~
Together
 C) A discursive essay ~<K1 REVIEW

-z
-~
&:II:
1 Thinking about the main topic
In a discursive essay. the writer argues for or against a main
point of view. Before you read an example of a discursive
Review your action plan: figuring out t he meaning
of new w ords
In pairs, show each other and talk about the important
new words you learned from the reading texts in Unit 4 .
essay, discuss this question: D:J you think the tradition8l fam!ty Say how you figured out lhe meanings.
~ unit is in danger? Why? / Why not?

~ 2 Thinking about the main idea 3 Organizing a discursive essay

~ a Look al these three titles for the essay below and then This type of essay is usually organized into three parts: the

o read it. Which title is the besl one?

1 The fut ure of the traditional family is under threat.
introduction, the main body of the essay, and the
conclusion.
>- 2 Respect is the key to the preservation of the family.
a RII in the blanks in each of the definitions below vvith
introduction, main body. and conclusion.
0... 3 The dangers facing the fam ily's survival can be prevented.
o
---'
Answer 2 is the best title.
1 The main body can be made up of two or more
paragraphs. The arguments for or against the main
dea. of the essay are discussed here.
Ll.J 1 50me pwp(.e c!turm tha/; in fi/l:y years (JY SO tile
>
Ll.J
1>-0LiiIinnd famuly wJl k 'n <kep = . T/;ey saw
tf.a/; then;, aYe st.gns of this cYiSiS bxw.:y, fqr- tn:J,ance
2 The conclusion summarizes the main points
dOCuSS6d. It restates the main idea of the essay and

o I;h.e nu-mUr of di.'V(JYCeS and the .:'/'t.CYeaSe in stngte-

often finishes with the personal opinion of the writer.
3 The introduction provides the reader with the
pa;ren!; fO/rl'li.b.e.s in 5cn>Ie pa-ds of the wrJrtd. f general direction of the essay. It also introduces the
~ IAalthe famuly " lJ<.ety 10 disappw.Y main idea of the essay in one sentence that can either
compte1eLy. Jtaweny, .f blunk J; is true tfuJ1 there come near the beginning or the end of the paragraph.
are a td of pessures on. the famuLy Wiay and .I b Under1ine the main idea of the essay in the introduction
ieliew thd d is im.p:Jrtan/; to tmk at ~s in. 'WIticA and in the conclusion.
famuL}! kes can be 5trengt/Jened. &n. m'e a 4 Using fixed phrases in an essay
n.wmkr of things thd can 6e d.t:me to imprcrve
a We use many fixed phrases In writing formal essays.
~s wIlkn the famuly .
Study the list below and then add at least one example
, Jiyfl of aiL, ~yS of the famuly sMu1d re5p«l from the essay to each category.
wd. d/,ey. AliAo«gh wd. ~r fuu a ngN 10 b Check your answers with the teacher.
e-:r.pess their 'ViewS clea;,.{y and firmLy, d is 'W'I'On.9
to sIww d.isYesped; fay dh.e:rs OY far th.eiy OpiniDrlS. Function Examples
3 5ecortd, paYe:n);S and ciuuben should Want 1:0 Expressing the writer's opinion In my view, . I believe that .
Wt:en 1:0 each ci/wy. ["Ven 1:Jwugh. many pe<Jf/.e cl.ai.m
Expressing other people's Some people saylbelieve tha1 . ..
1:0 k groi Wt:e-n..e.Ys, "Very few Yf'41Ly an: . .cd.enimg IS opinions
a great sI<.i!L wIu.ch. inm-ves Bi"Ve and I:ak..e and this Agreeing with other opinions It is true that ...
~ of c.on.stru.cf.i"Ve cI.ia!.aJue IS "Very i?>!fXJrl;anl in a Disagreeing with other It is not true that .
happy famuly. opinions or a situation
• Jina1Ly, the~ " the ~ of fyudgm and GMng examples to support For example, ...
oiLgalums 'n the family.
I"~'~.):';;:;;;~
~ .....
;;_~_:~_
! _~e:r<:tVt: -
..>----.--'.~---
_____ -. ~--- - ~
. ...,.,-c1»:t;;:i
your argument
Usting your points Farst of aJl, ... Rrst,
Socond, .
5.1n ~, ./ agree /:hal; /;hem is a th.....-eaf; 1:0 t.h.e. Expressing contrasts between However, ... Although
two ideas
1>-0LiiIinnd famuly Iaiay . .It " the,*," -ve'1f
Making conclusions To sum up, .
''''f'J>'Ia..d 1m- famulies 10 _k Iogdher 10 strengthen
/:.heiy ~S . .in 7If:}f op:nam.., tfus is 6ed
5 Applying what you have learned
adl.ieved th.YOU.Idh. -values sucf. as msped, o,cen
CQm.muni.Ctzl:i.cn, and a senSe of ye~ . a In pairs, complete paragraph 4 in the essay on the
lell.
b When you have fi nished , compare your answer with
b Compare your answers and justify your chOice. the model on page 149.

ACTION PLAN [>

Your action plan: writing a discursive essay Here are some possible essay titles:
If this type of essay is important to you for academic, LMng in a small family is better than living in a big one.
professional. Of personal reasoos, why not 'Mile one? Being rich does not guarantee happiness.
Here are some basic steps:
Technology has made life today easier.
Step 1: Look carefully at the title and brainstorm ideas.
Step 2: Organize your ideas into paragraphs.
Step 3: Write a draft version, in about 250 words.
Note: you will have to discuss your essays/discursive
Step 4: Read the drall and focus on improving the essays at the end of Unit 5.
organization of ideas, the language, and the punctuation.
Step 5: Write the final version of the essay.

Together Unit4
 2 Pronunciation : stress on compound
nouns
a Compound nouns are made of two words. e.g.
mouse pad. Say these compound nouns to
yourself. Is the stress on the firs t or second word·~
• ••
washing machine paper clip dishwasher
• cooler armcha
water •
• ir answering machine
~ b Li ston and check your answers.
c Write fl defin it ion of an object from Exercise lb
(or choose your own) . In grou ps, read ou t the
deflll itions for other students to guess the objects.

USEFUL LANGUAGE
ft"s the thing 11"0 use at home I in the offi ce
fo r ... - ing verb
1 Vocabulary: everyday objects Irs a kind of machine 10 piece of
USEFUL
equipment that ...
LANGUAGE a In pairs, read tho descriptions of usefu l, everyday
J, 's a small gadget/device/machine thaI .
What do you inventions and guess what they arc. Use the
call that pictures and the li sl in Exercise lb to help you.
stuff/thins 1 a small pieco of bent wire that we usc for
1I"t' use for + holding pieces of paper together paper clip
- i118 verb?
2 small pieces of paper with glue on the back that 3 Reading skill s
are used for sticking notes on other papers and a Look at the pictures with the article on the opposite
surfaces slicky notes page. What are these objects made of? What do you
3 a white liquid used for covering mistakes in think is the mosl common material we use today?
somothing you are writing r.orrer.tion fluid b Read the article quickly and check your answers.
4 (1 flat surface that you put under a computer Write a title for the article, usi ng at least two of
mouse so that it can move smoothly mouse pad those words:
5 a contai ner that stores and chills drinking water
invontion material accident importa nt
water cooler most durable fortunate li fe-changing history
b Put tho words from the box below in the table. Wh ich
items can be found at home, in tho office, or both? c These statemen ts all contain factual errors. Read
Ihe a rticle again and correct them.
washing mach ine paper clip dishwasher water cooler 1 Society today uses a lot of traditional materials
annchair answering machine food processor in the home and office. new/modern/plastic
ironing board alarm clock hole puncher dishtoweI 2 Inven tors spent a long li me trving to fin d the
fi ling cabinet correct ion fluid slicky notes fi rst plast ic. found by accident
photocopier mouse pad cutting board fax machine
3 Parkes found that collodion turned into a solid
if it was ex posed to i!.ir.. heat
Home Office Both 4 au. plast ics arc hard and durable. Some.
... ad-.cn.g 7>Ii1du.-ne 7tII1Ck-ne Others are soft or malleable
""'" """'"
ans...f'; Yl:ng
dishwasher photocopier filing cabinet 5 Planes have carried radar machines since radar
armchair fax machine mouse pad was invented. plastic
food processor paper clip 6 Plastic is the perfect recyclable material. not a
ironing board hole puncher perfect
a lann clock correction fluid
sticky notes d In groups, discuss these questions.
dishtowlli
cutting board 1 What informat ion about plastic was !lew to you?
2 What plastics do you use in your everyday life?
3 Do you profer plastic or natural materials? Why?
c Check your answers in the Vocabulary Summary
on page 56.

UnitS Eureka !
 Objectives Topic: inventions
Grammar Vocabulary Pronunciation Reading Speaking
third conditional everyday objects stress on compound a magazine article hypothesizing
nouns

Put students in pairs. Tell them thol they have one minute to 1001:: in their purses and pockets and, between
Ihem, r.nd five interesting inventions - an eraser. poper clip, rubber bond, etc.
Ask a lew- pairs 10 teillhe doss who! they chose, ond why they think these ore useful inventions. Which one
does the class think is Ihe most useful invention?

••
1 Vocabulary: everyday objects
Have studcnts work in pairs to match the descriptions in Exercise 1a to tho objects.
Have students copy the table in Exercise lh into their notebooks and then work in pairs to complete it.
Let students chock thoir answers in the Vocabulary Summary on page 56. Note: Students may disagree
with somo of the answers listed; for example, a fax machine may be found in both homes and offices.

As you elicit answers from the closs, read the words in each column aloud and ask. students to repeat after Pronunciation
you. The strong stress In each case is on the first syllable of the first word, with the exception of a 'form clock check
ond co 'rrection fluid. This check. teads directly into the pronunciation focus of the next exercise.

••
2 Pronunciation: stress on compound nouns
Have students say where the main stress is in the compound nouns in Exercise 2a.
Play the audio for Exercise 2b. Ask students to listen and check their answers.

In English, the stress is always on the firs! word of compound nouns.

A good way to manage Exercise 2c is to put students in pairs to write definitions. Make sure both
students write, lind remind them to use the phrases in the Useful La nguage boxes. Then divide the
class into groups of four to six, splitting the original pairs. In their groups, students take turns
reading their definitions aloud and guessing the objects.

3 Reading ski lls

Have a brief class discussion. eliciting student answers to the questions in Exerc ise 3a. Ask students
what plastiC objects they can see in the classroom.

Answers: All the objects in the pictures are made of plastic.

Tell students to skim the article in order to do Exercise 3b. Give them a time limit of four minutes.
Remind them to use the Glossary for unfamiliar vocabulary.

Suggested tiUes: The most important invention in history

A fortunate and li fe-changing accident
The most d urable malerial in history
Have students work in pairs to correct the statements in Exercise 3c. They should correct the mistakes
and then look back at the relevant part of the text to find the answers and check their changes.
Divide the class into groups of four to d iscuss the questions in Exercise 3d. Briefly review the
answers with the class. Answers will vary.

Many of the words in the text are descriptive adjectives. Ask students to find them in the text. Check. meaning
by asking students to use the adiectives to describe obiects in the classroom.
tough", hard, strong soft
rubbery silky '" soft and smooth like silk
hord light
durable", long-lasting heavy

The oudloscrlpl for Track 20 is on poge T49 ~

Eureka! T 48 Unit 5
 tt LA 4 Grammar: third conditional
Have students work in pairs to answer the chock questions in Exercise 4a and complete the rule
in Exercise 4b.

Quick grammar In many languages there are structures similar to the third conditional in both farm and meaning. The main
guide problem with the third conditioool in English is remembering to get all the parts right.
Same languages use a compound subjunctive structure In the ifclouse, which has no equivalent in English.
5tudents often try 10 reflect the subjunctive by using would + have + past participle in the conditional clause as
well as the main clause.
Common problems and errors
Using would in both clauses instead of just in the if. or cooditional, clause,
Parkes wouldn't hove discovered plastic if he weIMlR'! /.19\'8 !eft his collodion near heat.

In Exercise 4d, go over the example carefully. and then ask students to rew rite the sentences, Go
around tho class and help. Let students check their answe rs in pairs before as king individuals to
come to the board to write their sentences.

5 Speaking skills
Give students a few minutes to look at the questions and think of answers. Then put them in groups
of four to discuss the questions. Walk around the room, m onitoring students and taking notes on any

--
common mistakes you hear.

- If your students find it difficutl to be imaginative. write a few random phrases on the board a t the start 01 the
activity which they might use to help them form sentences. For example:
work hard
to do
have more!less free lime
wash/walch/listen to/use
hod to been able to more/less healthy
more/less Ihings

Conection guide In on aclly/ty like this one. where students are trying to use a complex structure in a fluency actiYity. it is a good
idea to go around the closs monitoring and noting down errors. Don't interrupt students talking in groups -
iuSI note down errors with the third condilional that they make.
AI the end of the activity. wrile three or four errors you heard on the board - without saying who mode them.
Ask the class to correct them. Review the rules and the form.

w~---------------.
For Excrciso 2 on page 48 11;
washing machine
paper clip
dishwasher
water cooler
armchair
onswering machine

Unil5 T 49 Eureka!
 Recent history has seen countless new inventions that have changed the lives of most
people on this planet. Just look around you - how many of the things in your home or
Jffice, clothes that you're wearing, tools you're using, are made of materials we didn't
know 150 years ago? What, In fact, is the most common material in your environment?
"Jur lives would have been
vcry different if plastic had not
come along 150 ycars ago.
Plastic is used in just about
-- everything these days, from
grocery bags and children's
toys 10 furniture, computers,
~
and cars. Replacement bod y
parts are even made from
plastic today!
We obviously need this
material, but like many
a reaction to heat. The first have facilitated the d angerous. Plastic bags thrown
inventions, it came aboul
plastic, Parkesinc, was development of things as into the sea, for example, kill
through a very fortunate
launched in l862. At about the diverse as kitchen equipment thousands of fish and other
accident. Alexander Parkes, an
same rime, the H yatt brothers and the space shuttle, and it marine animals every year.
Englishman, went to his
in the United States im'ented a was o nly with the d evelopment However, ma rc and more
medicine cabinet o ne day to
similar substance that they of light plastics that radar people arc recycling, and in the
get some collodion, and
called cellulo id, which was could be fined to planes; no t~too-dista nt furure about
discovered that the liquid had
conunonly used in film ~ before then radar machines 40",{, of plastic may be
tumed into a tough, rubber y
making. Since those early days were roo heavy. recycled.
material, which he realized was
m any different plastics have Plastics are extremely useful Just think, if
come into existence: hard, because they arc cheap to we could
durable plastics; soft, silky produce, strong, very durable develop a
fabri cs; malleablc, easily and, in comparison with glass, plastic that
moldable substances. If Parkes light and safe. Imagine was 100%
hadn't discovcred that fi rst carrying a pack of fo ur two- recyclable,
plastic. technological liter glass bottles hom e from we really
d evelopment would have been the supermarket, in a papcr wo uld have
a lot slower. Because some bag! But it can take up to 100 found the
plastics are resistant to years for plastic to d isintegrate, " wonder
extremes of heat and cold, they and discarded plastic can be sruff"!

d Rowrite thu sentences by putting the underli ned

GLOSSARY words and phrases in the correct order.
(;ollodion liquid used ill medicine, to stop bleedi ng 1 ~ the Web .If Tim Dem ers Lee lli!..dn..:t h
wouldn't havc becomc a profossor at MIT. . c
malleable call (;honge shope easi ly
disintegrate break up. gradually rot, or disappear
.ff 7i:m. ~ he htut.'}j.'t CYeaf:ed the Y"e6 he
ha'"re ~ a ~ at 'JrLJr. '
'IHJI&:i'}j.'t

2 If Isaac Newton hadn 't sat under the ap ple tree

wouldn't ~ havc llil d iscovered '
4 Grammar: third conditional he wouldn't have discovered 8ravity.
a Look at thi s scntcn(;o from the article and answer
the questions. 3 If Ein.stcin hadn't d iscovered relativity, wouldn 't
a t?ml ~ weapons have SCientists created
If Parkes hadn 't disco vered that first plastic S(;Ientisis wouldn't havll created a tomic weapons.
technological development would have bee; a lot
slower. 4 If Al exander Fleming hadn't discovered
penicillin, ~ .!!..lQLQf ~ .di!lli llillild
1 Did Parkes d iscover the first plastic? Yes a lot of people would have died.
2 Was techno logical development s low? No
5 If Bill Gales had nol started Microsoft Microsoft
3 Arc the events in the sentences in the past or
present? Past If slarted Bi!l Gates hill1 llQ1, he wouldn't have
become the nches! man in the world.
4 Can we change the facts? No

b Find a similar sentence in the article and

5 Speaking skills
<:amplete this rulo for the third conditional. In grou ps. discuss those questions.
If + .p~st ../liLr/Jl!;L, + 1!:!mM + have + pust 1 How wo uld your life have been different if you'd
parliclple boen born 50 yoars ago?
(; Chuck your a.llswur with the Grammar Summary 2 How would life. have been d ifferent for your great
on pagu 56 . grand parents (Circa 1920s) with these invcntions?
washing machines TV video I DVD .
the Internet modern medicine

Eureka! UnitS
 c Read the article once morc and underline the
import ant details. Then complete these notes
wit h those details. (Remember to use
abbreviati ons, leave out articles, etc.)
1 Reading skills
a In groups, discuss the questions. Then read 'Paragraph I choc good foy !fou - has fta'VGnoids,
the article and check your answers. • healthy heaM + gd circularn
1 Is chocolate good or had for you? It's good in OY'fJ"ns of choc, otmecs grow cocoa
small quantities ma!fas drink cocoa
2 How was chocolate first Ilsed? As a drink 'PaYag Yaph J 1511 choc went -7 Spain + Pori
3 Which country has the most "chocoholics"? 'Paragyaph 1 sotui choc famd, a r . 1765 Baker ~
Britain Hanan lsi choc. mill in US
b Read the article again and match each paragraph U K, 6'g choc eaf;ptg counh-:/' Bril'n
with a short summary.
Paragraph 1 the popularity of other d In pairs, look at yo ur notes. Can you add an ything
forms of chocolate to improve you r partner's notes'!
Paragraph 2 '>--1-- chocolate spreading to
c In groups. discuss these questions.
Europe
Paragraph 3 how chocolate may be good 1 Do you eat chocolate? If not, wh y not?
for you 2 If you do, how much chocolate do you eat?
Paragraph 4 the most "chocoholic" Are you a chocoholic?
country in the world 3 When do people eat ch ocolate? Why do they
Paragraph 5 the origins of chocolate like it so much?

SCIENTISTS SWEET OVERY!

1 Good news for chocoholics: the treat preferred by millions 4 By the middle of the century, solid
all over the world is good for you, according to American chocolate was becoming familiar. In
researchers at the University of California. Chocolate 1753, a Swedish scientist renamed
contains substances called flavonoids that can help cocoa theobroma or "food for the
maintain a healthy heart and good circulation. The gods" . In 1765, James Baker and John
researchers have discovered that cocoa acts like aspirin Hanan opened the first chocolate mill
and that eating a bar of chocolate once in a while may in the United States, introducing
contribute to a healthy diet. Chocolate has also been chocolate to the average citizen. In
shown to release endorphins in the body: these 1876, in Switzerland , Daniel Peter had
chemicals help to reduce pain and stress and make you the idea of adding milk in the chocolate-making process
feel happy. and produced the first milk chocolate.
2 But who first discovered this wonderful way of keeping S Since then , chocolate has grown enormously in
healthy? The Olmec Indians of Mexico and Central popularity. One of the biggest chocolate-eating nations is
America were the first to@Jow cocoa beans, in about Britain where the average man, woman, and child eats a
1500 Be, and the Mayas were drinking unsweetened staggering nine kilos of chocolate a year! In fact,
cocoa hundreds of years before it became fashionable in chocolate is the number one comfort food and there are
Europe. The word chocolate comes from the Nahuatl more "chocoholics" in Britain than anywhere else in the
word xocolatl, which means "bitter water" . world. Researchers warn that although chocolate is good
3 In 1544, a delegation of Mayan nobles visited Philip of for you , it should be eaten in small quantities - and with
Spain and gave him jars of cocoa as a gift. Cocoa soon no added milk.
became fashionable in Spain and Portugal. The Spanish
were the first to add sugar to their cocoa drink. In the
17th century, chocolate was becoming fashionable
with the middle-classes, not only as a drink GLOSSARY
but also as a medicine.
circulation the movement of blood around the body
staggering amazing. incredible
chocoholic someone who is addicted to chocolate

Unit5 Eureka!
 Objectives Topic: food
Vocabulary Reading Ustening Speaking
describing foad a magazine article interview with a TV chef discussing foods and diets

Write on the board: Introduce the topic

chocolale cocoa milk sugar bitler drink solid xocolotl chocoholic
Ask students whot the words hove in common.

1 Reading skills
Have students discuss the pre-reading questions in Exercise In in small groups, then elicit answers.
Encourage lots of speculation. Ask students to read the article to check their predictions.
Ask students to read the article again and match paragraphs to the summaries in Exercise 1b,
After students have done Exercise le, ask them to exchange their notes with a partner and
make additions.

For mony students, notetaking is a challenging skill to acquire. A good way of handling Ihis activity is 10 go Presentation
through the first paragraph as a class first. asking students which words they would underline. Underline (or alternative
write in a list on the boordl:
good for you, flavanoids, healthy heart, good circulation, acts like aspirin. healthy diet, release endorphins,
reduce pain and stress, feel happy.
Then ask students how they would complete the note for paragraph 1. Write healthy heart + gd circularn on
the boord. Point out the abbreviation. Have them write their notes on a separate piece of paper. Then ask
students to underline key phrases in paragraph :2, complete the note for :2, and check with a parlner. Then ask
them to do the some for paragraphs 3, 4, and 5.

Put students into groups of four to six to discuss the questions in Exercise l e. Answers will vary.

21i'-- -- -- - - - - -- - - -- - - - - - - - - - - - -- - - - ----,
For Exercise 3 on page 51 !II
Host Well, Matt your baked chocolate cheesecake has just come in at the top of our vie'vVel"S' "best comfort food" poll. Congratulations!
Matt Thank you, everyone. I'm honored.
Host Irs a bit of a cliche, isn't it, that something chocolatey comes in first? Why is that?
Matt Well, chocolate is a great comfort food ~ sweet sticky, creamy ..

- Host But I must soy, I've always thought of comfort food as salty, you know, something hot and very filling, with meat and really fatty.
Matt I suppose it depends on each person; yeah, we all have our own favorite comfort foods . . um ... here in the U.s.. comfort foods
tend to be ones we associate with Mom and Grandma, good wholesome food, you know .
Host . even if Mom and Grandma never cooked anything that didn't come out of a con i
Matt I'll come back to thaI. Anyway - comfort food - the food we eat when we're upset or depressed, or want to f~ kind of taken care
01, tends to be meat, potatoes, gravy, things with lots of butter. You see, comfort foods are what we ate at Grandma's house, after a long
day at school or who! Mom served when we were siCk. When we get older, we like flavors fram the past. Irs comforting. One of the top
comfort foods in the u.s. is meatloof, and another is a thick meat stew - really hot, chunky, tasty dishes. Comfort foods do taste good -
too bad they usually have a high fat content
Host 50 they're comforting, but not very healthy?
Matt They used to be thought of as healthy - good heartening meols with lots of calories - but of course people used to have a much
more active lifestyle and could burn off all those calories. Plus, our ideas of what's healthy have changed, and we encourage people to
eotless fat today, and fewer carbohydrates, too
Host I see, but I bet there's not as much fat in a good stew or meat pie as in some stuff people eat today.
Matt ThaI's so right - and irs what I wanted to come bock to. When you see families eating so much garbage today, what will comfort
food of the future be? Candy bors and bags of chips? You know, you look at kids today, and so many of them are really ovel"VoJeight - irs
scary. We have to teoch them to cut down on fat-filled processed foods, like burgers and those with high sugar and salt content. Why
doesn't the government do something to stop kids eoting so much fost food and soft drinks packed with sugar? Why are soft drinks and
snack machines allowed in schools? Why doesn't the government pressure the food industry into cutting down on the dongerousry high
levels of fat. sugar, and salt in foods? trs not surprising that you see 011 these fat kids - and adults - and that we get more heart diseose
and other problems related to dietl II makes me mod, you know?
Host Whoa! I think we get the picture. Well, Moll, I'm sure that you'll be showing us the way with your new TIl series, starting next week.
Thanks very much for ..

Eureka! T 50 Unit 5
••
1i ffi 2 Vocabulary: describing food
Ask students to work in pairs to match foods and nutrients in Exercise 2a . Afterwards, elici t
ans wers from students. Find out which foods they th ink am the most healthy and which are the
least healthy.

Suggested answers: Carbohydrates: hread. pasta. potatoes. rice

Fats: buller, milk, yogurt. oil
Fiber: green vegetables, legumes
Protein : butter. chicken, eggs, fish, milk, red meat
Sugar: honey, jam
Vitamins and minerals: fruit. green vegetables. legumes, yogurt

In Exerdse 2b. ask students to work in pairs 10 describe foods. using words in the Useful Language and
the Language Note boxes. Then ask them to tell their partner aboullheir typical diet in Exercise 2e.
End this part or the lesson by having two pairs of studen ts combine to form a group of four and
discuss the queslions in Exercise 2d .

t ·· ~ 3 Listening skill s
Ask students about "comfort" food : IV/wi is it? Elicit examples of types of "comfort" food: chips.
chocolale. cake. cookies. etc.

Suggested answers: "Comfort" food is food that makos us foel good - it cou ld be food like
chocolate and candy, or it cou ld just be our favori te food. very tasty food. or
food Crom our childhood. We cat "comfort" food when we are depressed.
st ressed. bored. upset. sick. etc.

Ask students in pairs to discuss tho words in Exercise 3b and together predict which ones they will
hellr in an intervi ew about "com fort'· food.
Play the audio fo r Exercise 3c. Ask studonts to listen lind check their predictions.
Ask students to complete the blanks in Exercise 3d and the n check with a partner. If students aro
not sure about the answers. play the audio aga in.

4 Speaking skill s
Ask st udents to read the opinions in Exercise 4a and decide which ones th ey agree with <1l1t1 why.
Thon put student s in small groups to toll ono another their opinions.
As groups report their answers. find out whether the class generally thinks we should improve the
healthiness of our d iet or whether they think it's okay. On the board. bu ild up a list of ways of
improv ing our diet:
Suggested ways of improving ou r diet
Cu i down 011 fasl food.
0011'1 snuck belw(J(Jn meals.
cal more frui l and vegetables.
Don'l add a /01 of sugar or salt 10 food.
Eot a I'aried diel .

The audiascripl for Tra ck 21 is on page TSO II;

Unit 5 T 51 Eureka!
 3 Listen ing skills
a You are guing tu listen to an interview with a TV
chefflbout "comfort food". What kind of food do
you think this is? When do you think we eat it?
b Look at the words and phrases in the bux. Check
the ones you think you will hear in the interview.

cnrbohydra te V fat content V fruit and vegetables

fiber grandma V healthy V low in calories
mefltloaf v overweight V potatoes V sour sweet V

Listen to the interview and check your answers.

Listen again and complete this summary of the
interview. \'Vrite olle wurd or phrase ill each
bhulk.
\Vhat we think of as comfort food depends on
each 1 person/individual. but it tends to be
2 hot and fi lling. We usually eflt comfort
foods when we fcol 3 upset/depressed . and the y
2 Vocabulary: describing food are often dishes we assor.ifltc with ollr mom and
a Chocolate tastes so good because of its 4 ..grandma . They usually have a high
combination of sugar and fat. Look <.It this list of 5 fat content and may be thought of today flS
nutrients ill food. Which types 01' food in the box unhealthy. l lowever, there is a lot more fat and
be low do you assodflte with them? 6 sugar / sail in much uf the processed food
we eat toda y, which results in a population that is
Food nutrients: cflrhohydffltes fats fiber
7 oVt:rweight and suffers from problems such as
protein Sllgflf vitamins and minefflls
8 heart disease .
bread butter chicken eggs fish fruit
green vegetables (e.g. cabbage. spinach) 4 Speaking skills
honey jam milk oats oil pasta .1 The chef ill the interview has the following
pot<.ltoes legumes (e.g. beans, lentils) opinions. Do you agree with him?
red mea t rice yogu rt Why? I WilY not'l
1 We associate comfort foods w ith
b Look at the foods in the picture and describe two all!' childhood.
of them. using the Useful Language below.
2 We do not have an active
lifestyle today.
USEFUL lANGUAGE 3 People often eat garbage
fatty / oily I .~ olty / sllgmy / creamy todny.
/ healthy / unhealthy / .~ tarchy 4 The government should do
f IlII of f at / sail / S Ug (lf / fi ber . someth ing to stup children
X i:> from eating junk food.
rich in vitamins / protein / iro n .. .
high in millcm/s / c(lrbuh yd m tes . 5 The food industry shou ld cut
down 011 fat flnd Sfllt in
1011' in :>(/It I sllgor . food.
b Can you think of olher
c Do yotl have a hea lthy diet? Make a note of what ways of improving
YOIl eat on a typical day and discuss it ill p<lirs. people's dieU
d In groups . discuss these questions.
1 What balance of foods makes healthy diet? ,I
2 Is obesity a problem in your count ry? Why /
Why not? Is it worse thiHl twenty years flgo?
3 Is obesity in children a problem?

LANGUAGE NOTE
We say a foo d is high / /011' in or full of
something. These can be positive or negative:
Eat your vegetable.'! . They're full of vitalllins.
Most chips are high in fat alld salt.
If we say a food is rich ill somothing. it is alwa ys
positive:
Liver is rich in iron.
 Serendipity
-

1 Speaking
skills
How much do
you know about
Christopher
Columbus? In groups.
decide if these common beliefs Columbus:
about him <lrc true or false.
1 Columbus set out to prove that the
earth was round.
2 Columbus began his journey in order
,
I known reason for this Voy~ge
-
to win glory and riches. Of course , other commo~.y for a new route to the Sr'''e
3 Tht! crew of the three sh ips on the was that Columbus was I~ In~nd he believed he could rt..-,l
voyage of discovery was made up Islands (now part of IndoneSia), st The discovery of the New
mainly of criminals. them by sailing west rather th~n ea . of ~serendipity". In 1", .....'2 ,
fore a claSSIC case d n
4 There is no doubt that Columbus was World was there . ed the Americas, he ha -~
edly discover 0 ., He
when he unexpect
5
of Italian descent. d had sailed for 3,00 ml e .
5 Columbus died in poverty. in chains,
in a Spanish prison.
travelingh~~;~ea~~:~n ~~e East Indies.
6 No women traveled to the New World became a sailor at an early age and had made
with Columbus. journeys as far as Iceland and Guinea before he made
famous voyage in 1492. Contrary to popular belief, Columb'os
2 Rea d ing skills didn't sail to the Americas in order to find out whether the Earth
a Read the paragraphs about Columbus was round: at the end of the 15th century almost everyc
quickly and check your answers to knew it was a sphere. What was in question, however, was
Exercise 1. Then decide on the correct the size of the earth - its circumference. We do know that he
order of the paragraphs. sailed in part to fulfill a religious quest: he saw his journey~
l ID 2m 3 !!!l 4m 5 1!:) a fulfillment of a divine plan for his life. "'-"
b Which of these questions does the article
answer? Check (.I) those questions. i third voyage w.as not a happy one for Columbus. "I
V' 1 Where was Columbus born and misedY settlers rebelled against him, and he was unable to send a ict
of 9.01d baCk. so he was arrested and re turned to Spain ' ...
2 When did he leave his native country'!
ch~lns. However, the King and Queen soon I i
V 3 What were the reasons for the "voyage
saYln.g there had been a mistake, and Columbus was
of discovery" in 1492?
By. thiS time, 1500, Columbus was not a well man and he diF' ....
4 Who sponsored ColumbllS on his
voyage of 1492Y QUI~IIY at the age of 55 in Valladolid, Spain , on May 20 1
5 Where exactly did he land at the end In hiS ~wn apartment attended by family and friends. He was
of the voyage? a I I nch man at the time of his death.

V6 What were the reasons for the second

and third voyages? Everyone knows the name of Christopher Columbus, and,'as
7 What was the percentage of women with any historical icon, there are as many myths as truths about
traveling to the New World in 1498? the man. Take, for example, the disagreement about his art
8 What was the reason for his death Some people say he was a converted Jew. The Spanish say
in 1506Y he was from Spain, and the Italians claim he was from Italy.
c In pairs, ask and answer the questions you There is, in fact. some evidence that he was born in 145
checked in Exercise 2b. Can you answer Genoa. which is now part of I
any ofthe othersY If not, try to find out the
answers.
Columbus left on the voyage of discovery from the south of
Spain, with a crew made up mainly of experienced sailor"
GLOSSARY
from the area. He made two further voyages before the er
serendillity when something valuable
of the century, taking Europeans across to colonize the new
is disco\'ered by luck
lands. On his third voyage in 1498, he also took women 10
quest a search for something the New World.

Unit 5 Eureka!
 Objectives Topic: the story of Christopher Columbus
Grammar Reading Writing Speaking
past perfect simple and a biographical article a short story discussing myths about
prog ressive Columbus

Write serendipi/y on the board and explain thol it means when something valuable is discovered by luck. Ask Introduce the topic
students Whol is the {uckiesllhing fhol has ever happened to yoU?

1 Speaking skills
Pu t students into groups of four 10 discuss the "common beliefs" in Exercise 1. Briefly discuss
students' answers with the class, but don', reveal any truths at this stage. Student answers will vary.

2 Readi ng skills
t ..
Set II time limit of five minutes and tell students thaI they have to read very quickly in order to put
the paragraphs in order. LeI students check in pairs before sharing their answers with the class.
As students work on Exercise 2a , remind them to refer to the Glossary. Afterwards. disc uss with the
whole class whether the ··beliefs·· in exercise 1 are true ur false.

Answers: They are all false .

This task can be very time-consuming unless students know how to approach it Plan to spend a little time Presentation
preparing students for the task. alternative
Ask students what clues they might find in a biography that will help them put paragraphs in order: order of
dotes: order of life events - was born, grew up, died, etc.
- Ask students what grammatical clues might help order paragraphs in a story: use of the post perfect: use of
before and affer: use of shortened forms and pronouns - Christopher Columbus - Columbus - he.
A good way to start the task is to ask studenls 10 read the first line of each paragraph very quickly ond tell you
which paragroph has to be the first.

Ask students to put a checkmark next to the questions in Exercise zb that the article answers. Then
pili students ill pairs 10 ask and answer the questions. When sludents report back to the class, find
Oul whether they know any other facts aboul Columbus.

Answers: In the text:

He was born in Genoa.
To find the size of the Earth and to fu lfill a religious quest.
To take Europeans to colonize the new lands.

Columbus was sponsored by Ferdinand V and Isabella of Spain. At the end of the first voyage, he landed in Culture note
what is now the Bahamas before soiling on to whal ore now Cuba and Haiti .

There ore many words in the text connected with travel. Write the words from the text below in two lists on the Additional activity
boord, and then ask students to match each word in A with its synonym in B. Ask students to lell you what
difference, if any, there is between the words they have matched.
A B
reach discover
joumey leave
find voyage
set sail return
go back arrive lin/atl
Inote: a voyage is a journey by seal

Eureka! T 52 Unit 5
 3 Grammar review and extension: past perfect / past perfect progressive
In Exercise 3a , have students work in pairs to find past perfect sentences in the article. Afterwards.
ask students to write the sentences on the board and underline the past perfect forms.

Quick grammar The pas! perlecl simple and progressive ore used to refer back to something that happened earlier. They ore
guide often used in narrafives and often used with connectors like ofter or before.
Common problems and errors
The form of the post perled progressive is long and complex, Students will make a variety of errors and will
need plenty of practice.

Answers: 8 Columbus ... had made journeys as far as Iceland and Guinea before he made his
famous voyage in 1492
A ... he had been sailing for three weeks and had sailed for 3,000 miles. He thought he
had arrived in the East Indies.
C ... there had been a mistake
The clause with the simple past happens first in time.

Ask s1uden ts in pairs to choose the correct answer in Exercise 3b. Point out another use of the past
perfect in the Language Note.
Go through the example carefully in Exercise 3d . and then ask students to make sentences. Go
around the class and help. Let students check their answers in pairs before you ask individuals to
come to the board and write their sentences.

Answers: 2e Cohunbus was impatient to set off because he'd been thinking about this voyage
for years.
3c Columbus was delighted when Isabel agreed to help because he had been looking
for support for his journey.
4d Columbus was anxious to travel because he had been reading about Marco Polo.
sb Columbus felt depressed because tbe Portuguese king bad refused to help him.

4 Writing skills
Ask students to copy the table in Exercise 4a into their note books and then work in pairs to
complete it.

Presentation Introduce the shon story in exercise 4b and pre-teach vocabulary by writing the following phrases on the
alternative board and checking their meaning:
off-duty (firefighter) = not working
grab (0 fire extinguisher) = toke hold of suddenly
a burning smell
smoke
put out a fire", extinguish

Ask students what they think the short story in Exercise 4b might be about. Then ask students to
read the story and fill in the blanks with words from exercise 4a.
Give students a few minutes to think of a "serendipity" story of their own. and then ask them to use
the questions in Exer cise 4c to help them make notes. Go around the class helping students with
ideas and vocabulary. You could let students compare their notes with those of a partner before they
write their stories.
Ask students to write the story and then exclHlIlge it with a partner. Ask student readers to ask their
partners at least two questions about their story.

Additional activity Put students into groups of four. Ask each student to write the first line of a story at the top of a piece of paper.
They have to use a connecting word in the sentence. Then ask. students to pass their piece of paper to the next
student in a clockwise direction. The next student has to vvrite the next sentence, using a connector. then pass the
piece of paper. Students should pass on their pieces of paper so thaI each story goes around their group twice-
resutting in four eight-line slories per group. Ask one person from each group to read their best story aloud.

Uni15 T 53 Eureka!
3 Grammar review and extension: past 4 Wri ti ng skills
perfect / past perfect progressive a Columbus' discovery of tile Americas is one of the
a Look at these two sentences. Find aile sentence in most famous examples of serendipity. You are
the article that means the same. going to read another short story about serendipity.
and then write your own story. First. put these
Columbus made journeys as far as Iceland and
connecting words and phrases in the table.
Guillea. Theil he made his famous voyage in
1492. also although as soon as because eventually
Find other sentences in the article using the pasl fortunately in addition in the end luckily
perfect. Which part of the sentence happens first suddenly later too when while
(in lime) . the clause with the simple past or the
one with the past perfect?
b Look at the diagram and choose the correct answer. Time links six years ago, as soon as, eventually
after that. in the end, laler, when,
The past perfect tells us that something
happened ... while
1 at the same time as the events in the simple past.
And-type links either ... or. also,
® before the time referred to in the simple past. neith er ... nor, in addition,
3 after the event in the simple past. and , loo
I __ sailed for 3,000 miles ----.. 1492
But-type links but, unless, although
PAST + NOW
Cause and resuillinks so, because
Columbus had sailed for 3,000 miles when he
discovered the Americas. Feelings and attitude unfortunately, fortunately, luckily,
suddenly

LANGUAGE NOTE b Read the short story and fill in the blanks with
The past perfect is often used to give words or phrases from Exercise 4a.
an explanation for something: I'll never forget the day I met the love of my life.
Wh y did the King Gnd Queen was on my way home from work one evening
apologize to Columbus? 1 six years ago . II was raining 2 ~ the streets
Because there hod been a mistake. were deserted. I had been driving for about 20
minntes 3 when I no ticed a strange burning
smell. 4 Suddenly , smoke started pouring out of
the hood, 5 ~ I pulled off the road, ju mped
e Look at the sentence and complete the rule for the out of the car, and ran into a compute r store. The
past perfect p rogressive. manager let me use the phone to call a garage.
6 While ! wus talking, a woman ran in, grabbed a
When he unex pectedly discovered the Americas, fi re extinguisher, and put out the fire. The woman
he had been traveling for three weeks. explained Illat she was an off-du ty fire~figh ter,
We form the past perfect progressive with had + and, 7 fo rtunalely . she had been passing the
past part iciple + -ing verb. store at thai time! 'TWo years 8 laler , we got
d Make sentences by joining the questions and married!
answers below with because. c Think of a case of serendipity in your li fe or in
1 Why was Columbus hap py when he reached the life of someone you know. Usc the questions
land? below to make notes about the story.
2 Why was Columbus impatient to set off? •when/where d id the event take place?
3 Why was Columbus delighted when Isabel •what were you doing at the time?
agreed to help? •what had you been doing before the event?
4 Why was Columbus anxious to travel? •what was the unexpected thing that
5 Why did Columbus feel depressed? happened?
• what was the result of Ihis unexpected event?
a He thought he had discovered the East Indies.
d Use your notes to write the story (approximately
b The Portuguese King had refused to help him.
120 words) of "a case of serendipity" .
e He had been looking for support for his journey.
1 Write the story, using connecting words and
d He had been reading about Marco Polo.
phrases where you can . Look at the
e He'd been thinking about this voyage for years. underlined phrases in the story above an d try
1+"h.en k yeacfwd !and
1a cdw"rnj,us "W!lS fuzpP1J to use similar phrases in your story. e.g.
kcause he tlwughl he Iuui drtoYerrd the change one evening to one morning. or It was
[ad. .In.dJ.es. raining to The sun \Vas shining.
.2 Read yo ur story and correct/edit it if necessary.
3 Give it to anot her student to read. Read you r
partner's story and ask questions to fin d out
more information .

Eureka! Unit 5
 1 Warm up 2 Task
a In groups, think of inventions or discoveries that In grou ps, invent a gadget that you think is go~ng to
have changed our lifestyle in important ways. be useful to you or other members of your socmty.
tlw invention of plastic Discuss these questi ons.
b Think of poss ible inventions that don't. ex ist. ye! 1 What will it he used for?
but that you think we need, and that will eXIst In 2 Who might use it?
th o fut ure. Give your reasons. 3 Where will it be used? (at home I in the office ... J
If we had a gadget for ironing automatically. life 4 Wi ll it be useful to a lot of people?
would be much easier for people.
5 will it be attractive and stylish as well as useful?
c Read the descriptions below of four gadgets.
6 will it he expensive?
Which of the gadgets ...
7 Will it be easy to use"
1 already exist?
2 do you think are going to exist in the future? 8 will it sell in other countries?

3 will never exist?

3 Prepare
d Which of these gadgets would you like to have'!
Why'! I Why not? Write a description of your gadget (about 60 words).
Usc the texts below to help you.

TiVo MultiPhone
TiVo is a remote viewing, the TV wil!
control system that If you're looking for a cetlphone that lets you see
continue from the
allows you to interact the person who you 're talking to, and has Internet
point where you left
with Jive TV. With TiVo access, a video camera, and plays your favorite
off, and l iVo keeps
you can pause the CDs, this new mu lti·pu rpose phone will keep you
recording happy.
action on TV, replay ii, ahead so
It allows you to send
or see aU the action as you won't
it happens in slow e·mails, do online
miss a thing. banking, book travel
motion. When you go
tickets, and much ,
back to normal
much more!

Handy
scanner Thought-control computer
The C·Pen pocket scanner means you
will never have to search the streets How would you like a computer ThiS is the ideal gadget if you
for a photocopy store again. It looks that understands your thoughts su ffer from Repetitive Action
like a high lighter pen, and is basically and acts upon them? You won't Syndrome, and for
a small portable scanner that can read need a mouse or a keyboard; people who are
and memorize a text line.by-line you just think of the command physically
and then transfer it directly to that you want to give to the disadvantaged.
your PC. It can store up to computer, and the cursor wilt
3,000 pages of text. move where you want it to.

Unit5 Eureka!
 Objectives Topic: inventing gadgets
Grammar Reading Ustening Speaking
defining relative clauses, specialist magazine ads a description of a gadget inventing and presenting
first and second new gadgets
conditionals

1 Warm up
In Exerc ise la , have students in groups make a list of inventions or discoveries, then elicit a class
list and write it on the board . Encourage all possibilities.
In Exercise lb , have students work in groups again to think of possible inventions. Answers
will vary.
In Exercise I e , ask students to feod the descriptions and answer the questions. Let them discuss
their answers in their groups before describing them to the whole class.

2 Task
Divide students into groups of four to six to invent their gadget. Ask them 10 discuss their answers
to the questions.

Assign students roles in their group. Example: one person acts as a facilitator, making sure everyone speaks. Presentation
One person writes notes. One person draws 0 picture of the gadget. alternative

3 Prepare
Using the ideas from exercise 2, ask students to write a short description of their gadget (60 words).

Eureka! T 54 Unit 5
 4 Feedback
Ask for a few volunteers to tell the class about their gadgets. Then have a class vote.

Additional activity Collecllhe wriHen descriptions and posllhem on the walls of the classroom. Ask. one person from each group
10 stand next 10 the description, ready 10 answer questions. Ask the rest of the closs 10 walk. around. read the
descriptions of the gadgets on the wall, and ask questions.

t .. '1J 5 Compare
Iii' Play the aud io for Exercise 5, Ask students to listen for answers to the questions and then d iscuss
them in small groups or as a whole class.
Answers: CyberBug is a device thai allows you to listen in on poop Ie's conversations .
••
6 Notice
Read through the rules about relative clauses and go ovor tho oxamples as a class. Put students in
pairs 10 lind and underline examples in the lexts in Exercise 6a.

Answers: TiVo is a remote control system that allows you to ...

ff you're looking for a cell phone that lets you ...
... basically a small portable scanner that can road.,.
How would you like a computer that understands your thoughts ...
... fo r people who are physically disadvantaged
After students have completed Exercise 6b. let them check their answers in pairs.

7 Follow up
Give students a few minutes to think of an everyday objcct and how to describe it. Ask students to
work with a new partner to describe their ohjects.

Divide the closs fnta Group A and Group B. One person from each group has 10 lurn around so that he/she
con'l see the board. Write a lisl of everyday objects on the boord. For example:
cellphone camera MPJ player Discmon TV remote control
Each group has to describe words to the person who can't see them. When the student has guessed the
word. he/she can move on to Ihe next word. Which group can guess alilhe words first?

~~.'----------------------------------.
A Okay, uh ... our gadget is called CyberBug. CyberBug is a device that
allows you to listen in on people's conversations. It consists of a little
box that contains a microphone and amplifier, and a small earpiece.
You can put the box in your bog or briefcase. in your in-troy at work, or
even on your belt at the gym. and you can hear people who are talking
up to 50 meters owoy.
8 Excuse me?
A Yes.
8 Is the eorpiece obvious?
A Not at all. Irs very small and irs mode of skin,colored plastic ...

Unit 5 T 55 Eureka!
 4 Feedback
a Describe your invention to the class. Take notes
on the other groups' inventions, and ask
questions about them if you want.
b Vote on the best invention in the class, according
to the criteria in questions 4-8 of Exercise 2.

5 Compare
~ Listen 10 someone describing a new invention.
Answer !J18 questions.
1 What is it and what does it do?
2 Would you like to have one?
3 When would you use it if you had it?

6 Notice
'- Using relative clauses in descriptions
When we describe ob jects (or people) we often
add information that gives important details or
differentiates the object (or person) from others.
To do this we use clauses beginning with th at,
which, or who. If the information is essential to the
meaning of the senlence, we do not use commas:
CyberBug is a device that allows YOIl to listen in
on people's conversations.
It consists of a little box thai con/oins a
microphone ...
... you can hoor people who are talking up to 50
meters oway.
a Read the descriptions in Exercise 1 again
and underline examples of relative clauses.
Do they describe things or people? What
information do they give us?
b Combine the sentences in each pair with a
relative pronoun.
1 The Alcohol Sensor is a small gadget. It
fits in your car.
7k ,fuf,d 5e"-'" ~ a 9mOfl gadfJd
!:Iuzf, fd;s on. yJUY caY.
2 The sensor identifies people. The
people have had too much to drink.
The sensor identifies people who have
had too much to drink.
3 It is a precaution . Police can use it to
stop drunk driving.
II is a precaution that police can use
to slop drink driving.
4 The sensor is attached to a computer.
This measures your reaction times.
The sensor is attached to a computer
that measures your reaction limes.
5 If your reaction times are slow, it
sends out a signal. The police can
pick up the signal.
[f your reaction times are slow, it
sends out a signal that the police can pick up.
6 It also contains a switch. The switch immobilizes your car.
II also contains a switch that immobilizes your car.
7 The police can then arrest people. The people are drunk and shouldn·t be in their cars.
The poUce can then arrest people who are drunk and shouldn't be in their cars.

7 Follow up
Choose an everyday object. Make notes about it and describe it to your partner.
Don't name the object! Can your partner guess what it is?

Eureka! Unit S
 LANGUAGE RESOURCE
Fonn
Grammar Sum mary past perfect si~: subtect + had + past participle
1 Third conditional I had already seen the movie, so I didn't want to see it again
last night.
Use past perfect progressive: subject + had + been + -ing verb
To talk about actions or Situations in the past that are contrary Susan had been waiting frx an hour before Tom anNed.
to knoINn facts, i.e. when we imagine consequences of actions
that in reality didn't happen: Think of explanations for the following problems, using
If the Russians had used nuclear weap::l(lS in the Cold War, it the clues given or your own ideas.
wouJdn '/ have fJflded in the '990s. 1 INhy did Isabel leave John? (fall Il love ...) Isabel left ' oh n
(The Russians didn't use nuclear weapons in the Cold War.) because sh e h ad fa llen in love with someone else.
We can also imagine consequences of something that did not 2 Why did Mike have a stomachache? (eat a lot ... ) Mike
happen, when in reality it did: hu d a stom ach ach e because h e h ad eaten too much .
If Fleming hadn't discovered peniciUin, 8/ot of peopJe would 3 Why did they miss the plane? (arrive late ... ) They missed
have died from bacterial infection. t he pl ane hecause they had arrived too late.
(Fleming did discover penicillin.) 4 Why were the streets wet? (rain ... ) The streets were wet
because it had been raining I it had ra ined .
Fonn 5 Why were her eyes red? (cry ... ) Her eyes were red
If + past perfect. would / wouldn't + have + past participle ~'Cau se she h 011 heen crying.
If Ross had studied harder, he wouldn't have failed his 6 Why did he wreck the car? (drink ...) He wreck~d the car
exams. 1>t.'Cause he had ~'Cn drinking.
If Penny hadn't gone to the party, she wouldn't have met
Jeff. Vocabulary Summary
We can put the clauses in either order:
Penny wouldn't have met Jeff if she hadn't gone to the party. Home Office Both
We put a comma after the if clause if it comes at the beginning washing machine water cooler answering machine
of the sentence. dishwasher photocopier filing cabinet

Compktte the third conditional sentences, then compare

arrnchaK fax machine mou"" pad
food proce=.- paperclip
them with a partner. ironing board hole punche<
1 If I hadn't studied ... oIarrn clock correction fluid
2 If ' hadn't met ... dishtowel sticky notes
cutting board
3 If I had won ...
4 If I had been born in ...
1 Everyday objects
2 Past pertect simple and progressive Read these descriptions of gadgets and decide which
object from the box they describe. Then underline the
Use relative clause in each one.
To show sequence in the past, for an action that happeoed 1 This is something that I use 'Nhen I want to cut up vegetables.
before another. It is oftElfl used with connectors such as before, cutlins honrd
after, when.
2 It's a device that makes holes in sheets of paper.hole punch er
I had become quite profICient in Spanish befrxe I visited Latin
Amerk:a. 3 This machine takes telephone messages for people v.'ho are
not at home or in the offIce. answer i n g machine
She got her degree after she had completed all the courses
4 This is a machine that you use for a lOt of jobs when you're
successfully.
cooking. food p rocessor I cutting hoard
Note the difference between the simple past arx::I the past
5 This is very useful for people v.'ho find it difficult to wake up in
perfect:
the morning! al arm clock
We were really late and when we 8IriIIed at the party, our
friends left.
6 This is a type 01 cabinelthat we use lor storing files arx::I papers.
filing cabinet
rNe arrived, thel1 our friends left.)
We were really /ate and when we anived at the party, our
2 Describing food
friends had 18ft.
(Our friends left, then we arrived.) Nutrients: carbohydrates. fats, fiber, protein, sugar, vitamins.
arx::I minerels
The past perfect is often used to give an explanation for
Adjectives describing food: sweet, sour, sally, bitler, fatly. oiy.
something:
sugary, creamy, healthy, unhealthy, starchy
Why did they award her the Nobel Prize? Because she had
fought for peace aU her life.
Expressions: full of ' .. , rich in .... high in ... , low in .

The past perfect progressive is used for ongoing actions or Find two types of food In the box that are usually ...
situations 'Nhich continued until, or stopped just before the past 1 high in salt 2 sour to the taste 3 very unhealthy
time we are talKing about: 4 oity but healthy 5 rich in vitamins 6 starchy
We had been living in Chile for several months before we really
feJt at home there.
Will had been experiencing pain for several weeks before his
heart problem was diagnosed.

UnitS Eureka!
 C) ij<J<J REVIEW
z- Speaking

~
z 1 Maximizing opportunities to speak English
a The best way to improve your speaking is to speak!
Review your action plan: Discursive essays
In pairs, talk about your action plan from page 47. Did you write
a discursive essay? If so, show it to your partner. If not. see how

~
Check hOw well you are doing by complet ing this much you can remember about discursive essays arKllheri
questionnaire . compare your ideas with page 47.
.....
ex Speak up!
::J
o Are you missing those valuable chances to practice your speaking?
Take this little test and find out by checking the boxes on the right.
c A gcxx:l way to manage these problems is

-
to learn some phrases to use when these
>- How often do you do the following?
mreo sometimes often
situations occur. Look at these groups of
phrases and match them with the
0....
o
--l
1 Speak English in pairs during class.
2 Speak English in groups during class.
0
0
0
0
0
0
0
0
situations in Exercise 2a.
1 Could you speak a little more slowty I
L.U 3 Speak English to your teacher in class. 0 0 0 0 ® say that again. please?
>
L.U
4 Talk to classmates in English outside
of the classroom.
0 0 0 0 I'm sorry, I didn't understand the part
when you said you wanted to leave

o S Talk to friends in English, for example 0 0 0 0

the job.
So, you mean that you want to leave
at an English language club. the jOb?
6 Talk to American friends in English. 0 0 0 0
2 Is that clear? Do you understand me?
7 Speak English to other non-native 0 0 0 0
@) What I mean is, I want to leave the job.
speakers.
0 O· 0 3 What do you call that thing for opening
0
8 Speak English to native speakers.
0 0 0
ill bottles of wine?
9 Speak English to native or non-native 0

-
Is there a word or expression for when
speakers on the phone. you can't think because your mind is
10 Use a dictionalY to help with 0 0 0 0 frozen?
pronunciation and stress. Can you say "my mind went blank"
11 Record yourself doing a role play or 0 0 0 0 in English?
reading aloud. 4 Uh. let me think ... I ... I want to leave
12 Have imaginary conversations in English. 0 0 0 0 @ myjob.
$coring Well, how can I put it? I want to leave
Add up the fX>ints you received for each question: my job.
never = 0, rarely = 1 , sometimes = 2, often = 3 Um .. what I want to say is I want to
leave my job.

b Add up your score and check the key on page 149.

3 Practicing the strategies
2 Strategies for getting around problems when speaking ~ a Usten and repeat the phrases from
Exercise 2c.
a However much you practice speaking English, there 'Nill always be
moments INhen you get stuck. This is normal when you learn any b In pairs, take turns talking about these
foreign language. look at the problems these students of English situations. Practice the strategies.
have and check the ones you have experienced. 1 Talk about your fam ily, but talk quickly.
2 Talk about your studiesljob. Check
10 20 ,0 .0 that your partner understands.
"- I' m tal king and Sometimes I If I notice 3 Ask your partner to help you:
I'm speaking
everything's okay. feel pressured that the other • You don't know the word for people
and suddenly I
Then the other person when I have to say person doesn't who are addicted to chocolate.
need a word or
says somet hing and I'm something , .. I need understand • You also want to know if it's okay to
ph rase but I don't
suddenly lost because I t ime to think exactly me, I usually say "to move on a diet" in English,
know it in English.
don't understand how I'm going to say panic . 4 Talk for one minute non-stop about
Then I have to st op
them, That ma kes it. And the pressure what attracts you to other people.
and that really
me feel very makes my m ind
frustrat es
insecure. go blank.
me.

b In groups, discuss what you do in these situations.

ACTION PLAN [>

Your action plan: making opportunities to speak English
Talk to your partner about how you could speak more English. Then complete this action plan .
1 From now on, I am going to speak more English in class by .
2 From now on, I am going to speak more English outside of class by .
Note: you will have to report back on your action plan at the end of Unit 6.

Eureka l Unit5
 1 Speaking ski lls 2 Grammar: deduction and possibility in
a Take the quiz below. Guess the answers if you the past
don't know them . Listen to some sentences fro m the discussion.
Complete them with modal verbs.
1 Shakespeare wrote lots of plays, so theyG n'U
1 What do William ~wrillen the same number.
Shakespeare and 2 So Shnkospellrc€ 91ad a vocabulary of
Miguel de Cervantes have 37.000 words!
in common? 3 ~11~ h.vnyrdn'l h~ written 2,000 plays. That's
ndlct~
a) They were born on the
4 J supposo
he j 'hl hav Titten 200 plflYs.
same day.
5 But they cou l( have orne from Ecuador. That's
@»They died on the same day. possibl ~
e} They wrote the same (j Or it ~~,",,-~:::-;:
h,~,v~~een AlLert, or Philip. I have
number of plays . no idea.
L How certAin arc the speakers in each of the
2 How big was Shakespeare's sentences above? Put the number of the sen tence in
vocabulary? tho correct place.
a} 3,700 words Tho spoaker is The speaker is
® 37.000 words 100% suro thi s
is not true
f 1 3 4 5 6 2 100% sure this
is true
c) 370,000 words
c Now complete these rules about ded uction and
3 Approximately how many possibility in the past.
plays did lope de Vega Form : modal vern + .h.am + past participle
write? Use: for certainly that something is true, we use
a) 20 .m..ust; for certainty that something is nol true, ..IdI.ll.1
or CQuldn'l ; and for possihility ..co.u.ld., .m.ighL. or
b) 200
..JlliI>-.
(3)2,000
4 In which country were
Panama hats first made?
3 Pronunciation: co ntractions
Listen to the sen tences from Exercise 2a again.
a) Panama
Circ:le the contractions YOll hear in Exercise 2a.
@ Ecuador ... thoy .:cJjn't JuiVl!- written the same number.
c) the United States Listen to tl~loglle, then practice it with II
partner.
5 What are the Canary
A Have you s(.'Cn my wallet? I can't find it
Islands named after?
anywhere.
a) a type of bird B No. You could have left it in the car.
@ a type of dog A No, J cill1 'l have left it there. I didn·t take it out
c) the daughter of a queen with me.
B Well . you mighl have put it in the dmwer.
6 What was the first name of A No, it isn't there. I already looked.
King George VI of England? H Ah! Then yOlL must hilve left it in the bed room
a) George when you c1wnged earlier.
b) Philip A Oh, yes. J must have done that. I'll check.

@JAlbert c Cover the dialogue and practice it again. This time

change IV(Jl/fJ/ (e.g. keys, the remote control. my
cell phone, my glasses) and change the places
suggested flbove.
b In pairs, discuss your answers. Do you agree?
~ c Listen to some peop le discussing the q uestions
and check your answers.

Unil6 WOfds, words, words

 Objectives Topic: William Shakespeare
Grammar Vocabulary Pronunciation Reading Ustening Speaking
deduction and possibility in literature contractions a literary mystery a radio interview taking and
the past: must/cou/dlmightl discussing a quiz
can" + have + past participle

Write on the board : William Shakespeare Miguel de Cervantes Lope de Vega Introduce the topic
Ask students What do these people have in common? Whol do you know about them?

1 Speaking skills
When students have tAken the quiz Ilnd discussed fltlSWers with Il partner, elicit answers from the
dass to find Ollt what students guessed .

Shakespeare 11564- 16161 was England's greatest ployv.'righL He wrote histories, comedies, and tragedies. Culture note
notably Hamlet, King Lear, ond Romeo and Juliet. Miguel de Cervantes 11547-16161 was a Spanish author and
dramafist, best known for Don Quixote. lope de Vega 1l562~16351 was a Spanish poet, dramatist. and novelist
who wrote ploys about love and honor.

Play the audio for Exercise 1e, Ask students to listen and check their answers.

2 Grammar: de d uction and possibility in the past

Play the audio and ask students to complet e the sentences in Exercise 2a with the modal verb they hear. ~
Draw a line all the board. like the one in Exer cise 2b , and write 100% not Sllrc to the left of it and
100% sure to the rigbt. Ask students where they think the other sentences go on the line.
Ask students in pairs to complete the rules in Exercise 2e.

3 Pronunciation: contractions
Draw students' attention to the example in Exercise 3<1 , and then have them circle the contractions
they hear on the audio.
Play the audio for Exercise 3b. Ask students to listen and read and underline or circle any part of
the dialogue where there is a contraction.
Ask students to do Exer ci se 3e in pairs. Monitor students for pronunciation mistakes with contractions.

24~-----------------------------------------------------------------------------,
A Okay, question 1. What do you think? A I agree, so should we go for 0,20 or b. 200? C Why nof?
B Well. didn't Cervantes write mostly novels? C Well. I suppose he might have written 200 S How many girls have you met named
And Shakespeare wrole lots of plays. so they plays. Canary?
can't have wrinen the same number. A Yeah. lers soy thaI. 1"11 just check ... No. we're e (laughs] Right ... Anyway. I know the answer.
A Good thinking' So irs either a or b. wrong. Irs c. 2,000. A You do?
e I think irs more likely b, because people didn·t B WOWI Thars amazing I Hey, con I lake over C Irs a type of dog. The Canary Islands were
have records of births in those days, but they here? named after dogs!
did hove records of the death of famous A Yeah, go ahead. B Well .. Darren's right. Wow. man, how did
people. B RighI. Question 4. In which country were you know thaf?
B Yes, t agree. Panama hats first made? C I learned rt in latin. II comes from the Latin
A So. should I look at the answer? Right - irs C Easy. They must have been mode in Panama. word for dog ~ canis - and there were dogs on
b, Very good l Okay. question 2. Shakespeare's the islonds when they were first discovered.
B No, irs too obvious. But Ihey could hove come
vocabulary. So what do you think?
from Ecuador. Thars possible. B I'm impressedl Okay. Lost question. George
B I've read thaI Ihe overage adult these days Vl's first name.
A Yep, a possibility. Bul why are they called
has a vocabulary of between 25,000 and Panama hots Ihen? A Was he the crazy one?
60.000 words.
B I don't know. but Panama is 100 obvious. B No. that was George III.
A Is that so?
C No, I don·t think so. I"m sure that Panama e Well, his name could have been George
e So Shakespeare must"ve hod a vocabulary of
hals were first made in Panama l A Or il may have been Albert or Philip. I have
37,000 words!
B Okay, I'll take a look. And the correct answer no idea
A Yep. And the answer is. (pauses to readl b! is ... b, Ecuador
Correct - 37,OOO! Lers look at question 3. Da e Me. neither. LeI's check.
you two know Lope de Vega? e WeH, thaI's stupid. B Okay. The answer is c, Albert. but George
e I've heard of him, but thaI's ali. S Okay, calm down. Next question. What are was one of his names.
the Canary Islands named after? All Fine. I Okay. / So, we did ok .
B Yeah. me. too. Bul he couldn·t have wrinen
A Let me lake a look. Well. they couldn·t have
2.000 plays. Thors ridiculous l
been named after the doughter of a queen

I The audioscripts for Track 25 and Track 2G ore on page T59 "::.1 I

Words, words, words T 58 Unit 6

 4 Listening skills
Divide the class into groups of four to discuss the areas in Exercise 4a . Tell stuclents thaI it doesn't
matter iftht:y dOll 't kn ow any answers; they sh ould try to u se modals to specu late. For example, Hc
must have gone 1o collosc or His jather may have beell rich,
~ Play the audio for Exercise 4b. Ask stud enls 10 listen and c h eck their answers.
o Play Ihe audio agai n . As k students to listen ,md answer the questions in Exercise 4c.
[n Exercise 4d , pu t stu dents in pairs to list r eason s w h y Shakespeare could n ot have w ritten the
plays. Give stu dents a four-minute time limit to thin k o f ideas_ Th en e l icit a class list and wrile it on
the board.

5 Reading ski lis

Put sh!dents in pnirs to discuss th eir answer s to Exercises Sa and sb, Then ask students to writ e a
few sentences compari ng de Vere and Shakespeare and telling why de Vere is a likely wri ter. Briefl y
discuss answers w ith the class,

6 Vocabulary: literature
Ask st udents to comp lete the table in EXI~rcise 6a. Let th em check in pairs b efore the y [oak at th o
Vocabulary Sum mary for Exercise lib.
Ask students to discuss the questions in Exercise 6c in pairs, th en do Exercise 6d as a whole class.

"~
For Exercise 2 on poge 58 "
I~ For Exercise 3 00 poge 58 "
1 Shakespeare wrote lots 01 plays. so they can't have A Have you seen my wallet? t can't find it
written the same number. anywhere.
2 So Shakespeare must have had a vocabulary 01 B No. You could have left it in the em.
37,000 wards! A No, t can't have left iT there. t didn't take it
3 But he couldn't have written 2,000 plays. Thafs out with me.
ridiculous ! 8 Well. you might have put il in The drower.
4 I suppose he might have written 200 ploys. A No, il isn't there. I already looked.
5 But they could have come from Ecuador. Thars 8 Ah! Then you must have left it in the
possible. bedroom when you changed earlier.
6 Or it may have been Albert or Philip. I have no ideo. A Oh, yes. t must have done that. I'll check.

27'------------------------------------------------------------,
Interviewer Prolessor Price, you're an authority on tnterviewer And his family? What about his porents?
Shakespeare. There appears to be some controversy Price We know that his father worked with animal
about Ihe great man today. so let me begin by skins and was possibly a butcher, in Stratford. He
asking you why some people say Shakespeare didn't was a respected man in the community, but he
wrile the works of ... William Shakespeare? [)on't we wasn't on educated man. We also know for a loci
know who really wrote the greatest ploys in the that William didn't go to university and he may oot
English language? even hove gone to the Iocol school. so he con't have
Price Well, il is a bit 01 a mystery. The loct is, hod a very good edu{Qtion. His porents couldn'l
although William Shakespeare is coosidered the read or write and probably hod no books, so if their
greatest writer in the English language. we actually son was indeed the writer William Shakespeare, he
know very little about his life. Some people believe couldn't have gotten his incredible learning from
thal lhe lillie we do know about the man Iram being at home till he was 20 years old l Yet, he
Stratford suggests that he couldn't have written the appears a little later as the au thor of highly cultured
marvelous plays and poems 01 the outhor "Williom poems and plays. Indeed, he wrote over 37 ploys
Shakespeare'. and more thon 150 poems.
Interviewer BuT surely we have evidence that he was Interviewer We know that Shakespeare hod a huge
the writer? vocabulary. Where did that come from?
Price Not really. All we really know is that he was Price GQad question. The writer William Shakespeare
born in Stratford, that he married Ann Hathaway, that had a vocabulary of 37,000 words, which was twice
they had three children, and that he d ied a rich man as large as mast cultured men 01 his time, yel
on April the 23rd, 1614. William of Stratford's two daughters could not read or
Interviewer But do we know he was 0 writer and an write. The question is, could this be the some man
aclor? who created such wonderfully intelligent female
characters os Portia, Rosalind, and VIOla? Anolher
Price Well, no, lhors not quite true. Yes, we do know
curious point is thai in his will. Shakespeare does not
he was an oClor. and we know that he was a
mention any books or any connections at all with his
businessman - and thars about it. There are no
life as a writer. This is very odd. Could this be the
direct connections between this actor and
man wh o wrote Hamiel, the greatest play in the
businessman and the man who is known as the
English language? And if he did not write the ploys
greatest writer in the English language.
and poems 01 Shakespeare, then who did?

Unit 6 T 59 Words, words, wards

 4 Listening skills
6 Vocab ul ary: literature
a \V hal kind o f man (10 you think
a Complete lhe lub le with words
William Shakespeare was? In
and phrases about literature.
groups, discuss thuse areas.
his fami ly his background
h is education h is profession Kind of Wriler
~ b Listen to a radio interview about writing
William Shakespeare and check poetry poet
your answers. Did anything surprise
novel noveli st
you about the infomwtion? Whan
~ c Listen again and answer these p lay phlywright
questions abou t Shakespeare. hislory book historian
1 Where was he from? Strutf ord hiogra phy biographer
(Ens land)
2 Who was he married to" A nn drama d ramalist
HuthUl vuy movie scnJen wriler
3 How many chi ldren did they screenplays
have? 3 newspHJler journalist
4 Whal exactly did he do fo r a
living'~ oc/orlbusinessnUln
5 What job did his father do'~ worked will! utlinlfl J skins I b Che(;k your answers in tho
possibly u butch er Vocabulary Summary 011 page 60.
o Howald was he when ho left home'? 20 e In pnirs, discuss theso qt!(lslions.
7 How many poems d id he wr i te'~ more thun 150 1 Which of the kinds of writing
H How many words did he know lind use in Engl i sh '~ 37.000 in the lab Ie do YOll rend in
d In pa irs. make II list of reasons from the listening for why William English'r
Shakespeare cou ld not havo wrillellihe fnmolls plays and poems. 2 Which do you read in your
OWI1 lal1guagc?
5~,. ddn'/ If' 10 aUcge. )1£ """'if >Ui hm< if"" 10 !dud.
3 Do you hnve a favorite wrilcr?
S Reading ski lls 4 Who is the most fnmous writel'
in your country?
a If Shakespeare d id not write the "works ofWilJiam Shakespeare".
then who did? Read the text helow and check IV ) the most likely d Conduct a class survey nnd find
candidnte. out the answers to Ihose questions.
b Ca n you guess the answer to lhe last qlleslion in the texr~ 1 Whnt arc the three most
popular forms of reading'?
c Wrile brief notes oflhe reasons why de Vere is considered Ihe
2 Which kinds of writing docs
most likely writer of the "wO!'ks of William Shak.espcarc". Thon
nohody read'!
compare wi th a partner.

There have been a number of theories about

w ho might have w ritten the greatest w orks
of literature in the Engl ish langu age . One
offers Francis Bacon, a high ly educated man
for his ti me, but his writings are very
different fro m Shakespeare's. Another
t heory cites the great playwrigh t of t he
time, Ch ristoph er Marlow e, but this seems
un likely as he was assassinated ve ry young
and couldn't have w ritten so many works,

Many people believe that perfectly. He was the son-in- De Vere was a respected He studied law and traveled to
whoever "Shakespeare" was. law of the most powerful man wnter who stopped writing Italy, which everybody agrees
he must have been an in the kingdom - the Prime just when a genius called "Shakespeare" must have
aristocrat, pointing to the Minister - who is made fun of ~WiJliam Shakespeare" done. as some of his plays
most popular candidate in Hamlet. People say only de appeared on t he scene, and draw so much on the country.
nowadays, Edward de Vere, Vere could have attacked the all his plays have mysteriously But if this is all true, why did
the 17th Earl of Oxford. This Prime Minister and gotten disappeared. His poems and he hide behind the mask of
romantiC character would away with it. William of letters use many unusual "William Shakespeare"?
have made the perfect Stratford would have been expressions that are also
Hamlet; his biography fits imprisoned or executed! found in Shakespeare's works.

Words. words, words Unit6

 Fiction

1 Speaki ng skills 2 Readi ng ski lls

a Look at the wards in the box. What kind of books / a These four extracts foll ow the opening extracts in
stories do you like to read"' Why? Choose from the Exercise 1b. Read and malch each one with an
reasons below. opening extract.
adventure/act ion stories amusing/funny books
detective/police stories historical novels
® I was bom in the back room of a shadowy house. and
-
horror stories love stories non-fiction
science fiction short stories thrillers grew up amidst ancient fumiture. book.s in Latin , and
human mummies. but none of those thmgs m~de me
• to relax melancholy, because I came into the world With a
• to be entertained breath of jungle in my memory.
• to learn something new
• to be moved ®
• to escllpe from reality He had attended a surprisingly easy calving, lanced one
• to" " .
abscess,extracted a molar ...

USEFUL
LANGUAGE
Num ber one
h Read lhe opening extracts from four stories. Guess
what kind of story or book each one opens.
© d h 'd both been in and out
They were brothers a~ t ey
of juvenL" e Hall five urnes.
-
looks like it @
comes from a At that ti me Mac d '
thriller. CD Years later, facing the firing squad, Colonel. h . on a was a village of twenty adobe
That can't be Aurcliano Buendia would remember th~t dlstan~ O" SCS, , bUilt on the bank of a river of clear water thai
afternoon when his father took him to discover Ice. ran a ong a bed of polished stones , ...
from a poem!
11 could be
fro m a ® GLOSSARY
biography. The first time I ran away from school ,
Two o 'dcr guys talked me into it. was ten " firing squad a small group of soldiers whose job is
to kill prisoners by shooting them
@
My name is Eva. which means "l ife". according to mummies dead bod ies preserved and wrapped in
a book of names my mother consu lted. cloth (in Ancient Egypt)
melancholy fee li ng very sad and without hope
17\
~
'
. cd a sausfactory d aY in which cnlving when a female cow is having a baby. she
Dr. lannis had enJoy d· d or gotten any worse. is calving
none of his patients had Ie abscess 8 painful swollen area on your skin or inside
your body
molar large tooth at tho back of the mouth
c [n pairs, discuss these questions. Juvenile Hall a home for boys who got into trouble
1 Why is Ihe opening sentence of a story very
important? b Whi ch wortls helped you connect the sentences
2 Which extract most makes you want to read with the openi ng extracts? Underline them and
more? How docs it do this? compare with a partner.

Unit 6 Words. words, words

 Objectives Topic: genres of fiction
Vocabulary Reading Writing Speaking
figuring oul meaning extracts from novels the continuation of discussing booKs and
from context a story reasons for reading

Write the names of three or four well-known novels on the board and ask students oboullhem. Ask Whars Introduce the topic
this novel called in your language? Who wrote if? What sorl of story is it? Have you read it? Whars if about?

- Would you recommend it? Why? Why nof?

Suggested novels: One Hundred Years of Solitude; Like Water for Chocolate; lord of the Rings

••
1 Speaking skills
Model the activity briefly, by describing what stories you like to read, and then ask students to work
in pairs to do Exercise la. Briefly elicit answers from the class, and find out what types of books are
the mosl popular.
Ask students to work in pairs to do Exercise l b. Answers may vary.

Possible answers: 1 Perhaps from an adventure/action story, a historical novel. or even non-fiction.
2 Probably nOD-fiction. Possibly a fUrulY book. It could be an autobiography.
3 Unclear - it must be autobiographical.
4 Perhaps an amusing book.
Ask students to continue to work in pairs to discuss Exercise l c.

Answers: The opening sentence is important because it must catch the reader's attention, set the
scene, introduce characters, and make the reader want to continue. Answers to the
second question will vary.

2 Reading skills
Briefly introduce Exercise 2b by eliciting students' answers to exercise l b as a whole class. Ask
students to match the extracts, then discuss Ihe question in exercise 2b wilh a partner. Remind Ihem
to refer to the Glossary for unfamiliar vocabulary.

Answers: A 3: key words "My name is ... " "I was born ... " "I came into the world"
B 4: key words: "Or lannis" "palients" '; He" ;'calving"
C 2: key words: "l\vo older guys ... " "They wore brothers ..
D 1: key words: "that distant afternoon" "At that time"

Words. words, words T 60 Unit 6

 Ask students to look at the phrases fro m the story in Exercise 2c . Have students talk in pai rs
briefly to predict the story, then elicit answers fTOm the class. Ask students to read the story to
check their predictions.
Ask students to read the story again and write true or false next to the statements in Exercise 2d .
Let students check in pairs before going through the answers as a class.
Ask students to work in pairs to do Exercise 2e. Encourage them to use past modals to specu late.

Possible answers: The older boys do; they are brothers. But the narrator doesn't know them well.
They may have played hookey because they were juvenile delinquents I they
were bored and haled school ! it was a nice day.
The older boys may have felt il wasn't worth goi ng to.
The narrator must have felt nervous.
They must have felt happy.

3 Vocabulary: figuring out meaning from context

Ask students to work in pairs to figure out the meanings. Refer students to Develop Your Learning
on page 35. Read through the strategies with students before they do the task.

Answers: moved a bike by pushing the pedals (what you put your feet on)
a narrow stream
a type of smaJl, edible freshwater lobster
somothing you use to attract and catch fish
a type of meat food betweenlwo pieces of bread
chocolate candy pieces softened in the sun
bottom of a river or creek with no water
said ··no··

Hi 4 Writing skills
Ask students to follow lhe steps in Exercise 4 to continue the story. Move around the class,
monitoring and helping with ideas and vocabulary.
When students have finished, ask some volunteers to read their stories aloud to the class, or quickly
put students into small groups and have a couple of volunteers sharo theirs aloud. Have students
vote on which is best.
Ask students to read tho actual continuation on page 147 ohhe Student's Book. Ask In what ways is
the actual continuation different from your stoIJ'?

Additional activity Collect the paragraphs and publish them by posting them on the classroom walls. Then ask students to read
all the stories and decide which ane they like best and why.

Unit6 T 61 Words, words, words

 c You are now going to read the next part of one of e In pairs. guess the answers to these questions.
the stories. Look at the phrases that come from it 1 Do the boys know each other well?
and guess which story it is. Try to predict what 2 Why did they play hooky?
might happen in the story, then read the extract
3 How do you think they felt about school?
and check your predictions.
4 How did they feel when they stole tbe bikes?
a short vacation stole three bikes
5 How about when they caught the crawclads?
at the edge of the Arroyo a big flat rock
tore the package open reached Los Angeles
3 Vocabulary: figuring out meaning from
context
They told me it would just be like taking a shOrt vacation . So I
\........ went. We stole three bikes out of a back yard and took off for Look at tbese words from the slory. Use the strategies
from Develop Your Learning on page 35 to figure out
the Afra'IO Seco. The bike I stole was too big for me so I could
their meanings.
r,ever sit up en the seat all the Wf;r.j. I pedaled standing.
1 pedaled 2 creek 3 crawdads 4 bait
\....... We hid the bikes in a stand of eucatyptus trees at the edge
5 meatloaf sandwich 6 a melted bag of M & M's
of the Afra'IO and.....-ent doNn the creek. We caught crawdads
7 dry bed 8 dedined
'Nith marshmalk'JW bait then tore the shells off them and used
\...... ttreijr meat to catch more cravvdads. Wrtff(1lunchtime came I
4 Writing skills
had to share my lunch 'Nith the brotherS beCaUse they'd
forgotten to bring theirs. I spread the contents of the paper bag a Now continue the story in pairs. Imagine that you
~ out on a big !\at rock. A carrot vvrapped in wax paper 'Nith a are the narrator. Draw on your own experience
rubber bard arourd it. A meatloaf sandwich· A metted bag of and imagination . Follow Ulese steps:
M & Ms. They ate the M & Ms first. Tore the package open 1 Look at the lasl few lines of the story,

and tiCked the chOCOlate off the paper. They offered me a licI< especially the last sentence.
but I declined. I didn't eat any of the meatloaf sardwich eijther. I 2 Decide if the next part is going to be funny,
atwaYS hated meatloaf. Especialty cold and between bread . sad, or d ramatic.
't The rest of the afternoon we climbed around the hills looking 3 Make notes on the basic events.
4 Think of a sentence that will continue
, for snakes until one of them got the idea of IcJ.Nering our bikes
s~ooth l y from the last part of the story, and
dQIM1 into the aqueduct and riding along the dry bed IJltil we
reached lOS.AngeleS. I said 'yes' to ev6!'jthing, even though I wlil catch the attention of the reader.
suspected LA was at least a hurdred miles ~. The ooty
5 Add details to your notes. such as adjectives.
adverbs of manner, etc.
otrer time I'd fNf$ been to los t>r.getes was wtlen my aunt
6 Start forming sentences, adding connecting
took me to the Farmer's t>Aarket in her '44 Dodge to loOk at the
words (See Writing Skills, Unit 5, page 53).
myna birds. I must have been six then.
b Now write the next paragraph of the story. When
you have finished, check your writing.
d Read the story again. Are these statements true or c Read your paragraph aloud to the class. Which is
false? the best continuation?
1 The boys went on a vacation . False d To find out bow the original story continues, go to
2 They took their bikes with them. False page 147.
3 They had fish for lunch. False
4 The narrator gave his lunch to the other boys.
1m.
5 The narrator ate meatloaf sandwich and
chocolate. False

Words, words, words Unil6

 Fact to fantasy
1 Speaking ski Us
a ::::nOle5 of everything you know

1 the Harry POlter books

:.:: the Harry POller movie~.
3 1. K. Rawling.
b Look at the headlines bel I
predictions. OWan( make
1
The headlines have bee 'k fro
'I naen m
arl l~ es. What are the articles about"
2 Which articles will express a p "r '
point of view and who h . OSllVe
Ilegat' , . Ie will express a
1\ e poml of View? Why?
3 Where do you think .
. I you might see the
artIc os that the hcadl'Ines Come from?

USEFUL LANGUAGE
be about .. ,
/1 mUst Magician Harry Potter brings
They must have been ...
® riches to author
Harry Potter
m_~~"",...~ ~",goes to China ~
:
@Hany Potter is magic
2 Reading skills
for tourism
a I.K. Rawling. the author of h
you think her n h t 0 Harry Polter books is
b Read th .,' e .as changed since Harry POlter~ndnt~\;; world-;a mous writer. How do
Excrcis: la:~c;:s ~~:~;~::~i~hle~k
.
your ideas from ExerciseO~~;h~:~ohnee dWI~s P:lblished?
a me ,rom

1 As the new Harry Pon er story was being J The novelist's first attempt was turned down by several __
eagerly awaited by millions of fans all publishers, but once accepted and publish ed, it got rave
over the wo rld, it was announced that reviews on both sides of me Atlantic, which have led to the
J.K. Rowling, author of the fantasy publication of four sequels so far. They have all beel
novels that arc popular with young and translated into more than 20 languages. Now the good-
old alike, is now richer than the Queen news is that Harry Poner, the schoolboy magician and hero
of England. of the books, has made his creator wealthier than Quee
Elizabeth II, on e of the richest women in the world. The-
2: Like that of her character, Harry Potter,
38-year-old author is now the ninth richest woman in the
J.K. Rowling's life resembles a fairy talc.
Divorced, unemployed, and living in a
u.K., with a fortune estimated at one billion dollars.
tiny Ed inburgh apartment with her
. ~
• In the years slOce the appearance of the first H arry Potter
infant daughter, Rawling wrote Harry story, J.K. Rowling has become a full-time writer and has
Poner and the Sorcerer's Stone at a table g iven up her tiny rwo-room apartment for a Scott'
in a cafe wh ile her daughter was mansion and luxury apartments in born Edinburgh anu
sleeping. And like the proverbial prince, London. Her fans arc quick to point out that despite her
it was her creation, Harry, who rescued success, or maybe because of it, she is one of the bigy
her from her life of rags and brought her donators to charity that me country has ever seen, e..... _.
one of riches. writing Harry Potter offshootS and giving the proceed s to
her favorite causes.

GLOSSARY
rags old and shabby clothes
offshoots something that dcvelo s Ii
e.g. a smaller campall fro I P fOm '.lIIother thillS.
y m a arger compallY
Unit 6
Words, W()(ds, words
 Objectives Topic: J.K. Rawling and Harry Potter
Grammar Vocabulary Reading Speaking
the passive avoiding repetition a newspaper article predicting from headlines

Divide the class into groups of four to six. Write the words Harry Pot/cron tho board, and then give Introduce the topic
the groups timo 10 jot notes down on everything they know about Harry Polter. After\vards, ask each

- 1
group to share their three most interesting facts with the class.

Speaking skills
Ask studen ts to discuss the headlines in Exercise Ib in pairs or in groups. Encourage them to use
medals. Point out the Useful Language phrases.

Suggested a nswers: Headline 1

Tho article is probably about the author and how sho has become rich.
It 's positive. .
It must come from a newspaper or magazine article.
Headline 2
It is probably about how the book has been translated into Chinese and is
proving successful there.
It 's positive.
It's probably fro m a newspaper - it might be from a publishing magazine.
Headline 3
Irs probably about how the Harry Poller books have had a negative effect on
read ing I the English language I literature or something like that.
It's negative.
It may come from a literary or educational article in a newspaper.
Headline 4
It's about how people from all over the world are visiti ng places in Britain
where Harry Potter was written or filmed.
It's positive.
It could come from an article in a travel magazine.

2 Reading skills
In Exercise Zn , elicit from tho class a few predictions about how J.K. Rowling's lifo has changed.
Then ask students to road the article to answer the question in Exercise z b and check their
predictions.
Answers: Sho has become a successful writer, lhe ninth richest woman in the U.K., and she owns
II Scottish mansion and luxury apartments. She gives a lot of money to charity.
Headline 1 goes with the article.

J.K. Uoonnel Rawling did not use her first nome on the books because she lel1that boys might be put off Culture note
reading the book il they knew it was by a "girl: She wonlS to motivate boys. especially, to read. which has
been one 01 the great successes 01 the Herry Potier books.

Words, words. words T 62 Unll6

 Ask students to look through the questions in Exercise 2c and decide which paragraph might answer
them. Go over the answers briefly with the class. Then ask students to look through the relevant
paragraph for answers and discuss them with a part ner.

Answers: no answer
She was divorced, unemployed, had a small child. and lived in a small apartment. (para. 2)
No. (para. 3)
They "got rave reviews on both sides of the Atlantic.. - so, equally successful. (para. 3)
No answer. Less than 38. (para. 3)
No. She has given some money from "offshoots" to her fa vorite causes. (para. 4)

Ask students to discuss the question in Exercise 2d in pairs.

Answers: The art icle is positive. Supporting phrases include: eagerly awaited, popular, resembles
a fairy tale, rescued .. . from ... rags (10) riches, rave reviews, one of the richest women in
the world, biggest donators to charity

3 Vocabu lary: avoi ding repetition

Tell students to copy the table in Exercise 3h into their notebooks. Ask lhem to scan the lext for synonyms
and paraphrases that refer to lhe author J.K. Rowling and lhen complete the table with these phrases.

Answe rs:

Adj(l(:tives Adjectival phrases Nouns Noun phrases

divorced 38-year-old author the author of the fantasy novels
unemployed full-time novelist one of the richest women in the world
creator one of the b iggest donators to charity
writer
donator

4 Gram mar review: the passive

Ask stude nls to work in pairs to match examples in Exercise 4a to uses.
Ask students to work in pairs to answer the q uestions aboul lhe examples in Exercise 4b. Point out
the Language Note on page 63 and refer them to the Grammar Summary on page 66 to check
their answers.

Quick grammar Passive constructions exist in many languages but often are not as commonly used as they are in English. A
guide reflexive construction with on active verb is sometimes preferred, with the subject after the verb. not a t the
beginning of the sentence.

Common enors and problems

• Students may attempt a reflexive construction which is impossible in English.

,ariF!' IRe B99/@; in Hong Kong.
's fJ'f.'R.'99 IRe Be9.1r!; in Hong Kong.
~' ts fJ'fjR/e9 IRe Be9/@; in Hong Kong .

• A common mistake is to make an active sentence without a subject pronoun.

WI9/e her firsl book in Edinburgh.

Answers: a No. It isn't important.

b millions of fans
eWe wanl to focus on "the new Harry Potter story " - this is the important or
new information.
d several publishers
e 1 Someone announced that ...
2 Someone has translated them inlo ...
3 Millions offans weTO eagerly awaiting ...
4 Several publishers turned down ...
They are still correct, but 1 and 2 sound odd.

In Exercise 4d, ask students to complete the sentences ind ividually, then check in pairs.

5 Speaking skills
Divido students into groups of four to six to discuss the questions.

Unil6 T 63 Words. words, WOfds

 c Docs the article answer all of the following b Look at these examples from the article and
questions? Decide which paragraph you can find answer the questions.
the answer in when possible. then answer the 1 .. . it was announced that J.K. Rowling .. . is
ques tions. now richer than the Queen of England.
1 Why did J.K. Rawling write the Potter books? 2 They have all been translated into more than
2 What was her life like before the first book 20 languages .
was published? 3 As the new Harry Potter story was being
3 Was she immediately successful with her first eagerly awaited by m illions of fans ...
story? 4 The novelist's fi rst attempt was turned down
4 Have the books been more successful in the by several publishers ...
U.S. or the U.K.? a Do we know who announced the news in 1, or
5 How old was she when the first book was who translated the books in 2? Is it important?
published? b Who or what does the action in 3, "the new
6 Has she profited from all of her books? Harry Potter story" or "millions of fans"?
d Is the article more positive or negative about c In 3. the agent (millions of fans) is quite
Harry Potter and his author? Make a note of the important. so why is the passive used?
words and phrases that support your answer. d Who does the action in 4?
e Try to put the four sentences above into the
3 Vocabulary: avoiding repetition active voice. Are they still correct?
a Read the article again and note all the references c Check your answers in the Grammar Summary on
'- to J.K. Rawling. page 66.
aWJ,o, <f Ik fa~ >UJ>ds.. OiW>'Wi•.
b Write the words and phrases you have noted in
LANGUAGE NOTE
the table.
Remember tllat we make the passive with a
form ofthe verb be + past participle: it was
announced; they have all been translated.
Adjectives Adjectival Nouns Noun phrases
phrases
d We can use the passive in most tenses and verb
divof1:ed 38·year-old author the author of
forms. Identify the tense or verb form in the active
unem ployed the fantasy
sentences below and complete the passive
novels
sentences.
1 The publishers print the books in Hong Kong.
(prefe.-.t!; !'i.mrieJ
c We use synonyms and paraphrases to avoid The books ... aYe pr-mled m. JWng Kong.
repetition and help the flow oftexl. Find : 2 Distribution companjes are shipping millions
1 three ways the journalist refers to Rawling's of the new Harry Potter book around the
occupation. au tho r, novelist , writer world. present progressive
2 four ways he refers to Harry Potter. her Millions of the new Harry Potter books are
character. her creation . the schoolboy being shipped around the world.
magician , hero of the books 3 Several publishers rejected J.K. Rowling's first
3 three ways he refers to the books. fantasy book. simple past
novels, first attempt, four sequels, offshoots J.K . Rawling's first book was rejected by
severa l publisbers.
4 Grammar review: the passive 4 The publisher has announced the launch date
for the latest Potter book. present perfect
a Look at the examples of passives. 1--4. Match
The launch date for the latest Potter book has
them with the correct use from the list below.
been announced by the publisher.
The passive is often used in ... 5 They should ban the words Harry Potter.
1 academic works, e.g. science journals: A should + infinitive
constant temperature is maintained ... The words Harry Potter should be banned .
2 manuals: Ensure that the plug is fitted
6 They had made the first book into a fi lm
correctly before ... before Rawling wrote the fifth book.
3 public notices: Passengers are kindly past perfect
requested not to smoke. The first book had been made into a film
4 newspapers: Find an example in the headlines before Rawling wrote the fifth book.
in Exercise lb.
5 Speaking skills
7 We lise the passive when:
a the subject of the action is unknown
b the subject of the action is unimportant
In groups , discuss these questions.
1 What books are being fead by kids in your
~L c we want to focus on new information by country right now?
putting it at the end of the sentence
2 Make a list of your favorite books when you were
d we want to avoid naming or blaming the
a kid and compare them with your group.
subject of an action
3 Which is your all·time favorite book? Why?

Words, words, words Unit 6

 ~
•
1 Warm up b In grou ps, compare your answers and try to figure ~
out what Lhe two stories are about . Use the
An urban myth is an often-repeated story. which questions to help you.
mayor may not be true, of an unusual and
sometimes terrible event that happens to an ordinary 1 Who arc the characters in the story? ~

person, usually a "friend of a friend", The stories 2 Where does the story take place?
usually have a surprise ending. They are often told 3 When do the events take place?
when fr iends get together at d inner parties or bars. (morning/evening? present/ past?) ~

a The sentences below are taken from Iwo different 4 Is the story a funn y one, a thriller. a mystery. a
urban myths. They are taken from the beginning, crime story?
the midd le, and the end of each story. Put them 5 Docs it have a "happy ending"? ~

into the correct order. Wo will como back to these stories at the end of
Story A; 1 Q!J 2 I:m 3!ID the lesson.
Story 8; 1 !g 2 ID 3@ ~

USEFUL LANGUAGE
Thi.~ must be from ...

This could be the first one.

® They later found that the thief had used their car for a robber y
on the very day it had disappeared.
r--
I
~ r-A--c-o-u-p-le--in-C;C,-e-e-n-'vCi-ch-CVCiCl I-ag-e--'v-o-k-e-u-p--o-n~e=,"==o=nn==i=n g==to==fi=n=d==th=a=t====~------------------------------'-'
someone had stolen their car.

~----~=====================~------~~
@ A friend of mine was d riving along the Massachusetts Highway o ne
evening when he passed a young lady walking along the side of the road.

@ " Yes, the purse belonged to my daughter, but she was killed more
than 20 years ago in a car accident on the Massachusetts Highway."

® The note explained the thief had taken the car because he didn't have a car
himself and his wife had gone into labor with their first baby.

CD A couple of days later, he was cleaning his car when he cam e across
a wo man's pursC!=.

Words, WOfds. words

 Objectives Topic: anecdotes and urban myths
Grammar Reading Writing Ustening Specking
past perfect simple urban legends an anecdote on anecdote telling an anecdote
and progressive, third
conditional

••
1 Warm up
Ask students to do Exercise la in pairs. Aftenvards, ask the class which picture goes with which story.
Ask students to discuss th e stories in groups o f four, using the questions in Exercise lb. Monitor the
discussion. but don't reveal any stories at this stage.

Words, words, WOfds T 64 Unil 6

 t 2 Task
Go over the instructions for the task carefully with the class. Play the audio for Exercise 2. Ask
students to listen to lhe first piece of music, with eyes closed if they like, and think of images. After
the first piece. pause the recording and tel] students to write notes to build up the story. Then
continue this procedure for the second and third pieces of music.

3 Prepare
Ask students to follow the guidelines to develop their story. Stress the content and also have
students support each other in reviewing the grammar and form of their stories.

4 Feedback
Put students in pairs to tell their stories.

5 Compare
For Exercise Sa, ask students to listen to the story on the audio and check their predictions.
Elidt wa ys of completing the sentence in Exercise 5b and write good sentences on the board.
1/ the couple hadn't gone to the theater, they would still have their possessions.

6 Notice
~ Play the audio for exercise 5 again. Ask students to copy and complete the table in their notebooks.
Answers

Interjections Echo questions/repetition Simple phraseslwords

Incredible! Their car was stolen? Go on, Rob.
Oh,no. But you said they Oh, yeah ...
You must have heard it. Of course. And? Mmm.
A nole?Oh? I bet.

7 Follow up
Ask students to read the second urban myth all page 147 ofthe Student's Book and check their
predictions. Ask students to write their stories from their notes and then exchange stories with
another student to read.

ITrack 28 features three excerpts of muSic. I

'9~------------------------------------------------------,
Rob Great. Have you heard Ihe one about the the house, with a note under the windshield wiper.
couple whose cor was stolen and. Trevor A note?
Shira Their cor was stolen? No, I don·tthink so. Rob Yeah, il was a note explaining thaI the thief hod
Trevor No, I don" think I've heard that one. taken the cor because he didn't hove a cor himself,
..lOne You must hove heard it. Everybody knows it. I've you see, so ... and .. his wife had, you know, gone
heard it so many times! into Iobor with their first baby.
Shira Oh. I love these urban mythsl stMra Oh?
Trevor Go on, Rob. Here, hove another drink. Rob So he hoped they didn't mind 100 much rhat he'd
Rob Oh, all righlthen, pour me anather gloss of wine taken their car without permission, you know.
and I'll tell you. Oh, great. thanks. This Oduolty Trevor Incredible!
happened to a friend of a friend of mine .. Rob Well, to $Offen the blow, he'd enclosed two
Trevor Oh, yeah .. tickets for a Broadway show thor weekend. The
Rob Well, there was Ihis couple in Greenwich Villoge. couple was delighted.
you know, professionals, good jobs, big house, Shira I bet.
gorage, the Vv"Ilole thing. and one morning they wake Jane Go on, Rob.
up to find thol someone hod stolen their cor. Rob So. anyway, to make a long $lory short, they
Shira But you soid they hod a goroge .. went to Ihe show and when they got home offer it,
Rob Oh, right well. you see, rhey'd parked it outside they found thai while they hod been out enjoying
rhe house the night belOfe; they hodn'r put it in the their Broadway musical, the crook hod robbed their
gorage. entire house of its conleots.
Shira Oh. Trevor Oh, no.
Jane Mmm. Rob Hong on, ond ... and , .. uh , .. to make Ihings
WOfSE!, they later found that the thief hod used their
Rob So they reporled Ihe theft 10 the police.
car fOf a robbery on the very day it hod disoppeared!
Trevor Of course. And?
Rob Well, later the some day. they got home from
work to see the cor bock again, you know, outside

Unit 6 T 6S Words, words, words

 2 Task 4 Feedback
You are going to write a very short story and tell it to In pairs, tell your story to each other. Practice being
other students. To h elp you, hore are the sentences a good story-teller and a good listener!
th at begin each of the throe paragraphs of yOW" story. Story-teller: Use your notes to guide you, and try not
1 If Tom hadn'l gone to the party. he would never to read word-by-wo rd .
have met Pe nclope. Listener: Show you are listening. ask questions.
2 They had been going out together for about a year make commonts.
when ."
3 Years later, he looked back: if he hadn't .. . 5 Compare
~ Think about your story, but don '( take notes yet. To ~ a Listen to one of the stories from Exercise l a.
help you develop your story. you are going to listen Which story is it? Were your predictions about
to three pieces of music. Each piece goes with each the story correct?
of the three paragraphs. As you listen, follow the b Complete the sentence.
music and tho images it brings to your mjnd. Take
If the couple hadn 't gone to IJ1e theater,
notes to bui ld up your story. The music will stop
after each p icce to give you time to write.
6 Notice
3 Prepare ~ Listen to the conversation again. Notice the way the
listeners res pond to show they are listening. to show
Look over your notes fo r the three paragraphs.
interest, to encourage the speaker. to check under-
Make any changes you wish to the content or the
standing. and so on. Make notes of any phrases they
language. Now use these guide lines to help you
usc as you Iiston. and write the responses in the table.
develop you r story.
1 The characters: are they young or old? How do
they feel? Interjections Echo questions I Simple phrases I
repetition words
Z Time and place: where does the story take p lace?
(city/country? ins ide/o utside?) When does it take Incredible! Their car was Goon, Rob.
place (morning/evening?) stolen? Oh.
3 Background: what was the weather like? What
had th ey been doing before the story began?
4 Ending: you can make the ending a "surprise" in 7 Follow up
true urban myth tradi tion !
a Read the full version o fth e other story from
5 Language Exercise l b on page 147. Were your predictions
narrative tenses: simple past. past perfect, past correct?
perfect progressive b Go back to the notes on your story and write it up
connectors: when, and then, after a while, as as a complete text of about 150 words. Make any
soon as, mfHlIlwhile. finally changes you wish , using the stories in this lesson
adjectives: to make your story more vivid to give you ideas.
c Give your story to a di fferent partner to read.
Which of you wrote the more interesting story?
Which had the best English?

Words, words. words

 LANGUAGE RESOURCE
• Sometimes we leave the agent out because we do not want to
Grammar Summary sa-; who did .somethi"Ig, trough it may be important. 0Ne want
to avoid bIarnilg a.rseIves I someone else.)
1 Deduction and possibility in the past Mom, the COOkies were eaten while'you and dad were out.
(I ate them but I don't want to admit it.)
Use
• Sometimes we want to put new information at the end of the
We use must (not) / may (not) I might (oot) / ootid (not) / can't + sentence to give it more importance. We use the passive to
have to make deductions aboot the past and to tal< about do this. \'Vhen we include the agent, we intiOOuce it with by:
possiJity i"I the past. The verbs stxm differanllevels of certai'lty.
The nev.r Harry Potter story was eagerly awaited by miIOns of
Positive fans.
She must have arrived. HE!( coat's hanging in the It is not always possible to use an active sentence instead of a
closet. passive one:
Translators have translated all the books.
Less certain She might have arrived,}
This Is too repetitive to be correct.
She could have arrived. ~ train gets hef"e at
She may have arrived. 3.30. Fo""
We form the passive with the verb be and a past participle. We
can use the passive in most tenses, but we tend not to use it
Negative
with the present perfect progressive or past perfect progressive.
Certain She can't have arrived yet. } The train isn't due
for another ten
She couldn't have arrived yet. minutes, Tense Form Example
~

(pp iii past participle)

She !Tight not have arrived yet.} I haven't seen Simple is/are + past participle Our bills are paid through
She may not have arrived yet. her suitcase. preseot the bank.
P<esent is/are + being + pp The childlBfl are being
Fo"" prog<BSSive taught latin Itlis yeaf.
sub;ect + modal verb + have + past participle Simple past was/wete + pp Our cat was run over by a ();r.'
The modal verbs most often used are must, might (not), could Past was/wal'"e + being + pp The book was being
(not), may (not), and can't: prog<BSSive printed last night.
They must have arrived by now. P<esent haslhave + been + pp A new bridge has been
parlee! built over the river.
$he may not have arrived yet.
Past perfect had + been + pp The letter had been sent
He could have arrived.
before I realized ...mat was ~
Note that we do not usa the negative of must or the positive of
Modal modal verb + be + pp You will be notified in due
passive course. The car must be
They mustn't have anMJd yet. X They can't have anMJd yet..! repaired immediately. '--'
She can have atrived. )( She may have affl.ted. ,/
De cide if these passive sentences are correct or not. Co rrec t
Choose the correct modal verbs in this conversation. those wIth e rro rs.
Joe Have you seen Sara? 1 Uniforms must be worn at all times by soldiers on duty. V
Uz
Joe
No, so she 1 must ~ve arrived yet.
She ~/ can't have gotten caught in traffic.
2 The books have been rng
awaited for a long time. The books have
been awaited for a ong time.
Liz No, she 3~ may not have. She was walking. 3 YQI.I" order was ~ prepared YIIher'l I last checked. Your order ;:vas
Joe She wanted to buy some wine so she @ ' can have being pnlparlld when I last checked .
stopped at the superma,rket 4 0cIer teachers are often asked questions by younger teachers. '"
Uz Yeah, I suppose She S @ must have. I just wish 5 My wallet was taken from my jacket pocket yesterday by SOOlI3()I)9':"-'
V
she'd get here so we can start dinner.
Joe Ycu k:lOk tied. Ycu @ can't have hoc! a tot.rj1 day. Vocabulary Summary
Uz Yeah, I ~~ could have left home before six this Literature
morning. st~1 dark outsicle, and I 8 mustn't ~
have stopped for more than ten rTW1utes all day.
Kind of writing Writer Kind of writing Writer
Joe You poor thing! Here, have a drink.
poet bklgrnphy bklg""",",
poet"
2 The passive
oovet novetist d.ama dramatist
p~y playv-mght movie screenplays screenwn
Use histOf)' boo!< hIstorian new"""", journalist
• When the agent (subject) of the verb is unknown:
Our car was stolen last night. 0Ne don't know who stole it.) Answer thes e questi o ns. What do we call ..•
• When the agent is known but not important: 1 someone who writes for the lheater? playwright
A new Jaw regarding advertising was passed yesterday. (The 2 someone who writes about the life 01 a famous person?
government passed it but we already know that.) hiogrD plll~r

Newspapers and scientifiC texts frequently use the passive in 3 someone who writes about important events in the past?
this way. historian
4 someone who writes fictional stories? novelist
5 someone who writes dialogues for the movies? screenwriter

Unit 6 Words, words, words

 C) A narrative ~<J REVIEW
z 1 Looking at what makes a good story
Review your action plan; making opportunities to speak

-i=a::
English
What makes a good story? In this lesson you will ook at In pairs, tell your partner about your action plan for Unit 5, and
the techniques involved in making a good story. that is, a wtlat opportunities for speaking EngliSh you have taken.
story that gets the reader's attention and keeps rt.

3: a In pairs. look al the "ingredients of a good story"

below and number them in order of importance: 1 ==
Cl! the most important, 5 = the least important.
~ o a wide range of appropriate vocabulary and
3 Analyzing how language is used to make a
good story
o o
interesting expressions
a A writer needs to use variety to make a story come
>- a well·organized narrative that is easy to follow
and understand alive. Put the types of language in the box into the
0... o an interesting plot that makes you want to read correct column of the table. Add some more

o
--' o
to the end
characters that are well-developed and believable
examples if you can.

LJ.J o a range of different tenses, most of which will be

at first simple past unfortunately

>
LJ.J
past forms
b Compare your answers with the class.
two days earlier slowly past perfect

o c Read this story. In pairs, answer the questions.

suddenly
as soon as
piercing
brightly
past perfect progressive
shivering before
1 What title would you give to this anecdote? reported and d irect speech sea-blue
2 Did you enjoy the story? Why? / Why not?
that summer dangerously in the meantime

I was a six-year-old living in Hawaii at Ten ses I Sequencing Descriptive

verb forms expre ssion s tanguage
the time. II was a beautiful sunny afternoon
with not a cloud in the sky. I'll never forget past progressive meanwhile adverbs: sadly
what happened, although the truth is I don't (to set the later that adjectives:
scene) evening ... merciless
recall anything immediately after that unlucky event. simple past at first unfortunately
I was walking home from school. I took my usual past perfect two days slowl y
shortcut home - along the beach, over the fence, and past perfect earlier suddenly
through the trees. 1 heard friendly laughter and I looked progressi ve as soon as piercing
up to see two boys playing in the trees. Suddenly, there reported and before brightly
was a scream and then all fell silent. direct speech that summer shiver ing
The next thing I knew I was lying in a hospital bed in the sea-bl ue
meantime dangerous l y
with my head bandaged up. The two boys bad been
playing with a sugar cane knife when onc of them lost
hold of it. It ricocheted off a tree and then bounced off b Now find examples of some of the points in the table
my head. The blow must have knocked me unconscious. in the anecdote in Ex8f'Cise 1c.
Although I remember nothing of the accident, 1 have
a three-inch scar along my skull to prove it. And I'm still 4 Applying what you have learned
visited by the baunting thought that death can come
You are now going to write a short story of between 150
calling at any time, even on a beautifully sunny day. and 200 words. You probably won't finish it in class but
you will be expected to finish it as part of you r action
plan. Follow the steps below.

2 Analyzing the organization of a story 1 Think of an interesting story that happened to you or
someone you know.
Read the anecdote again and look at how the writer
2 Make a few notes to summarize the main points of
develops the story. Match the paragraph with the part of
the story.
the story.
3 Organize the story into paragraphs. You can use the
Pamgn;ph 1 a Develop the story step by step. model in Ex8!'cise 2 if you want.
Pamgn;ph 2 b End in an interesting way, e.g.
4 Write a fi rst draft. Don't worry about producing
solve a puzzle, provide a 'twist:
perfect English now, but put the story into paragraphs
Pamgn;ph 3 --I--l-- c Intreduce a change in the action and make it as clear as possible.
to increase interest, e.g. a
S Read you r story. Correct the English and add
problem, a surprise.
descriptive language to make it more interesting.
Paragraph 4 d Grve backgrOUnd to the story. 6 Finally, rewrite your story on a clean piece of paper
and give it a title.

--- PLAN [> Your action ptan; writing an interesting story

Finish writing your story. You can rewrite it as many times as you like.
Note: you wi ll need to show your final anecdote to your classmates at the 8fId of Unit 7.

Words, words, words Unil6

a Complete this conversation using the simple present or d Expand these notes to make complete sentences.
present progressive tense, or going to + verb. 1 If the New World / not I discover I native civilization I not "--"
Tom 11 'm going (go) to a concert on Saturday night. I destroy. If the New World had not been discovered,
Do you want to come? native civilization wouldn't have been destroyed.
Rita I'd love to but 2 I teach (teach) my salsa 2 If Fran I get I marry I to John, I they I live I Australia, '--"
class every Saturday night. but l ean 't soe that happening. If Fran got married to
Tom Dh. right. I forgot. Any plans for Sunday? John, they would Jive in Australia" .
Rita No, not really. 3 I 'm going to stay (stay) at home 3 She / might / got I bellor grade I if I not I feel sick I all 1......./
and clean my apartment - it's a mess ! the day of the exam. She might have gotten a better
4 Are you doinS (you/ do) anything? grade if she hadn't felt sick on ...
Tom Well. it's Father's Day so I 5 'm going to cook (cook) 4 I havo somo spare money, so II buy I new cell phone I if \...J
dinner for my dad in the evening. Why don't you I not I too / expensive, [have some spare money, so I'll
join us? buy a new cellphone ifit isn't too expensive.
Rita In the evening? Thanks. I'd love to. 5 I I buy I thai apartment / if / I I be I you, That's my
advice, I'd buy that apartment if! were you. .. '--"
b Complete this conversation using going to + verb,
will/won 't + verb or the first conditional. e Look at these notes made by a police detective at the \.../
Jean I saw TIm and Helen in the street. Helen's huge scene of a murder in New York. Then look at the theories
now. She 1 ',soinl to bave (have) the baby in the detective is formulating and make deductions.
three weeks. 1 He was wearing a wedd ing ring so he must
Bob Fantastic! Do you think TIm 2 will make (make) a be married
good father, though? 2 Ho had two passports so he could
Jean What do you mean? have dual nationality
Bob Well , he's very selfish, isn't he? If there 3 He was meeting a woman named Paula - she might
3 is (be) a football game, he 4 ' U go be his girlfriend
{gol to it , Ho 5 won't want (not want) to sit at home 4 He still had a lot of money so the motive for the
and take care of the baby. shooting couldn't be theftlmoneylsreed
Jean I don't agree, I think he 6 'II be (be) a great 5 He still had tho tickets for the game so he couldn't
dad! have 80ne to the game

c Complete the second sentence so that it means the same

as the first one. Use the word in parentheses,
1 The lecture started at 9:00 and we arrived at 9:15.
(already) When we arrived at the auditorium, the
lecture bad already started .
2 The police are questioning several suspects.
(being) Several suspects are being questioned .
3 Marriage made him unhappy.
(bappy) If he'd remained single, be would be { would
have been happy ,
4 They didn't have more children because they couldn't
afford them,
(might) They migbt have bad more children if they'd
been richer,
5 They separated after four years of dating.
(dating) They bad been dating for four years before
they separated,
r There is a 8rammatica l mistake in each of these Match tho words with the a ppropri ate definition. There
sentences. Co rrect the mistakes. is one extra item.
1 The worl d's first cell phone virus has invented by a fiber b fat c carbohydrates d minerals e vitamins
hackers. was f protein
2 These shoes !!.!2. designed by the famous French
1 found in food like bread and potatoes and gives your
designer. Claude Lomax in 1906. were body heat and energy @)
3 Native American languages speak more widely than 2 fowld in food li ke oil and butler and gives you energy
Spanish in Bolivia. are spoken but is fil llening I!il
4 Children are teaching Greek in tenth grade. being
3 the parts of fruit. 'Iegetables, or grains (com , wheal)
taught/are taught that help food pass through your body I!l
5 The new skyscraper should have completed by next
4 a substance in foods such as meat. eggs, and milk that
summer. have been completed makes you strong Rnd healthy I!l
5 natural substances in foods like iron and calcium,
g Read this story a nd comillele it with the words or which we need for good health lID
phrases fro m the box.
become close fr iond s mother-i n-law Complete the text with a form of the words in the box.
a single parent fr iendsh ip stepsisters screen novel play poetry biography I
. out together for years
Martha and Miko had ~eoll gOI~I~ e they decided to live
and after they both fi mshe: co \gengagod but Mike
together. 1\'10 years later t oy go. e was tile correct
wasn't really sure whether ~arn:~raditiOnal family and
me
slep for him. Martha c.a a:~~idS. but Mike's family
liked the idea of marriage I different. His mom and
background was compl~te ~ he was just a baby. His
dad had gott~n di'lO~:in;le O; arent but hi~ dad
mother temalDed 1 d th 2 stepslSters . Over
rea .- d M- ~ .'
rcmarfl'ed and Mike noW ha close
becOme frien s . aJ Ul
the years they had 3 - "ke another sister to
I ht that sho was 1
sometimes I. \Qug r 'endshi\! or marriage?
Mike. So did he want 4 fI 5 mother-in-Ia'!.. got
Luckily, Martha Bnd her ~utu;~ Martha thai Mike was
along well and she explilmo ' rO ' ed marriage. Happily.
f his parents 81
scared because 0 d M'ke got milrried.
two years liltor Marlha an 1

h What do the speakers need? Choose an objcct from

the box.
sticky notes a hole puncher an alarm clock
an ironing board correction fluid a dishwasher
an armchair a paper clip an answering
machine a food processor a washing machine

1 Do you have anyth ing I can hold these pieces of

paper together with? a paper dip
2 I've made a couple of mistakes on this application
form; 1 can', send it like this. correction Ouid
3 I can't wake up in the morn ing and I'm always
lale for work. an alarm dock
4 We keep arguing about who's going to do the
dishes after dinner. a dishwasher
5 I'm out of the house a lot and people complain
they can never reach me. an answering machine
 1 Vocabulary: the face
a Match the faces with these descriptions.
1 wide, round face C Some people believe we con judge 0 person's character
2 long. bony face D from their faciol characteristics. Face reading has a long
3 large, angular face A hislofy and even IOdoy people ore surprised by ils
4 small head and small facial features 8 accuracy. There are certain fealures thot tend 10 indicate
personality types, such as heavy eyelids indicating on
b Complete the labels 011 the faces with these introveft, someone who keeps their feelings 10 themselves.
phrases.
People with Ioog, thin noses are often loners and
bushy eyebrows thin lips prominent chin workaholics, and while many people 05SOCiale dase-set
low forehoad heavy eyelids small nose eyes with a ntrustwort rson, they p::>inl more often to
full lips small ears close-set eyes someone who i uIC'1 in In
According 10 face-reading specialists, faces fall into
c Can facial features lell you anything about a certain types, such as the four below:
person? In pairs. discuss these features. 1. This type has a large head and a wide, round face.
full lips a weak chi n close-set eyes thin lips tends to be small. Their personality is
a high forohand bushy eyebrows oo,·m"lIlIv they're extroverted, optimistic,

2 Reading skills ~;;;~

tl}t
~~~:~~~~;~c:ondepressed.
cha nge suddenly

a Th,a article on tho right is about face reading. In 2. This type has a a long, bony lace,
p8i~S, tr~ to describe the characters of the people
usually square-shaped. These people are basically
In Exorcise 1 from their faces. Use these words
introverts: they tend to be quiet, fSliy-. types.
and phrases. Nevertheless, they can be emotionally ~ble, so
they tend to be bod.fempered and can suddenly "fly
ox~rovortcd/introverted optimistidpessimistic off the handle". They generally don't like sporls.
qUIet/confident calmlbad-tempcred lazy/.ct· 3. This athletic type tends to be of medium height with
d . I h lve
aca. ernie at lotic intelligent/ not very smart brood shoulders. They tend to have a lorge, angular
SOCIable/a loncr face with thin lips. The nose is often flat and the chin
b Read the articlc and check your answers. Match is prominent. They are active and enjoy physical
each description with one of the faces then work in the open air. They prefer individual sports,
compare your answers in groups. such as boxing and weightlifting, to team sports.
c Find personality adjectives in the article that have 4 . This type hos a small head and small facial features;
the opposite meaning to these. they tend to have a low forehead, small ears and a
small nose. Although by no means locking in
cheerful demanding honest outgoing
predictable slow-wittecl intelligence, these types can react spontaneously
without thinking about the consequences. They tend
to be loners. Many movie directors and other artists
GLOSSARY
tend to belong to this type. 58
untrustworthy not copablo of being trusted
fly ofT the handle become angry very quickly
lacking without something. having none of someth ing

Unil7 Body language

 Objectives Topic: face-reading
,
Vocabulary Reading Writing Speaking
the face a psychology article a detailed description describing people's faces
of a face

Put on the board a large magazine picture of 0 person's face. Ask How can you describe this person's face in Introduce the topic
deloil? What con you say about this person's personality? Do you think you can make guesses about
someone's personality from their face?

1 Vocabulary: the face

Bri efly pre-teach the paris of the fac e by pointing to parts of your face and asking W}lQrs this? You/'
chin, etc. Ask students 10 do Exercise 1a in pairs. Go through the answers as a class.
[n Exercise l b. ask students to lahelthe paris of the faces at the lop of the page, then check in pairs.
As a whole class, you may need to check the meaning of the adjectives by miming and showing. (For
example. push out your chin to show "prominent" chin .)
Ask students to discuss the features in Exercise 1c in pairs. Elicit a few ideas from different pairs at
the end.
••
2 Reading skills
Di vide students into pairs to make predictions aboutlhe people i.n exercise 1, using the descriptive
adjectives in Exercise 2a. Ask a few pairs how they have described the people.
In Exercise 2b. ask students to match the descriptions to the faces and check in groups. Remind
students 10 check the Glossary for unfamiliar vocabulary.
Ask students to match the words in Exercise 2c with opposites in the text.

Body language T 70 Unit7

 3 Speaking ski lls
Ask students to work in small groups. In Exercise 3a, they have to decide whose face in the group
matches which description in the text. Then lei the individual concerned decide whether
the description matches hisfhor personality. Encourage students to try oul phrases from the
Useful Language box.

Note Handle Ihis activity with sensitivity. If you feel any students might be uncomfOrloble tolking about their
appeorance, then skip exercise 3a and move straight on to exercise 3b.

Ask students in groups to describe the faces of the famous people in Exercise 3h and decide what
they arc like. Give the groups five minutes to discuss. Then ask ono perSOIl from each group to
stand up and describe one of the famous people to the class.
Ask students to read the description in Exercise 3c. and match it to a face.

4 Writing skills
Ask students to copy the table in Exercise 4a into their notebooks. Then ask them to work in pairs
or small groups 10 complete the lablo. Afterwards. check answers with the class while you build up
a class lable on the board.

Suggested a nswers: face oval. plump, round. large, small. wide. narrow, long, bony.
angular. square-shaped
eyes large, deep-sel. bloodshot. dose-set. wide-set. friendly, light
blue, heavy-lidded
eyebrows thin. th ick. raised, bushy
eyelids wrinkled. heavy
forehead broad. low. high. wide. wrinkled
nose large. pointed. long. thin. small. flat. poi nted. slightly hooked
mouth wido, narrow
lips fu ll , thin
ears sticking-out. small, long

Ask studonts to read and analyze the texl in exercise 3c by answering the questions in Exercise 4b.
Let students check in pairs. then briefly elicit answers from the whole class.

Answers: 1 The first sentence describes the fa ce and general appearance because it is best to
start with a general description before moving to spocifics.
2 1 fo rehead. 2 eyes. 3 eyebrows. 4 nose, 5 mouth/ lips. 6 jaw/chin. 7 ears
3 looks intelligent; slightly wrinkled : hair is receding; laughter lines
4 very. slightly, quite, fairly

In Exercise 4c. aftor students have selected their identikit picture from pago 147, ask them to write
their description. Move around the class. monitoring and helping with idoas and vocabulary.
Make sum students have finished their descriptions before going on to Exercise 4d . Students have 10
read their descriptions aloud while their partners look at page 147 and identify the face
being described.

Additional actMty Bring in a pile of "faceso cut from mogozines. Write a number Il. 2. 3. elc.) on each pidure. Divide the class
into pairs, and give each pair a magazine °foce: Ask them to work together to write a description of the foce.
Collect all the descriptions. and write a letter IA. B. C, etc.) at the lop of each one as you collect them. Coiled
the magazine pictures and stick them on the walls around the classroom. Put the descriptions in a pile on
your desk and ask the pairs to pick up a description, read it, and find the picture. Tell students they have
seven minutes. Which pair can match the most descriptions to pictures in that lime?

Unit 7 T 71 Body language

3 Speaking ski lls 4 Writing ski lls
a Look carefully at your classmates. How many a Complete this table with words and phrases from
examples of the faces described in the article can the lesson. Write as many ways of describing a
you find? Are the descriptions accurate? Check face as you can.
with your classmates.
Face oval, plump,
USEFUL LANGUAGE
Eyes large, deep-set, bloodshot,
Do YOII think / Would you say thai you 're shy?
How would you describe yourself? Eyebrows thin, thick, raised,
Do you think the descriptions ore accurate? Eyelids wrinkled,
Forehead broad,
b Look at the faces of famous people below. Discuss
what the faces say about their characters. Nose large, pointed.
c Now read this description of a famous person and Mouth wide, narrow,
match it with one of the faces. Lips full ,
This person has a long. angular face, and looks
Ean; sticking-out,
intelligent. He/She has a wide high forehead,
which is slightly wrinkled. The hair is receding a
little from the forehead. His/Her large. friendly,
light blue eyes are wide-set and quite heavy- b You are going to write a very detailed description
lidded. The eyebrows are very thick and bushy, of a face. First, look at the description in Exercise
and are low over the eyes. The person's nose is 3c and answer Ute questions.
long, pointed, and slightly hooked at the end .
1 What docs the first sentence describe? Why?
His/Her mouth is wide, with fairly thin lips. The
jaw and chin are strong, and the chin is quite Z Number the parts of the face in the order of
prominent. He/She has quite long ears and has the description:
laughter lines at the corners of the eyes and nose ears eyebrows forehead jaw/chin
between the nose and mouth. Mel Gibson mouth/lips eyes
3 What other details about the face does the
description give?
4 Which words does the writer use to modify
the adjectives. e.g. very?
c You have witnessed a crime and you need to
describe the offender to the police. Turn to page
147 and choose the parts to make a face from the
" identikit pictures". Write a careful description of
the face, giving as much detail as you can .
d [n pairs, see how good your description is.
Student A: Read your description to B.
Student B: Look at page 147 and identify the
"face" that A describes. You will need to identify
Uuee parts of the face, one each from groups 1, 2,
ilnd 3.
e Now swap roles and repeat Exercise 4d.

Body language Unit?

 Body talk
1 Vocabulary: adjectives describing ®
personality
Look at the pictures of the six people. Choose
adjectives to describe each one.
-
aggressive arrogant authori tative bored
confident conten t easy-going edgy
indifferent nervous relaxed superior
threatening vain

2 Speaking skills
a In pairs, look at the pictures of people.
Which one(s) would you like to meet?
b List the reasons why you chose the
perso n/people and discuss them with
another pair.
We ljke Persall 2 most. She seems
authoritative. but she looks like a warm
kind af persan.

USEFUL lANGUAGE
He/She looks/seems + adjective:
She seem.~ confident.
He/She looks like + noun phrase:
He looks like a boss / an authoritalive person.

LANGUAGE NOTE
The verb look describes only appearance. but
seem can describo behavior. voice. etc.
He looks velY pleasallt.
She seemed sure oj the facts.
We can use to be after seem. but not after look:
They seemed to be interested in the house.

3 Listening skills
c What do you think each person might be saying Listen to a body language expert ta lking about
or thinking? Choose the best answer then discuss first impressions and check the aspects of a
it with a partner. person's appearance that the expert mentions.
1 a " I don't like this." build I!:j' height !1 color I!:j' clothes 1!1
b "I'm feeli ng great." character 0 posture 1!1 face 1!1 eyes 0
c ''I'm tired." hair 0 expression ~ gestures i!1
voice 0
2 a "r know they respect me."
b Complete these notes about fi rst impressions.
b " I can't wait to get away."
Listen again to check if necessary.
c "I hate giving presentations."
3 a "Out of my way!" 1 We often make up our minds about people on
b "You're in trouble!" the basis of first impressions.
c "I'm terrified! " 2 There is a danger of stereotyping people but
4 a "I don't have any money!" first impressions are often correct.
b "I hate this place." 3 Peop le use clothes to give an image of
c "Everything's okay!" themselves.
5 a "I don't know what to say." 4 The face is importan t but expression is more
b "The interviewer looks sick." important .
c "I'm so nervous." 5 One of the most important things in forming
6 a "I really don't know. " opinions is gesture.
b "I really don't care." c Do you agree or disagree with the statements in
c "That's great!" Exercise 3b? Why? / Why not?

Uni17 Body language

 Objectives Topic: personality
Grammar Vocabulary Pronunciation Ustening Speaking
linkers expressing adjectives describing intonation of feeling interview with an making inferences
contrast personality expert about character

Slar1lhe lesson by checking the meaning and pronunciation of the adjectives in exercise 1. Introduce the topic
Read the adjectives aloud modeling the correct stress. [The stress is on the first syllable of all the words listed,
except for the following, which corry stress on the se<:ond syllable; ag'gressive. ou'thorifalive, con'tent
in'different, re'/axed, su'perior.J
Check understanding with questions like:
How can you describe someone who is always shouting of people? (aggressive1
How can you describe someone who thinks he or she is better than otherS? (arrogantl

1 Vocabulary: adjectives describing personality

Ask students to look at picture 1. Elicit adjectives from tile box to describe the woman. Then put
students in pairs to think which words describe the other people. Elicit descriptions from the class.

2 Speaking skills
Point out the Usefu l Language and Language Note boxes before asking students to choose and
describe the person they would like to meet in Exercise 2a .
Ask students in pairs to discuss Ule best answer in Exerc ise 2c .

Answers: Students' answers may vary. However, the following are likely:
1b 3 a or b 5 all 3 are possible
2 a ll 3 arc possible 4c 6 a or b

3 Listening ski lls

Play the audio for Exercise 3a . Ask students 10 listen and check their answers to exercise 2c. ~

Answers: According to the body language expert, the following are the best answers from 2e: 1b,
2a, 3b. 4c, 5c (but b in some cultures), 6a

Play the audio agai n. Ask students to check the boxes for Exercise 3a. ~
Ask students 10 work in pairs 10 complete the notes in Exercise 3b. Do Ihe first as ao example. You
may need to play the audio agai n.
Put students in small grou ps to discuss tbe statements in Exercise 3e.
30'' ------------------------------------------------------------------------------,
~ A Fran Mast€!'s, you've done a lot of work on business clothes is likely to be authoritative. But expression is more imperlanl. You can be
the Imporlance of body language. How great a of course, people may choose to give a ottracted to a beautiful face, but if that person is
pori does it play in forming opinions about different image of themselves. I remember miserable and frowning, the expression will
peop!e? sitting next to someone on a plane who was create a great€!' impresslon, despite the
dressed in black and she looked pretty person's beauty.

- B WeD, ~ depends on your definition of body

language, I think of rt as being everything about
our appeorance, in which case ~ ploys a huge
perl in forming opinions, The first thing we
somber. However, when we storied talking, she
was roolly talkative and funny, so we do hove
to be careful.
A Okay. Finally. you're an expert on gesture.
How imperlant is thot?
B I think gesture is one of the most imporlant
notice about people. of caurse, is their physical A Now, how about posture, the way we carry things in forming our opinion of peopie and
appearance - their build, how loll they are, ourselves. How imporlant is that? responding to them - and irs so variable from
their color, their clothes, and we often make up B £x!remely imporlanl. The mare we extend country to country. Take stroking your chin - for
our minds, you know, we form opinions about and stretch ourselves, the more content and us it terlds to mean that the person is thinking,
people on !he basis of first impressions. relaxed we are - think of someone sitting with or even thai th€,{re nervous, but for some
A Isnl that a bi! dangerous? I mean, you don't their legs extended, arms above their head - nationalities, ~ suggests they think someone is
gwe people a chance! th€'{re feeling grootl Similarly, standing upright siCk. Another example is the shrug - you know
B Well, there is a danger of st€!'ootyping people but relaxed with your hands 00 your hips gives - raising both shoulders, Husually means "I
although you'd be amazed at haw often first a sense of being in control and authoritative. don't know: Finally, a classic example of a
impressions are correc1. On the other hand, imogine someone standing gesture we hove to be careful with is the "0"
with their legs aporl and leaning forward - that sign, formed by the thumb ond forefing€!'. In
A You mentioned clothes - how important are
can be very threatening. especiOlly if the person most countries rt moons "Everything'Sfine", but rt
they?
is also pointing aggressively - ~ means trouble! can also moon the figure zero. Howev€!', in
B Th€,{re imporlant because they're the first some countries it is extremely rude! Sa you can
A I see. What about the face in oil lhis?
impression we get of how people choose to imagine Ihe impresslon that might gwe ..
present themselves, so someone in smarl B Well, of course thars imporlant, but

Body language T 72 Unit7

 4 Grammar: lin kers expressing contras t
After asking students to underline the linkers in the examples in Exercise 4a, elicit rules from them.

Quick grammar Contrast linkers, or connectors, can toke several forms: they can be subordinoting conjunctions fa/though,
guide: linkers etc.), adverbs, {however, neverlheles$ or prepositions or prepositional phrases lin spite of. despite!. Each type
follows different form rules. 'Nhich con be difficult for students to remember.
Common problems and 8ITOfS
Students often translate directly from their own language and confuse the form rules.
lJesf;ite IRQ!! I~Q!j tired, I went to the party.
Students tend to forgel of in in spite of.
I went out iR spile R'W headoche.

Read through the Grammar Summary on page 78 with students before asking them to complete the
sentences in Exercise 4b. Let students check their answers with a partner before discussing them
as a class.
Ask students to choose the correct linker in Exercise 4c and check with a partner.
End this part of the lesson by getting students to ta lk in groups about mistaken first impressions

-
in Exercise 4d.

Help students prepare to speak about mistaken first impressions by writing some sentence starters on the
altematM> board, using longuoge from the lesson.
When I first met he/she seemed .. .
However, when I got to know him/her, he/she .. .
At first, he/she__
Although he/she~ he/she_.
later _ _

it 5 Pronunciation : intonation of feeling

Play the audio for Exercise Sa. Ask students to match statements to pictures,
Play the audio again for Exercise 5h. Ask students to match statements to feelings.

Intonation is the 'music' of a language -the way the tone of our voice is used to express emotion and carry
meaning. BosKally, the stronger the emotion (enthusiastic, angry!. the more extreme the intonation pottern is
going to be. Tone range in English is very wide, so irs Important to get students to exaggerate the wa>f the
expressions are soid when they imitate the recording.

Play the audio for Exercise 5c. Pause after each statement and ask the class to repeat. Then ask one
or two individuals to repeat. Encourage students to exaggerate when they mimic the strong
intonation potterns of the speakers.
End this Pllrt of the lesson by putting students in pairs to practice speaking with feeling, using the
expressions in Exercise 5d.

Addffional activity Ploy this papular intonation game. Write the following words in a list on the board:
No Movies
Yes Why not
Oh When
Homework Parents
Tonight

Tell students in pairs that they con put the words (but only these wordsl in any order to make a dialogue. Give
students time to practice their dialogues. Then ask a few pairs to oct out their dialogues for the closs. With the
correct intonation, the dialogues can be very funny.

322'-- - - - - --,
Now. just listen. You say thot og<lin ond you1t be SOfry! I Now, just listen.
2 Mmm ... this is great, and there's my new boyfriend. 2 Mmm ... this is great.
3 This is owful ... I can't wait for the interviC'N to be over. 3 This is awful.
4 I'm not really sure. Can Ilhink aboul it 0 liltle bit? q I'm not really sure.
5 I'm sorry, but I think we need to talk about your lost essoy_ 5 I'm sorry.
6 This is wonderful ... the chair is so comfortable ond reloxing. 6 This is wonderful.

Unit 7 T 73 Body language

4

4 Grammar: linkers
ex pressing contrast
a Read the examples from the interview
and underline the linkers thai express
contrast.
1 There is a danger of stereotyping
people, although you'd be amazed at
how often firs t impressions are correct.
joins two clauses, separated by a comma
2 ... sho looked rather somber. However, ,.. she
was rea lly chatty and fun ny, precedes second
sentence after a period , followed by a comma
3 ... the expression will create the greater • . . . .
impression. despite the person's beauty. followed 5 PronunCIatIon : mtonati on of feehng
by noun or - ing, separatt.'ti by a comma ~ a Listen to six statements and match them with the
b Complete each sentence below with as many people in the pictures.
linkers as possible. Read the notes in the Grammar 1 No w. just listen. You say that again and you'll
Summary on pago 76 fi rst. Use the linkers fro m the be sorry! 3
examples and these: 2 Mm m ... this is great, and there's my new
but even though in spite of boyfriend. 1
nevertheless though 3 This is o wf ul ... I can't wait for the interview
1 Mark proved to be very reliable
to be over. 5
although/even thoughlthough he arrived at the 4 I'm /J o t really sure. Can J think about it a little
interview an hour late! bit ? 6
2 Mark proved to be very reliable despitelin spite of 5 I'm sorry, but I think we need to talk about
his laic arrival for the interview. your last essay. 2
3 Mark arrived an hour late for his interview. 6 This is wonderf ul ... the chair is so
HoweverlNeverthelcss , he proved to be very comfortable and relaxing. 4
reliable. ~ b Listen aga in and match the statements with these
c Choose the correct linker in these sentences. feelings.
1 ~ I Despite I thought she was going to be a) serious l[) bl enthusiastic III cl relaxed f!)
a very boring person, in fac t she was a lot of fun dl ansry [) eJ uncertain 11) 0 miserable lit
to_be with. ~ c Listen and repeat the first few words of each
2 €Spite EJ I However his serious appearance, he statement. Try to copy tho feelings.
d In pairs, practice speaking with feeling.
3
Student A: Say any of the short expressions
below with one of the feelings in Exercise 5b.
4
Student 8 : Listen and say which feeli ng A is
ex pressing.
5 We try to mako everyone welcome ·n spite 0 Then SWAP ro les.
even though fin ding some people very u lendly.
6 Somo paronts can be vory strict and fonnal with Expressions
theiT chi ldren. Even though I€ verthele-mthey I really don '/ k no w.
love their children as much as less !onnal Really.
parents. How are YOII ?
d Most of us have made a mistake at some point And what 's next ?
when judging a person. Try to remember an Come on, let's go.
example and make notes. In groups, talk about the
situat ion and contrast your first impressions with
your final impreSSions.
Body Ionguoge Unit7
 Dishonesty
1 Speaking skills
a Are you a good judge of
character? Wo uld you trust
these people? In pairs, decide
if they are honest people.
b Read about the people and
check how good a judge of
character you are!

Number 1 is Bonnie P k
committed bank rabbe . or er, who
the U S d ' h nes and murders in
Clyd~ Barr~:9 t e ) 930s with her paOner

Number 2 is Aileen W
Americon, who murdered al~:s~os, an
She Was executed in 2002 seYen men ,

Number 3 is Uich Ram'

also known as Corlos th lrex Sanchez,
in Venezuela and Was li~k~~ol. H,e was born
terrorist activities in Europe in
and 80s.
the ol'9,07uO's
\l

Number 4 is Jose h G b 2 Grammar: the - ing verb

propaganda minister i~ N ~ bels, Hitler's
master of the · big lie" _ th aZI Germany and a Look at the statements in Exercise 1c and
about Jews. e propaganda underline tbe -ing verbs. Write them next to these
rules for using -ing verbs.
We use the - ing verb:
1 as the subject of the sentence: t.eaYI:I1.g,
c How honest are you? Decide whether you agree or exaggerating
disagree with the statements below, then add up
2 as the object of the sentence and after some
your score and read the analysis on page 149.
verbs: ~ng, copying
3 after prepositions: by ty:.ng, to receiving, by
agree strongly:: 4 traveling, by calling,
agree:: .J
not sure:: 1
How b Complete these sentences with the -ing form of a

disagree:: I
d'sagree strongly:: 0
honest suitable verb and any other words necessary.
Then compare your answers with a partner.

) ' enjoy..readin&. the

are YOUl 1 I'm not interested in wasting time _ _ .
2 is the best form of exercise for all-
around fi tness .
e-malls intended fo 3 I would never admit to _ _ to my boss or my
other pe , r
op e In my family. teacher.
2 !eavinj" Out 4 I really enjoy _ _ on the weekend in the
informatIon from
Your income tal( f
nOrmal _ orm Is
5' WoUldn't admtt
!!" receivf~ too mUch
winter.
5 _ _ is not very good for you if you suffer
everYOne from high cholesterol.
does it. money from
6 I've always hated people _ _ when they're
a Cash machine.
3 I'd try to get a jab &
not my parents or my boss.
!..l!!!&.. about my
qua.Hlcations on m
6" ve saved money
inthepasth
c In pairs, discuss your responses to the statements
in Exercise l c. Give reasons for your response.
resume. y traveli"J'. on publJc
transPOrtation I said "agree" for Number 1 because I reod my
4 I don·t think COPr'ng Without a ticket. husband's e-m ail. I don't think reading other
people's e-mails is serious when you share a
my classmates' Work
for aSSignments
is dishonest. I
7 ;::!ake extra vacation
Work ~ CaJUI1l
computer with them because they know it
might happen.
n sick now and th en.
8 ~aggeratln..s. a
story to make It more
USEFUL LANGUAGE
J think / J believe stealing is wrong.
Interesting ISn't Telling lies can be serious.
dishonest.
J disagree with cheating.

Unit7 Body language

 Objectives Topic: being honest or dishonest
Grammar Reading Speaking
the -ing verb a short story, discussing a moral dilemma,
o questionnaire a role-ploy

Write on the board: Introduce the 10pic

tell the truth tell a lie tell a white lie
Ask Are you an honest person? Do you always tell the truth? In what situations should you never lie? In what
situations is lying acceptable?

••
1 Speaking skills
Put students in pairs to briefly discuss the pictures in Exercise la . Afterwards, elicit answers from
the class and ask why students thought the people were honest or dishonest Ifor example: He/She
lias worlll eyes, a nervous smile, etc.). Answers will vary.
Ask students to road the short texts in Exercise lb and check their answers.

You may wish to check students' understanding of the "crime" vocabulary in the text. Vocabulary check
to murder = to kill a person
10 commit a crime/murder/robbery = to "do" a crime
a murderer = someone who kills a person
a bank robber = someone who takes money from 0 bank
a terrorist = someone who kills people using bombs. etc. for political reasons
to be executed = to be killed by the state for committing a crime

Ask students to do the quiz ill Exercise Ic individually and then chock their answers in pairs or groups.

2 Grammar: the -ing verb

Ask students to check their answers to Exercise 2a in pairs before checking the rules as a class.
Ask students to complete the sentences in Exercise 2b and then check in pairs. Answers will vary.
In Exercise 2c, end this part by getting students to discuss Ute questionnaire in exercise Ic in pairs.
Encourage students to use - ing verbs when they speak. Also, point out the Useful Language box.

As students discuss the questionnaire. go oround the room. monitoring and noting mistakes made involving Coneclion
-ing verbs. At the end of the activity. write some of these errors on the board ond elicit corrections. _bock

Body language T 74 Unit 7

 ti 3 Reading skills
Give students a couple of minutes to fead and think about the questions in Exercise 3a. Then put
them in small groups to discuss their answers.
In Exercise 3b, have students work individually to find the answers to these questions, and then ask
them to check their answers with a partner. Remind students about the Glossary.
Answers: 1 A consultant
2 He felt he was charging a company an exorbitant fee.
3 He didn't know whether he should be honest and resign or not.
4 He felt a responsibility to his family - a responsibility to earn.

Answers to Exercise 3c will be individual. Encourage students to discuss their answers with a
new partner.
After students complete Exercise 3d. ask the class whether the minister's advice was the same
as their advice.

4 Speaking skills
Ask students to read the newspaper extract in Exercise 4a and in pairs make a list of
possible opinions.
Then match one pair with another to form a grou p of four to do the role-play in Exercise 4b. Write
the roles on the board, and ask each student in each group to choose one:
A local resident C member of local Chamber of Commerce
8 social worker o local doctor
When students have selected their role, ask them to look at page 146 and read their role card
carefully. Monitor and help with vocabulary. Ask students to list the opinions of their "character"
in note form and add any from exercise 4a .
When the students are ready, ask them to discuss the site. Give a time limit of, say, eight minutes.
Remind students that tbey have to come to a decision about what to do about the site.

Presentation Write some useful language on the board to help students with the role-ploy:
altemative I think / I believe we should.
Surely it's beller to / important to ,.
Building , . would be .
I see your point, but.

Unit 7 T 75 Body language

3 Reading skills
a Before you read, answer these questions.
Be honest!
1 When you need someone to talk to. who
do you turn to?
2 Would you resign from a job if you had to
do something you believed was wrong?
A Moral Dilemma
3 Would you resign from Ihal job if you and
your family needed the money?
II Read tho story on the right and answer the
S everal years ago in Bangor, Maine, a man knocked on
the door of a minister late at night. H e said, " I've been
walking up and down the street wondering if I should disturb
questions below. you. I need someone to talk to."
1 What was the man's job? H e was on a first assignment with a wcll~kJl ow n consulting
2 What was the problem he perceived with firm in New York City, evaluating the operating of a fail ing
h is job? company in Bangor. For a fcc of $25,000, the consultants
3 What wns his moral dilemma? were to determine the reasons fo r the losses of the comp,my,
4 How did his fa mily affect the moral and to chart a way to profits.
dilemma? " I worked for months to get this job," he said. " It's just what r
c In pairs. discuss these questions. wanted. But, though it's easy to see many faults in its
1 How do you think the minister operation and cite remedies, I am convinced that we are
responded to the man's request? charging this company
2 What would you have advised the man a n exorbitant fcc far
to do? beyond its power to
3 What do you think the man did in the absorb and far beyond
end? the proper charge for
d To find out how the story ends. look at the the services we arc
bottom of the page. rendering. Should I
resign and tell the board
4 Speaking skills of the company how I
a Look at the newspaper extract. In pairs, feci? My responsibility
discuss what you think might be the to my family disturbs
opinions of the poople who live near the me. Do I have the right
land. to renounce a good
salary and impose
the notoriOUS hardships on my fa mily
The fate of d in the Las until I get another job?"
\ t onan
vacant p o . . going to be
di tflCt 1S
EstfeUas s '" evening at
decided tOIUorro\ '"" hall. The
. in the Cl~J e
a n'lC eung tY since fir
d h as been ern:P 'wl t\\lO
\ an the old hoSP1
destroyed _1 residents
and \oC<u .
yearS ago, increastng\y GLOSSARY
have become rnptY plot delermine find oul
dasthce •
conccrne attracting drug absorb (here) pay without finding illoo difficult
has been eleSS people. render a service give/offer 8 service
d hom .
addiCts an for the site IS
ntn\an . 's
The cur r e l' the CItY
uild a hostel for a1 is
to b ut this propOs .
homeless, b met With
to be
expecte d a1 residents.
. . {row \oc 6.3"
h ostilitY . g star ts at .
The rn ceun . and all are
tomorrow evetUJlg
wel corne .

b In groups of four, imagine you are al the meeting.

Your teacher will give you roles from p~gc ~4G.
Come to a decision about the site, consIdering the
moral implications of your decision.

Body language Unit7

 -

1 Warm u p
a Read tho toxt below, then answer the questions.
What can you guess about the people in
the pictures?

people eVal
uate one
one UCLA. studY. ual (appearance) ,
ACCOr ()1D.g to the "Three Vs"': visaU say) . AbOut 93
another usi,ng and verba.l ( what Y ffectiveness is
vocal (voice), rson's co:aununica.ti°C:t~on. Moreover,
percent
dewrro.\ne
Of:::
nonverbal COJOlll~k the connection
ds ro.a.ke or bres. the first
the first 30 S~~le when they roe
et
:~t"View, k eep
betWeen tWO xt tune you're on an dra.wing
tun;::;~dO
in
:~:t~~e interviewer
u before
JIly~;'~: even gotten to - ~ - Rainforest
~Research
llUU
conclusions a.bOut y o
the interview room.
Rainforest research is looking for experienced
fund raisers to ioin our team! We need highly
motivated people to raise public awareness of
1 What do you th ink the people are like? the problems faci ng rainforests today, and to
He's/She's the kind of person who ... help us ra ise the funds necessary to continue
He/She looks I looks like ... our research,
2 What can yo u guess about their past? The ideol candidates will be commiHed to
He/She m ightlcouJd have ... ecological and green issues and will be
b Read the ad for a fundraiser. On the basis of passionate and enthusiastic when dealing with
appearance alone, would you discount any oftha both the public and with other organizations.
applicants in the pichlres? Your interpersonal skills will be essential in
c Ln pairs, list the qualities and skills necessary for establishing a rela tionship with potential donors.
tho job advortised, What would you say about W e are looking for people with a creative streak
those aspect s? and lots of imaginatio n, w ho will be able to
appearance nonverbal communication think of and manage original but successful
oyo contact han dshake backgrou nd fundraisi ng projects.
oducati onallovel commun ication skills
confidence voice Candidates will ideally have experience in
working for a charity, but trai ning will be
provided.

Unit 7 Body longuoge

 Objectives Topic: interviews
Grammar Reading Ustening Speaking
dedudion and possibility in job ods, CVs. an interview ponel assessing candidates,
the post; the passive interviewers' notes making a presentation

Write on the boord: A job interview. Introduce the topic

Ask If you wont 10 make 0 good impression of a job interview, whol is il importonllo do?
Elicil answers and write a lisl on the boord. Some possible answers ore:
dress smartly; wear a suit; arrive on time; smile; make eye conlad; prepare what you won/lo say; be polile;
be enthusiastiC: be positive.

••
1 Warm up
Ask studonts to do Exercise 1a in pairs. As students report their answers to the class , e ncourage lots
ofspccullllion.

Suggested answers: Matthew is tho kind of person who doesn't like people to be late. Ho looks
confident, perhaps arrogant. He looks like a movie star. Ho might have
worked for a high-powered company.
Louise is the lcind of person who likes to be friendly and helpfu l. She looks
confiden t and easy-going. She may have worked in public relations.
Anna is the kind of person who is very quiet at parties. She's shy. She might
not have been to a job interview before.

Ask students to read the ad in Exercise l b and discuss the question . Then put students in pairs to
list qualities and skills under the headings in Exercise l c. Monitor and help with ideas.

Possible list: Appearance: smart casual; friendly; smiling; enthusiastic

Non-verbal communication: good posture: confident manner
Eye contact: need to be good at making eye contact; warm. smiling eyes
Handshake: strong; finn
Background : well-traveled; need to have worked with people: an interest and
knowledge of environmental issues
Educational level: well-educated but no need to be very intelligent
Communication skills: need to be very good
Confidence: h igh - but not overly so (arrogant)
Voice: clear; enthusiastic; positive

Bodylonguoge T 76 Unil7
 2 Task
Divide students into groups of four to read the infonnation, discuss i t, and make notes. Ask students
to refer back to tho list they made in exercise l e. When eliciting answers from the class, find out
which candidates students would recommend and why.

3 Prepare
Ask students to remain in the same small groups and follow the instructions to propare for the group
presentation. Go around the class, helping with vocabulary and ideas.

4 Feedback
Pair up groups. Ask the chairperson of each group to prescnt their ideas to the other group.

il 5 Compare
~ Play the audio for Exercise Sa. Ask students to listen and note the outcome.

Answer: They offer Matthew a job and ask Louise to come back for a second in terview.

Ask students to copy the table in Exercise sb into their notebooks. Play the audio again. Have
students listen and make notes.

Answers:
Anna Matthew Louise
For experience in fundra ising likes a challengo; liked pleasant manner - nico
and managing money; travel potential smile, good eye contact,
degree is right and that kind of thing;
would be good at the
personal side of the job.
Against Greenpeace job more office at first seemed a bit she lacks a key skill;
work than this job; indi fferent, not excited financ ial planning;
interpersonal skills aren't about the job theater management
really good enough; eye experience not relevant:
contact was bad; kept a little too confi dent ,
looking over my shoulder; maybe? qualifications not
possible personal problems exactly relevant

Elicit answers from the class before asking students for their own opinion, in Exercise 5c.

6 Follow up
Before dividing the class into groups of fi ve for Exercise 6a, make sure students understand that
debriefing means finding out information about a past action or event, usually by questioning
someone thoroughly.
Subdivide the groups and allow the two interviewers and three interviewees five minutes to
prepare. TeU the interviewers to briefly list the points they wish to make to each candidate. When
students are ready, ask them to sit a circle of five , with tho interviewers faci ng the candidates.
Encourage the interviewers to be diplomatic in what thoy say. Start the role-play. Go around
monitoring and noting any mistakes for later discussion.
End the lesson by discussing the questions in Exercise 6b .
~'-----------------~----~~--------------------------------------,
A So, we'd better look at the three candidates hove hod some personal problems or B Yeah, I thought 01first that her theater
we've interviewed today.
B Yes. Wei, who! did yoo think of Anno?
""'good'
something. /Jo.rtywaoJ, I dOll't think we can

'"""'" ""'.
management experieoce may hove been

A I agree. Ncm, NIaIIhew ... on interesting guy.

relevant, buI it isn1 really. Rnonciol planning is
key! We hove 10 hove someone who coo do r
r
I liked him. thot!
A Well. although Anna hod the key experience
and skills, you know, good experience in B Me, too. I thought at first he seemed a bit A Well. if we send her on a training course,
fundroising and managing money - she must indifferent. not excited obout the job. but then she should learn that in a couple of weeks.
hove done exactly whot we wonl in the he improved during the interview. B True, sending her on a course should help,
Greenpeoce iOb - she WOSfi't really right fOI' A Yes. well he sold he likes a challenge - and She's got a very pIecsont manner - nice smile,
he must hove hod plenty of those in good eye cootOCf, and tho! ki'ld of thing. She'd
Ihe "". be good at the personal side of the job.
B No, and from whol Anno said, the advertising - so he might hove thought at first
Greenpeoce job mUSl hove involved more tho! the job didn't offer enough challenges. He A A liII1e 100 confident, maybe? And her
office work thon our job. Her interpersoool gol more interesled v.tlen we talked oboullhe Quolificalioos oren1 exactly relevant.
skills orenl really good enough. travel potef1lial. B No ... I didn't think she was 100 confident; I
A No, she really needs 10 wort. on those - her B Yes, he did. Well. I think we should offer him think thars her manner. and irs what we need.
eye conlOO wos bod; she kept looking over one of the jobs. Do you? look. I think we should get her bock for a
my shoulder, though her degree is exoctly A Yes, I do. Okay, thors one job filled, Now, at SC(ond interview, gel 0 better ideo of how
right. I wonder why she hod those two years first I lhought louise would hove beerl ideal QUickiy she might pick up the financial side.
out from 2000 to 2002, buI she locks a key skiI; finonciol planning. A Good ideo. let's do thot. Okay, let's go and
B Mmm, she didn't wont 10 tell us. She might tell them the news ..

Unil7 T 77 Body language

 Matthew
Candidate information

. f Maryland (Environmental
Anna UniversIty 0
1995- 1998 Studies) . Harden BiochemiCals
'ucation
Research assIstant ,
1998-200 0 . G enpeace
Fundralser, re
work
xperie nce :
2002- 2006
'-
Louise

I~&
Qualifications ~~
Jj.U- 2002
2003-2004 ~ . in Media Studies
Work experience 2004-2006 Ce rtificate in The
f~_ • ater Management
~ sutant) Mana
ger, Lyric Theater
Interviewers' notes

4 Feedback
Present your analysis and recommendations to
another group. Then Iislen to their presentation. Do
you agree with their recommendations? Can you add
anything?

5 Compare
~ a Listen to two people discussing the candidates
after the interviews. What is tho outcome of their
discussion?
~ b Listen again and note the points made for and
against each candidate.

Anna Matthew Louise

Fo,
Aga inst

c Did you agree with the docisions ofthe

interviewers in Exercise Sa?

6 Follow up
2 Task a You are going to hold the debriefi ng meetings
You are going to present your assessment of the best with the three candidates. Work in groups of five
candidate for the job. In groups, read the information and take these roles: the two interviewers, Anna.
above and make notes about each candidate. Would Matthew. and Louise.
you recommend each one or not? Interviewers: Prepare your feedback for each
candidate, then give the resu lt of the interview to
3 Prepare each candidate in tum and tell them why they
In your groups, prepare a three·minute presentation got I didn 't get the job.
of your recommendations 10 presenl 10 other groups. Candidates: Talk 10 each olber about how the
Think about the fo llowing: interview went fo r you, then respond to the
1 How will you arrange your presentation? (by interviewers when they are ta lking to you. When
candidate, by skill, experience, etc?) they are talking to the other candidates. listen
2 What language will you need to compare the and offer advice afterwards.
candidates? b In the whole class, discuss these questions.
3 What are your final recommendations? 1 How did you feel about tho debriefing
(Remember. there is more than one job.) meeting?
4 Appoint a chairperson to take notes for the Z After the debriefing meeting, would you
presentation. change any of the decisions?

Body language Unit 7

 LANGUAGE RESOURCE
Grammar Summary
1 Linkers for contrast
The lable below Shows a number of ways in which we can compare and contrast two ideas.

U.. Fonn Example

although, though, intrOduce a second idea thai SLtJordilating c:orlu1ctkxls: join AlthOugh she had the right
makes the mai"I idea SI.XpI'isi"lg a mail clause arx:l a subordinate clause. Qt.I<Wfications, she didn't get the Pb.
""" though
The Slbor'dnate clause can come frst She didn't get the Pb even IflcxJgh
or second h the sentence. INhen the she had the ng,t qualifications.
~te clause comes first. 'M3
separate the clauses 'Mth a rorrvna.
add an idea thai makes a advertls: precede a second sentence: It was a very difficult job.
previously mentioned idea usucilly after a period but can be after a Nevertheless, we finished it in time.
surprising or less true sam-colon. Followed by a comma. It was a very difficult job; i"lO'Nev€r",
we finished it in time.
in spite of, despite Introduce a second idea thai prepositions: follov.'ed by a noun oc-ing He got the job in spite of / despite
makes the maln idea surprising form of the verb; despite is fl'lOI'e formal his long hair. In spite of I despite
than in spite of. VV'hen the subordinate having long hair, he £Ptthe job.
Clause comes first, we separate the
clauses with a comma.

We can use a variety of forms of contrast. with little change to

the sentence: Vocabulary Summary
We often judge people by appearances but/ though some
1 The face
people may not be happy about this.
We often;.x:Jge people by appearances. However/Nevertheless, cI"Wl ears eyebrows eyelids eyes face forehead lips
sane people are not happy 800ut this. mou1h """
We often judge people by appearances in spite of the fact that Make combinations of these adjectives and a noun from
some people are not happy about this. I in spite of some the list above.
people not being happy about this.
1 an angular face 6 hewy e)!elids
Write or talk about the contrasts in your life. Complete 2 a promineflt D21!fl 7 a high fo r ehead
these sentences with your own words.
3 full lins • bloodshot e)!e!;!
1 In spite of being a good student at school, .
2 I enjoy my work/studies althOugh .
3 I don'! earn much money; however, .. .
4 AlthOugh I am not an expert in computers, .
4 buShy eyebro ws
5 thin l ips 10
9 a poijnted
sticking-out ..
chin
~

2 Personality adjectives

2 The -in9 verb academic active aggressive arrogant

athletic authoritative bad-tempered calm
We use the -ing verb in the fOllOwing ways: changeable cheerlul coofident conl ent
• as the subtect of the sentence, before the main vern: demanding deprossed dishonest easy-going
Studying hard is the only way to pass the exam. edgy extroverted honest indifferent
intelligent Introverted .", neM>US

--
Reading lots of books is the best way to team new optimistic pessimistic prodictabIe
outgoing
~
• as the complement or object after some verbs:
quick-thinking
slow-witted
quiet
"""""
su"""'"
Shy
threatening
Yotx WOfSt habit is lying to me!
I really hate rushing to finish assignments.
",happy untrustworthy
"'"
Complete this table with one adjective with a similar
• after the following common verbs: like, enjoy. dislike, hate, meaning to the one provided, arn::! one with an opposite
mind, avoid, keep, miss, d91y, suggest. meaning.
Note: in American English we can also use to + infinitive after
like and hate: I hate to be late. Adjective Similar meaning Opposite meaning
• after a preposition: t oa1~
ne<VOUS ' <i.gy
He apologized for being late for tile Interview.
2 dishonest untrustworth y honest
Complete these statements with the -ing form of a 3 extroverted outgoi ng introverted
suitable verb and any other necessary words.
4 easy-going rel axed demanding
1 _ _ is the best way to be successful in your career. 5 intelligent {Iuick .thinking slow·wilted
2 _ _ is the ideal way 10 learn a foreign language.
3 _ _ Is important if you want to lead a good life in my country. Choose three adjectives which describe you and three
4 One thing I enjOy doing in my free time is _ _ " which are not like you at all. Compare with a partner and
5 Vv'hen I have enough money, I look forward to _ _ " explain your choices.

Unit7 Body language

(!) I<J<] REVIEW
z- Using a monolingual dictionary
Review your actio n pla n: writing an interes ting s tory
Z 1 How a dictionary can help you In pairs. exchange and rBad your partner's anecdote. Then
IX a In grouPS. list all the ways a dictionary can help you. discuss these questions.

§ A ~
.1m -nd .54~.
O~ ",.
can. hdp ""' ckd. spd/."i/ ,.f,e".
g>ed Joy <>pJ.>UU"i/1P'Y
1 'Nhal did you think about the anecdote?
2 Ive there arTf questions you want to ask about the story?
3 can you make My suggestions 10 rnprove it?
~ ~.
~ b Look at the dictionary entries 00 page 154 and see if

~
you can add anything to the group's lisl.

Cl...
2 Using a monolingual dictionary face} I retsl verb ***
o
-J
At this level of English, you shoukl be working with an
effective monolingual dictionary. If you aren't working with
one, or have never worked with one, it's time to get startedl
1 be turned to
2 deal with problem
5 compete against sb
+ PHRASES
L.U 3 accept
+ PHRASAl VERB
>
L.U
You are going to work on the word face. look at the
headword face. It is in red because it is frequently used.
4 talk to sb

o The three red stars mean thai it is one of the 2,500 most
frequently used words in the English language. Now
; lilT]to have your face or front toward
omeone or something' The two m
fh~~~~he;Macross thfie ta·ble. • I turn:~ {~%~e
answer the questions that follow the extract.

General organization 2 .' y room aces north

1 look al the headword for the verb face. How many [T] if you face a problem or if it Ii
definitions of this verb are thefe? five
you have to deal with it" be f d ~hes YOU,
The COuntry is now faced Withc;h Wit. Iby sth
2 Each headwooj is followed by a number of different of war. • face doin th M e P10spect
categories of words. Put this list into the order thai
they appear in the dictionary: compound nouns,
workers faa! losin~ ~heir i::t
of the shipyard
idioms or phrases, phrasal verbs. phrases, phrasal
verbs, compound nouns !A~] ~yat~c~~~~itt~ ~~~~n:~tion exists
3 How many p/vasaI verbs are listed undef the
fact that she still miss~ h' had to face the
headword face? one 4 [T] to talk to someone Wh~~tn .. .
Meaning
%~re:gb~rr~~sing: I'll never be ablelStg:~ult
5 T t am GJ ter what happened.
1 How many definitions are given for faceIfft? two w~llfi~cec°Campepte/agfiamst someone: Williams
2 How are examples sho\.Yn in this dictionary? in italic ria I or the title
3 Rewrite these senteoces USilg a form Of the verb face.
a You have to accept that if you don't study. you'll ~~~~~~I~i?§~~:}t~~nt~ ':t"Jn~~: ~~
fail the exam. Let's face it, if you don't study,
you 'll fail the exam. dSo .he left it 'until t~~d':z~~ic:,gth: c~on'1'tef work,
omg 5th I just ' fi . ace
b Italy will have to play against Brazil in the final of conference. can t ace attending another
the World Cup. Italy will face Brazil in Lhe
final of tlie World Cup. let's fac~ it spoken used before saying
c I want an apartment that looks onto a park somethmg that people might not want t
I want an apartment that faces the park. ~J~;~d' ~:tyO~~ it is true: Let's face it. ~e
ay.

fr;u~~~1.h~Bon~;C~~~P~~~%~~:;~;~:~h; 3:
Grammar
1 What part of speectl is the 'NOId faceless? adjective

fa~~t·~~~~r~l~s:nar~~i~~~~l~St person does

2 Is the p/YasaI verb face up to transitive or
intransitive? transitive
3 WtJch two forms can follow can 't face? noun,
- ing form f repr:sen,t a large organization ecause they
ace.hft. I fels,hftl noun [Cj 1 a medical
Pronunciation operation to make someone's face look
1 \'Vhich is the stressed syllable in faceless? fa ce younge~ 2 work that is done to make
2 PtvasaI verbs are made of a verb plus one or two someth¥lg look more attractive
prepositions and adverbs. look at the stress in the
phrasal verb in the extract. Is the main stress on the
vefbs or the prepositiorv'adverb? the preposition
3 Think about stress and say this sentence: Face up to
your responsibilities

Your action pla n: exploring idioms and compounds

Look at the entry for eye and the compound entries that follow it on page 157 al the back of your
book and complete the task on page 156.
Note: you will need to show these notes to a classmale at the end of Unit 8.

Body language Unit7

 The great picture shaw

What makes a great

sports picture?
In 2003, reporters on the UK Observer newspaper ch~se
the 50 best sports photographs of aU time. Among thelT
choices were these three pictures, all of which illustrate
qualities thot make a great sports picture. ~

1 It captures a great event: action, movement, victory, the

B race for the finishing line, defeat.
2 It captures a mo ment
af great emo tio n:
rage, ecstasy.
3 11 captures the
essence of a great
competitor :
deter mined, fearless .
4 It i s spontaneous - it
hasn' t been specially
set up by the
photographer.
S It is timeless - more
than iust a great
sports picture.

1 Speaking skills
USEFUL LANGUAGE a Look at the text and the pictures. Which picture do you think is the best?
Whot I like about this picture is ' 0' Number them in order of preferonceand note your masons. .
f don't know why llike 1M!; picture, bul . b In group.s . co~pare your answers. Justify your preferences w ith reference to
I'm not sure which is the best picture. the quaht\es III the text. Which is the most popular picture in your
group/class?

2 Reading skills
a Th e~eare the captions that accompanied the photographs. Read each
What I love about the picture is that the captIon and match it with the correct picture.
phOtographer has gone up high into the '--'
stands. The more popular place to go ® ©
The moment the world 01 athletics 'NOS Mood upsid e
for in big games is at ground level. And
There's
. not a great story behind this down. Cae crosses the line to toke the 1500m gold .
he's got a dean background. It's a
Picture. It was a normal fight H the Moscow OlympiCS. Steve Ovett, !he fovorite fOf tt ......
picture that sums up this great player
Scharfma n, the great SPOrts' erb I 500m had already won the 800m gold - the race
beautifully - it did take five or six
If/ustrated h t
t p a ographer was there
Cae - had dreamed about for years- . But this time 0
players to take him out! He was a
00 ~ he's the one that you can ~ was beaten by Sebastian Cae: -I couldn't see Steve. ,
mesmerizing player and what the
behind the champion's legs. Herb was now funning lor the tope knowing 1had hit my
photographer has done is capture that
actually had first choice of seats limit. The onxiety over the lost meters wos unbeorob!
perfectly. The expressions on their
faces and the fact that they aU look
h~ was a bit annoyed when I got so A lew meters post the line I sonk to my knees. It was
th iS shot. It all happened so fast I such a bloody marvelous leliel.-
as thOugh they are about to run off in
loved shooting this man h .
different directions is wonderful. ~ . ' ewasmy
,aVOrlte subiect
I·
Such a WOnderful
h~m~n being. I've just been out to GLOSSARY
MIChigan to shoot him again. mesmerizing
very attractive. causing you to watch

UnitS Sports
 Objectives Topic: sports
Grammar Vocabulary Reading Speaking
noun clouses using wh- track and field extracts from a sports ronking photographs
question words magazine according to criteria

Write Olympic Sports on the boord. Elicit as many sports as you con from students and write them on the Introduce !he topic
board. A~ernolively, put students in pairs 10 write their own lisl- give them two minutes to do it. Then compile
a closs lisl on the board. Ask students which sports they enjoy playing or watching and why.
.,
1 Speaking skills
Ask studen ts to look at the pictures. name the sport, and lell you what is happening or has just
happoned in each picture. The lext is short, so you cou ld road it aloud while students listen
and read.
Give students two minutes to rank the pictures in order of proference for Exercise 10. Draw their
attention to tho Useful Language box.
Then div ide students into groups of four to six to discuss their proforonc(ls in Exercise l b.

It is a good idea to model the task first. In other words, choose a pidure and describe it: What/like about this Presentot;on
picture is it /s spontaneous. The photographer has captured a brief momenl- the moment of winning ... alternative

You may need to check if students understand some difficult words connected with emotions and qualities. Vocabulary check
rage = extreme anger
ecstasy = extreme happiness
determined '" really wonting to win/succeed
fearless", not afraid

Z Reading skil ls
Ask students to do the task in Exercise 2a quickly. They should scan each text for clues as to which
pict ure it describes. Give students a one' minute time limit to do this. Afterwords. ask the class
which words helped thorn answer the question.
Answers: A The soccer picture: Diego Maradona of Argentina fa ces the lJelgian defonse
in the semi-fi nal of the World Cup in 1986.
H Tho boxi ng picture: Muhammed Ali knocks oul an opponent.
C The ath letics (track and fiel d) picture: Sebastian Cae ofC reat Britain wins
tho l S00-meter gold medal at the Moscow Olympics in 1980 - and he beats his great
rival and teammate Sieve Ovett.

Sports T 80 Unit8
 Ask students to match the captions to the phrases in Exercise 2b. Let students work in pairs.
Ask students to work in pairs to do Exercise 2c.

Guessing Ask students to work out what port of speech the word or phrase is. For example. take .. . Oul must be a
meaning from phrasal verb. Then ask them to use other neighboring words to help them decide what the words might
context mean. For example. five or six players are needed 10 do this. So, take ... out must mean defeat or stop.

Suggested answers: 1 stop him. 2 photograph, 3 the fi nishing line. 4 at the end of my physical
reserves, 5 an excessive amount

t ·· a 3 Grammar: noun clauses (1)

Have students underline the noun clauses, then answer the questions, in Exercise 3a. Ask them to
work indiv idually and then compare their answers with a partner.

Quick grammar Noun clauses, beginning with a question word. ca n be confusing for students because (unlike yes/no
guide: noun questionsl there is no inversion or use of question-forming auxiliaries after the question word.
clauses
Common PfOb'ems and errors
Students often attempt to apply question forms 10 Ihe clauses.
I'd like to know R9W €lees f::Ie play so wel/.
Nobody knows WRI' i5 Re so good.

Have students do Exercise 3b in the same way, then check their answers with the Grammar
Summary on page 88.
Answers: Here the noun clauses are subjects. We use noun clauses as subjects when we want to
emphasize them .

0_
Ask students to complete Exercise 3d and check with a partner before discussing the answers
as a class.

Presentation Do the first sentence in exercise 3d as an example. Point out that is needs to be followed by a noun or noun
phrase. or by that + a clause (= subject + verb + object), for example:
What/like about soccer is the ball skills.
What/like about soccer is that the players are so skillful.

••
4 Vocabulary: track and field
Have students work in pairs or groups of three or four to do Exercises 4a to 4d. A good way to
manage this activity is to leave them to work through the activities at their own speed, with an
overall lime limit of ten minutes. Have them appoint one person as the timekeeper for the group.
Those who finish early will have longer to do the discussion in exercise 4d.
At the end, briefly check the groups' answers.

Unit 8 T 81 Sports
 b Read the captions again. Which ono describes (or 4 Vocabulary: track and field
which ones describe) the fo llowing?
a Complete the table with the correct nouns or verbs.
1 a great personal ity A, 13.
2 a great event A, C
3 an unusual perspective for a picture A
Verb Sport Person
4 movement A , C swim swimming swimmer
5 victory B, C do lhe longjump long jU1I1J.l longlwnper
6 great emotion B, C do Ih ~ higlu ump the high jump his!Lj ume.er
7 the race for the fini shing li ne C sprint sprintin).! sprinter
8 professional rivalry B, C di vl' diving diver
c Find the following words or expressions in lift weights wei&,htlift ill8 weightlifter
Exercise 2a. Figu re out what they mean from the Ihro\\ the ja\'clin the javelin javelin
context. thrower
1 take him out {A} 2 shot (8) 3 the tape (C)
4 hit my limit (C) 5 unbearable (C) b Check your answers in the Vocabulary Summary
on page 88.
3 Grammar: noun clauses (1) c Wh ich sport wou ld these animals excel in? Write
a Look at these quotes describing tho pictures . the sport in the sentences below.
Underline the noun clause in each sentence. Then a cheetah a flea a kangaroo a dolphin an ant
answer the questions.
1 sprinting : the cheetah can run 100 meters in
1 The perspective of the picture is what I love five seconds; it is the fastest creatu re on earth.
about this one. 2 high jump : a fl ea can jump 100 centimeters
2 Herb couldn 't understand how I got such a high - that means it accelerates fa ster than the
good shot. space shutt le!
3 You can see from this picture why Coe was 3 long jump : a kangaroo can jump 13 meters;
such a great competitor. the kangaroo rat can jump 10 ti mos its own
a Which question words in troduce the clauses? length.
what , how. why 4 swimming : dolphins can travol great distances
b Are the noun clauses the subject or the object in the water without stopping, at a speed of up
of the sentence? the object to 46 kilometers an hour.
b Now look at these sentences from the captions 5 weightlifting : a real ly strong man can li ft
a nd underline the noun clause. How Bre these twice his own weight. but an ant can lift 50
different from 1, 2, and 3 above? Why do you times its own weight.
th ink this is? d What makes a great athlete? In pairs. discuss these
1 What J love about the picture is that the athletes, using the criteria in the box and any
photographer has gone up high into the others you can think of.
stands. 1 boxer 2 soccer player 3 runner
2 What the photographer has done is capture 4 basketba ll pl ayer 5 weight-lifter
that perfectly. 6 race car dri ver
c Check your answers in the Gra mmar Summary on abi lity to ru n/jump speed strength
page 88. hand-eye coordination love of danger
d Complete these sente nces with your own words. ability to work in a team stamina
Then compare them with a partner. determi nation
1 What I like about soccer (track and fi eld I
I think whot mokes a
boxing) is ...
great boxer is .. .
2: What I dislike about soccer (track and fi eld I
boxing) is ... e Com pare your
3 Lot me tell you why .. . is my fa vorite sport : ideas with
4 What I really like Idon't like about the the rest of
Olympic Games is ... the class.
5 One thi ng I don't understand about sports
is why ...
6 It always amazes me in big soccer or football
games how ...
7 What attracts me to watching sports on
television is ...
8 I can't understand the menta lity of sports
fans who ...

Unit S
 1 Reading skills
a In pairs, discuss the pictures.
1 What are the people in the pictures d·
omg.,
2 What is the purpose of these sports?
3 Do you do any sports like these? Why?
b In pairs, read about two martial arts.
Student A: Read the text below, about capoeira.
Student B: Read the text about karate on page 150.
c Ask your partner these questions about their text.
1 Where did the sport originate?
2 When did it originate?
3 Why do people practice the sport?
4 What are its main movements? 2 Grammar: expressing purpose
d Would you prefer to take up karate or capoelra.,
.
a A common way of expressing purpose is with to: I
Why?/Why not? took up karate 10 keep fit. Find mor~ ways of
expressing purpose in the texts. WhIch verb forms
follow the expressions?
•
capoelra Martial arts:
Capoeira is now mainly known as
LANGUAGE NOTE
We can use the expressions of purpose in
a mixture of dance, gymnastics, the negative. too:
Capoeira was originally an
and martial arts. It has become I took up judo so as nollo I so that I .
African martial art imported to
very popular in recent years. Some wouldn 't feel scared in the streets at mght.
Brazil along with African slaves.
people see it purely as a way of
The first record of it dates from
enjoying themselves, others do it b Complete these sentences with an expression of
1770. after the early years of purpose and your own words. Try to make at least
to keep fit, and others to defend
slavery. It was developed by the one negative sentence.
themselves. It consists of a number
slaves in Bahia, Brazil. so as to 1 Some peop le take up a martia l art ...
of movements based on attack
fight their masters, Soon, the 2 People sometimes do volunteer work ...
and evasion. So in capoeira you
slave owners prohibited it, so 3 We should try to use our cars less ...
might head butt an opponent, do 4 Everyone should eat a balanced diet.
the slaves practiced it secretly in
a handstand to move away, drop 5 A lot of people do yoga or meditate.
the forest In order to disguise it
onto your elbovvs and kick, or
from their masters, the slaves twist away. It involves both GLOSSARY
made it look like a dance. strength and suppleness. martial to do with war or fighting
suppleness being able to move and bend your body easilv
'-

UnitS Sports
 Objectives Topic: martial arts and parts of the body
Grammar Vocabulary Pronunciation Reading Writing Ustening
expressing ports of the body w eak forms extract from a on advice leaflet a radio phone-in
purpose with l'd/ martial arts book on security

Wrile Martial Arts on the board. Ask students to give you examples of martial arts I;udo. karole, toe kwon do, Introducethetopk
kung fuJ.
Write on the board: bell /dc, throw twist self-defense confidence keep fit
Ask How are these words related /0 martial artS?
••
1 Reading skills
Ask stude nts 10 work in pai rs to do Exercise l a. Check answers wit h the class briefly.
For Excn:ise l h .lell students in pairs to decide who is goi ng to bo "A ," unci who is going to be "B. "
Ask them to road their texts carefully. Point out the Clossary. Then ask thorn to take turns to ask and
answer tho q uestions in Exercise l e.
Aftcrwurds, ask one or two As to summarize the answe rs from B's text, and vice versa,

Answ ers: Capooim Karote

Africa lndia
Beforo 1770 2.000 years ago
To en joy themselves, keep fi t, Self-defense. philosophical way of life
defend themselves Allack with foot and hands, force comes
Allack and evasion: head bUll , handstand, from hips - balance and hip ro tation
drop to elbows, kick. twist away

Divide the class into A poirs and B poirs. A poirs read text A. a nd B pairs read text B. Then they discuss it with
their portner, who ha s read the some text. They hove to make sure they can answer the questions and explain
difficult words to each other. Then mix students so that As are paired with Bs. Students then ask a nd answer
the questions. By doing this, you give students preparation Hme so that they are ready to answer queslions,
ond it gives you on opport unity to mix pairs in the classroom.
-altemative

Discuss student s' responses to Exercise 1d as a w hole class.

2 Grammal': ex press ing purpose

Write studen ts' findings from Exercise 2a on the board. and point o ut tho rules of uso and form.
Draw attention to the Languago Note , which includes h ow to form tho nogative of an expression of
purpose using those phrases.

To, in order 10, and so as to a re used to express purpose, They are followed by on infinilive. So (thaI) is Quick grammar
followed by a clouse. Be careful: so is used twice in the text with the meaning of consequently. II is not, here, on guide
expression of purpose.

Answers: .. . so as to fight their masters ... so thai you can use Ihem with force and accuracy ...
In order to disguise it ...
... to keep fit ... 10 defend themselves

Complete tho fi rs t son te nce in Exercise 2b as an exa mple to get stude nts sta rted . then as k them 10
use their imagination to w rite sentences. Let st udents check in pa irs. T hen as k a few ind ividuals to
read their sen tences aloud for the class.

Model a nswers: Some people take up a martial art to keep fit.

Some people take up a martial art in order to enjoy themselves.
Some people take up a martial art so thai they know how to defend themselves.

~,~----------------------~
For Exercise 4 on page 83 ::wi
Sometimes irs scary walking home at night. so I took up karate to feel stronger. to feel more prepared. You don't
hove to walk at nig ht here - you can toke 0 cob. but I need to save money. Karate may not really make me sofer,
but I started it in order to feel safer. ond I do_

Sports T 82 Unit 8
 3 Vocabulary: parts of the body
For Exercise 3e, divide students into groups of four. Give them an example (soccer: foot, shin, knee,
ankle are important, as is head), Then ask them to discuss some sports, using the words in exercise 3b.

4 Pronunciation: weak (unstressed) forms with l'dl

g-
Quick
pronundation

~
The weak unstressed 13/ sound is the most common phoneme in English. AI limes, irs so unstressed in
continuous spee<:h that it con barely be heard. Words which ore commonly unstressed, like prepositions, (to,
otJ, or1icles, /0, the!. and other structure words ore often pronounced with the /3/ sound.

Allow students to check their answers in pairs before they listen to the audio for Exercise 4b to
check. Replay the audio. After each line, pause the recording, asking students 10 repeat.

it 5 Listening skills
Play the audio for Exercise Sa once through and then check answers.
Play the audio again for Exercise sh and have students check the p hrases the police officer agrees with.
In Exercise 5c, encourage students to take notes as they liston. It should not be necessary to pause
the recording for them to write.

Ti 6 Writing skills
When students have done Exercise 6a , check that they understand that the leafl et is written for
tourists. Clues: in a place you don't know, make sure you know enough of the language to ...
For Exercise 6b seat each group of six in a circle or around a table. Ask students to read through
steps 1 to 4 carefully. Sub-divide the groups and make sure each pair chooses a different situation.
Allow five minutes to discuss and make notes. It is a good idea to hand out blank pieces of paper to
make sure all the leaflets are the same size,
After Exercise 6c, staple the leaflets together to make a guide for vis itors, Pass the guides around the
class for other groups to read, or put them on the class notice board.

The audiascript for Track 34 is on poge T82 ~

35~-------------------------------------------------------- __
Host Recently, there has been on increase in anocks on than the sidewalk - if there isn't a lot of troffic. of course -
women in the streets at night. Police and women"s as you're in the open there.
organizations soy the problem is getting worse. So the Host We have another call. Jason, what would you like to
progrom today is asking: is there ony1hing women con '-Of'
do? To help us come up with some answers, I hove a
Caler 2 Hello. I'd just like to soy that irs not just women
police expert Martin Fowles, with me today.
who are anocked at night. I was attacked a few months
Expert Hello. ago ..
Host I understand that a lot more women are taking up Host Ch,no ... what happened?
martial arts these days. Is thot useful?
Caler 2 Well. the guy threatened me with a knife. He
Expert Yes, it is. but our first advice would be not to put took my wallet and my cellphone, but he didn't harm me,
yourself in any s~uotion 'Nhere there might be danger. so I guess ~ wasnl too bad. But, you know, rve started to
Why go on the streets alone? carry, like, a weapon with me now - I feel safer.
Host We have a coller who'd like to soy something here. Expert Joson, thaI isn't a good ideo. I understand that
Deborah? you feel safer, but an onacker could use your weapon
Caller 1Oh, hi. Well, I live in New York: and sometimes irs against you. Or if you harm someone, you could be in
scary wolking home at night. so I took up karate to feel trouble.
stronger, to feel more prepared. You don" have to walk at Host But what should someone like Jason do, if he's
night here - you can take a cob, but I need to save attacked again?
money. Karote may not really make me safer, but I
Expert If you get in a situation that you can't avoid, try
started it in order 10 feel sofer, and I do.
running fi rst. If that doesn't work, and the anacker wants
Expert Yes, thars true, sometimes just feeling sofer can money, just give it to him. There's no point in risking your
help. You dorn want to look like a victim - if you have to life for money.
walk the streets alone at night, walk toll, look ahead, not
Host Okay. Now we hove Allie on the line. Allie?
down, and took purposeful, as though you know where
you're going. Muggers tend to go for people who look Calef 3 Yes. I wanted to ask about something I've heard.
nervous. So. yes. martial arts or seIf·defense courses can I've heard that if you're allacked, you should shout au!
help your confidence. "Fire!" as loud as you can. Is that true?
Host What other basic advice would you gwe women Host Fire?
wolking alone at night? Expert Yes, rve heard that, too, and irs a good idea. You
Expert Well. there's alilhe obvious advice, you know. see, if you call out "Helpr, people may not want to get
keep to well-lit streets where there are lots of people; Involved, but if you coli aut "Firel", people come out of
donl go down alle-ywoys or into badly·lit areas if you con their houses to see v.-hors happening. Sod, but true ..
help it. H's sometimes bener to walk on the street rather Host Okay. Thank you, Allie. Now we hove ..

Unit 8 T 83 Sports
 --
3 Vocabulary: parts of the body
a Go through the Iwo texts in Exercise 1 and find
\....... six parts of the body.
Capoira: head, hand . elbows
Karate: hand16st. fect, hips, muscles
b Match the numbered parts orthe body
with the words in the list.
abdomen 0 ankle ~
armpit [jJ sh in ffi
elbow [l fingers III 6 Writing skills
fool ~ hand III a Read the extract below - who might rcad it? Why?
head [) heel 0 Do you agree with the advice?
hip !]j knee iJ!I
shoulders Iill th igh IJ[J
[j) IE)
toes
wrist III
waist
Practical tips
c In groups, discuss which parIs of the body are When you're in a place you don't know:
important in any sports Ihal you play.
1 ensure you find out where lhe dangerous areas are and
don't go there! '
4 Pronunciation: weak (unstressed) 2 make sure you know enough of the language to ask for help.
forms with fa! If you think someone is going to attack you'
a Read what this woman says about why she took 1 start running. .
up karate. Say the text to yourself and circle the
words that become weak (unstressed). The first 2 'tlttract attention by breaking a bottle, a window or anything
tat makes a lot of noise, '
two are circled for you.
3 carry a whistle and blow it hard so people can hear it and
Sometimes it's scary walking home@night, so I come to your rescue.
took up karate@fcel stronger, to feel more
prepared. You don't have to walk at night here- If you can't run away:
you can take a cab, but J need to save money, 1 shout for help as loudly as you can.
Karate may not really make me safer, but I started 2 kick your attacker in the shin - but make sure you hit the
it in order to feel safer. and I do. bony part.
.......... ~ b Listen and check your answers. then repeat
the lext
b Now write a leaflet advisi ng visi tors on security in
5 Listening skills your city. In groups of six, fo llow these steps.
1 Divide into pairs. Each pair takes a different
~ a Listen 10 a phone-in program on the rad io and
situat ion from the ones below, or from others
answer these questions.
in your city. Example situations: on the street,
1 What is the topic? allacks on women on the on public transportation, at cash machines, in
street at night. parks.
Z Who is the program mainly aimed at? women 2 Think about attacks that may happen to
~ b Listen aga in. Does the police expert agree with visitors and the pur pose of the attack, e.g.
these ways of protecti ng yourseJf? cameras, cell phones, money. jewelry.
1 Taking up a martial art 3 Decide what information, if any, you will use
2 Keeping to well-lit areas at night fro m the radio program and add information
3 Carrying a weapon relevant to a local context.
4 Running away from an attacker 4 Write a list of practical tips for your situation.
~ c Listen and make a note of all the advice that the c Show your leaflet to your group . Check each
police expert gives. Compare your notes with a other's content and language. Then decide on the
partner. Do you agree with the advice? headings for your leafl et and put a.ll the
information together.

Sports UnitS
Not for girls?

Sport or spectacle?
MuhammadAli is probably the most
1 Reading skills famous sports figure on earth; he is
recognized on every continent and by all
a In groups, discuss these generations. The diagnosis of his illness
questions about the pictures
as Parkinson's disease after his
o n this page.
retirement fuelled the debate about the
1 Are you surprised at
dangers of boxing and criticism of the
seeing wom en doing these
sports? sport. That, plus his outspoken
opposition to women's boxing, made
2 Which one is the most
surprising/shocking? Why? people wonder how he would react when one of his daughters decided to take
3 Can you think of any up the sport. His presence at laila's first professional fight, however, seemed to "--
sports that are more broadcast her father's support. Of course Muhammad Ali wanted to watch his
associated with women daughter fight.The ring announcer introduced him as the "The Greatest" and ar
than men? What might be he sat down at the ringside the crowd chanted "AIi,AIi,AIi ...". '--
the reaso n?
Twenty-one-year-old Laila's debut fight was a huge success and there was as
b Read the article about Laila much publicity for the fight as her father's fights once attracted. Unfortunately,
Ali, the daughter of
Laila's opponent was much weaker than she was and the fight lasted just 31 "--
Muhammad Ali. Which of the
phrases below refer to Laila seconds. Since then, laila has won most of her fights by knocking out her
and which to Muhammad? opponent. "She knows what she's doing, all right," said one referee about her."~
Why is each one im portant in knows about moving well. You can see some of her dad's moves." "--
the context of the article?
laila Ali would rather not compare herself to her father. She prefers to make hr
1 the most fam ous sports own name. Her father supports her decision to enter the sport but he has not "-
fig ure on earth spared her the details of what can happen. Laila realizes that her father wants her
Muhammad
to understand the worst possible scenario to see if she still wants to go forwar"
2 feisty and determined
with it. She knows she's going to get hit hard at times, that she may get a broken~
Laila
nose or a swollen face , but at least she is prepared for it.
3 Parkinson 's disease
Muhammad Ali's decision to start boxing despite her father's struggle with the symptoms 0 ',
4 the greatest Muhammad Parkinson's disease has of course sparked a mixture of debate and criticism. But-
5 a magne t for worldwide Laila is a feisty and determined individual and it is that as much as her famous last
media a ttention Laila name that has made her a magnet for worldwide media attention. Of course, t~, "-
arrival on the boxing scene of a woman with her family history attracts even
more questions about whether women's boxing is sport or spectacle.

GLOSSARY
feisty having a strong character
swollen larger and rounder tha n usual
spectade an impressive show
(sometimes used to show disapproval
of something ridiculous)
 Objectives Topic: women and sports
Grammar Reading Ustening Speaking
verb + verb constructions on Internet article an informal a role-play
(to + infinitive / -ing verb! conversation

Write the names of two or three famous sporlswomen on the board. (For example. Serena Williams, Mia Introduce the topic
Hamm, Gabriela Sabatini - but choose women well-known to your studentsl. Ask Whol sports do Ihese
women ploy'! Whol qualifies and strengths do they have? What other female sports stars do you know?

1 Reading skills
Ask students to work in groups of four to six to discuss the questions in Exercise l a . Afterwards.
find out the degree to which your students agree or disagree with each other.

Answers: Sports associated with women : ice-skating, gymnastics, synchronized swimming-

probably because the sports are gracefu l and balletic. Volleyball, field hockey, and
tennis are often associated with women - possibly because these are sports that most
girls play at school. In the U.S ., women's' soccer is very popu lar.

In Exercise lb, ask students to read the article and match phrases to the people. Let students discuss
their answers with a partner before sharing them with the class.

You may wish to check that students understand these words connected with boxing; Vocabulary work
to fight/to box
a fight / a boxing match
boxing ring'" place where boxers fight
01ringside", next 10 the boxing ring
lake up boxing"" start doing the sport of boxing
knock out on opponent ::= make him/her unconscious

Sports T 84 Unit8
 in Exercise l c, ask students to read the statements carefully before researching the article to find
phrases in the texl that support their answers, Let students discuss their answers with a partner
before sharing them with the class.

Answers: "his presence at Laila's first professional fi ght ... seemed to broadcast her
fath er's support"
"Lalla has won most of her fights .. . "
"the diagnosis of .. . Parkinson's disease fuelled the debate about the dangers of boxing"
"hor fa mily history attracts even more questions about whether women's boxing is
sport or spectacle"
"Muhammad Ali wanted to watch bis daughter fight "
Following Exercise ld, have a brief class debate about boxing or any other sport in which women's
participation is currently controversial .

2 Grammar: verb + verb constructions

Exercise 2a can be done in pairs. Ask students to research the text, find examples, and complete
the table,
[n Exercise 2b, also point out the Languago Note that discusses start.

Quick grammar Students simply need to memorize whether verbs ore followed by to + verb, the simple verb, or the -ing verb.
guide: verb+verb Prepositions ore always followed by -ing.
Common problems ond errors
Translating from the students' first language and overusing 10 + verb
My parents don'llel me ~ oul/ole.
I don'l en;oy ~so hard.

After students have comploted tho sentences in Exercise 2c, let lhem check their answers in pairs,
and discuss the sentences.

3 Listening skills
in Exercise 3a, elicit the answer to the first question from the class to get them started, then give
students three or four minutes to complete Ule rest of the text, Let them compare their answers
with a partner.
~ Play the audio for Exercise 3b, Ask students to listen and check their answers,
~ Play the audio again, Pause the recording to give students time to note the arguments.
Answers: For: iI's exciting
Against: she should be studying for her exams; it 's dangerous; it's expensive

4 Speaking skills
Allow four or five minutes for studonts to do Exercise 4a, Elicit ideas from the class and write
ospecially good ones on the board, building up a list for and against. Encourage students to read tho
Useful Language box as they prepare their arguments,
Once students have read their role card for Exercise 4b, give them a few minutes to prepare what
they are going to say.
-~~-----------------------------------------------------,
Mother And what do you think you're doing? Girl Well, thars obvious, isn't it? I didn't wont to tell you be<:ause
Girl Nothing. you would have stopped me from doing it. thers why.
Mother What do you mean, nothing? Where are you going? Father Thafs not true, darling; irs just that we think you should be
And don', soy "nowhere: studying for your exams.
Girl Okay, then. I'm going motorcycling. Girl I'm always studying. I'm the best student in my class.
Father [from another room) Motorcycling? Mother Well, I'd prefer you to take up dancing or something
Mother Motorcycling? like thaI.
Girl Yeah, motorcycling. I'm in a race tonight. Girl I can already dance. rd rather spend my free fime
motorcycling. trs excrting.
Father But you don't even have a motorcycle.
Mother But isn't It dangerous? trs just tholt'm worried.
Girl No ... actually t wonted to talk to you about that. Right now,
I'm using Joke's but he .", Father And isn't It expensive? t mean, you con" use Joke's
bike forever.
Mother Wait a minute. Motorcycling? Racing? How long hos this
Gift Exactly, and thars what I wont to talk to you obout. Irs my 18th
been going on?
birthday soon, and I'd reolry like ..
Girl I started motorcycling - with Joke, on his bike - about six
months ago, and I've been racing a few limes. Mother Now, hong on. If you think we're going to buy you a
matorcyde for your birthday ... I think we need a serious
Mother And why didn't you tell us? Why did you hide it from us? conversafion oboul all this ..

Unit 8 T 85 Sports
 c Read the article again. Find evidence to support these statements.
1 Muhammad Ali accepts his daughter's decision to become a boxer.
2 Laila Airs boxing career is successful.
3 There is a lot of controversy about both boxing itself and about women boxing.
4 Laila has a good relationship with her father.
d Look at the last sentence in the article. Is boxing a sport, a spectacle, or something else?
Can you think of other sports that provoke a similar debate?

2 Grammar: verb + verb constructi ons

a Look at the categories on t.he left of the table and find examples of these in the article.
Check ( ~ ) the correct column in the table to show what follows them.

Category to + verb Simple verb - ing verb

Verbs like IVan I, decide, prefer ,/
Verbs like slarl, suggesl ,/
Verb phrases like I'd rather, you'd betler ,/
Modal verbs and make/lei ,/
Prepositions, e.g. from, by. about ,/

b Check your answers in the Grammar Summary on page 88.

c Complete these sentences with the correct form of the verb in parentheses.
LANGUAGE NOTE
Slart can be followed by
1 I'm interested in watching (watch) boxing on TV.
either an -ing verb or to
2 I'd rather take part (take part) in sports than watch (watch) them.
+ verh.
3 I started learning (learn) English when I was five years old.
4 My parents wanted me to follow (follow) in their footsteps
and do the same kind of work as them.
5 I would prefer to live (live) on my own than in an apartment
with others.
6 I'm afraid of being (be) without work.
d In pairs, discuss the sentences. Are they true for you? If not.
change them so that they are.

'- 3 Listening skills

a Look at the picture then read this summary of a conversation
between Emma and her parents. Try to fill in the blanks.
Emma started 1 going motorcycling about six months ago. She
didn't want 2 to tell her parents because they would have
stopped her from 3 doing it . They think that she should
4 study for her exams, and her mother would prefer her
5 to take up dancing. Emma would rather 6 spend her free
time 7 motorcycling and she wants 8 to talk to her parents
about 9 buying her a motorcycle for her 18th birthday.

_.
Listen to the conversation and check your answers.
Listen again. Make a note of the arguments that Emma and her
parents raise for and against her hobby.

4 Speaking skills ."

'- a In pairs. try to think of other arguments for and against a girl of 17
motorcycling.
b In groups of three. you are going to role play the conversation between Emma and her
parents. Choose your role and read it on page 1413. Then follow these steps:
1 Tell the others how you feel about the situation . Try not to get angry.
2 Discuss the situation and try to reach a compromise. You will need to
negotiate, using some of the Useful Language phrases.
3 When you nave reached a compromise and you know how you are going USEFUL LANGUAGE
to resolve the situation. stop talking.
I'd like you to ...
c Tell the other groups in the class about your solution to the problem. Who
I'd be really happy if you'd
found the best solution?
I see what you mean. but .
If you agree to X, then /'11 ...

Sports Unit8
 1 Wa rm up 4 Tho current system, with countries taking
turns organizing the Olympics, is fairest.
a In groups, discuss the Olympic Games.
5 The Olympics should be abo ut athletes
1 When were the last Olympic Games? Whero compoting witil each other.
were they held? 6 There is too much commercialism in the
2 What do lhe imagos on these pages tell you Olympics these days.
about the Olympic Games? 7 The Olympics should be all about
3 What arc tho main objectives of the Olympics? entertainment; they should be a good show.
Are they usually achieved? 8 The Olympics should be abandoned these
b Read these statements about the Olympics and days as they attract terrorists.
decide whether you agree with them or not. Share 9 Bringing nations together in friendship should
your views with your group. be the only aim of the Olympics.
1 Keeping politics out of the Olympic Games is
essential. 2 Task
2 Countries at war should stop fighting during You ore going to debate the role of the Olympics
the Olympic Games. (today and in the future). First , read the following
3 The Olympics shouldn't only be held in rich quotes and decide which of the views in Exercise
countries. lb each speaker holds. (They may hold more than
one of the views.)

(l)The games
I believe there's nothing wrong
should have nothing to In the old days, the games
with the Olympics as they are run today. do with politics; the games had nothing to do with big
something works, we should leave it alone.exist to encourage the highest business or with entertainment for its' \
Although there are problems, they are beyond the
standards both on and off the own sake. Nevertheless, we athletes ,
responsibility of the Olympic committee. However, I
field. Breaking world records is were justly proud of our physical and
believe countries at war shOuld be banned from
important, but providing \ mental fitness. Sadly, the spirit of t(e
~
competing, or at least we should insist
.... excitement is the main . games is dead - they must be given
on a ceasefire. '\ purpose of the back to Greece where they

"'","7;;;;;;;;,;;;;;;;;;;;;;;;;;;;;;;:::;':'--~"_
eommitte e , 1,." games"
"
ioum<llist
""
~'
....~bA.
''V
began"

_--------:-:----'-"'~~:~~-
: ~ medal viIOrd-
We are applying to host the G In my opinion,
games next time so that we can boost the Games are a media event:
our economy and provide more jobs for our they are all about entertainment. The Games should be
citizens. We could be given an opportunity to spectacular - and the system of having the Olympics in a
imprOYe all kinds of services. As a small different country every four years is good because it
country, we should be given a increases interest.
chance to develop, too.

As an athlete, I think the The world is in Crisis, with wars and

Q Olympics are an opportunity to aggression all around. The Games are a
prove ourselves on the world stage and symbol of international cooperation and we have tl""
to become better known. In spite of the work with all nations to make them work, despitE:.
~ . ' ideals of bringing peace and friendship, our feelings towards countries we perceive as
'Gl. "'
~
it is about competition and
making a living.
aggressors.
"
"ClaSs athlete

Unit 8 Sports
 Objectives Topic: the Olympics
Grammar Reading Ustening Specking
linkers expressing contrast quotes a committee discussion debating the role of the
and -ing verbs Olympics

Write The Olympics on the boord. Ask students a few personalized questions to gellhem started, for example: Introduce the topic
Do you enjoy watching the Olympics? Which events do you walch and why? Is it important to you when
somebody from your country wins a medal? Why?

1 War m up
Divide students into groups of four to six to discuss the questions and statements in Exercises 1a
and lb. Afterwards, elicit from one person per group a summary of the main points they discussed.

Beijing is hosl of the 2008 Olympics and the 2012 Olympics will be held in london. The images on pages 86 Culture note
and 87 show the Olympic flame; branding and advertising; Block Power solutes by American athletes at Ihe
1968 Mexico City Olympics protesting segregation; Ihe murder of 11 Israeli othletes by Palestinian terrorists ot
the 1972 Munich Olympics.

Nominate a group leader to ask the questions and rea d the statements aloud for others 10 discuss. II is his or Organizing group
her job 10 make sure thai everyone in Ihe group speaks and that no one speaks about one topic for 100 tong. discussions

2 Task
Let students work in pairs to match quotes and views. Give a short time limit, say four minutes.

Answers: A 2, 4 81 ,7 Co
D 3, 4 E 4,7 F5 G9

Sports T 86 Unit 8
 3 Prepare
Divide students into groups. Then give them a minute or two to decide which statement they wish
to discuss, and decide which role they wish to play. Make sure that each student in the group
chooses a different role. Tell students to list at least five arguments they wish to make.
Tell students that they have five minutes to discuss. Remind them that they have to agree on a
proposal. After five minutes. stop the discussion. Tell groups to decide on the wording of their
proposal. and tell them to decide on who is going to read it aloud to the class .
•
T 4 Feedback
Ask one student from each group to stand up and deliver their group's proposal. After each, elicit
comments from the rest of the class .
• ••
T1I 5 Compare
Play the audio for Exercise Sa. Ask students to listen and say who is speaking.
0 Play the audio again. Let students check in pairs before discussing their notes as a class. lfyaur
0 students have problems hearing the expressions, you could play the same audio a third time,
pausing as needed .

ii 6 Notice
Read through the example and rules as a class, then ask students to find other examples from
the lesson.

Answers: lb shouldn'!. .. be held; should be abandoned

Z should be banned; must be given; could be given; should be given

ii 7 Follow up
Divide the class into the same groups as in exerc ise 3. Give students four or five minutes to discuss
the statement. Nominate one student in each group to write down arguments why. Ask that student
to summarize their group's ideas for the class at the end.

Additlon.1 acIMty In groups, osk students to design a poster to promote on Olympic bid from their city. On the poster, they have
to design a logo, write a slogan, and five reasons why their city should get the Games. These reasons may be
in shari, bulleted note form.Give each group a large sheet of poper to design their poster on. Put lhe posters
on the classroom walls.

J7~-----------------------------------------------------
RepresenkrIiv9 of International Olympic Committee Retired athlete Well, allhough I do agree with Sylvina
Well, thank you all for coming. We're here to discuss thai we athletes are overworked and underpaid, I
Ihe future of the Olympics and to suggest some think 01 the same time thatlhere is lar too much
practical solutions for improving ~. We hove severol commercialization and focus on money. We are in
items on the agenda, so lers start. Rrst, as a danger of losing sight of the main aim of the
representalive of the International Olympics Olympics - to help bring peace among nations.
Committee, my job is to make sure we maintain the When I won my gold medal thirty years ago, it was
highest standards both in athlefics and in the way the very different - it was all about showing the high
Olympics are run. tn terms of the competitors, we're physicol and mental standards that human oongs
concerned that some of Ihe highest-quality athleles could reach. l leel rt would be a step in the wrong
have decided not to attend recently. I'd like an athlete direction to pay the athletes.
to comment first on this. Sylvina? RepresentotiwI Okay, thanks. lers have a view from
Athlete Well, irs gelling tougher for us all the time. As someone who isn'l an athlete. someone less directly
athletes, we have to train harder and harder and so involved. Yes?
many of us are getting injured. The Olympics means Journalist Okay, I tend to agree with Adriana. Even
a lot of time out 01 our schedules - time when we're Ihough athletes give up a lot 01 time to compete in the
not earning any money - so I think we should be paid Olympics, it does benefit them - it increases their
to compete - not to win - just a sum 10 take pari, That public prolile and competing for your country can
would also mean that athletes who don't make a lot make you inlo a national hero. But my main point is
of money would be able to come. I think there should thaI the Gomes ore all about competing, pushing
be a reasonable financial reward for athletes and the yourself. providing entertainment, and so on. I think if
work they do. we introduced payment to take pari, as Sylvino
Representative Thanks very much for your view. if suggests. Ilhink we'd lose pari of thaI.
athleles were paid, we'd obviously have to 1001: Of RepresentotiwI Right. Thanks for Ihot, Before we move
how we could raise the money to do that. Ticket on to the next topic, lers just lake a show of honds_
prices are already really high. Yes. Adriano? Con you raise your hands if you think that athletes
should be paid? Thank you, !hars ..

Unit 8 T 87 Sports
3 Prepare
In groups of four or five, choose one orthe statements
1 - 4 below about the future of the Olympics. then
follow the steps a - c to have a shorl debate.
1 Tho Games sho uld be restricted to countries that
are democracies, peaceful, and wilh good human
rights records.
2 The Olympics should always be held in the
wealthiest countries as poorer cou ntries find it
very difficult to raise the money to host them. Let
the wealthy countries pay for the Games!
3 Athletes should he paid to enter the Games. then 5 Compare
all the best ath lot es would enter. @ a Listen to a committee discussing one of the
4 There should be no commercialism associated statements in Exercise 3. Which one? Which oflhe
with tho Games - no adverti sing. no speakers from tho quotes in Exercise 2 do you
merchandising. etc. hear? A. B, C, F
~ b Listen aga in and mako notes on the following.
a Form a commilloo 10 discuss the statement: each
student chooses II different role from Exorcise 2: 1 How does tho chairperso n introd uce the topic
athlete, TV producer. etc. for discussion'! We're here to discuss ...
2 How doos he soloct the speakers? I'd li ke an
b Make notes on the arguments you will present to
athlete 10 comment 6 rsl on this.
the other memhors of the committee. Use tho
LeI's have a view from someone who ."
(Iuot es and tho statements in Exercises 1 and 2
for ideas. 3 How do the second and th ird speakers start
their speeches'! Well .. .
c Discuss tho issuo with the olher members of lhe
4 How do they fi nish their speech in each case?
commillec. Form a proposa l about the statement .
I think there should be ... / 1 feel it would be .. .
Start like this:
s How does the chairperson ask for opinions at
Ladies and gelltlemen. We have discussed the the end? let's just ta ke a s how of ha nds.
statement ... [Read the statemen t you cbose.]. and
after some cOll sidcmtion. we lIove come to the 6 Notice
fol/oll'ing conclusions. First, ."
Look at this example from the debate:
4 Feedback Itllink we should be paid to compete.
Report back to tho rest of tho class on you r When we are debating or having a discussion, we
proposa ls. Liston to tho other groups and make often usc the passive voice with a modal verb:
notes. 00 you agree with thei r proposals? 1 to avoid making tho dobato too personal.
Why? I Why not?
2 10 avoid accepting responsibility for everything
we say.
3 when we don't know who takes responsibility for
an Ilction.
Find other exa mples of tho modal passive in lhis
lesson in Exercise lb Il nd Exorcise 2.

7 Follow up
In groups. decide whether you agree or disagree with
the statemen t below. Then share your ideas with the
class. Did most of the groups agree or disagree?
Our COlllltry should be chosen 10 hosltlle Olympics
in the near futuro.

Spons UnitS
 -ing verb
Grammar Summary
This form follows prepositions:
1 Noun clauses You can team a lOt from looking at people's garbage.
(beginning with a question word) It also folows a number of verbs, including most verbs of liking:
A noun clause can be the oOject of a sentence: Jason suggested joining the sports club in the center.
I don't know what he is doing. I don't en;oy going under the water when I'm swimming.
It's amazing how clever she is. Some verbs can be followed by either the -ing verb or vert) + to:
We reaJ/y can't rtgure out why Susanna left Michael. Gary hates to meet I meeting new people.
The noun clause can also be a subject and come at the I've started to learn I learning Japanese.
beginning of the sentence. We often use them in this position
when we want 10 emphasize them. Complete these sentence stems about yourself. Use a
verb form in each one. Compare your sentences with a
How you live your fife is none of my business.
partner.
What we need is more government support for our enterprises.
1 Work I want ...
Where Philip goes every evening remains a mystery to me.
2 A big decision: When I decided .
3 Hobbies / Free time: I'm interested in .
2 Expressing purpose
4 A big change: When I started .
We can express purpose with connectors that are followed by
5 Going out: I enjoy.
an infinitive or by a subordinate clause.
6 My pet peeve: I hate.
Connector Followed by Example 7 Making myself better: I should .
to infinitive We went out for dnner to
celebrate Mary's birthday.
in order 10 The government has
increased wages in Ofder
Vocabulary Summary
to gain popularity before
1 Sports: track and field
the election.
so as to She confessed her crime so Ve'" Sport p"""",
as to get a lighter sentence.
"";m swimming swimmer
sa (Ihal) CIa"se I got up early so (thai) I
do the lOng·jump the long jump long jumper
wouldn't miss the plane.
I'm callingyou now so (that) do the high jump the high jump high jumper
you don', forget the party. sprint sprinting sprinter
dive diving dNe<
The connectors in order to and so as to are more formal lhan wejghtlifter
lift weights weightlifting
to + infinitive or so that + clause.
throw the javelin the javelin javelin thrower
II is possible to make so as to negative by putting not before to:
The po/ice put the witness in a safe hOuse so as not to
expose him to danger. Answer these questions.
1 Do you play / Have you ever played any of these sports?
3 Verb + verb constructions 2 If not, which would you like to try and why?
Many verbs in English can be followed by other verbs, and 3 Which of the above sports, if any, do you find boring,
preposiHons can also be followed by verbs. These verbs take and why?
a number of forms:
2 Parts of the body bead
to. verb
This form lolows a number of verbs, often verbs thaI involve Labet the parts
wants and desires: Of the body
sboul
I want to spend our vacation in Florida this year. using the words
in the box.
We prefer to watch movies at the movie theater.
elbow
We can also use verb • to after some verbs of liking:
Karl likes to go dancing on Friday evenings.
"""""'" ",ide
armpit elbow
hand
"- abdome.

fingers foot waist

Simple verb hand head
\
----
heel hip knee
This form follows !T"IOdal verbs, and make and let:
shin shoulders ~ wrist
We should pay our phone bill as soon as poSsible.
They made me clean the whole hOuse every day.
It also follows the phrase I'd rather (without an object);
waist wrist
fingers
I liugh
I'd rather watch auto racing on 7V than go to the track.

ankle

Unil8 5po<ts
(!) A short report rn REVIEW
Z 1 Thinking about the topic of your report
Review your action plan: using your dictionary
In pairs, talk about your action plan for Unit 7. Tell yout:
I a Work in small groups. You are going to write partner which words, collocations, idioms, Q( phrasal verbs
Q: a report foc a Web site about sports in your you looked up in your dictionary and 'Nhat information you
country. The report is The most popular team learned about them.
3: sports in my country. Before you start,
discuss lhese questions.
I came across "to give someone a black eye" when J was
reading. I thought "8Jack Isn '/ right! We don't say that' So J
~ 1 Which are the mast popular sports in your chOCked it out in the dictionary, and in English you do say "8
::,) country? black eye", Interesting!

~
2 Which people like these sports?
3 When are the games played?
3 Writing a brief report
Q... 4 VVIlefe do people watch the games?
a In small groups, brainstorm and make notes on the three
b D::> you know the most popular team sports
9
L.J.J
in the U.S.? Put these sports in order, WIth
number 1 as the most popular.
most popular team sports in your country. Use the key
ideas in Exercise 2 to help you.
b In pairs. decide how to order the information and write a
>
L.J.J
Basketball Football Baseball draft of the two most popular sports.
c Take one sport each and write a short report about It.
o 2 Analyzing three short reports
a Read the three brief reports and check your
d When you have finished, exchange your work with your
partner. Try to help your partner by making suggestiofls
answers to Exercise 1b. to improve the writing. Comment on these areas.
b The reports all deal with the same topics: 1 Structure: are ideas in the report logically ordered?
fans, tickets, popularity, when the games are
2 Interest: do the ideas and range of language make
played, and where they are watched. Can
this report interesting to read?
you find any patterns in the order of these
topics in the reports? 3 Accuracy; is the language oorrectly used? For
example, are the punctuatiofl, spelling, and grarrvnar
c Read the reports again and unde!1ine any
correct?
words or phrases that may help you write
your report on sports in your country. e Make final corrections to your reports and then read
d tn pairs. compare the language you have them to each other in small groups. Are the reports good
underlined. enough to go up on a Web site?

There is no doubt that football is the most popular sport in the

United States. Fans usually tend to be male. However, the sport
is also very popular with women, too. Due to its popUlarity, it is
often difficult to get tickets for National Football l eague (NFL)
games as they are generally sold out before the season begi ns.
Games are usually played on Sunday afternoons and if
spectators don't go to the game at the stadium, they watch live
or recorded games in a local bar or at a friend's house.
Baseball is the second most popular sport in the USA and as is
the case with football, fans are predominantly men although
so me women are also passionate about the sport. Unlike
football, games take place on weekday evenings or afternoons between earl y spring and late fall. Teams in Major
league Baseba ll (M l B) play 81 games in an average season. Tickets to baseball games tend to be much cheaper
and easier to get than those for football and basketball games. For those who cannot make it to their team's
stadium, baseball is regularly shown on TV.

Basketball games are also extremely popular in the U.S. So popular in fact, that National Basketball Association
(NBA) games in many cities are sold out in advance, so it may be difficult to get tickets. The basketball season is
much shorter than baseball's with NBA teams playing 41 games in a normal season. Fans are attracted from all
walks of life and as is the case with both baseball and football, the majority of fans are men. Nevertheless, there
are ten Women's National Basketball Association teams (WNBA) in the U.S. Many people follow their favorite NBA
team by watching their games on TV.

PlAN [>
Your action plan: writing a short report
Write a short report. You can eithef use your notes to write about the third most popular sport in your
country or you can write about anothef team sport in your country.
Nole: you win need to Show your fv"laI written report to your classmates at the end of \JrIit 9.

Sports UnilS
1 Speaking skills ~ b Now listen and chock your answers.
~ c Li ston again and complete the rest orthe noles.
Which of tho images of beauty on this page do you
find tho mostllcasl beautiful? In pairs, compare your
ideas . giving reasons for your choice.
'Pu,Ypo$ cf .>UY>ey.
to analyze the effects of women's media
2 Listening skills
on tho health of the fema le population
a You are going to listen to part of a presentation
about the media and personal image. In pairs, try f<.easun, fey -aomen's ~ when
to complete the presenter's notes using the Ye(J1iJ:nfj?n0fJ5' the way women are
numbers in the box. pNl!lcnted as perfecl in these magazines
I 5 15 15 44 80 50 90 8,000 ~ cf kauI:y m 'I?Ie.dut:wo men who
have perfect skin and beautifuJ Dowing
hair, who are Ian. and who are very slim
.fMds 10 heaDh p.o!/urns, ef!
anorexIa
Suney ct!n.dJA.ded wr.I:h I !L1ill9 '"It"OmE?1-. 1M mu.!l; Ie 5a<d., ?>U>n.)f people m. US.
" Z JIlL ~ ~ when. >Wi ,"""",,5 """9' (are) ovcnvcighl
" 3 ..5lL ~ pp. Ik-nl< tky hme ~ f"ck
" 1 .!!2.. ~ ~ hme IR= on. did d In pairs, discuss these questions.
" :J li ~ ~..,JA~ 1 Do children and adults have ··weight
problems" in your count ry?
Ji'omen.~ 2 If so, what are the main reasons for this?
• 6 'M Uton- on. did pmiud.s 3 How much do YOlL spend on clothes,
cosmetics, and diet products? Is this average
.. 7 $2...,. I:xttwrt Q)1. ~ for your country?
" 8 'll. Uton- on. c!Mes " accessme.s ~'if' 4 Do you pay attention to the images of beauty
Mis, Mgs! presonted in the media?

Brain and beauty

 Objectives Topic: images of beauty and health
Grammar Vocabulary Reading Usfening Speoking
non-defining relative your image and a radio presenter's a presentation discussing beauty
clauses health notes and how it is
maintained

'--.)
Write on the board: fashionable clothes, cosmetics, hairstyles, beauty treatments, keeping fit. Ask Which of Introduce the topic
these things are important to you? How much lime and money do you spend on these things? Do you think
we worry about how we look 100 much?

••
1 Speaking skills
Ask students to briefly discuss the pictures in pairs. Afterwards. elicit from the class how important
culture, age, and fashion are to our ideals of "beauty. "

2 Listeni ng skills
Read through the notes in Exercise 2a as a class. Then ask a few questions to fOCllS students on the
task. Ask Do you think the media help women have a positive image of themselves? Do you think
women spend a little or a Jot? Ask students to guess the answers in pairs.
Play the audio for Exercise l b. Ask students to listen and check their answers, ~
For Exercise l e , play the audio again, Ask students to listen and complete the notes. Let students ~
check their answers in pairs.
Put students in pairs to discuss the questions in Exercise ld , Afterwards, find out how many
students are very concerned about image,

~ H." 0" 'p""" Ihl' ",eolog I, 01. "eo. Cam,,,o "0m Ih' Sao
Diego Institute of Health, who is presenting the findings of her recent
research into the link between the media and women's health in the
United States. Dr. Cameron.
Dr Cameron Thank you. My team conducted a survey over two
years, covering a sample of eight thousand women. We wonted to
analyze the effects of women's media on the health of the female
population. Our first, and perhaps most dramatic, finding was that a
huge proportion of women - 90% - tend to feel depressed when
they read women's magazines. The reason for this is the way
women are presented as perfect in these magazines, which the
average woman connot hope to imitate. Of course, the first ideal
women are given in magazines, on TV, in the movies, is that of
physical beauty - we'll look at perfection in other spheres of life later
in the presentation - women who have perfect skin and beautiful
flowing hair, who are ton, and who are very slim. In fact, about 50%
of all adults in the United States believe that they have a weight
problem, and much of that stems from comparison with media
images. Of course, it has to be said that many people in the U.S. are
overweight The problem of weight and image is not confined to
adults - many children see themselves as too fat, or their parents
see them as too fat - and as many as 80% go on a diet at some
time during their childhood. This points to a severe dissatisfaction
with their image, which, in the cose of teenage girls in particular,
can lead to terrible health problems: by the time they reach
adolescence. 15% of children suffer from anorexia. This constan t
comparison of oneself with on unattainable image can lead to
obsession, which explains the amount thaI women in the U.S. spend
on diet products each year - a staggering $44 billion. Compare that
with the amount women spend on cosmetics - 55 billion. They do
spend more on clothes and accessories - in the region of 515 billion,
which is still a lot less than they spend on Irying to get thin. Now, the
next aspect we looked at was .

Brain and beauty T 90 Unit 9

 ••
3 Vocabulary: your image and health
In Exercise 3a, pair up students to read tho problems, check their meanings in the Vocabulary
Summary on page 98, and decide which ones arc not related to beauty.

Checking Afterwords. use check. questions to see how well students hove understood the new vocabulary.
,.aning For example:
Which word means you ore 100 fof?
Which word means you hove no hair?
Which word describes spots on your face?

Cheddng Read these words out aloud, and ask students to repeat, and 10 check. syllable stress and proounciolioo.
pronundaIion depression obesity anorexia boldness fatigue ocne eczema
indigestion anemia

Ask students to do Exercise 3b in pairs.

Divide students into groups of four or fivc to discuss the questions in Exercise 3e.
Answers will vary.
••
4 Grammar: re lative clauses
Have students road the examples in Exercise 4a and discuss the questions in pairs.

Quick 9' Oi III"nOI" Relative douses lalso called adjective douses) give more information about a noun in the main clause. They
guide usually begin with the relative pronoun. who, which, or that.
Common probkNns ond errors
Repeating the subject pronoun after the word who or which:
Young women are people who IRey may become anorexic.
Confusion between who and which in relative douses:
Dr. Cameron is a researcher wAAA has corried oul a survey.

In Exercise 4b, ask students to work in pairs to compare the sentences, answer the questions,
and check their answers in the Grammar Summary on page 98.
Ask studenls 10 complete Exercise 4d and check with a partner before discussing the answers
as a class.

5 Speaking ski lls

Ask students to look at the pictures, and then olicit the vocabulary from tho class.

Suggested answers: 1 perfume

2 hair dye
3 razor/shaving foam
4 aftershave
5 fake Ian
6 bair conditioner
7 make-upllipstick
8 tattoo

--
Pair up students to discuss the questions. Then elicit answers from tho whole class.

-- You could do exercise Sb as a doss survey. Ask students in pairs to think of fIVe or six questions to ask about
the products. For example: Which of lhese products do you use? How ohen do you use them? How much do
you spend on /his product each month? Ask students to walk round the closs and interview as many people as
possible in, say, eight minutes. Ask students to discuss their finding in pairs and then report them to the class.

Unit 9 T 91 Brain and beauty

3 Vocabulary: your image and health b Compare these two pairs of sentences.
a An obsession with beauty is often a risk to one's la Young girls. who often feel unhappy with
health. The table lists some possible health their image, shouldn't read these magazines.
problems. Arc any of these problems not related to lb Young girls who feel unhappy with their
b~auty or image? image shouldn't read these magazines.
Za Women's magazines, which promote the
perfect image. are part of the problem.
Problem You are/fe el Yo u suffer from zb Women's magaZines that promote the perfect
depression depressed feelings of despair image are part of the problem.
obesity overweight eating for the 1 Which one in each pair contains a non-
defining relative clause? la , 2a
wrong reasons
2 Which sentence in each pair describes
a norexia anorexic an eating disorder a particular group ofgirls/magazines? lb, 2b
ba.ldness ba ld loss of hair Which describes all girls/magazines? la, 2a
3 Can we replace the relative pronoun with
fatigue tired (aUthe time) loss of energy thol in defining or non-defining relatives? definin g
acne/eczem a pimply a skin disorder c Check your answers with the Crammar Summary
indigestion nausea ted acid in the stomach on page 98.
d Add commas where necessary to the fo llowing
a nemia faint/dizzy lack of iron in
definitions. Change the relative pronoun to that
your body where possible.
1 Anorexia, which often affects young girls,
b Complete the table with these adjectives and makes you want to stop eatin!\.
noun phrases. 2 A hangover is a feeling whicht"~3tl get the day
acid in the stomach anorexic dopressed after you drank too mllch alcohol.
an eating disorde r bald overweight pimply 3 Dandruff is flakes of dry skin in your hair,
eating for the wTOllg reasons faint/dizzy which fall onto dothing around the shoulders.
fedint;s ef eles]'>IIH lack of iron in your body 4 Freckles, which appear on the skin of both
loss of energy loss of hair nauseated males and females . are small brown spots.
a skin disorder tired (all the time) 5 The freckles which~~h get on your face are
usually com pletely harmless.
c In groups. discuss these questions. 6 Nutritionists. w ho are experts in food and
1 Which of the problems do people in your eaLing problems, can help with some
country worry about most? disorders.
Z Do you know anyone who suffers from any of
these problems? 5 Speaking skills
3 What can people do about them? Use the a The pictures show ways in which people try to
Useful Language to think of some advice. make themselves more attractive. In pairs. answer
the questions.
USEFUL LANGUAGE 1 What does each picture show? How do the
They/You could / should / ought 10 .. . products/changes make people more attractive?
2 Are they effective'! Which are most effective?
Why don't they/you try .. . ?
3 Do you use/do any? Which olle(s)?
It might be an idea to .. .

4 Grammar: relati ve clauses

3 4~
a Read the examp les from the presentation and
answer the questions.
l Our speaker this evening is Dr. Elena Cameron
from the San Diego Institute of Health. who is
presenting the findings of her recent research

Z They do spend more on clothes and 5

accessories - in Ule region of $15 billion,
which is slill a lot less than they spend on
trying to get thin.
a The sections in italic are non-defining relative
clauses. Do the sentences make sense if we
remove these parts? yes
b Which relative pronouns are used in the b Discuss your ideas in class. Is there anything in
examples? who, which the pictures that no one would do/use?
c Where does the comma come in the sentence?
comma comes before the pronoun

Brain and beoufy Unil9

 1.0.
1 Speaking skills 2 Reading skills
a An "LQ." test is a kind of intelligence test a Read the article quickly and check your answers
consisting of problems or puzzles that you have to to Exercise 1b. Questions 2 and 3. Write the kind
solve. Take the mini test below. of puzzles by each one.

1 Shoe is to foot a( 'ove; to:

a toes b head , hand d fingers Most people have heard of intelligence quotient tests (I.Q. tests)

2 Find the picture below that fits best in

but few people know much about them. In fact, 1.0. tests have
had a long and varied history. The first tests were invented by
1
the empty square. Frenchman Alfred Binet. He devised them to test a person's
cognitive abilities, mainly to identify schoolchild ren who might
benefit from extra help. The tests were grad ually applied more
1
generally and came to be seen as a way of measuring average
intelligence relative to other people in the same age group.
However, by the seco nd half of the 20th century, l.Q. tests were
1
being used to support theories that some races were genetically
more or less intelligent than others, which brought accusations of
1
b racism, and the tests were discred ited.
a
l.0. tests usually have different sections to measure different 1
abilities. Most I.Q. tests consist of problems assessing an

c
individual's verbal abilities, logical reasoning, numerical ability, and
spatial awareness. Clearly, while the second two types can be
1
• •
3 Which are the next two numbers in this
sequence: 120, 105, 115, lOa, 110, 957
completed by anyone, the first two are highly dependent on the
language of the person taking the test: non-native speakers are
likely to score lower in linguistic tests than native speakers,
regardless of their level of intelligence. I.Q. tests have also been
criticized for being too restrictive and not taking into account other
abilities. such as musical or artistic talent.
1
1
a 105, 9S € 05, ~ , 110 , 100 d 80, 90

4 Read the puzzle. How quickly can you

Today, 1.0. tests are considered quite limited in the type of
intelligence they measure and they are not generally used so much.
1
figure out the answer?
A man lives on the' Oth f~oor of an
In addition, many people are against such tests because they
believe they discriminate against people who learn in different ways 1
apartment building . On hiS way to work from those demanded by the test. In recent years, Gardner's theory
in the morning, he gets into the elevator
on the lOth floor and goes down to the
of multiple intelligence has received a lot of interest. This accepts
the traditional ideas of intelligence, i.e. those of logical, linguistic,
1
1st floor. When he comes home from 5
k he gets into the elevator and goe
:O~d the 6th floor then he gets ou~ and
and spatial awareness, but adds to those, other types of
intelligence, such as being able to understand and empathize with
other people. The main uses of 1.0. testing today are probably in
1
:alkS to the 10th floor. He does thiS
every day. Why? recruitment of employees and in school testing, which is
appropriate as this was the use for which it was originally devised. 1
The man is very short and can't reach the
button (or the 10th Door.

b Work in groups. Compare your answers to the puzzles and GLOSSARY

discuss the questions, (The answers are on page 149.) cognitive related to the brain, and
1 Which test did you find easiest I most difficult? the way it understands things
2 What do you think each puzzle is testing? spatial related to the size, shape,
3 Do you think that the puzzles are more difficult for you and position of things
than for a native speaker of English? What does this tell discriminate (against) treat someone
you about LQ. tests? unfairly because of race, religion, etc.
4 Have you ever taken an LQ. test? When? For what reason? empathize (wi lli) understand how
someone else feels

Unh9 Brain and beauty

 Objectives Topic: intelligence (I. Q)
Grammar Reading Writing Speaking
non-defining relative an Internet article, topic and supporting taking and discussing
clauses as sentence an La. test sentences an 1.0. lest
modifiers

1 Speaking skills
Tell students that they have five minutes to take the mini I.Q. test in Exercise la . After five minutes,
tell the class to stop, and then let them check their answers on page 149 orlhe Student's Book.
Pul students in groups of four or five to discllss the questions in Exercise lb.

2 Reading skills T •• &:'l

Draw students' attention to the Glossary. Ask them to read the text and do the task in Exercise Za.
Limit the time to five minutes, and then let students check their answers to questions 2 and 3 with a
partner before sharing them with the class.
Answers: 2 Puzzle 1 is testing verbal abilities; 2: spatial awareness; 3: numerical ability; 4:
logical reasoning
3 Yes - highly dependent on the language of the person. I.Q.lesls are limited in what
they test.

There are a number of synonyms in the text. You may wish to check these words by writing them on the Vocabulary work
boord in two lists and asking students to match them.
A B
1 invented 0 benefit
2 used b restrictive
3 help , assess
4 measure d devised
5 limited e applied

Answers: l-d, 2-e, 3-0, 4-<, 5-b.

Brain and beauty T 92 Unit 9

 Ask students to read the sentences in Exercise 2b carefully and decide whether they are true or
fal se. Ask them to research the text to find reasons for why some sentences are nol true. Let students
check answers with a partner before discussing them as a class .

Answers: 1 False. They wero devised as a way of identifying children who needed extra help in
schools.
2 False. The tests were discredited because they were being used to support racist theories.
3 False. NOll-native speakers are likely to score lower.
4 True.
5 False. They are used in recruitment of employees and schoollesting.

3 Grammar: non-defining relat ive clauses as sentence modifiers

-
Ask students to do Exercise 38 individuall y and th en check the answers in pairs before going
through them wi lh the whole class.

Answers: ... who might benefit ... (l ine 5) defining

.. . , which brought ... (line 11) non-defining
... who learn ... (line 26) defin ing
... . which is appropriate (linn 33) non-defining

Ask students to work in pairs to find answers to the questions in Exercise 3h.

Answers: the use of I.Q. tests to support racist theories

its main uses in recruiting and school testing

Ask students to check their answers to Exercise 3c with a partner before disclJssing them as a class.
Clauses a and b comment on the whole sentence.
Set up Exercise 3d by doing the first one as an example: Examinations are designed for particular
kinds of learners. which is the mason why other types of learners do badly.
Let students compare answers in pairs before eliciting some good examples from the class and
writing them on the board.
t .. LA 4 Writ ing skills: topi c senten ces
Ask students to match paragraphs and topics in Exercise 43. (They should then underline the first
sentence of each paragraph .) Let them check their answers in pairs before going through them as a class.

Topic sentences A topic sentence is generally the first sentence of a paragraph. By reading the topic sentence. it is usually
possible to guess the general content of the whole paragraph.

Afterwards. elicit from the class the reason(s) topic sentences are important. (They give the main
idea of the paragraph.) Point out the Language Note on page 93.
Prepare students to do Exerc ise 4b by doing the first as an example. Ask students to predict which
words they expect to see in a supporting sentence. They should expect to see some key words
repeated. and they should expect to see similar words. for example . in the first set of sentences.
encoumging/pressure. appearance/attractive. Let students check their answers in pairs after they
have completed the exercise.
Give students a minute to read through the sample paragraph in Exercise 4c. and point out its
structure (location of topic and supporting sentences). Ask students to choose and write down a
topic sentence from exercise 3d. Cive students five to ten minutes to write their paragraphs. Go
around monitoring. helping with ideas and vocabulary.
In Exercise 4d , ask individuals to stand up and read their paragraphs aloud (without the topiC
sentences) for students to guess.

Presentation Once students have chosen their topic sentence. tell them to prepare carefully before writing by brainstorming
alternative words or phrases tho! would naturally follow from the topic sentence.
For example. if a student chooses 6 There is more pressure on men /0 succeed and make money .. , Ihey
could brainstorm: successful make money work hard get promo/ion be rich
Brainstorming these words should help them with ideas for what they could include in the rest of Ihe
paragraph.
In exercise 4d, consider pulling students in smoll groups to do the task. Or have students post their
answers on the wall. and allow students a few minutes 10 circulate around the room, taking notes on which
topic sentences best fit the supporting sentences.

Unil 9 T 93 Brain and beauty

 b Only one of the sentences below is true. Decide 4 Writing skills: topic sentences
which one, and find the phrases in the article that
tell you the others are false or that we don't know a Look at the article in Ex ~rcise 2. Match the
paragraphs with the topics. then underline the
they're true.
topic sentence in each paragraph.

x
t I.Q. tests were invented in France.
Paragraph 1 the use (If I.Q. tests today
no, they wel'e mw-n1ed Ity a .hencA'"m(1:n, Paragraph 2 types of lests
!Jui 11e dmit knhw ~.
Paragraph 3 the histc ry of I.Q. tests
Z They were devised as a way of putting less
intelligent children into difforent schools. b The sentences in Exerche 3d arc ali lopic
3 All I.Q. tests are racist. sentences. Match three of them with these
4 The tosts are very reliable. i.e. they will supporting sentences.
always give the same score for people of the 1 The media is full of <.dvertisemcnts
same intelligence level. encouraging women 0 spend more on their
5 The theory of multiple intelligence is less appearance. 5
restrictive than the theory behind I.Q. tests. Z For example. exams usua lly have strict time
G I.Q. lests are hardly used today. limits, which suits the more competitive kind
of person. 1
3 We need to understand what it is about height
3 Grammar: non-defining relative clauses that can give people a head start. 4
as sentence modifiers
a Look at the article again and find oxamples of the
relative pronouns who and w/!ich. Do they LANGUAGE NOTE
introduce defining or non-defini ng relative clauses? A topic sentence gives the main idea of a
b We can use non-defining relative clauses to paragraph. It often (but not always) comes at the
comment on a whole sentence. Answer the Iwo beginning of the paragraph. It is usually followed
questions below by findi ng the two non-defining by one or more supporting sentences.
clauses in the article.
1 Whal brought accusations of racism to I.Q .
tests? c Read the sample paragraph. Then choose one of
2 What is appropriate about I.Q. testing today? the other topic sentences from Exercise 3d and
c Match sen tences 1 - 3 with the appropriate non- write a short paragrap h, with one or two
defining clause a-c. Which relative clauses sup porting sentences.
comment on the whole of the previous sentence?
1 The explorer was in danger of being eaten by
wild animals, b
Z The man was very short, a
There is more pressu re on women to
3 So, just for fun, we are going 10 try the
be attractive tha n on men, which
fo llowing puzzles, c
means that the majorit y of
a which was why he couldn't reach the last a d verti sing for cosmetics an d other
button. beauty produc ts is aim ed at wom en .
b which was a frightening thought! T he m edia is full of a d vertisemen ts sUlllJOrting
c which will also test your knowledge of sentences
encouragin g wom e n to s pe n d more
English! o n the ir a p pearance. The use of
d Complete these statements with a non-defining young, beautiful supe rm odels in
relative clause starting which is the rooson why ... these seems to im ply that the
or which explains why .... Then compare your average woman can look like a
answers with a partner. su perm o d el if s he buys these
1 Examinations are designed for particular kinds prod ucts. However, the result of a ll
of learners ... . th is pres sure can be count er-
2 Intelligence depends as much on the productive - w om en become
environment as on your genes .... worrie d and stressed abo u t their
3 Some parents do not have many books in the appearance, which can actu ally t:oncJuslon
house .... make the m less, not m o re , attractive.
4 They say tall people do better in li fe, ...
5 There is more pressure on women to be
attractive than on men, ...
6 There is more pressure on men to succeed and d Read your paragraph aloud to your partner but
make money than on women .. .. don't read the topic sentence. Can they guess
which topic sentence you are writing about?

Broin and beauty Unil9

 The secret of life

1 Reading skills
a LoO,k at the pictu res. How old are the people? c Underline the important words and ideas in the
Which one looks healthier? Why? repo rt and write a brief summary of each
b The average li fe expectancy has increased a lot in paragraph. Then compare your summaries with
the last hundred years. Discuss the answers to a partner.
these questions: then read the report and check. 'P~ 1 ieIl.s u.s Ik tie ~n.C1J 100 lP""
1 What is the life expectancy in the United ago and Way, and ...
States now? Men 74, Women 80
2 Why has lifo expectancy increased in the last
hundred years? Infectious diseases - less
deadly. general environment cleaner, eat better

Life expectancy in the last hundred years: changes and reasons for change
by viruses, such
A hundred years pgo. liG. and smallpox. Many health has improved with
improvements in our influenza and AIDS. Of
"
expectancy in developed children died very young course, cancer is a huge
from these diseases and general environment:
countries was about :lL in cleaner air, better means of killer as well. In most cases
the early 21st century. men
others, and the weak and these diseases affect older
elderly were always at risk. preserving food, better and
in the United States and the warmer housing, and better people, but there are
United Kingdom can expect In the developed world understanding of nutrition. worrying trends in the
to live to about 'Ii. VlQIDm these diseases are far ~ developed world with
to about aQ. and these ages deadly today, and in some Q enetically, we should all problems such as obesity
are rising all the time. \Vhat cases have almost be able to live to about R2. leading to more heart
has brought about these disappeared. A number of but while people do live disease and illnesses such
changes? \Vhen we look at factors have led to this: longer today, there arc still as diabetes at younger ages.
the life span of people 100 improvements in sanitation some big killers around The killers today can be
years ago, we need to look at and hygiene, the discovery that are preventing us from classed "lifestyle
the greatest killers of the and use of ~nribiotics, which consistently reaching that diseases", which means that
time. In the early 20th make bacterial diseases age. The problems that it may be possible to halt
century, thcse were the much less dangerous, and affect people today are the their progress.
acute and often highly vaccinations against marc chronic illnesscs,
infectious diseas~ such as common diseases. In such as heart disease and
pneumonia, tuberculosis, addition, people's general strokes, and those spread

Unil9 BraIn and beouty

 Objectives Topic: life expectancy
Grammar Vocabulary Pronunciation Reading Ustening Speaking
lag questions health and intonolion in a newspaper a radio discussing ways
disease question lags article discussion of improving life
expectancy

Write on the boord: food work medicine lifestyle Irrtroduce the topic
Ask In whol ways have changes in these areas improved our health and fife expectancy? tel students
discuss the question briefly in poirs, and then have a whole-dass discussion.

1 Reading skills
Ask studen ts to lell you about the pictures in Exercise la.

Possible answers: The woman in the large picture appears to be in her sixties or seventies. and
looks much healthier than the oUler woman. Tho h ealth ier woman clearly
keeps fit (cycling) and has a healthy lifestylo. Tho other womBn drinks alcohol.
Put studonts in pairs to discuss the questions in Exercise l b, Encourage them to think ofthree or
four reasons for the answer to question 2 before readi ng the text,
Help students prepare their summaries by underlining the first two or three important words and
ideas as a class, Then ask students to underline other ideas, before chocki ng with a partner, Briefl y
elicit answers from the class to make sure students have underlined more or less the same things,
then ask students to write their summaries fo llowing the example in Exe rcise l c, Stress the
importance of students' using their own words to summarize an article, explaining the main ideas
they have understood from reading it.
Model summary: 100 years ago life expectancy was on ly 47, whereas today it is 74 fo r men and
80 for women. The shorter life expectancy in the past was a result of killer
infectious diseases,
Infectious diseases are less dead ly today because of better sanitation,
antibiotics, and vaccinations and because we have im proved general health
a nd a cleaner environment.
Genetically, we should all reach 85, but we don't because of chronic diseases
lile heart attacks and lifestyle trends like obesity, The killers today are
"lifestyle diseases," which we have some influence over,

r For Exercise 3b on page 95 :III

Host Welcome to this week's Science Now. Today we
know thai women in Japon live longer than any
oTher people on the planet, to aboUT 82 in general?
discuss the question: what makes people live longer? Host No! Why is lhot?
There is no doubt life expectancy is increasing, but Moyumi Irs hard 10 soy exoctly, but one reoson is !he
v.ill this continue? Well. v.ith me to discuss the diel: in Japon, we eol lots of fish and fresh
queslion is Professor foAoyumi Hotushi, an expert on vegelables. fd soy thot Japol'lCSe women
nutrition, and Brion Winter, on exercise coosullont. trodiliooolty don'l hove a 101of stress, though thofs
Brion, you firs!. chonging now that more and more are working.
Brian HeHo. Well. yes, life expedoncy shook:! continue Host And Japanese 'NOffiell don1 drink a 104 of
10 increase, buI there is couse for concem that Iodoy's okahol, do they?
generation rno( noT rIVE! as long.
Mayuni fd soy thors changing, too!
Host Oh, why's that?
Host Who! about salt? Thafs bod lor you, Too, isn1 it?
Brian Irs completely dooMllo our Ideslyle. We Ieod
Mayumi Too much saU is, yes, buI rd soy.....e eot
very inocTiYe lives nc:rw - most people sit all day. We're
quite a lot. Oh, and another thing - lea. Teo is good
not exercising enough buI.....e still eot as much as, if
lor you, espe60Ity green tea.
nol more than, people vsed 10 eol years ago when
most JOOs were active. So this leads 10 obesity and 011 Host Oh, I didn'T knavv that Now, we've lalked about
~s problems,
diet, exercise, sleep, stress. IS there anything else?
Host So we need more exercise, don't we? Brion Well. rd soy thot irs irnpoflonl 10 Iry To keep
oplimistic ond happy and not 10 lei problems stress
Brion Yes, we should do qurte sTrenoous exercise for
you too much, I think it's important to hove close
aboulthirly minutes three limes a week. This will also
friends, people you con rety on and lalk 10. You know
help 10 ensure good sleep, which is important,
what1hey soy - 0 problem shored Is a problem
Host Okay. Moyumi, do you ogree? halved!
Moyumi Oh, yes, lifestyle is very important. My
interesl is in nu1rition, as you knaw. Bul did yau

Brain and beauty T 94 Unil9

 t ·· ~ 2 Vocabulary: health and disease
Copy the word map in Exercise 2a on to the board. Ask students to copy it into their notebook.
Word maps are a great visual way of recording. learning. and remembering words. Encourage your
students to design word maps for other sets of words taught during the course.
Have students do Exercise 2b in pairs or sma!! groups.

3 Listening skills
After students have read the list and selected their five important things. let them discuss their ideas
with a partner. Play the audio for Exercise 3b. Ask students to listen and check the things mentioned.
Play the audio again for Exercise 3e. Ask students to listen and answer the questions. You may need
to play the recording a second time before students get all the answers.
Ask students to discuss the questions in Exercise 3d in small groups. Answers will vary.

4 Grammar review: tag questions

Qukk grammar Question togs in English are quite complex, so geHing students to use them accurately can be a slow task.
guide The first key to the system is grasping that auxiliary verbs in the main clouse ore repeated in the question
tog. However, the verbs switch from affirmative in the main clouse to negative in the tog clouse, or the other
way around. The second key is grasping that when there is no auxiliary in the main clouse, danY, doesn't, or
didn'l is needed in the question tog.
Common errors and problems
Students may transfer a simple system of questions togs from their first language 10 English;
You like it, A6? They ore married . ?
Students may overuse the tog "isn'l il?
Youlikeit. ~?

Ask students to complete the question tags as they listen to the audio for Exercise 4a. Play the
recording again. pausing at Ule tag questions, if students are not sure of the answers.
Let students check their answers to Exercise 4c in pairs before discussing them as a class.

5 Pronunciation : tag questions

Read through the rules in Exercise 5a as a class before doing the exercise.
Play the audio again. Ask students to listen and repeat. Play and pause, ask the whole class to
repeat. and then ask two or three individuals to repeal the sentences as well.
Play the audio for Exercise 5c. Ask students to listen and write "checking" or "asking".

6 Speaking skills
Give students five minutes to discuss and list health problems and causes. Briefly survey answers
from the class, and ask each group to identify what they think the major problem is. Encourage
students to use the example in question 4 as a model for their writing. Finally, have one student
from each group present their report to the whole class.

~~----------------------, \41'---------------------------.
a Sa we need more exercise, don't we? 1 II isn't raining again, is it? IfaUI
b Japanese women don't drink a lot 01 alcohol, 2 Sarah didn't eat much, did she? Ifalll
do they? 3 Patrick booked the tickets, didn't he? Irisel
c Thars bad lor you, too, isn't it? 4 I'm invited to the party too, aren't I? Irisel
5 Nothing'S going right these days, is it? {lallJ
6 This is the right place, isn't if? (rise]
7 They'll be late, won't they? 110111

Unit9 T 95 Brain and beauty

 2 Vocabulary: health and disease 4 Grammar review: tag questions
a Go through the report on page 94. Find the @ a Complete these tag questions. Listen and check
d iseases mentioned and the ways o f dealing with your answers.
some of them. Add them to this word map. 1 So we need more exercise, don 't we ?
2 Japanese women don " drink a lot of alcohol,
do they ?
3 That's bad for you too, isn't j! ?
health b Complete the rules for tag questions.
ways or and disease If the main verb is positive, the tag
dealing with
question is negative . LANGUAGE NOTE
different problems
If the main verb is negative, the tag There are some "irregular"
question is positive . tag questions:
b Discuss the diseases and problems in the word c Write the tag questions for these I'm -7 aren't I?
map. Think about possible causes of each one from sentences. This is -7 isn't it?
the list below, and how they can be dealt with. js it ?
1 It isn't raining again,
infected food and water radiation 2 Sarah didn't eat much, did she ?
bacteria/viruses stress 3 Patrick booked the tickets, djdn 't be ?
working too hard alcohol abuse 4 I'm invited to the party too. oreo 'l i ?
eating the wrong food smoking 5 Nothing's going right these days. is it ?
pollution ignorance 6 This is the right place. iso 'l iI ?
7 They'll be late, MlIlD'llbey ?

3 Listening skills
a The repo rt mentions "lifestyle diseases", which 5 Pronunciati on: tag questions
may slop the average life expectancy from
~ a Wo can use tag questions to check something we
increasing. How can we improve our lifestyle and
think we know, or to ask a real question. If we
live longer? Look al this list and decide which
ask a real question, the voice rises on the tag
five you think are the most imporlant.
questions; if we are checking, it falls. Listen to
1 eating fish ~ the three questions from Exercise 4a again.
2 avoiding sugar 0 Wh ich one is "real"?
3 avoiding too much salt B Listen and repeat the three questions.
4 not too much alcohol B Listen to the questions in Exercise 4c, Write
5 not smoking o "checking" or "asking" by each one.
6 doing lots of exercise B
7 keeping a healthy weight o
8 sleeping well B 6 Speaking skills
9 being optimistic IH
10 not too much stress ~ In groups, discuss ways of improving life expectancy
11 being married I with a partner 0 in your country.
12 having close friends ~ 1 List the ma jor health problems in your country.
2 List their causes: are they lifestyle·related?
Listen to a radio discussion about life expectancy
and li festyle. Put a check by the things on the list 3 Suggest ways of dealing with these problems.
that are mentioned. 4 Write a short report about one or two of the major
Li sten again and answer the questions. problems.
1 Why is the amount we eat a problem today?
because of inactivity and obesity
in ouy ayea, a1Le ygi£S aye a 6t-g flYo6&m.
2 How much exercise should we do?
7he)! can be caused by plan!:5 OY pe15,
thirty minutes three times a week 6u.1 lhe)! can also be caused by ,,"Y
3 Why do Japanese women live longer than pdtu.lU)n, wfuch can ¥eaLt)! damage )!""Y
everyone else? because they eat fish and heaLih. 'Peopte can gel vaeem,,5 ag,,"nsC
vegetables, have liule stress and don't drink ce.uun aLteygie5, a-nd Ihey 5huuld h-y
much alcohol ..wi ro have plan!:s oy pUs Ihat cause
4 Why does Brian think fr iends are important?
aLteYg"'s. The .f!uvern/",,,n!: sMul.d h-y ro
you need people to rely on and talk to
Yeduce atY pcllultnn 6ecau.se tl makes
d In pairs, discuss these questions. aLUygi£S woyse.
1 Do men or woman live longer in your country?
Why? 5 Compare your ideas with other groups.
2 Think of very old people you know. Does
anything in their lifestyle explain their long
life?
3 Would you like to live to over 1oo? Why? I
Why not?

Broin ond beauty Unil9

 1 Warm up
a How do you think you learn most effectively? Before you start work on this lesson, make notes about the
ways in which you think you learn best, e .g. visually. by doing things with your hands. by talking to others.
b In Lesson 2 oflhis unit you read a little about Howard Gardner's theory of multiple intell igence. Now you
are going to learn more about this. Read the lext and write the kinds of intelligence in the table below.

INTRODUCTION Kind of What does it mean? Examples Your

~
in telligence score

. k that every parent th"nks \

their 1 Verbal Learning through Reading articles
Teachers often)O e arch Suggests that language
. . od recent resc
child IS a gemus, a roa bcl lntclligence is affect~d
to some extent they d~ffercnl factors: gellene,
2 visual Learni ng thro ugh Using tables and
looking graphs
by a number of . nal and so on. In the late
environmental, cm otlO d
Howar
'0 ar
doer of H ar vard
. 3 logical Learning th rough Problem-solving
20th centur y, . d dOff nl kinds ofintelhgence, analysis ac ti vities
. "ct nnile I CfC I
University I C th factors. For examp e,
o ccount esc
which take IOta, a . c which refers to people 4 Kinesthetic Learning though Doing physical
there is visual tntclhgenc .' maps and so on . doing games
th ough pictures, ,
who learn best r th thcr hand refers to
onco
L ogical 'IOte
l JIgen
' c e, '
blem solving, and 5 Musical Learning through Using chants and
. th gh numbers, pro .
learnUlg rou f . I traditional intelligence sounds and rhythm rh ymes
analysis. These arc air ~ d tifled more unusual
G dncr also I en . 6 intral)ersonal Learning through Writing a diary
types, but ar rural intelhgence
.' such as no. d thinking and working at home
IOtelhgcnce,. nnd thc environment), an
re on your own
(underst.andlO~ natu ( ki g questions about life),
existential intc~lgen.ce a~ : nderstanding yourself
intrapersonallOu~\hgcnc () d intcrpersonal
7 interpersonal Learning by interacti ng Working in groups,
d I mng alonc, an d with other people e.g. role play
well an ear d' other people an
n
intelligence (understa . 109 cong well WI·th
,. lnlera . • natural Learning through Working outside,

• ,
"
them) . \Vhal all thIS
means is that if we can
identify child ren'S
observation of the
world Bround you
in the countrySide

~ different strengths among

these type s of
• existential Learning through
asking questions abo ut
Discussing
important issues
intelligence, we can hC\~ life
child ren to fulfill thclr
potential as learners.
;,

Unit 9 Brain and beauly

 Objectives Topic: different types of intelligences and learning styles
Grammar Reading Ustening Speaking
verb + verb constructions. a book extract an informal discussion analyzing learning styles
noun clauses, and relative
clauses

Write a set of words on the board. For example: jump skip hop leap step stride Introduce the topic
Ask If you had to, how would you go about learning those words? Who of you would write frans/a/ions? Who
would put these words in sentences? who would learn them by miming or matching to pictures?
After eliciting a few different answers. ask What does this Ie/I us about the way we learn?

1 Warm up
....
Have a brief class discussion for Exercise la . Find out how students feel they learn best.
Ask students to read the text and complete the first column of the table in Exercise lb .

~~--------------------------,
For Exercise 6 on page 97 1I looking 01 maps and figuring things out from
Jane I was reading a really interesting article pictures. I like learning through aclivity, too,
earlier today. through games and activities where you get up
Rob Yeah? and move around. I just like doing things. I'm
physical, you know, the kinesthetic type.
Jane It was about Howard Gardner and his theory Rob I think that we both have something of the
of multiple intelligences. other types of learning, too. I mean, I prefer to
Rob Oh, yeah, I've heard of that. Isn'l it about how study alone and figure oul problems for myself. but
diHerent people learn in different ways? you prefer 10 study with other peaple, don't you?
Jane Thars right. Irs about how some people Jane Oh, yes, I'd rother study in a class Ihan on
prefer 10 learn through listening or reading or my own. I feel that t can learn a 101 from ather
taking notes, you know the kind of thing. people.
Rob Oh, yeah, I know what you mean. Rob Sa you must be, um, interpersonal, whereas I
Jane Have you ever analyzed yourself? Do you lend to be more intropersanal.
know how you learn best? Jane Thars right. But, you know, surely it's not iust
Rob I haven'l analyzed it, but I tend to write things about learning; irs about teaching, too. I mean,
down, like I'd always keep notes when the teacher you can leach in lois of different ways to make the
was talking. I don't feel I'm learning unless I write. lesson more interesting and to make sure more
Strange, isn't it? and more learners are, you know, motivated.
Jane Well, it's one of the ways of learning. Thai Rob Not only can teach, but should teach. I haled
must be port of verbolleorning - using language. college - all the professors iust stood up and
Rob I'd say thai writing is also Ie<nning through lectured all the time. They didn't use any other
doing, wouldn't you? techniques, so they were really blocking out some
Jane Yeah, you're right. Thars, um, kinestheti c, types of learners and making life more diHicull for
right? I lean toward visual learning, I think. I love them ..

Brain and beauty T 96 Unit 9

 2 Tas k
Ask students to work ill pairs to add to the Examples column in the table. Have a brief class
discussion o f students' answers.
Ask studcnts to work out their score and discuss the results with a partner. From a show of hands ,
find out which types of learners are most common in the class.

3 Prepare
Ask students to use the phrases in the Usefu l Language box to write 8 short analysis of their learning
style. You cou ld help students by reading out a model ana lysis. For example:
1 learn best by analyzing. J prefer doing problem-solving (lctivities to reading or speaking.

4 Feedback
Ask students to take turns to read their analyses aloud. Aften'lsrds. ask a few students to briefly
su mmarize what they found out about their partner.

5 Comp are
Play the audio for Exercise 5. Ask students to listen and say what typos of intelligence the speakers
have. Let students check their answers witb a partner beforo discussing them with the class.

Answers: Rob: verbal, kinesthetic, inlrapersonal

Jane: visua l. kinesthetic , interpersonal
••
6 Notice
Play the audio agai n for Exercise 6a. Ask students to co mplete the sentences and check their
answers in pairs. You may need to play and pause to give students sufficient time to write their
answers.
Give students two or three minutes to prepare a brief description of their learning style using the
new languago. Change pai rs in the classroom. Thon ask studonts to tell their new partner about their
learning style: I tend to learn best by analyzing. I lean toward doing probJem+solving activities rother
Own reading or speaking.

7 Follow up
Divide students into groups of four to six to share their ideas and prepare a report in note fonn. Ask
each grou p to report to the class.

Presentation Write the following language on the board to he1p with preparing the report:
alternative We all tend /0 .. .
Both ... and .... prefer ...., but ...
.... leons toward ... whereas.
On one hand ... On the a/her hand / In contrast, .

Additionalodivity Bearing in mind which types 01 intelligence are most common in the closs. brainstorm on the board ideas for
types of activities that could be used in and out 01 closs to facilitate learning.
For example. if mostleorners are visual, you could use more pictures, drowing. labeling, tables. and videa in
closs. Also, students could draw and match pidures more when studying vocabulory ot home.

The Qudioscripl for Track 42 is on page T96 '"

Unit9 T 97 Brainondbeouty
 2 Task 6 Notice
a Usa your noles from Exerc ise 18 to add more Listen to Rob and Jane again. Complete the
exam ples to the table. sentences below.
b Find out about your "intelligence" (we can all 1 Jane: Some people prefer ...
have more than onc type of intelligencel, Read the 2 Rob: I lend .. .
table again and give yourself a score of 0-3 for 3 Jane: I lean toward ...
each type of intelligence. 4 Jane: I love .. .
0 ", I don't learn like this at all. 5 Jane: I like ...
1 '" I rarely learn in tbis way. 6 Rob: I prefer ...
2 = I sometimes learn in Ihis way. 7 Jane: I'd rather ...
3 = This is one of the ways I learn best. 8 Rob: ... wheroas I tend ...

3 Prepare b In the sarno pairs, describe your learning styles to

each other again. This time try 10 use some of the
Use your scores above to list your styles of learning. language in Exerciso 6a.
Make noles to toll your partner about how you learn.
7 Follow up
USEFUL LANGUAGE a In groups, describe your styles of learning to each
other. Whal kinds of intelligence do you all have?
I learn best by... Which is the most common kind ofintelligence in
J prefer .. the group?
I'd rather ... b Report the resu lts of your group to the whole
J like I don 't like .. . class. Keep a note on the most common types of
Can you give me an example a/what you mean? intelligence in other groups.
c Decide w hich are the three most common types of
intelligence in the class.
4 Feedback
a Present your analysis of ycur
learning sty les to your partner.
Listen 10 your partner's analysis.
b Discuss your learning styles
together. Did anything surprise you
about your partner? Did you agree
with their analysis?

5 Compare
~ Listen to Rob and Jane doing the same
task. Which types of intelligence do
they each have?

Brain and beauty

 LANGUAGE RESOURCE
Grammar Summary 3 Tag questions
u,.
1 Relative clauses We can use tag questions to check something that we think
A relative clause gives more information about a noun 1"1 the we know. In this use the voice falls on the tag question:
main clause of a sentence. It usually begins with who, which, '!-tlu've been to Europe several times, haven't you? :::.I
whose, that, where or when. There are two types of relative
We can also use them to ask a real question. i.e. to ask about
clauses: defining (Identifying) and non-defining.
something we don't know. In this case. the voice rises on the
tag question:
Identifying or defining relative clauses
I don't know Pilar. She speaks English, doesn't she? 71
This kind of relative clause tells us exactly which person or
thing we are talking about. We cannot usually leave out the F"""
information in defining relative clauses: In simple tenses (simple PfBSSfIt and past). we foon the tag
She's the woman who won the beauty contest. (She's the question with doIdoes/did:
woman.'1 Jack lived in this house, didn 't he?
Mandy tOOk the intelligence tast that focused on spatial In other tenses we use the auxiliary that is used to form the
awareness, (The relative clause identifies which test.) tense:
In defining relative clauses we often use the pronoun that Kevin and Laura aren't coming tonight, al'8 they?
instead of who or which. Where the relative pronoun is the
M8J'k's been with that company for years, hasn't he?
object of the relative clause, we can leave it out:
With modal verbs. we use the modal to form the tag questiOn:
I failed the math exam (that) I took last month.
Brian can't sing very well. can he?
Note that defining relative clauses are not separated from the
main clause by commas, If the verb in the main part of the sentence is positive, the tag
question is negative. If the verb in the main part of the
Non-defining relative clauses sentence is negative. the tag question is positive:
This kind of relative clause gives additional information about a It's really cold today. isn't it?
person. thing, or idea. If we leave out the information in the
relative Clause, the sentence stilt makes sense:
There al'8n 't any concerts here this weekend, al'8 there?
My wife, who 's an architect, WOrlcs for the lOcal fflUflkipaIity.
The Harry Potter t:xx:Jks, which have sold millions of copies,
are read by young and okJ alike.
Vocabulary Summary

- -
Note that we do not use the pror1C)IJ'I that in non-defining 1 Diseases and problems
relative clauses, and that we always separate them from the
main clause with a comma. Non·defining relative clauses are acne
"""",>cia
AIDS allergies _esOOo
anem~
used mof8 in written than spoken English.
diabetes eczema """"'"
fatigue heart disease
Choose a word to define from the list, using a relative indigestion innuenza pneurT'oOflia
clause. In pairs, guess which word your partner is defining. smallpox stroke tuberculosis

antib;otics a hangover a professor a biologist

2 Causes of disease I health problems
a topic sentence Japan Switzerland chemistry
an optimist alcohol a manager smallpox alcOhol abuse bacteria eating disorders
A It's a person who teaches in a university. viruses pollution radiation
smoking strnss infection / infected food or water
B A professor.

3 Prevention and cure

2 Non-defining relative clauses as sentence modifiers
antibiotics diet exercise hygiene
We can use non-defining relative clauses with which to sanitation sloop vaccination
mediCation
commeflt 00 the Idea in a 'NhoIe sentence:
She lives in 8 v&y big house, which is odd, because she Choose five of the diseases or problems in 1 and write a
doesn't have much money. ~.e. it is odd that she lives in a big definition/description of each, using words and phrases
hOuse) from 2, and any other language you need. Use relative
The elections taka place SVSf}' three )'OOIS, which is very clauses where you can.
democrafic. ~.e. the fact that the elections take place fNefY .In!lue:n}4, wluch is caused by a "YtrnJ, is spyuut
three years is democratic) from peyson, UJ peyson, when we snee;.e qr cqu,gh. .
Write a sentence about each of the following, giving .Jl:, can 6e ptt'V'en1:ed now by a "Y(lCC.,L~, wfuch
more infonnation in non-defining relative clauses. Then t.5 9t'V'en UJ e/4.e,'y(:y pecple e....-e'1f .n:niey.
compare your sentences with a partner.
)la:,,'vam U1U-vey~, wfuch is one of tAe k5l
1t.1UWY.sdtes m tAe wo-dd, is especuu1:y welL-known.
fqr lis taw scAoot.

1 Harvard University is especially well-known for its law school.

2 Gabriel Garda Marquez wrote A Hundred 'rOOrs of SoJitude.
3 Mumps is a painful disease.
4 Tom Cruise used to be married to Nicole Kidman.
5 LQ. tests are restricted to traditional kinds of intelligence.

Unit 9 Broin ond beauty

 C) D<J<] REVIEW
-z
Z
01:
Written grammar
1 Thinking about grammar
a In small groups, discuss these questions.
Revtew your action plan: writing 8 short report
In pairs. exchange and read the final written report about one
of the most popular team sports in your country from Unit B.

~
1 What do you personally think about English As you read, think about these areas.
grammar? (Is it easy/diffJcultl\ogical7) 1 Structure: are ideas in the report logically ordered?
2 When you make notes on new grammar, what 2 Interest: do the ideas and range of language make this
information do you include? report interesting to read?
~ 3 What techniques do you use to learn new 3 Accuracy: is the language correctly used? For example, are
~ grammar?
o
>-
4 What is "grammar"?
b Share your ideas with the class.
the punctuation. spelling, and grammar correct?

c...
o
-J
2 Working with grammar
a Here are eight lips to help you learn new grammar thOroughly. Match the tips with the examples
L.U of hOw to use the techniques.

>
L.U
o d 1 Think of grammar as a fun puzzle and a!\-vays try to a Set short, but regu~ times to go over new grammar again, Ten
figure out the meaning first. minutes a day is enough,
, 2 Be systematic about hOw you record tle'N grammar b ... increasing your depth of understanding of the fl8V>I item, A good
by noting the form, ' w'iX'f to do this is by under1ining examples of it in texts and making
e 3 Remember it's not enough to know the form , You notes in the margin,
also need to understand and record the meaning(s} c '" for example, word order (e.g. subject + verb + OOject), whether a
of the grammar and give an example to illustrate verb is transitive or intransitive,
the meaning, d Then dlec!<: your ideas about meaning by looking for other examples
g 4 f:.sk yourself d you know wilen to use the grammar, to see if they fit. You can also check 'Nitl1 a grammar book,
I.e, in Vllhich kind of situations, e For example: we can express purpose 'Nith connectors that are
a 5 Review all new grammar regular1y or you 'Nil! forget followed by an infinitive, such as in order to + nfinitive: The
government has increased wages in order to gain popularity before
"
b • Look for examples of it in differenl contexts. Seeing the election,
You do not want to sound too formal in an informal situation, or the
or hearing it again and again 'Nil! rep rneroory as f
well as , opposite!
b 7 Keep a ~st of the grammatical mistakes you keep g This couk:l be n a conversation or when you are writing something,
making in a special part of your notebook. h Go back to your lisl from time to lime, VV11erl you don't make that
f • Finally, actively look for appropriate situations when mistake any more, cross it off your 1St.
you can use the language,

b Look at the list of techniques again and mark each one with one of these keys:
.I", I already do this, X", I'm not interested in this. *= I m ight try this. *** = I will try this,

3 Putting the tips into use

In pairs, look at these examples and follow the steps below,
1 t know a few people who have really high 1.0, scores.
2 Few people have high enough scores to be considered geniuses,
3 A little wisdom can go a lOng way,
4 There is little hope of finding any survivors now,

a Use the examples to try to figure out the differences between a few, few, a little, and little, Think in terms of both the
form of the language and the meaning.
b Compare your ideas with other pairs.
c Can you tI1ink of / find any other examples of these? (The text in Exercise 2b on page 102 might hep you.)
Do these examples confirm your ideas?
d Now check your ideas with the Language note on page 103.
e Finally. record this grammar in your notebooks so thai you will remember how it is used.

ACTION PIAN I>

Your action plan: working with written grammar
If you do not have a special notebook for grammar, create a special grammar section in your normal notebook. Vv'hile you are working
on Unit 10, note down some grammar that interests you and use the steps in Exercise 3 to understand and record it.
Note: you wijU need to show a classmate the notes on the grammar that you have made in your notebook at the end of Unit 10.

Brain and beauty Unit9

a Complete the second sentence so that it means the same as the first one.
Use the words in parentheses.
1 Although she answered all the questions, she failed the test.
(in spite 00 She failed the test in spite of answering all the questiON .
2 The weather was terrible. However, the runners all managed to fini sh the marathon.
(even though) The runners all managed to finish the marathon even thouKh the weather Was terrible .
3 He woro a suit because he wanted to make a good impression at the interview.
(ill order to) He wore a suit in order to make a good Impression at the interview .
4 She took up karato so as to defend herself from attack.
(so that) She took up karate so that she could defend herself from aUack .
5 A lot of women hove cosmetic surgery even though it is very expensive.
(however) Cosmetic surgery is very ewensive. However. a lot of women have it

b Expand these notes to make complete sentences. You will need to add a question
word to each one.
1 I can'l imagine I he I lives on I salary I can't imagine how he lives on hislthat salary.
2 The interviewer asked I she I wanted I do I after I finish I college The interviewer asked what she wanted to do
after finl.shlng ' ,he had finished college.

and 'in
3 I always feel homesick' think ' friends ' my hometown I always feel homesick when(ever) I think of my friends
my hometown.
4 this country' need ' greater ' economic stability What this country needs is greater economic stability.
5 he I want ' live' there ore' Jots I job opportunities He wants to live when there are lots of job opportunities.
Where he wants to live, there are lots of job opportunities.

c Match A and B to make complete sentences. Then write the correct fonn of the verbs
in parentheses.
A H
1 Eating (oat) loss is a being (be) late; they had missed thoir bus.
2 The childron apologizod for h ironing (iron) but I hate ill
3 Gettinll u~ (gel up) early c not always the best way to lose weight.
4 She denim\ d stealing (steal) clothes from the store.
5 He doesn't mind e is something I really hate!
1IID 2~ 3W <lID sl!!l
d There is a relative pronoun missing in all of these sentences. Write the pronoun
in the correct place, and add commas where necessary.
"fw
She's the teacher " taught me French.
that had
1 We saw an interesting film last night lwl. music but no dialogue.
which is
a
2 They don 't know each other, strange as they work in the same building.
thatlwhich
3 I hate books have long chapters.
" which have
4 The Star Wars films , ~ been a huge success, have great special effects.
which was
5 Tbey only bought one oftheir three children a bicycle, ~ unfair.

e Complete these questions with appropriate words.

1 You don't have a car, do you?
2 Picasso and Dali are both Spanish painters, aren't they ?
3 It's been raining all day, hasn't it ?
4 She couldn't speak Japanese a year ago, could she ?
5 Excuse me. There isn'l a bank around here, is there?
f Complete the sentences with five ohhe facial features from the box.
Use the context to hell> you.
anJd.
chi n forehead eyelids eyebrows
nose lips cars eyes mouth
2 foot
1 His eyebrows arc very arched . They make him look surprised
all the lime.
2 I don't like my low foreh ead . Kids at school used to call me 3 ---.:.'=
o-{:.::... hin~~)
"Neanderthal Boy".
3 You need to gel more sleep, darling. Your eyelids look very
heavy and yo ur eyes are bloodshot. . . . .
4 I never like to sec a prominent chin on a pohtlClan . It gives
the impression that they're very stubborn. . knee
5 Mary is reall y n very nice person but she has such Ihm lips
that her smilos look fal se.

g Complete these sentences with a noun that describes an athlete and

that is related to the words in italic.
1 He can ju mp vory high. He's a great hjgh jumper .
2 Sho can jump a long dis tance. Sho's a champion long jumper .
3 Ho can run short dis tances ve1J' quickly. He's a great sprinter
4 She can jump in to the water hood first from a great height. Sho's
an Olympic d iver
5 He can lift 150 kilos. Ho's a weiehtlifter .
waist
h Label the pictu re on the right using ten of the words from the box.
abdomen ankle armpit bottom calf elbow fingers
fist foot hand hoad heel hip knee Deck shin
shoulder thigh toes waist wrist

What are theso patients suffering from? Use the noun form oftive
of the words from the box.
allergic fatigued d iabetic can cerous obese
strossfu l bald anemic depressed

1 I just can't feel positive about anything -l ife seems so black to me .

..dmuession .
2 I look so pale and I just don't have any energy. fatigue .
3 I guess it's partl y poor diet and no exercise. but I'm 40 pounds overwOIght.
obesity .
4 It happens in the spring - my eyes start to water and they Itch badly.
a llergy
5 I fee l nervous and tonse nil the ti me, especially at work. stress
wrist
Complete the text with the correct form of the words in parentheses.

A HEALTHY LIFE
Modem lite brings with It a wide range of illnesses and diseases. and a variety of cures and remedies. Nowadays, patients
are told to lead a less 1 stressfu l (Stress) lite It they can possibly do so, as this is one of the main reasons !of sickness
in the western world. In other parts of the world there are other reasons for illness; for example, in some countries
2 sanitation (sanitary) is very poor and can result in a number of 3 infUI:tions ~nfect) that spread in dirty water
and food. Cities in many countries cause problems because they have serious levels of 4 poilu lion (pollute), often
arising from the number of cars, but also from factOfies. Doctors prescribe different kinds of 5 med icine (medicaij
to counter illnesses, the most common of which are antibiotics. But the more antibiotics we use, the mare resistant the
bacteria become, so we really have to fight the causes of illness, as well as treating the symptoms.
Unitl0 The world around us
lesson 1
1 Speaking skill s 2 Reading skills
,I W,lin! d~ you know about waler? Take the wat er- a T he following sentences come from the article below
w ise qUI z and find ou\. Read them and predict what the article is about. .
1 The city is lndore, in India, where [ grow up.
2 A project to draw water from the Narmada Ri ver
lay unfinished for years.
3 T he city doesn't s leep easy.
4 Moreover. the water shortage is not shared equally.
5 M~ Il~oth er reminds every household member whe
w IiI listen to use less water. ..........
b Read the article aud check your predictions. The
sentences from 2a are missing from the start of
paragra p~s A.-E. Write the numbers of each sentence "-"
at the begmnmg of the appropriate paragraph.

Precious Fluid ~;
A~
It sleeps with one ear tumed to the fully opened faucets with
buckets dangling from them. At the first sounds of the water's
arrival through the pipes in the pre-dawn dark, bodies spring
from beds to fiU buckets and pots. In the slums, people have
been awake since before the first droPS arrived. Uning up,
half-asleep with their pots by the communal tap, waiting.
Sometimes the water runs for an hOur, sometimes just a few
minutes. Sometimes the water company skips a day or two,
sometimes more.
B~
Several trips are made through the day to inspect the level of
the tanks _ one on the roof of our house, one on the ground.
The city'S poor people, with hardly any storage at their
disposal, are forced to buy exorbitantly priced water brought in
by tanker. Rghts erupt. There have even been murders.
e lIl
It has 1.5 million inhabitants and there has been a water
problem here as far back as I can remember. Today it is
estimated that the water supply to the city is half of the
amount required . A rise in population and a steady decline in
rainfall are usually blamed. But there are other culprits, too.
D@}
Meanwhile, Indore's streams, an histOrical source of water,
were neglected and tumed into drains. The govemment's '--
promise of "a faucet in every home" tums people into passive
consumers of state-provided water, weakening the traditional
role of communities in maintaining local water supply.
E!D
The street where the rich live has lush gardens, even during
the dusty Indian summer. An industrialist's mansion down thl
road from my parents' house has an indoor swimming pool. ........
~ b Now listen and check your answers. And then there are whole localities with either very little water
c In grou ps, compare your scores. Who is the or no water at all.
most "water-wise"? Which is the most
important fact you discovered fro m the
questionnaire?
.,. GLOSSARY (see opposite page)

UnitlO The world around us

 Objectives Topic: water
Grammar Reading Ustening Speaking
quantifiers a magazine article, a quiz a conversation laking and discussing
a quiz

Write wateron the boord. Put students in pairs and ask them to write as many uses for water as they can in Introduce the topic
one minute. Find oul which pair thought of the most uses. Possible list:
you con drink it; you can swim or dNe in it; you can water plonts with it: you can wash in it; you can hove a
shower or bath in il; you can wash dishes with it; you can wash clothes/cors/windows with il; you con make
fountains, pools, and ornamental ponds; you con go sailing/woterskling/windsurfing/speedbooling on il; you
con put flowers in il; you can freeze it and make ice for your drinks; you con boil it and make tea; steam engines

There are many numbers in this unit, Here is how to pronounce a few. Note on numbers
60% = sixty per cent
1.5 liters", one point five liters
0.01% '" zero point zero one per cent (in British English, nought paint nought one per centl
2025 '" twenty twenty~five
400.000", four hundred thousand

1 Speaking skills
Ask students 10 lake the quiz in Exercise la . Limil lhe lime 10 five minutes.
Play the audio for Exercise l b. Ask students to Iislen and check their answers. Then let groups of @
students discuss the quiz. Afterwards, find out ITom the class what surprised or worried them.

2 Reading skills T .• ~
Pul students in pairs 10 predict ITom the sentences in Exercise 2a .
Ask students to read the article quickly, and find out whether any of their predictions are
mentioned. Draw attention to the Glossary. Briefly, elicit answers ITom the class.
Put students in pairs to match sentences to paragraphs in Exercise 2b .

.~~-----------------------------------------------,
~
A lers check the answers now. B Yeah, right again, irs over two-thirds water, so about 70%.
B Okay. You read out the questions, and I'll give you the We're doing okay. So, question 7?
answer from the bock 01 the magazine. A 7. How much 01 the earth's water is drinkable? We said c,
A Right. Question 1. How long can the overage person 10%.
survive without water? We said b. three weeks. B ah, not so good here. The answer is b. In fact, irs less than
B We were wrong. II"s a - only three days. one per cent.
A Is Ihat all? Wow! Okay, question 2. What can happen if you A Gosh, I didn't know thaI. Okay. Question 8, how much water
don't drink water regularly? We said a - you develop kidney does an overage African use every day? We said 0, five liters.
problems. B Yeah, that's right, a, five liters.
B And a it is! That's correct. Question 3? A Good, and question 9, how much water does an overage
A How much water should you drink every day? We said b. American use every day? We said it would be more, so about
about half a liter. 50 liters, b.
B Actually, it's a. at least one and a half liters. That's a 101, B Well, we were wrong again. The overage American uses
isn't it? about 500 liters of water every day! Thors c.
A Yes, it must be about seven or eight glosses. I don't drink A Thars amazing - and frightening. How do we use that
that much water. much?
B Neither do I, but maybe we should. Okay, question 4. B I suppose in boths and using hosepipes, and washing cars
- all that kind of stuff.
A Right. How much of our body is water? We said c, 60 per
cent. A Yeah, , expect you're right Last question - by 2025, how
many people on the planet will face a water shortage? We
B Thars right, c, irs about 60% water.
said 0, one third.
A Good. Now, 5, approximately how much wa ter do we
B Well, the horrifying truth is that irs c, about Mo-thirds. Isn't
have in our body? We said c, 50 liters.
that awful?
B And we were right. C - our bodies contain obout 50 liters
A Yes. So how did we do?
of water.
B Uh, we got five right and fIVe wrong, so it wasn't too bod, bull
A Well, that was okay. Question 6 was how much of the
think we should really know more about things like this ..
earth's surface is covered by water? We said c, 70%.

The world around us T l02 Unit 10

 Ask students to research the article and list points under the headings in Exercise 2c. Afterwards,
build up a class list of points on the board.

Possible answers: The poor: lhey get up early to line up at the communal tap; they have to buy
overpriced water because they can't collect water; they fight over water, and
people are murdered.
The rich: not affected; lush gardens and indoor swi mming pools
The author's fami ly: mother reminds people to use less water; she inspects
the fam ily water tanks regularly.

End this part of the lesson by having a brief class discussion about the questions in Exercise 2d.

3 Grammar review: quantifiers

Do the first as an example to get students started on Exercise 3a. Point out every household member
in sentence 5 of exercise 2a, and tell students to underline it. Then tell students to find and
underline other sentences with quantifiers in the text.
Let students check ill pairs. Then ask them to discuss Ule questions in Exercise 3a in pairs.

Quick grammar
guide: quantifiers
The problem with quantifiers is which words they go with - countable or uncountable nouns? Singular or
plural nouns? And, since Ihis is often different from students' firsl languages, il can lead to many errors.
Common problems and errors
-
Some nouns may be countable in students' languages and uncountable in English or ",ice verso;
All the furnitures 6fC comfortable.
There .¥;R " FF1~€-R nice clothes here.
He gave me a lot of informaliofl5.
Much, many, and a lot of I lots of cause confusion:
He has fRI:JER money.
Little and few may be interchangeable in the students' first longuoges.
I have lew money,

Answers: Every household member followed by countable, singular nOWI

Somelimes just a few minutes followed by a countable, plural noun - a small quantity
Several trips are made ... followed by a countable, plural noun -a mediwn quantity
With hardly any storage , .. followed by an uncountable noun · - a very small quantity
.. . half the flmOWlt required followed by an uncountable noun'"
... very litUe water followed by an uncountable noun - a small quantity
or no water at all. followed by an uncountable noun *
*Note that. although followed by all w lcountable here, Ulese can also be followed by counlables,
(hardly any people; half the students, etc.)
Ask students to complete the table in Exercise 3b, then check wi th a partner.
Ask students to complete the sentences in Exercise 3c. Let students check with a partner before
discussing as a class,
Go through the example in Exercise 3d as a class, then give students a minute or two to read the
facts and think of how they can express the facts using quantifiers. Remind them about the Language
Nole. and clarify any confusion related to using/ow I a few and little I a little. Put students in pairs
to discuss. Monitor and listen for accurate use of quantifiers. Afterwards, elicit from each pair their
"best" sentence.

Unit 10 T 103 The world around us

 c Read the article again and make notes on how the c Complete the sentences with an appropriate
water problem affects these people. quantifier.
the poor the rich the aUlhor's family 1 "Some more wine?" "No thanks. I still have
d Are water shortages andlor water pollution a some/a HIlle left."
problem in your country or region? What are the 2 It is the responsibility of even person to
problems? Can you suggest some solutions? take care of the environment.
3 "Would you like to try the left or right shoe?"
3 Grammar review: quantifiers " I'd like to try .hW.h.. of them, please."
a Find the quantifiers below in the article and the 4 There are a (ew!some/seyeraJ coins left in the
sentences in Exercise 2a. Underline the sentence car. We'd better got them for the parking meter.
each quantifier is in. Then answer the questions. S We get a lot of/a good deal of rain here in the
every a few several hardly any summer, so the grass is very green.
half very litt le no d In pairs, d iscuss these facts about water. using an
appropriate quantifier.
1 Are the quantifiers followed by countable or
uncountable nouns? We Jose 0 Jot of our water because of old pipes. /
2 If the quantifier [s fo llowed by a countable We waste a great deal o[ water.
noun, is it singu lar or plural?
3 Which quantifiors refer to a large quantity and
which 10 a small quantity?
b Write the <!Uanlifiers from Exercise 3a in the
correct group below.
Amazing facts!
Quantifier type Examples

Inclusive both, either, each, ~, all

Large or medium many, a lot of. a We lose 70% of our water

quantities groat/good deal of. seyeral because of old pipes.
Small qua ntities some, few, ~, hardly aoy,
yecr little

Precise quantities a quarter, two-thi rds, ..llillL

The average citizen in Britain uses
Negative qua ntities neither. ......lliL....., none 200 liters of water a day.

LANGUAGE NOTE
Nota tha differonce betwoen Q [ew/o little and
felli/little: An average citizen in Mozambique uses
We get a littlo rain every day. / The ground is 9 hters of water a day.
dry because lIIe get little rain in the summer.
There are a few French speakers here. / There
are few speakers left of some languages.
a felll/fl little", some: [elll/little = not enough
400,000 litres of water is used
In the production of a car.
GLOSSARY (Procious Fluid)
dangling hanging, swinging
slum poor area of a town with very bad
housing Over two-thirds of the earth's
exorbitant overpriced, costing much more than
is usual
surface is water.
culprit person or thing responsible for
something badlillegal
drain passage through which water or sewage
nows away
Only 0.D1 % of the earth's water
lush very green nnd healthy
is drinkable.

The world around us Unit 10

 lesson2

1 Listening skills <DGreat Balls of Fire ® ®A South

a Look at the picture. What do you tllink the "T'his South
_ one of the tWO African farmer
object is? Why is tho man !ooking al it? AFricans
metal obiects I OCcer keeps his '--"
b Choose a caption for the picture from the olles PaYer is tr .
that fe\\ from the oUI Ylrlg distance from
on the right.
skY and landed ,
r. an UnUSual the bomb in
@ C Listen to Pari 1 orlhe radio program to check Orm of the
white hot , on a case it
your answer. €'<lme in Which explodes.
farm near
~ d In pairs, guess the answers to these questions. CapeTown.
the ball is mad
Then listen to Part 2 and check your guesses. of melal. e
1 How many pieces of man-made jWlk are there
in outer space? 70,00010150 ,00
2 What kind of man-made jun k is there? mostly
sateUiles and rockets, but also wrenches, 3 Pronunciation: stress in phrases
gloves, cans and bags, scraps of paper, plastic a We use of to combine the conta iners and their
3 Who dumped it in outer space? astronauts contents. e.g. a lube o/toothpaste.
4 What might happen if this junk falls back onto 1 Which word in the phrases below has the
the earth? it might disintegrate when it enters main stress? the container word .
the earth 's atmosphere
2 Which word is weak. with the vowel reduced
5 What's the largest thing that has ever fallen
to I~I? of
back onto the earth? a space station
a can of baked beans a carton of milk
6 Wh o does the garbage belong to? USA,
a jar of honey a bailie of beer
Russia, Britain, Germany a box of chocolate a bag of chips
e What do you think can be done to solve the @ b Listen and check your answers. Then repeal.
problem of "space junk"?
c In pairs, check your an swers to Exercise 2b. Say
the phrases with the correct stress.
2 Vocabu lary: containers
A inslan/ coffee
a in the radio p rog ram. Major Lewis mentioned B a jar of ins/ant coffee
cans and bags among the space junk. What might
have been in them?
4 Vocabulary: collocations
b What usually comes in these containers? Put lhe
things in the box in the correct columns.
with containers
a What is the differe nce between a lube of
instant coffee paint jam orange juice toothpaste and a
matches wine ice cream cookies cereal toothpaste tube? Label
mineral water soda ointment olives tools the pictures with the LANGUAGE NOTE
lemonade potatoes yogurt

..,
two phrases. We do not use the

Tn,", C." ,,, Carton Do. Bottle

@ b Listen to the phrases
and re peat them. Where
plural farm in these
phrases:
toothpaste bakod honey milk chocolate beer chips is the main stress in a call of ooked beans
beans these phrases? but (looked bean can.......,..
The main stress is on the
ointment paint instant orange cereal orange cerfllli
first word .
calfee juice juice
soda jam ice- matches wine potatoes
cream
lemonade ointment yogurt wine minerai cookies =-=
=
water =
olives IDOls soda tube oftoothpaste
lemonade
---- too thpas te lube

UnillO The world around us

 Objectives Topic: iunk and disposing of waste
Grammar Vocabulary Pronunciation Ustening Speaking
modal verbs: active containers stress in phrases a radio interview discussing waste
and passive

Write on the board: Introduce the topic

a garbage can a wastepaper basket a yard sale
a recycling center a second-hand clothing shore a landfill site
Ask What sort of things do we put in or give to Ihese places or things? Why? Do you pay attention to whether
you get rid of your garbage or junk? 00 you recycle things?

1 Listening skills t .. CJ
Ask students to work in pairs or groups oflmee or fo ur to discuss the picture in Exercise l a and
match the caption from Exercise lb. Afterwards, compile a list of possible explanations on the
board from the class's answers.
Play the audio for Exercise Ie. Ask students to listen to find out if their predictions were correct. @
Answer: Th e object is space junk - a large metal hal! that fell from space. The best caption: 1.

For Exercise 1d, first put students in pairs to predict answers. Model the activity briefly to preview
and encourage the use of modals: I'm not sure, but J think there must be millions. Then p lay the ~
audio. Ask students to listen and check.
Have a brief class discussion about the question in Exercise le. Answers will vary.

2 Vocabulary: containers
Encourage specu lation about the question in Exercise 2a, then ask students to complete the table in
Exercise 2b. Let students check answers in pairs hefore disc ussing them as a class.

It is 0 good ideo to bring in 0 shopping bag of different tubes, cans, jars, bottles, ond bogs. You can use Using realia
them to elicit the vocabulory. You can also use them in the pronunciation activity that follows to proctice stress
in phrases.

3 Pronunciation: stress in phrases

Ask students to work in pairs to predict answers to the question s in Exercise 3a.
Play the audio for Exercise 3b. Ask students to listen and check their predictions. Play the recording @
again . pausing after each phrase, and ask students to repeat chorally. Ask one or two individuals 10
repeat individually, 100. Make sure students are pronouncing of with a weak stress.
For Exercise 3c, ask stu dents in pairs to look hack at exercise 2b and practice pronouncing the
answers with the correct stress.

4 Vocabulary: collocations with containers T .• ill

Ask the question in Exercise 4a to the class, and point out that tube of toothpaste means Ihere is
toothpaste in it, whereas toothpaste tube is describing the object, regardless of whether the tube has
anything in it or not. Point oul both the illustration and the Language Note,
Play the audio for Exercise 4b. Ask students to listen and repeat.

I The audioscript for Track 45 is on page nos ::.. I

,~
46i'-- - - - - - , 47"---------,
Ho" W"com, 10 Sd,n" In Adlon " lodoy, o can of baked beans a baked bean can
program, we investigate a new kind of garbage a jar of haney a honey jor
called 'space junk: We begin with the mysterious a carton of milk a milk carton
appearance of two metal balls that formers in South
Africa say fell from the sky near Cope Town. Now, irs a box of chocolate a chocolate box
not the first time man-made junk has fallen on to a bottle 01 beer a beer bottle
earth from outer space, and it seems it wan·1 be the a bog of chips
last. Space watchers say that. in fact. something falls
from the sky ~ery day. Here in the studio 10 throw
light on the problem is Major Richard lewis.

The world around us T 104 Unit 10

 Put students in pairs or small groups to discuss Exercises 4c and 4d . Encourage students to practice
all the vocabulary introduced in this section.

5 Grammar: modal verbs + active and passive

Put students in pairs to work through Exercises 5a to 5d . Allow about ten minutes. Monitor
carefully and be ready for questions. At the end, elicit answers from the class and clarify any
confusion.

Quick grammar The major problem here is Ihot many students ovoid modols in general and passive modals in particular.
guide: models They tend to use expressions from their native languages. like /I is necessary Ihal ..
Oughllo is also a problem - both beca use it is followed by 10 and because it is difficult to pronounce.

Answers: a Ought is followed by to.

b Somebody must track all the junk ...
Somebody should destroy them ...
Somebody ought to make the countries take more care ...
The subject is somebody- in other words, we don't know andlor we are not
interested in who does the action of the verb.
c 2 is more objective because it does not "blame" anyone by saying who should be
building landfill sites. We tend to use the passive to be impersonal and objective.

Do the first sentence in Exercise 5e as an example. Let students check their answers in pairs when
they have finished . Make sure students say either should + verb or ought to + verb.

6 Speaking skiUs
Put students in groups of four or five to discuss the questions in Exercise 6a. Give them three or four
minutes. then have a brief discussion with the class.
Give students a couple of minutes to read through the table in Exercise 6b. Check any problem
vocabulary, Then ask students to add to the list any ideas they can think of. Put students back in the
same groups as for exercise 6a, and ask them to discuss the questions.
After students have discussed the questions, ask them to outline the main problems and their
recommendations for reducing and disposing of waste. Ask one student from each group to present
their ideas to the class, At the end, vote on which group had the best ideas,

45'-----------------------------------------------------------~
For Exercise ld on page 104 II; Irash is going to foil bock 10 earth. as happened in
Presenter Major Lewis. can I begin by asking you 1979 when a whole space station crashed inlo
just how much space junk is flying around up there Australia.
in outer space? Presenter A whole space stolion! Was anybody
Lewis Well, at the Space Center at present. we're hurt?
tracking around 8,000 pieces of man-made junk Lewis No. thankfully no one was in jured
that are floating around the earth. In fact there are Presenter And what about this mysterious melal
probably a lot more than 8,000 - it s just that our ball in South Africo?
radar can't pick out anylhing smaller than these. Lewis Well, that was a very hal metal sphere,
Altogether. we think there are about 70,000 to weighing about . uh ... 35 kilos and it landed with
150.000 pieces of garbage out there. a loud boom in a vineyard only 50 meters or so
Presenter And how big are these ... uh ... pieces from where some farme rs were working. There
of junk? Do we know? were in fact two balls. But this kind of thing
Lewis Yes. they're between one centimeter and 10 happens every day.
em in size. Presenter One last question: who does this
Presenter Uh. huh. And what kind of things are we gorboge belong to?
talking abaut? Lewis Actuolly. the United Stotes owns the mosl -
Lewis All kinds of things ~ wrenches. gloves, cons oboul 3,000 items. and Russia is second with
and bags, scraps of paper and plastic, but mostly 2.500. Britain and Germany have only one piece of
we're talking about parts of satellites and rockets. trash each that we're aware of.
Presenter I see. And where did all this junk come ' Presenter And is anyone going to do anylhing
from? about the problem?
Lewis Well. a lot of it has been left behind by Lewis We can hope! All the junk must be tracked
astronauts over the years during the various space carefully so that we know if there are any large
missions. let's sayan astronaut drops a wrench objects up there ~ and. if possible. they should be
while he's working at the space lab, well. that destroyed when they start to fall to ovoid any
wrench goes out into space and becomes a piece damage. And of course. countries with satellites
of spoce junk. and space stations ought to be made to take more
Presenter And whot's going to happen to all this care of their things in space.
stuff - is it dangerous? Presenter Well, that's all fascinating. Major Lewis,
Lewis Most of it isn't - a lot of it diSintegrates when thonk you for joining us today.
it enters Ihe earth's atmosphere but some of this

Unit lO Tl05 Theworldaround us

 c What arc the containers in tho taule in Exercise 2b 6 Speaking skills
usually made of? Discuss in pairs.
a General waste is becoming a huge problem today.
Materia ls: plastic. paper, glass. metal. In groups. discuss the fo llowing questions.
something else
1 What kind of things have you thrown away in
Toothpas te tubes aro made of metal, aren 'tthey?
the past week? Think abou t all your waste.
d Household packaging is a real "junk " problem .
2 What do you think happened to your garbage?
When you have finished with the containers,
3 How does your country or community deal
which onos do you throwaway. which do you
keep, and which do you recycle? with garbage?
b In your groups, discuss how waste is handled in
your cou ntry or com munity. Answer the
5 Grammar: modal verbs + acti ve questions helow. Use the ideas in the table and
an d passive your own ideas.
a Look at these passive sentences from the 1 What are the problems related to waste?
listening. Underline the modal verbs. What is 2 Do people try to reduco wasle? If so. in what
different about ough(! ways?
1 All the junk must be tracked carefully ... 3 How is waste disposed of! Arc there any
2 ... they should be destroyed when they start problems associated wi th this?
to fa ll ...
3 ... countries ... ought to be made to take
marc care of thei r things in space. Problems Ways of Ways of disposing
reducing waste of waste
b Rewrite the sentences with active verbs. Who
is the subject in each one? taxing households burying in landfill
littering
c Look at theso two suggestions. Which one is that produce sites
more objective? Why? inefficient garuage
excessive waste burning in
1 The govern men t ought to build more
collection
providing recycling incinerators
landfill sites. too many nOll· facilities for more
2 More landfill si tes ought to be built. biodegradable sending into space
items, e.g. cans
d Check your answers with the Grammar containers putting in deep
providing an
Summary on pago 110. not enough garbage oceans
incentive for
e Complete these suggestions with should or cam recycling, Le. a small melting and reusing
ought to. Decide whether to use an active or pollution of air and paymont for new products,
passive form. e.g. plastic
water from landfi lls punishing people
1 Households that produce a lot of garbage
s hould/oughlto be taxed (tax) more. lack of recycling who litter or leave
2 We shouldn't/ouKhl nol 10 Use (usc) so centers their garbage in
many plaslic shopping bags when we go to inappropriate places
the supermarket.
3 Newspapers and magazines should/ought to
be recycled (recycle). c Make recommendations for your country or
4 People should/ouXht 10 be encouraged
community. Present your ideas to the class.
{encourage} to take bottles to a recycle center. Decide as a class which were the best ideas.
S If you have a garden, you shouldlought to put Say what you think the major problems are and
(put ) all vegetable and fruit waste on a make recommendations for improvement.
compost heap. Say what the current forms of waste disposal are
(I Stiffer fines s hould/ouCht to be introduced
and suggest some alternative forms which you feel
[introduce) for people who litter in the street. would be practical, economical, and ecological.
A Littering is a big problem. A lot of people litter
because there aren't fI nol/gh garbage cans in
streets, We think the city government alight
tilt)
to provide more garbage cons.
B res. Jllore garbage cans would help, ond nlso
the schools should ...

The world oround us UnillO

 ~ b Listen carefully and fill in the rest oflhe blanks.
There are three words in each blank.

3 Reading skills
a In pairs, read two arguments. for and against CM food .
Student A: Read the text below and complete the
table with argume nts for CM food.
Student B: Read the text on page 151 and comple te
the table with arguments agains t CM food.

Fo' Against

GM food: the arguments for

GM food has enormous potential for helping nations
suffering from famine and for feeding the exploding
world population. The world's population is now six
1 Vocabulary: GM food billion and will grow to eight billion by 2020 and
What do you know aoout genetically modified food? perhaps eleven billion by 2100. The pressure to feed
What are the argu ments for and against il? Use th ese people is rapidly intensifying. Ie is difficult to argue
words and expressions in your answers. against GM crops when the welfare of billions of
people is involved. Biotechnology is now being used
contaminated crops flooding to create crops that:
genes food chai n GM feed * flourish in harsh environments such as arid land
imp lanting pesticides resistant and salty soil;
* require little water and fertilizer;
* bear abundant fruit with little supervision and carei
* are enriched with vitamins and minerals.
2 Li stening skills A tremendous milestone in this direction was
@ a Read these sections from a debate on CM food. achieved when the genome of rice was finally
Fill the boxes with the words in Exercise 1. T hen identified, the first time in history that this had been
listen and check. done fo r a major food crop. Since four billion people
(about 60% oftbe world's population) depend on
1 The issue of [I====G ~ML====I foods is rice, this will have eno rmous consequences. It is now
a controversial one . As YOll know, we arc possible to create "super rice" with increased fertility
now able to change the I genes I in and resislance to disease a nd insects. Scientists have
plants, and this has caused a lot of debate . recentl y produced GM rice with increased vitamin A
2 It is only in this way that we will be able and iron content. This will help people who suffer
from low levels of vitamin A and iron, which cause
to I feed I the world 's exploding blindness and anemia.
population. Second , scientis ts can now
p rod uce GM I cro ps I that can grow
in harsh environments . such as areas thaI
used to lose cro ps through I flooelinG I
or extreme heat. GLOSSARY
3 Fi nally. GM crops will be I resistant biotechnology science based on cells and bacteria
to insects, so the s tro ng I pesticides I that flourish grow weil and be healthy
have been used un ti l now will become a rid very dry with few plants
a thing of the past. a bundant plenty of, in large quantities
4 It has al read y been proved that genome the complete set of genes in a living thing
I im plantin~ I a gene can introduce
jillsOl1s of problems into the I food chain
: for example. a gene from Brazil nuts b Choose the Iwo strongest arguments fo r or against
has been implanted into tomatoes , ._, CM food from your text.
5 AnQther serious obh:<:lion is that growing GM 1 Describe the arguments to your partner.
crops in close proxi mity 10 other crops means 2 Explain why you think the y are the most
that those crops wi ll be I contaminated I. important arguments in your text.
3 Write your partner's arguments in the other
column of the table.

UnlllO The world around us

 Objectives Topic: GM food
Grammar Vocabulary Reading Writing Ustening Speaking
reported speech GM food a magazine a discursive a debate discussing GM
orticle essay food

Write GM food on the board. Ask What does GM stand for? Whol sort of food is genetically modified these Introduce the topic
days? Hove you ever eoten GM food? Whars the law on GM food in this country?

1 Vocabulary: GM food
As 8 closs, discuss the vocabulary in the box in Exercise la . Then give studen ts a minute to prepare
what thoy want to say about GM food. Put students in groups of fou r to discliss their ideas, then
elicit comments from the class.

In the activity and loler in the lesson, in exercises 3b and 5, the longuage of presenting an argument for Useful language
and against is used. You may wish 10 write the longuoge below on the board to help students do Ihis and
loler activities:
The moin argument in favor of .. is .
The mosl convincing orgument against ... is .
The main problem with / drawback of / concern with ... is lhal .. .
The main reason for . . is ...

2 Listening skills
Ask students to fill in the boxes in Exercise 2a wilh words from exercise t . Do the first as an example.
Tell students not to worry about the other blanks at this stage. Let students check their answers with a
partner when they have finished. Play the audio and ask students to listen and check. @
In Exercise 2b. ask students to fill in the rest of the blanks first. Then play the recording again. You @
may need 10 play and pause the recording to give students time to write answers.
••
3 Readin g skills
This is a jigsaw reading. in which students read different passages and try to put together their
understanding of the text to make it whole. Put students in pairs. one A and one B. Tell them to
write For (if thoy aro A), or Against (if they are B) al the top of a page in their notebook. Tell UlOm
they havo nvo minutes to read their text and outline arguments.
When students have finished. ask them to describe and explain their argu mellts in pairs. Make sure
that thoy exchange and write down each other's information, using a table they have coped from
Exercise 3a into their notebooks.

Divide the closs into fWo equal halves. Groups A and B. Group A read the text on poge 106; Group Bread
the text on poge 151. When Ihey have finished, students can check their answers with others from the some
group. Then ask students 10 stand up and find a portner from the other group who has read a different text.
in poirs, they then sit down and do exercise 3b together. This is a good wov of mixing students and
crealing more interadion.

Aa students do Exercise 3b. walk around the class, monjtor, and holp with problems.

The oudioscripl for Track 48 is on IXlge n07 ~

The world around us T 106 Unit 10

 4 Grammar rev iew and extension: reported speech
[n Exercise 4a. ask students to read through the reported statements. Model the activity by matching
tho fi rst reported statement to the direct speech in ~xercisc 2n (section 11 as a class.

Quick grammar The main thing tho! students need to grasp when reporling speech is the ·one tense back'" tense chonge,
guide from are to were, will be to would be, etc.
Common problems and errors
Forgetting to change tense.
He said thaI he it; fired.
There is often confusion between the verbs soyond felf. Common mistakes include wroog placement of to
and incorred use of on objed pronoun after soy.
He lells ~ me to be quiet.
The teacher &9t" !fie Ihe onswers.

Put students in pai rs to work on Exercises 4a through 4e. Monitor and help with questions and
confusions. At the end. go through the answers as a class.

Answe rs: Changes: Verbs go one tense back. e.g. in 1. ore changes to were, has caused changes to
!Jad caused. In 2, will become changes to would becom e. Sometimes, the pronoun
changes, e.g. in 1. we changes to they.

5 Writing skills
In Exercise 5a. divide students into groups of four or five to completo a fo rlagainst table. Make sure
that everybody fi lls in the columns. as they will need these notes to write thei r essay. Ask the groups
to decide what their viewpoint is. for or against GM food.
Ask students to follow the inslmctions in Exercise sd to write thei r ind ividual essays. This could be
sot for homework.

~~--------------~
For Exercise 2 00 Poge 106 iii;
Mon The Issue 01 genetically modified loods is a controversial one. As you
know, we are now able 10 change the genes in plants. and this has caLlsed
a lot 01 debate. My opinion is that GM crops will be with us lorever, for very
good reasons. First, GM allows us to produce bask loodstuffs beller and
more cheaply. which should please everyone. II is only in this woy that we
will be able to leed the world's exploding population. Second, scientists can
now produce GM crops thai can grow in harsh environments, such as
areas that used to lose crops through flooding or extreme heal. Peaple In
these areas will now have enough to eat. Finally, GM crops will be resistant
to insects, so Ihe strong pesticides that have been used until now will
become a thing of the pas!.
Woman I agree with the first speaker that the issue 01 GM crops is
controversial, but my agreement stops there. I disogree completely with
GM crops. lor these reasons. My main objection is thot we really don't
know what genetic modification does 10 a plant and, therelore, whal it
might do to animals and human beings. II has already been proved that
implanting a gene con introduce all sorts 01 problems into the food chain:
lor example, 0 gene from BraZil nuts has been implanted into tomatoes.
and people with nut allergies are experiencing allergic readioos to these
tomatoes. In some cases. this may prove 10101. Anolher serious obieCtion is
thai growing GM crops in close proximity to olher crops means lhatthose
crops will be contaminated. And in answer to the argument about feeding
the world - we can already do thot if we slop using all our land to raise
CQ'NS and pigs for food. Furthermore, by forcing GM crops on poorer
notions. we are pulling them into a position where they wilt no longer be
able to grow non-GM food.

UnillO T 107 TheWOl"ldaroundus

 4 Grammar review and extension:
reported speech
a Look at these reported statements from the debate
in Exercise 2. Find the direct speech in Exercise 2a.
1 The man claimed that they were able to change
the genes in plants, and that had caused a lot of
debate. section 1
2 He predicted that the strong pesticides that had
boon used unlit now would bocome a thing of
the past. section 3
3 The woman explained that implanting a gene
could introduce all sorts of problems into the
food chain. section 4
4 She argued that growing GM crops in close
proximity to other crops meant that those crops
would be contaminated. section 5
b In pairs, compare the direct speech sentences in
Exercise 2a with the reported speech above, and list
tho changes you find.
c Usc your answers to Exerciso 4b and your
knowledge of reported speech to complete this
table.

'- Simple present Direct: eM food bas enormous

potential.
Reported: He said GM food had
"- enormous potenlial.
Present Direct: We IlJ'(l not saying that all
"- progressive eM crops are dangerous.
Reported: He said they were ...
' - Simple past Direct They exported food from

Reported:
Ethiopia.
He said tbey ...
.,
' - Present perfect Direct:
,
Scientists have rocently
produced GM super rice.
Reported: He said scientists ...
"-
Past perfect Direct: They bad already started
the trials. 5 Writing skills
'-- Reported: He said they ... a In groups , think of as many reasons as you can
Modals: can, Direct: The developed world can for and against eM food. Write them in the
will, should help tho third world. for/aga inst table in Exercise 3a. Use the
'-- information in this lesson and your own ideas.
Reported: He said ...
b How do these arguments fo r and against relate
Direct: The world's population to your country? Agree on the greatest threats
will grow to eight billion and opportunities that GM food represents for
by 2020. your country.
Reported: He said ... c Go through the arguments for and against GM
Direct: We should all be aware of food in this lesson and sum up your position.
the problems. d Write a discursive essay with the title Is GM
food a positive or negative development? Follow
Reported: He said we ... the notes below and use you r notes for this
lesson. Also use the plan for writing on page 47.
Your essay should have four paragraphs and be
d Check your answers with the Grammar Summary between 200 and 250 words long.
on page 110. Paragraph 1: introduce the topic
e Look at the text you read in Exercise 3a. In pairs, Paragraph 2: list the arguments for GM food
report other things that the author said. Use Paragraph 3: list the arguments against GM food
different reporting verbs, e.g. say, tell, claim , Last paragraph: summarize your viewpoint and
argue, predict, explain. conclude the essay.

Theworld around us Uni!10

 lesson4 Climate change >

2 Task
Read these frequent ly asked questions about global
warming. Can yo u answer an y of them?

• What exactly is t he green house effect? A

• Is climate change a natu ral or human-caused phenomenon-
• What are the possi ble effects of cli mate change? B '--'
• Wilt there be any benefits associated with climate change? B
• How much climate change has been observed up till now?
• Is pl anting more trees a way of solvi ng global warming? B '--"
• Are there any alternatives to coal and oil? B
• Who is responsible fo r greenhouse gas emissions and
climate change? B
• How do scientists estimate the climate of the futu re and
how reliabl e are their projections? A
• What are the current estimates for 21st centu ry cli mate
change? A

1 Warm u p 3 Prepare
a Match these key words with the defin itions. a You are going to look for the answers to some of '--'
1 global warming b the questio ns in a short text. You have only three
2 CO2 (carbon di oxide) c m inutes to do this. Th e teacher will di vide the
3 atmosphere e
class into two groups. v
4 degrees a Group A: Read quickly through the text below.
5 climate d Grou p B: Read quickl y through the text at the
bottom of the opposite page. '---
6 weather f
b Put a check (..... ) by the questions in the list above
a un its that are used for measuring temperature
that your text answ ers and make brief notes
b the increase in te mperature that has been about them. "---'
taking place in recenl years
c Work in pairs of A and B students. Ask yo ur
c a colorless, odorless, non-poisonous gas that is
partner the questio ns that your text didn't answer
a normal part of the air
and take notes. Answer your partner's questions. \.....,.,
d the normal temperatures, rainfall , etc. of a Can you an swer all the questions n ow ?
country, a region, or the earth
e the air around the earth
f temporary conditions in the air, e.g. hot or Group A text \.......-
cold , sunny or rainy The greenhouse effect is the orocess where heat js
b Fill in the blanks in the text with fiv e of the unable to escape from the earth's atmosphere, which 'r--'
key words. causes the temperature of the earth to rise. The rise in I
Wha t is globa l warming? temperature is called global warming. The greenhouse
The earth's temperature has risen by 0.7 l degrees effect is caused by both natural and human activity. ,

r
in the last 150 years. Scientists believe the m ain Studies carried out by scientists into climate change in
reaso n for Ihis is that we are putting too much the last century show that volcanic activity, change in
2 ~ into the 3 atmosphere . Some scientists

t
land use, and greenhouse gases all cause climate
believe the temperature is going to continue change. Of these, greenhouse gases, such as carbon
rising. which is a ma jor cause for concern. but dioxide, have been the main causes of climate change
some people say 4 global warming is a m yth -
in recent years. Globally. air temperature increased by
they say there have always been 5 cl jmate
one degree Fahrenheit in the 20th century but some
changes on earth and it's too earl y to say
w h ether this parti cular change is part of a regions, such as Alaska, have seen a four degree
norm al cycle or something unusual. If globa l Fahrenheit increase in temperature. Scientists
warm ing is really h appening, it mean s the sea estimate their predictions for the future ~
level will rise Ilnd in some cou ntries thi s w ill knowledge of historical climate Change and comp uter l
cause catastrophic flo od ing. In others , there will models of the climate system . These p redictions are It----
be no w ater, only desert. based on a number of factors and are not absolute.
The latest predictions for the 21st century are for an
increase of 2.5-1 0.4 degrees Fahrenheit. -

UnillO The world around us

 Objectives Topic: climate change
Grammar Vocabulary Reading Writing Ustening
wifl, going 10, first climate change extracts from a FAOs on a Web site a college seminar
conditional. present science book. an
perfect FAQ page

Write global warming on the board. Ask Do you think this is Q serious problem? What factors ore causing
global worming? Elicit as many suggestions as you con from students, and write them on the board.

1 Warm up
t .. 0
Ask students to match words and definitions in Exercise la , then check with a partner.
Ask students to read the text in Exercise l b quickly for a general understanding before fill ing in
the blanks.

2 Task
A good way of doing this is a pyramid discussion. Give students one minute to read and nole
answers to the questions. Then put them in pairs and give them one mar£! minute to compare
answers. Then put one pair with another pair, making a group of four, and give them one more
minute to compare answers one fmal time.

3 Prepare
If you haven't done so already, divide the class into groups of four. Label half the groups A, the other
half B.
Ask students to read and check the questions in Exercise 2 that their text answers. Let students
briefly check answers with people in their group.
Divide the class into pairs of A students and B students. The best way to do this is to ask students to
stand and then find and sit with someone who has read a d iffe rent text. Ask the pairs to discuss
their texts until they can answer all the questions.

The world around us T 108 Unit 10

 ..•.
4 Feedback
Briefly discuss the results with the class.

5 Compare
Play the audio for Exercise Sa. Ask students to listen and order tho FAQs. Stop the audio after each
question and remind students what numuer they are on.
Answers: 1, 9. 2. 3, 4. 7, 8 , 10, 5. 6

Play the audio again. LeI students compare the notes they make with a partner before going through
UlC answers as a class,

Answers: Additional information is underlined in the audio script.

••
6 Notice

.. Ask students to look at the phrases, and discuss their use with a partner. Play the audio one more
time. Discuss the answers as a class,

7 Follow up
Model the activity brielly with a good sludent. Ask the first question then briefly improvise a
conversation with the student. using one or Iwo of the phrases from Exercise 6.
Put students in pairs. Tell them to take turns asking and answering the questions in Exercise 2.
Monitor carefull y, noting mistakes and prompting students to use the phrases they have studied.
49'_-------------------------------------------------------------------,
Tutor Good morning, everyone. Before we talk serious~ about hot to extremely cold, the ice ages, so there's a lot of
the next block of work do you hove any questions on climate disagreement in the scientific world about global worming. let
change? me put it like this - lhe signs me worrying gnd we'd be foolish
tq iQnme lhem
Student 1 Yes, con you tell us ogain, what exactly is the
greenhouse effect? Student 4 What ore scientists prediding about this century?
Tutor Okay. The greenhouse effe<t is the process in which heat Tutor The 21st century? They soy there'll be on increase of
can't escape from the earth's atmosphere and which causes between 2.5 and 104 degrees Fahrenheit.
the temperature of the earth to rise. The rise in temperature is
Student 1 Con't we stop this? I've heard that planting Irees is a
called global worming. let me explain a lillie certain gases
way of solving the prablem.
ow 1ffi!llale aad trop tbe beat like a barrier Ibot tbe beal con't
QeJ lhrouah So Ihe heal is lurned bgd: jnlo tbe gtmosphere Tutor Well, yes, increasing the forest meas will help to slow
and the tempergture rfses Is thgl clear? down global worming because plants and trees reduce tbe
effe<ts of carbon dioxide. 00 ils owo Ibis jsn't enot I~b to stop
Student 1 Yes, thars much bener, thanks.
or even reduce global wmmiM IhouQh we hove to cui down
Student 2 What I can't understand is why everyone thinks a on our production pf greenhouse QQsgs Whallhgr megns is
rise in temperature is bad - it sounds great to mel So whO! we hgve to stoP using fossil fuels
are the effeds of climale change?
Student 3 Are there any alternatives to cool and oil?
Tutor Well, there are some pretty bad effects, such as effects Tutor Well, yes, and I'm sure you're aware of them - there's
on the migration of birds sgme species at birds will be
wind energy, solar power, and wove energy, bUl lbesg
forced tq migrale tq different plgces gnd some won'l need 19
sources of power need to be developed,
mimgle gnymme so it upsets the balance of nature. A good
example of the effects is the balance of woler: water Student 2 I don't understand wove energy.
resources wilt increase or decrease, so lhere'li be mgre floods Tutor TbOt<; hmnessinQ the power Of the tides ond 'Ising it 10
and droughts Seq levels will rise jn some cOQstgl megs gnd make electricity Understand?
some low-lyiM islgnds mgy be lost completely under the
Student 2 Yes, thanks. But what exoclly causes this global
""'- worming - is it natural ar human?
Student 2 But is it all bad? Wan" there be any benefits from
climate change? Tutor The green bouse effect is coused by both natural and
human activity. Naruml (mise.<; ineilJde volcanic activity for
Tutor Not many, I'm ofraid, but the pidure isn't all black. example. But humgn activiJ:; is milch worse. let me give you
Moderate global worming will favor some fmmers, pot1iculgt1y some examples the usg at cm god gircraft filel lactorv
in dry megs wh ere there'll be mme rgin emissions gases IISed in freez ing 01[ of th ese add to
Student 3 How do we know about this? I mean, how much greenhoUSE Illlses and couse climate change.
climate change has been observed? Student 3 So, who's responsible for all these emissions and
Tutor In the 20th century, air temperature increased by about climate change?
one degree Fahrenheit; but some regions like Alaska have Tutor GreenbOuse Iloses bove been increasing since the
seen 0 four-degree Fahrenheit increase in temperature. Now, Induslrjal RevoluJjOD two hundred years ago, which means
that is huge and very worrying, especially if the trend the countries of lhe developed world hove been mostly
continues. Is that okay? responsible for greenhouse gases sa for. In re<ent years, the
Student 3 Yeah, but haw do they know it will continue? How United States has been responsible for 25% of greenhouse
do scientists estimate the rate of climate change? Is it reliable? gas emissioDs, but the future is likely to be different as we
become more aware of the problem. Developing countries
Tutor Well, they estimate on the basis of historical climate
that don't have the money ta search for alternative sources of
chonge ond computer models of the climate system. Is it
fuel will produce more greenhouse gases tban the United
reliable? Well, we don't really know. The climate of the earth
States and Europe. Okay, I think we'd better get on to ..
has changed many times in the post. going fram extreme~

Uoit lO T 109 The world around us

 4 Feedback 6 Notice
Tell the class how many questions you could ~ Listen to the seminar again. How are these phrases
answer. Ask about any questions you were unable used? Docs each one introduce an example. clarify
............. to answer. something, or chock 011 understanding?
1 Lei me explain ... cla rify something
5 Compare 2 Is that clear? check on understanding
Listen to a college seminar about climate change. 3 A good example o r ... introduce an example
Number the FAQs in the order you hear them . 4 Is that okay? check on understanding
(The words may be slightly different.)
5 Let me put it like this ... clarify something
Listen again and make notes of any additional
infomlation to an swer the questi ons. 6 What that means is .. . clarify something
7 Understand? check 011 understanding
8 Let me give you some examples. introduce aD
example

7 Follow up
[n A and 8 pairs, ask and answer the FAQs again.
This time. try to make your answers as full as
possible, and use the phrases from Exercise 6.

\.....,. Group B text

Climate change will force some species of birds to migrate: water resources will increase or decrease; there will be
more floods and droughl . Sea levels will ri se in some coastal areas. There will be heatwaves and more air pollution,
'--- which in turn will cause infectious diseases to spread. There will, however, be some benefits, 100. Moderate
warming will fayor some fanners. Some areas will have more water and more synshine.
There are ways of attempting 10 slow climate change, such as replanting and increasing the area of the wortd's
forests, because plants and trees reduce Ihe effects of carbon dioxide, but on its own this is not enough 10 stop
global warming. For this to happen, we must cut down on OlIr production of carbon dioxide. One way to do this is
to cut down on our use of fossil fuels like coal and oil, which is possible but must be done gradually: coal and oil
can be replaced over a period of lime by wind energy and solar DOWer. Climate change is not entirely new:
greenhouse gases have been increasing since the Industrial Revolution, two hundred years ago, which of course
means that the countries of the developed world so far bear the main responsibility for greenhouse gases. In recent
years, the United States has been responsible for 25% of greenhouse gas emissions. However, in the fu ture,
developing countries like India and China will produce more greenhouse gases than the United Stales and Europe.

The world around us

 The past perfect does r"IOt change:
Grammar Summary I had heard of this place. .... She said she had heard of that
pIaco.
1 Review and extension of quantifiers
Some modal verbs change in reported speech:
Type Quantifiers Followed by noun Examples We can find it . .... They said they could find it.

, bo1I1 We will meet you tomorrow. .... They said they would meet us
Inc lusive 1 plural COLf1table 1 both books
the next day.
2"'''''
3_
2 sOgUar COLf1table
J singtJar COU"Itabie
2 either book
3 each book The modaJ verbs, should, ought to, and would do not change:
4 SirlgLW COlI"lIabie
4 ""'" book You ought to compiete the form . .... He said I ought to

., ... """'"
45 ""'"
aI ~he) 5 plural coootabIe or 5 an the books I compJete the form.
"""",to'" You should listen to her. .... He said I should hsten to her.
Large or , many , ~~ , many books Remember that the pronouns in reported speech often change.
medium 2 a 101 01 2 pllI<II COU'ltabie 2 a lot of books I e.g. I ~ she and we .... they in the examples above. Adverbs of
quantities or uncountable a lOt of money place and time often change too. e.g. this place .... that place,
3 a great deal! 3 uncountable 3 a great deal! tomorrow .... Ihe next day.
a good deal of a good deal of money
The most common reporting verbs are say and Ieli. However, it
4 several 4 pural countable 4 several books is better to use a variety of verbs when reporting speech, e .g.
Sm all home 1 plural countable 1 some books I admit, argue, predict. claim, announce.
quantities or uncountable some money
2 (a) fev.r 2 plural countable 2 (a) few books Report these st atem ents.
3 (a) little 3 uncountable 3 (a) little money 1 "I have discovered a new land." Columbus claimed he .
4 hardy any 4 p/lxal countable 4 hardly any books I Columbus daimed he had discovered a new land.
",uncoco_ hardy any money 2 "I came, I saw, I conquered." Caesar said ... Caesar said
Precise 1 half (o~ pkxal COlJ'llabie 1 half (oQ the books he had com e, had seen. and had cOOiluered .
quantities 2 a quarter I or UI'lCOlI'ltabie 2 a quarter of the 3 "I'll lOve you forever, JUliet!" Romeo swore ... Romeo
two-thirds of money swore that he would love Juliet forever.
1 si1guIar/pk.ral 1no book I no
Negative
q uantities ' ''' COLf1table or books I ro money
4 "I have a dream. " Martin Luther KJ-.g said ... Mart in
Luther King sai d he had a dream.

2_
2 rl9Ither
3 rona Of the """""-
2 sngJIar countable
3 pItxaI countable
or lI'lCOI.Xltabie
3 none 01 the
books I none of
... money
5 "This is one small step for a man." Neil Armstrong said ...
Neil Armstron g said this was one small step fOT
a man .

Vocabulary Summary
1 Containers
We can use the COlI'ltabie quantifiers with a pltral noun if we add
of the: each of the books, both of the books, neither of the books Tube toothpaste, ointment

Choose t he correct quantifier. c," baked beans. paint. soda, lemonade,

1 Wool u like~ neither of these coats? No, I don', sardines, ca l food
like 'ther each 0 hem. honey, instant coffee, jam, olives, shaving
J"
2 E AJI student in class should have a textbook. cream , peanu t bu tt er
3 I invitee.@) some my friends but only fffW ~f them
Carto n milk, orange juice, yogurt, k:e cream, butter
came to the party. '-'
4 She doesn't ha~ a little friends in her town. Bo, chocolate, matches, cereal, tOOls, c andy.
envelopes
2 Modal verbs + active and passive
Bottle beer. wine, mineral water, lemonade,
We often use the paSSiVe after modal verbs: s hampoo . oil , d etergent
Seat belts should be worn at all times.
B,. chips, potatoes, cookies
VoJhen we make suggestions or express obligations using the
passive, the suggestiorv'obIigatiOn is ~ive, i.e. we don't see
it as being imposed by the speake(: Add these item s t o th e correc t column.
You ought to IIlV6St more in road-bUilding. (the speaker's
opinion) shaving cream candy peanut butter envelOpes
butter sardines detergent oil shampoo cat food
More ought to be invested in road-building. (an objective
suggestiorv'recommendation)
Should and ought to in the passive are often used for rules: 2 GM food
Cars should not be parked on the sidewalk. biotechnology contaminate crops feed flood food chain
gene genome GM Implant pesticide resistant
3 Reported speech
Find five GM word s to match these definitions .
In reported speech the verb usually changes tense, and moves
one step back Into the past: 1 a chemical used to kill insects pesticide

I have an idea. ~ She said she had an idea. 2 harm a substance by passing or spread ing chemicals to it
contami nate
I have had an idea. ~ She said she had had an idea.
3 give food to feed
I'm thinking about it. ~ She said she was thinking about it.
4 the complete set of genes in a living thing genome
I was thinking about it . .... She said she had been thinking
5 put something into a person, animal, or a plant implant
about/to

Unit lO The world around us

 C) Editing your work I<l<l REVIEW

-z
!:
~
1 Thinking about writing
a Make a list of all the different types of things you have
Review your action plan: wonting with written grammar
In pairs, look at the notes on g rammar that you made at the
end of Unit 9. Explain the grammar you looked at, how you
worked out the ru les and meaning. and show your partner how
written in English. you recorded it. Compare ways of record ing - can you improve
~ CompeO/ltg a fYa'rnmtLy ~
'W~ng a ~ m an [ngt.sh eMm
each other's methods?

0<:: b Compare your list with a partner.

:::) c Read the text written by a person studying EngliSh.
o>- Give it a title. (Do not worry about the errors in the
text.)
d Is this student's experience of writing in English the
CL same as yours? If not. how is it different?
o
--'
e In groups, discuss what you find difficult abOut writing
in English.
LU
>
LU
2 Exploring the stages involved in writing an
essay
o There are a number of recommended stages in writing a
formal essay. Look at the stages below. They are in the
wrong order. Reorder them according to the most
efficient way of writing an essay.
III a Organize your ideas into a structure with a
beginning, a middle, and an end.
III b Read the essay litle or question carefu lly and
decide why you are writing it and who you are
writing it for.
iii c Write your first d raft from the beginning to the end.
III d Proofread your final essay, checking grammar,
spelling, and punctuation carefully.
IKI e Revise your first draft and check for structure and
content.
lEI f Rewrite the text and produce your final essay.
~ g Brainstorm ideas that are relevant to the question.

3 Editing a text
a In pairs, go back to the essay in Exercise 1 and edil
it. You w ill need to look at all 01 these features very
carefu lly.
the grammar the spelling punctuation
the content the structure
Student A: Look at the grammar and the content.
4 Applying the stages
Student 8: Look at the spelling, punctuation, and
structure. a The student who wrote the essay in Exercise 1 did not
finish the last paragraph. In groups, brainstorm and
b Together. rewrite the essay. correct ing all the errors
note ideas for this parag raph. The first sentence is:
you found.
c Exchange your revised essay with another pair of A.!lIuYug!, l'/"r"J:mg on [~ can Ie 'W!¥)f
students. Read their version of the essay and improve dd-fl.Oi!l:., Ii; is ~?np;rtanl !:c 'wrJe hJy a n1l.m.6er
it if you can .
'" """""". Ji><1 '" alt, ...
b In pairs, organize the ideas that your g roup thought
GLOSSARY of. Ust a number of reasons to support the argument.
draft {of a lext] c When you are ready, write the paragraph individually.
unfinished stage in developing writing Conclude the essay in one or two sentences. Use the
proofread stages in Exercise 2 to help you.
read something to find and mark d Exchange your work w ith a partner. Gan they improve
errors for correction your wriling?

ACTION PLAN I>

Your action plan: editing your work
Using the recommended stages in Exercise 2, write the last paragraph of an essay about reading in English. The paragraph
begins: Although reading in English can be very difficult, it is important to read for a number of reasons. First of all, .... Keep all
your d raft texts as well as your final version. The paragraph should be no more than 120 words long.
Note: you will need to show a classmate the final version of your paragraph and your drafts at the end of Unit 11 .

The world around us UnitlO

 Reality TV on
your screens
1 Speaking skills this week
Look at the pictures and answer the questions. Adrian Soloman
1 What kind arTV shows do you think they reviews the current
come from? reality TV shows.
Z \o~h at makes people wanl to appear in this
kllld of show? 1 B* *"
**** Excellent
miss it.
- de.
"'-'
1 ThiS was the first modern
Z Readin g skills
reality show and it has been *** Very interesting,
,I Read tho reviews of four reality TV shows. worth watching.
showing for more than ten
Match each rev iew with one orthe pictures. ** OK for a couple 0
years. The concept - a group
h Road tho reviews again. Choose the rating you episodes, if there's
5 of young people locked up in
think the reviewer gave each show. nothing better or
a house together for several
c Figure out tho meaning of the followin" words
weeks and filmed for 24 * thebigchannel.
A yawn. Chan¥
and oxpressions from the context. "
hours a day - is as fascinating
1 primo-timo slot (line 10) a time in when
as ever and still claims a
il lot ,of 1,Ieollie are watching in the evening
10 prime· time slot in the evening. Despite
2 gnppl~lg sluff (line 13) exciting SUbjllcl
3 cast (lllIe 21) people appearing in the s how the number of similar shows now
4 switch to (line 22) change channels produced, none has beaten the original
5 sett ing (line 32) placellocation idea. Gripping stuff!
6 would-be slars (line 38) people who wan I
10 be fam ous 2 A
Two spoiled young rich girls leave their
d III groups, discuss these questions.
1.5 posh Beverly Hills homes to go and live in
1 Which of the shows sounds the most
a small town in Arkansas. There they
interesting as a TV show?
have to cope with living on a farm and
Z Which reality shows have you seen'" \Vh
did you watch them? . y working in a fast-food resturant . Quite
:4 Would you ever take part in one of these frankly, this show hasn't managed to
shows? Why? I Why not? 20 generate much excitement in spite of the
good-looking cast and the provocative
3 Liste n i ng skilis theme. Switch to the big movie on
~ It Listen to a phone-in program. Which of the ChannelS instead.
shows in the pictures are mentioned?
3 C**
~ b Listen again. Below are some reasons for the
popu larity of reali ty TV shows. Who gives Another one In the theme of "put a
these reaso ns? Write K (Kate). M (Myriam) or 25 group of young people together and see
p. (psyc hologist). More than one person may what happens", but the action takes
give the same reason. place on a beautiful Pacific island . Can
K 1 Rea lity T V shows arc something new. the participants survive on what they find
K 2 People talk about them, so everyone wanls on the island? What will they eat? This
to see them. 30 hasn't been running as long as the other
P 3 People like scandal and watch in case shows, and it shows some promise, but
anyt hing happens! the beautiful setting is not enough to
M 4 People get involved in the shows. stop boredom taking over after a while.
M, P 5 These shows give people a kind of power
over olher peop le's lives. 4 P **·
P G People are nosy. They like gossip. A group of unknown musicians spend all
c In yo ur opi nion . what is the fascination of 35 their time in an academy, training to do
re~ lit y TV? ~~y w~ether you agree or disagree concerts. This is hugely popular, and the
With Ih e oplll lOns III Exercise 3b. winners have become national superstars
with their albums. The young would·be
GLOSSARY stars in recent episodes have been
p rov~calive causing comment. anger. excitement 40 competing to see who is going to
prom ise {nl (here] potential to do well represent the U.S. in the Pan -American
Song Contest. very entertaining.

Unit 11 Medio
 Objectives Topic: reality TV
Grammar Reading Writing Ustening Speaking
present perfect a TV program review a review of Q TV show a radio phone-in discussing TV
progressive programs

Write TV programs in the middle of the board. Elicit as many different types of programs as you con from Introduce the topic
students, and write them on the board. Ask How often do you walch TV? Who! kind of programs do you
walch? What kind of programs do you never watch?

TV programs: news and current affairs; documentary; drama series; soap opera; sitcom; quiz show; talk
show; realily TV; lifestyle program; breakfast TV

••
1 Speaking skills
Put students in pai.rs to discuss the questions in Exercise 1 briefly. Then have them share answers
with the whole class.

Answers: Reality TV programs.

People want to be fa mous, want to have a career in the media, want to win a lot of
money, want to test themselves in difficult circumstances.
••
2 Reading skills
Allow four min utes for students to do Exercise 2a. Allow them to check their answers to Exercise
2b in pairs.
Let students work in pairs to discuss words and expressions in Exercise 2c.

Show students how to guess what the words mean by looking at context. Do the first one as on example. Guessing
Ask students to find prime-time slot in the text ond underline il. Ask Whal pon of speech is if? Answer: meaning from
compound adieclive and noun. context
Ask What clues in the sentence help you figure oul/he meaning? Answer: In Ihe evening tells students that a
prime-time slot must be a ·slor in the evening lV schedule.

Ask studen ts to discuss the questions in Exercise 2d in groups of four or fi ve and then have a brief
class discussion .

3 Listening skills
Play the audio fo r Exercise 3a. Ask students to listen an d say which shows are mentioned .

Answers: Big Broth er (8), American Idol (0)

In Exercise 3b , ask studen ts to listen to the audio again and put the correct letter next to each
reason. Lei stude nts check their an swers in pairs before discu ssing them as a class.
Have a brief class discussion about the question in Exercise 3c.

The audiascript for Track 50 is on page nl3 :ill

Media T 112 Unil ll

 4 Grammar review and extension: present perfect progressive
Have students read the examples in Exercise 4a. Ask them to tell you which form is being used in
each example, then ask students in pairs to match forms to rules.

Quick grammar The present perfect progressive (have + been + -ing. the present participlel is different from the present
guide, _ perfecl simple in that it emphasizes duration and unfinished activity
periect~ Common problems ond errot'$

Students may use a simple presen t tense to refer to something that started in the past and tha t continues
up to now. where English would use the present perfect:
l /We in Buenos Aires since 1995.
Another common error is using the present perfect progressive fo r a finished event in the recen t post with a
time reference:
I J.fJ"e eeeR we(~Rf/ lote losl week.

Ask students to ch oos e the best forms in Exercise 4d. Before leaving the topi c , remind students to
read the Language Note.

_on
5 Writing skills
Put students in pairs to discuss the questions in Exercise Sa .

Lead in briefly by eliciting names of popular reality TV programs that have been shown recently or are on
attemative currently. Find out which students a re "hooked" on these shows, and which are not that interested. Then try
to pair enthusiastic reality TV fons with a partner who, perhaps, knows little about them.

Ask each pair to follow the steps in Exercise sb to write their review. Point out that the easiest way
to organize the review is to organize it under the headings in exercise Sa . When they are ready, ask
pairs to swap r eviews. Encourage pairs to comment on each other's work.

~,~--------------------------~
for Exercise 3 on Page 112 " MVOOm Well, we've also been wotching a show obout young
Host Welcome back to liveline. Today we're talking aboUllY, artists. It's coiled The Academy. And of (ourse we hod Big
and rea~ty TV in particular. Here in the USA. we've been Brother, as well.
watching reality TV since the earty days of Condid Comero in Host Right.
the 1940s, but in the rest of the world Reality TV has become a Myriom That's been running for years now. But you know
big thing in recent years, ever since the arrival of Big Bro/heron whars really popular in Mexico? Irs that kind of discussion and
Dutch 1V. This morning we wont to know who! you think, so debate show, like Cristina-those are the most popular ones.
why don't you give us a call and give us your toke on reality They've mode a lot of those shows in the lost lev.' years.
1V? Now lers go to our first coller. Kate, good morning to you. Host Why do you think these reality 1V shows ore so popular?
Kate Good morning, Neil. Myriom Well, you know, people get incredibly invotved in them,
Host Now, Kate, have you been wotching all these real ity like in Big Bro/her - W'ho is staying on the show or who has
shows? been voted oft. I also think people liKe the power that voting
Kate Wel l, some of them. You see, I've been living in Spain. In gives them; they kind 01 control people's lives, you know who! I
lad, I just got bock. OIer there "Gran Hermono: you know, Big mean?
Brother, wos incredibly popular, so it really has spread around Host Yes. thars really interesting. Thank you, Myriom .... Now, I
the world. gather we have a psychologist on the line, so lers ask her the
Host Why do you think thot is, Kate? some question. Professor Weinberg, good morning and
Kate I think irs, in Spain 01 least, the main reason was the welcome 10 the show. How do you explain the enormous
nove~ value .. popularity of rea lity 1V?
Host RighI. Weinberg Well, I think there are several reasons. I think we
humans ore fascinated by prying into other people's lives.
Kate ... it wos something nfNI - and also because everyone's
been talking about it, of course, so everyone wants to see it. Host You mean we love to be nosy?
The olher big hH is "Operoci6n Tn'unfd" .. Weinberg RighI. We love to watch others go about their doily
Host Ah, yes, a bn like our American Idol .. lives while we're sitting there, on the solo. wotching them!
Kate ... thars it _ people who wont to be pop stars are Host Even though those lives are, like, in a game?
auditioned, chosen, then trained, over several months _ it's Weinberg You mean like in Big Brolhet1Yes, because the
been massive in Spain. The program where they voted on the people in it still go about their lives, and they forget aboutlhe
first series was probably the most watched program eNer _ cameros. Of, course, as your previous coller said, we also like
and mode front-page nOW'S on every nOW'Spaper, even the to control other people and hove some influence on their lives.
mosl serious. Host Yeah, I see.
Host Thanks very much, Kate. Now, on the line I have Myriom Weinberg And there's one more factor. The viewer hopes that
Sanchez from Mexico, who is in the States doing her Masters maybe, one day, at some point, some juicy gossip might
Degree. Myriom. welcome to the show. come out, or something might happen in the bedroom-
Myriom Hi. sadly, this is what often attracts people to shows like Blind
Trusl - and this, of course, is also what the program makers
Host Whot about reality 1V shows in Mexico? Are they hope. Irs sod but true.
popular?

Unit 11 T 113 Media

4 Grammar review and extension: d Choose the best form of the verb in the following
sentences.
present perfect progressive
1 I've learned ~ 'I'e been leu min panish for
a Look at these examples from the reviews and the five years but I"m s I no vm' ood!
phone-in. Match the examples with the
2 [ 'm not feeling well rve been coughing I've
explanations below. (l'wo of the examples match
one explanation.) coughed all day.
3 ['ve been seeing € e seli!YBig Brolher only
1 It has been showing for more than ten years.
four ·mes.
2 ... the w inners have become national
superstars ... 4 'o;;';";;:"rrr~::re:
Peace. m on
3 I've been living in Spain.
5
4 Big Brother ... really has spread around the
world. It's very popular.
5 They've made a lot of those shows in the last 5 Wri ting skills
few years.
a In pairs, answer the following questions about a
a This focuses on an action that is completed. reality TV show you both know.
b This focuses on the continuation and I or the 1 What is the aim of the show?
du ration of the action. 2 Where does it take place'?
c This focuses on a completed action with a
3 What kind of people take part? (the public?
result in the present. celebrities?)
d This focuses on the number of times the action
4 How do they spend their time? I What do they
has been done. have to do?
b Use your answers to write simple or progressive 5 What is the public opinion of the show?
in the rules . 6 What is your opinion of the show?
We use the present perfect simple to express
b Follow these steps to write a brief review of the
repeated actions and completed actions,
show with your partner.
We use the present perfect progressive to focus
on the continuation or the duration of an activity. 1 Look at the reviews in Exercise 2. Make notes
of any other information that you might wan I
c Check your answers with the Grammar Summary to include.
on page 120. 2 Decide how to organize your review: which
information comes first I at the end?
3 Is your review going to be positive, negative,
or balanced? Think of a few suitable ad jectives
LANGUAGE NOTE to describe the show.
It is possible with some verbs to use both the present 4 Write your review together, then check it and
perfect simple or progressive: edit it.
I've lived here / I've been living here for len years. c Swap your review with another pair. Do you
Sam has worked I has been working for me since I know the show thai they wrote about? Do you
star/ed the company. agree with their review?
We usually do this with verbs that express actions tha t
continue over quite a long time.

Media Unit 11
 3 Readi ng skills
a D0. yo u ,th ink video games can be harmful? In
pairs. dlscus~ the queslion and check the possible
e ffects that Video games might have.
Video games can make the p layers:
more irritable IiJ
more depressed 0
less crealive IE'
more violent
more lonely
less sociable
i
Jess confi dent fiJ less intell igent 0
b Read the newspaper article quickl y and check
your answers to Exercise 3a.

Video movement and eyesight but 25

very little thinking. If "-..-/
1 Speaki ng skills games: parents want their kids to
L~ok at the video games on this page. bad for your have imagination and
confidence, they should '--'(
DIscuss the questions.
1 How do you p lay these games? What do
health? persuade them to spend less 30
you have to do to win? , Findings from a recent time playing video games
2 I-low many different kinds of video games research project in Japan and get them to go out and
can yo u th ink of, e.g. combat, sports? suggest that tOO much time play with their friends
playing video games can instead.
5 make you less creative. Professor Mori's research
2 Listening skills People who play video comes at a time when video
@ a ~a lch the tilles with the types of games games tend to have shorter games have been blamed for
Inthe box. Then listen to a video game attention spans; they causing violence in U.S. ............
designer talking about the games and become more irritable and schools. Parents of high-
check yo ur answers. !O find it difficult to make school murder victims are in ~
3. I 1 2 • friends. 'l1,e damage can be the process of suing games ............
magic lorror sports heroic action
permanent - if you StOp companies for $130 million
~ b The game designer is asked "What is it that playing video games, you because they attribute the
makes these video games so popular?" don't necessarily get better. cause and motivation for the "-
What do you think? Listen to Part 2 and killings to some of the 45
15 Professor Akio Mori has
see if the expert agrees with you.
been conducting research violent games. But the
The next question is "What kind of people
into the effects of playing general public in the U.S.
do video games attract?" What do you
video games over a long doesn 't think that violent
think? Liston to Pari 3 and see if the
expert's opinion is the same as yours. period of time; he has video games cause violent
20 carried out exper iments behavior: 57% of Americans
with 240 people aged six to questioned thought there
29 - and discovered that was no connection between
when someone is playing a violence in high schools and ........,
video game they use IV or video game violence.

GLOSSARY
nltentlon Silan the amount of time a
person can focus on something without
thinking about something else
nttrihute (vh) believe something is
responsibJu for A situation or event

Unil l1 Media
 Objectives Topic: video games
Grammar Vocabulary Pronunciation Reading Ustening
noun clauses using collocotions with expressing a magazine article a radio interview
relative clouses video incomplete
information

Ask a few general questions to set the scene and help students relate to the topic: Who plays video games? Introduce the topic
How ollen do you ploy? Woors your favorite game? Who has never played video games?

••
1 Speaking ski lls
Discuss the question in Exercise 1 as fI class. Elicit different kinds ofvidco games and write thorn
on the board .
Suggested answers: combat. sports, magic, horror, heroic action, fantasy, futuristi c

2 Listening skills
Put students in pairs to match titles to games. Play the audio for Exercise 2a. Ask students to listen ,5i\
and check thcir answers. ""
Havo a briof class discussion about the question in Exercise 2b. Elicit suggestions to the board.
Then play the audio so that students can find out whether they predicted correctly. ~
Answers: the graphics are incredibly attractive and real I realistic entertainment I simple to play
I they have the dynamism of movies. but you can play them at home I they have the
power and all the color of cartoons and comic books - the usc of color is fa ntastic I
they involve the players in imagi native ways I in video games viewers take part, they
have an active role.
Do the same for Exercise 2c, thcn play the audio.

Answers: young guys - from as young as six till they become young adults. But they appeal to all
ages - you can lind plenty of adults playing, too, so they attract all ages, from six to sixty.

3 Reading skills
Put students in pairs to discuss the question in Exercise Ja , Ask them to check the boxes to show
t
their opinion. Aft erwards, with the class check the meaning and pron unciation of the adjectives .

'irritable = a bll bad-tempered and angry 'violent Pronunciation ond

meaning
de'pressed ::: feeling unhappy 'lonely = having no friends
cre'ative 'sociable
'confident in'telligent

Ask students to read the articlc and check their answers in Exercise J b, Remind them to
check the Glossary,

The oudioscripls for Tracks 51, 52 and 53 are 00 page T261 ::..

Media T 114 Unilll

 Go through the example carefully so that students are clear about what they need to do in Exen:;ise 3c.
Let students chuc k their an swers in pa irs before going through the answers as a class.

4 Grammar: noun clauses (2)

Ask studonts to match the sentence halves in Exercise 4a , and then check their answers with a
partner. Te ll students that they h ave to remember what the people said on the recordings.

Qukk grammar Noun clauses often contain a noun phrase and are followed by a complement When placed 01 the slart of
guide sentences. they are used for emphasis. They are besllaughl and learned as fixed expressions.

When checking answers with the class, paint Qui the structure that all theso noun clauses follow.
Write tho structure on the board:
Something (tllat) + relative clouse + is/ore +compJement
Th e thing (thot), etc.
Also point out the Language Note. Ask students to work in pairs to complete the statements in
Exercise 4b with their own ideas. Monitor, help with ideas, and correct as needed. Ask a few
volunteers to read their best sentences to the class.

tI Jl 5 Pronunciation: incomplete information

I? Play the audio for Exercise Sa. Ask students to listen and mark the rise and/or fa ll on sentonces 1 and 2.

Quick The secret 10 gelling students to imitate a good inlOflalion pallern for Ihese sari of noun clauses is 10 get
pronundation them to try 10 start with their intonation quite high, then get them to make it go higher and higher leven if it
guide sounds funny!] and then lei it drop suddenly from the word is or ore !like a deflated balloon1.

Play the audio for Exercise 5b. Ask students to analyze the intonation. Then compare answe rs as
a class.
With the class, discuss the qu estions in Exercise 5c .

Answers: In Sa. the speaker's voice is still rising because the statement is incomp lete. In sb. the
speaker's voice falls to show Uwt the statement is finished.

For Exercise 5d , model the activity with a good stude nt. Say the first part of the first sentence,
starting high, with a rising intonation, then get the student to complete the statement with falling

-
intonation. Ask studen ts in pairs to take turns starting and completing sen tences.

A useful way to set sludents up for exercise 5d is to start with a whole-closs drill. Model the fi rsi half of each
alternative sentence in exercise 4b, nominating different students to complete each sentence with their own ideas.
Then nominate an individual to soya first half. and anolher the second half. and so on, around the class.
This way you provide same whole-class practice before doing pair work.

Give studonts a min ute or two to think about what they can say ahout the subjects in Exercise 5e,
then put them in groups of four or five to share their ideas. Monitor and insist on good intonation
patterns.

6 Vocabulary: collocations with video

Lead in Write video on the board. Ask students how many words they can think of that collocate with video.

In Exercise 6a . put students in pairs to work through the exercises . Monitor and help, as needed.
At the end. ask a few students to read their sentences from Exercise 6c aloud with the class.

~ 1 Something that reatly onrecls people 10

I\? 1 Something that really a nracls people to videa
video games ... games is lhe graphics.
2 The thing I really like about them ... 2 The thing I really ~ke about them is the dynamism.

Unilll T 115 Media

 c Replace the italic words and expressions in the sentences below with words or phrases from the lex\.
Make any other changes necessary.
1 Video games arc uSllolly more popular with boys than girls. [line 7)
'Y1lieo gameS tend to ie mJJYe p:JpUiay ""d:h IxryS than fflls.
Researc h
2 ffl\ BfJligBIiBl1fJ into video games and violence have not proven a connection. (line 16)
confidence
3 It is true that too many video games make you lose )'!;IW ~ " r; !i{ i'l p ;.ur ~bi/iW Iii' gp Ih;I'l8' ,,",,/J , (line 29)
blame TV
4 People Il~i{lk TV if; P8SfJ9RfJi&!B for the increase in violence in Ollr society. (line 37)
sue (suing)
5 The parents were right to ~ tlie video company /8 88111'/' (line 41)
motival~OQ for
6 I really can 'I understand the 1 t; tJifdlt:Y hcftilld such mindless acts of violence. (line 44)

4 Grammar: noun clauses (2)

'---- a Complete the sta tements from the listening with the endings on the right.
1 Something that really annoys me about these games is ... a the dynamism.
2 Something that really attracts people to video games is . b the action and the violence.
3 The thing I really like about them is ... - _ _ _ __ _"!( c the way lhey're all so male orientated,
4 The things that may make them attractive to guys are . d the graphics.
b Complete these statements with your own words.
1 Something thaI really attracts me to video games ...
2 The thing(s) I don't like about video games LANGUAGE NOTE
3 Something thai really annoys me about TV . We can reverse the order of the subject (the thing ... )
4 The thing(s) I really like about movies ... and the complement (the dynamism):
S One thing that"s good about DVDs ... The dynamism is the thing 1 really like about them.
6 Something that really irritates me about reality shows ...

5 Pro nunciati on : in com p lete

inform ati on
Listen to the firs t part of two sentences
from Exercise 4a. Does the voice rise or
fall on the last words? Mark 71 or ::::.I .
1 Something that really attracts
people to video games ?!
2 The thing I really like about them ?!
Now listen to the complete sentences.
Does the voice rise or fall on the last
words? Mark 71 or ::::.I .
1 Something that really attracts
people to video games is the
g raphics. ~
2 The thing I really like ahout them is
the dynamism . ~
c Has the speaker finished in Exercise
Sa? In Exercise 5b? What indicates 6 Vocabulary: collocati ons w ith video
this?
a All the following words can follow video to form a
d [n pairs. compare your sentences fro m
collocation. except two. Which two?
Exercise 4b, but split the sentences. as
in the example. Use the correct camera cassette cassette record conferendng game
intonation . arcade phone ~ tape theater
A Something that really annoys me b Check tho collocations then answer the ques tions.
about TV ... [ 71 1 Which of the items in Exercise 6a would you use if you
8 .. is all the commercials. 1::::.1 1 wanted:
e In groups, find out whal your • to speak to someone and look at them at the same time'? Video phone
classmates like about these activities. • to make a film of your birthday party? Video camera
and why, • to take part in a discussion with colleagues in other
playing video games watching videos cities or countries? Video conferencing
watching DVDs going to the movies • to go somewhere to play games? Video arcade
surfing the Internet c Complete theso sentences with a collocation from Exercise
6a so that they are true for you, Then discuss them with a
partner.
1 lawn.. . 2 I often use,.. 3 I've never used."
4 I'd like to have ...

Media Unit 11
 TV or no TV?
1 Speaking ski ll s
In pairs, discuss thl::se questions
1ri;>;:_t4.._ about your TV viewing habits.

In which room(s) do you have a TVt

Do you have the TV turned on

2 Reading skills c TV may be a good thing for some people, but it

causes problems, too. List some disadvantages of
a In pairs, look at Part 1 of an article below and try
TV; then read Part 2 and compare your ideas with
to complete it. the next part of the article.
b Compare your answers with another pair.
Then check with your teacher. Part 2

Part 1 Does TV turn us into dumbos?

A report just published read less.
TV facts says people who watch a The same applies to
talking to each other. the
lot of lV may be damaging
Television is probably the more lV we watch, the
4 - L % of the population their brains. It appears that
most powerful medium of when we watch lV, we use less we talk to each other.
does not watch TV; in
communication ever Many adults don't even
fact, most people spend on only 10% of our brain
invented. It is certainly the discuss which show to
average 3.4 hours watching power, and that watching
most popular and most watch: they just get
TV every day. although the lV at a distance of less
widespread. On average, another lV and put it in
day on which people watch than three meters can
most homes in the U.S. cause stress, headaches, another room. It is widely
the most TV is Sunday. In
~ave 1 2 televisions and sleeplessness. The believed that if we didn't ""-
22% of homes, 5 the fa ther
In the house. Statistics tell have lV, we would talk to
~ecjdes what to watch and report, based on a survey
us that in most countries of 1,000 U.S. lV viewers, each other more, which
In 21 % it is 6 the chil dren .
60% of the population h might even result in
TV 'In the 2 li viD!! roomas Only in 7---..!!.JL% of cases also suggests that if you
a I
fewer divorces!
does the mother decide watch a lot of lV, you will
30% has one in the
which channel to watch
3 bedroom , and 13% has
Finally, 8 ~ % of th~
one in the kitchen. In two d All the questions from Exercise 1 are d iscussed in the
most popular shows on TV
out of three homes with a first part of the article except one. which is discussed in
are - you 've guessed it- the second part. Which one?
TV (61.4%), it is on all the
football or Soccer games.
time, whether somebody is e In groups. look at the information in the article and
watching it or not. Only answer the questions.
1 How do your viewing habits (discussed in Exercise 1)
compare with the article?
2 Do you find any of the facts worrying? Which onels)?
3 Are the facts in the article typical of the situation in
GLOSSARY your coun try?
dumb u a stupid person (colloquial) 4 Did TV affect your childhood relationships? If so, how?

Unilll Media
 Objectives Topic: watching TV
Grammar Vocabulary Reading Ustening Speaking
conditionals television genres extrocts from a radio phone-in discussing TV viewing
magazines habits, planning a TV
schedule

••
1 Speaking skills
Put students in pairs to d iscuss the questions in Exercise 1. Afterwards, find out whiGh students
watch the most TV.

2 Reading skills
For Exercise 2a, explain that the answers rely on students' own general knowledge and guesswork.
[f necessary. help students to make guesses al the first answer. If students need more help you could
write some of the answers 011 the board as they do the exercise. without revealing which blan k they
go in.
When you elici t answers from students in Exercise 2b. ask for lots of guesses before revealing the
actual answers. Ask if any thing surprises students,
For Exercise Zc, give a couple of examples to get students started, (For example, people don'//alk;
people ea/ TV dinners), Elicit answers fro m the class and note a few good ideas on the board.
Note that only question 6 from Exercise 1 is discussed in part 2 of the article,
Put students in groups of four or five to discuss the questions in Exercise Ze.

The articles present a pretty negative view of TV. Ask. students in pairs or small groups to make a list of Additionaloctivtty
advantages of television, For example, its relaxing to walch TV after a hard day; same programs are very
educational, Ask some pairs or groups to present their ideas to the closs,
Useful language:
An advantage of " is ,
One of the best things about ., is
Another good thing about . is.

56'~---------------------------------------------------------,
For Exercise 3 on page 117 !II
Host We've talked about addiction a lot before, but today we're going 10 talk about a different kind of addiclion - addiction
10 the TV. First, we're going to talk to Maureen, who used to be addicted to the TV but who is now one of the four per cent
of people who have chosen to live without TV. So, Maureen, what was so bad that it made you give up television
completely?
Maureen Well, I used to juSI watch TV now and again in the evenings, and on Sundays, like most people, but then I lost
my iob four years ago, and I was at home all day. I watched daytime TV, and after a while I got hooked on TV junk shows;
I iust used to lie on the sofa all day doing nothing, I'm so embarrassed to think about it now.
Host So you decided 10 do something aboul it?
Maureen Yes, well, after a year or so I reali zed that il wasn't healthy, so I went to my doctor, and he said that if I watched
less TV, I'd be able to do more with my life, you know, find another iob, have mare friends. So. I thought, 'That's it. No more
TV." I gave the TV away and my life changed - quite a bit.
Host How did your life change exactly? You stopped watching TV?
Maureen Exactly - it gave me more time, If I still had a TV, I'd have less time to do things. I've done so much since I gal rid
of the television - I've found a new job, met people, I listen to music a lot more ... and if I hadn't stopped watching TV, I
would never have discovered the pleasures of reading.
Host I see, And how about your health?
Maureen Well, I used to feelli red and irritable all the lime. Now I feel much better; I'm not stressed out any more,
The more surfing through channels I did, the more irritated I felt. If I hod all these digital channels to choose from now,
I think I'd go crazy,
Host So you think that TV is all bad?
Maureen No, not at all. There's some very good stuff on TV, but you have to be able to control what you watch, and I
couldn't do that. If I ever get a TV again, I won't let it toke control of me,
Host So, Maureen, what's your advice to people who want to cut down on TV?
Maureen Well, I think a very importanlthing is not to have the TV in Ihe living room - put it in another room. rt you hod to go
to another room to switch Ihe TV on, you'd watch less TV, But most important is to control the TV, don't let il control you, learn
where the ·off" switch is, and use il!

Media T 116 Unit 11

 ••
3 Listening skills
Give students a minute to briefly d iscuss the statements in Exerc ise 3a in pairs, and then elicit
answers from the class. Note: hooked on = obsessed with
@ Play the audio for Exercise 3b. Ask students to liston and comp lete the task.

Answers: 1 and 2 were true of Mauree n in the past. Now sho has more friends , has a bette r life.
and reads more (3 and 4).

Play the audio again for Exercise 3e. Ask students to complete the statements. Let them c heck in
pairs before discussing them as a class.
t .. 4 Grammar review: conditionals
Read through the example carefully as a class so that students are clear about the task. Let studen ts
complete Exer cise 4a indi vidually, then check answers in pairs.

Quick grammar In terms of use, students need to differentiate between the first conditional. where the condition is possible,
guide: condmonals and the second conditional. where the condition is unreallLe. improbable or impossiblel. For example:
If I become Presidenl, 1'1/ reduce laxes. IPresidential candidate speokingl
If I were Presidenl, I'd cullaxes. IUncle Bob speokingJ
II is, however, In terms of form that students make most errors. They often try to express the ideo of the
subjunctive In the conditional clouse by using will or would.
Common probtems and enors
Students get the form wrong.
If I will-win, I will be happy. If I weflo!g 1:Je'¥~ seen you, I would hove said hello.

Ask students to complete the sentences in Exerc ise 4b, thon chock in pairs.
Model the activity in Exercise 4c by eliciting or providing two or three possible sentences. Then
give students three or four minutes to thjnk up and w ri telheir own sentences. Put students ill pairs
to share their ideas. When eliciting answers from the class. ask a few individuals to tell you their
best sentences.

5 Vocabu lary: television

Read th rough the words in the list in Exercise 50 , modeling stress and pronunciation. Then ask
students to match the words to the pictures.

Answers: The top p icture is of the American sitcom Friends. T he other p icture is of Fid el Castro
being interviewed. It looks like a talk show, but cou ld also be no ws or curront affairs.

Divido students into groups of four or five to do Exercise 5h .

Additional activity Find and photocopy a page from on English-language lV listings page. Choose one which lists the title of the
program and describes its content. Photocopy enough copies for everyone in the closs. Ask students to scan
the lV page and find examples of the different types of program listed in exercise Sa .

••
.... 6 Speaking ski lls
Ask students to decide what kind of channel from the list they wou ld like to design programs for.
The n ask them to stand up and find another student in the class w ho has chosen the same channel.
You will need to monitor the "pair-choosing" carefull y. and aile or two pairs may have to
compromise.
Ask students to sit down with their partner. Give them 10 minutes to p lan and write out their TV
schedu le on a sheet of paper. Ask them to think. of 8 name for their channel. Monitor and encourage
st udents to speak.
When students h ave finished, ask them to show their schedu le to two or three other pairs in the
class and talk about it with them. Have students briefly share answers in the class and find out who
wrote the best schedule .

The audioscripl for Track 56 is on page n16 It

Unitll T 117 Media

3 Listening skills
a Some people are really "hooked" on TV, [n pairs.
discuss whether these statements are true of
anyone yOll know.
1 They"re hooked on TV junk shows.
2 They often lie on the sofa all day doing nothing
but watching TV,
3 If they watched less TV. they'd have more
friends and a better life.
4 If they sold the TV, they'd read more. 5 Vocabul ary: television
5 They surfchaflncls a lot while they're a Look at the two pictures on this page and find the
watching TV. kinds of shows they represent from the list helow.
Listen to Maureen talking about her TV viewing lalk show currenl affairs documentary drama
habits. Which of the statements were true of movie music program quiz show reality TV
Maureen in the past? Wh ich are true now? sitcom soap opera sports show the news
variety show
Listen again and complete Maureen's statements.
b [n groups, think of the most popular eXflmple in
1 ... he said that if [watched less TV. I'd be .. hie
your country of each category of TV sbow,
2 If [ still had a TV. I'd have less lime!o do mo re.
3 If [ hadn't stopped watching TV. 6 Speaking skills
I.
a In pairs, yo u are going to design TV programming
4 0"""'''1., to choose from for an evening for one channel. Choose from one
of these channels.
5 If [ ever gel a TV again. I won't let iltake Channel 1: commercial channel. caters for
control of me. people aged 16-35, focus on entertainment
4 Grammar review: conditionals Channel 2: public service channel. caters for all
ages, focus on education and information
a Read these conditional sentences and write post.
Channel 3: public service channel. caters for
prese/lt. or future, and possible or unreal by them.
people over 30, likes to broadcast new, different
If you sit close to the TV, you may damage your programs
eyes. (/uluJ<e, p:mUe)
Channel 4: commercial channel. caters for all
1 If you watch a lot of TV. you will read less. ages, tends toward common interests such as
future, possible sports and musi c
2 If we didn't have TV, we would talk to each b Plan a rriday evening's TV schedule, from
other more, present, unreal 6:00p.m, to 1 :30a,m., Note the program type and
3 If I had a TV. I would watch it every night. an example of the show for each time slot.
present , unreal {,:OD-7:00 - teen.age ?>ut£<C f'YO:J'"am. , eg. Top of
4 I'd have gone out more if I hadn't had a TV. /;k Pops
past , unreal c Compare your schedule with other pairs. Choose
5 I'll watch more TV if I get digital channels. the best schedule for the class.
future , possible
b Now complete the sentences with the correct form
of the verb in parentheses.
1 If you stopped watching TV, you would suffer
(suffer) deprivation symptoms.
2 If I hadn 't watched so much TV as a child, I
wou ld have read (read) more books.
3 If the chann els showed (show) more
documentaries. I would watch more TV.
4 If your child continues (continue) to watch too
much TV, he will become isolated.
5 [wou ld have gone oul with you last night if
they badn'l shown (not showl Big Brother!
c Make conditional sentences lLsing these phrases.
Then discuss them in pairs,
have a TV in the bedroom
appear on TV
be addkted to (show name)
waste time watching TV
.If .I didn't M--ve a TV m the fed.:rwm, .I'd 'ltaf.ch
less TV.

Media Unit 11
 1 Warm up 2 Task
a Check th e words and phrases in italic in a a One of the crit icisms of some newspapers is that
dictionary or with your teacher. Then. in pairs, they do not respect people's privacy. How do
discuss the questions with reference 10 the last newspapers breach people's privacy? Who is
newspaper you read. usually affected by breaches of privacy?
1 Was il a tabloid or broadsheet newspaper? b You are going to draw up a code of conduct on
2 What was the lead story about? Report the privacy for newspapers. In pairs, say whether you
main points 10 your partner. agree or disagree with these opinions and why.
3 What was the headline on the front page? 1 Newspapers have a duty to publish anything
4 Was the report sensational or factual? they think is in the public interest. even if it
5 Were there any scandal or gossip reports? reveals private information abo ut people. (For
6 Does this newspaper have a large circulation? example, a politician who is having an affair.)
7 Which section of Ihe newspaper did you read 2 Any person who is in the public eye has to
in mosl detail? expect media interest.
3 The public has a right to know every detail
Sections: national news, international news,
about the lives of fam ous or important people.
)ocalnews, social events, crime reports,
4 Famous people are usually secretly pleased
sports . the classifieds, editorials, reader
that newspapers write about them - it shows
comments, entertainment that they are still important.
b Now discuss newspapers in general in your 5 Any kind of spying on famous people by
country. newspaper reporters should be banned.
1 How many major newspapers are there in your 6 Newspapers which publish inaccurate reports
country? .... about famous people should be fined and
2 How many are tabloids/broadsheets? banned from publishing the reports.
3 Whal sect ions can probably be found in each
of them?
3 Prepare
4 Who is the main audience for each one? In groups, decide on four "golden rules" of conduct
(young people. business people, conservat ives, for journalists. You may use the points in Exercise
liberals. middle/lower economic groups. etc.) 2b and rewrite them so they reflect your opinion, or
think of your own ideas.

Unill l Media
 Objectives Topic: newspapers and privacy
Grammar Writing Speaking
modal verbs, active and passive a code of conduct presenting ideas for a code of conduct

If you can. bring in two or three different English languoge newspapers. Show them 10 students and pass Introduce !he topic
them around the class. Ask What are the names of the newspapers? What kind of newspapers do you think
they ore? What stories are fronl page and back page nev.'S?
You could use the newspapers 10 elien and/or explain the words In italics in exercise 1 a.

••
1 Warm up
Ask students to road through the questions in Exercise 1a and check the vocabulary. Bri ng a
newspaper 10 class to hel p you point oul and explain di fficult vocabulary. Put students in pairs to
ask and answer the questions.
Divide tho class into groups of fo ur or five to d iscuss the questions in Exercise l b .

tabloid = newspaper with small pages and sensational staries Vocabulary

broadsheet'" newspaper with big pages and serious stories
lead story '" the main story on the frool page
classifieds '" short, small ads on the inside pages
edilOfials '" newspaper articles in which the editor gives the newspaper's opinion on on issue in the news

2 Task
Have a brief class discussion, and elicit ideas in answer to the questions in Exercise 28 . Elicit an
explanation of breach le.g. to breach privacy).
Suggested answeres: Newspapers breach privacy by: interviewing ex-friends. ex-partners, and
neighbors; following people; going through private records, such as
doctor's records; going through your garbage: taking photos with powerful
lenses on beaches or in bedrooms; etc.
The people usuall y affected arc well-known people - pop and movie
stars, TV celebrities, sports stars. politicians. However. people in the
news for other reasons, such as the victims of crime or lottery winners,
are also affected.
Put students in pairs to read the opinions in Exercise 2b and decide whether they agree with them
or not. Have a brief class discussion of the answers.

3 Prepare
Put students in groups of fou r to wri te their "golden rules." Monitor and help with vocabulary.

Media T 118 Unit 11

 4 Feedback
Ask one student from each group to read their main points aloud. Ask the rest of the class to take notes
about what each speaker says. Then put the groups together again to complete their code of conduct.

5 Compare
~ Play the audio for Exercise Sa. Ask students to listen and answer the question ,
In Exercise 5b, ask students to complete the descriptions and play the audio again .
Put students in pairs to read the descriptions in Exercise 5c and find the throe mistakes.

Answers: They say thai because the photo of Princess Diana was taken in France, the
photographer was allowed to take it. Not true. They say that they can take and print
pictures of close-ups with telephoto lenses in the u.s. Not true. They say that in some
places. like Britain, photographers can't take pictures in restaurants. Not true.

6 Follow up
Put students in groups of four to draw up their own code of conduct. Elicit the best ideas from each
group to build up a class code of conduct on the board.

,~
,.. A Okay. LeI's start. We're all here to discuss a few A Yes, I think so - the event is in a public place, so of
problems we've hod recently with breaches of course we can toke and print pictures of that, here in
people's privacy, We have to look at improving the United States 01 least, even of close-ups with
things ourselves or the government will impose new telephoto lenses, but not close-ups of grieving
rules on us, and as a newspaper editor myself, I relatives, I think.
really don't want that. Mario, yes? B Yes, I completely agree with tha t. but what about
C As you know, I'm a photographer and I believe in famous people? I mean, if famous people are at a
freedom to toke the pictures I wont, but that restaurant or somewhere, they're in public.
example of Princess Diona after her cor crash, well, C DiHicult - restaurants are really private places that
that was just sick. No one should be allowed to open up to a few people at a time, oren'tthey? So,
print that. in some places, like Britain, photographers can't
o You mean the one of her in the car after it hod take pictures there.
crashed? That was terrible, I agree, but it was o Mmm, you also have to be careful who you take -
taken in France, so the photographer was allowed you know that singer, Chris Martin of Co/dp/a,/? He
to toke it. anaclced a photographer.
B Isn't the issue that it was printed, rather than the A I think you'Ulind that was because his wife was
pictures was token? pregnant and didn't wont to have photographs
A Yes, bull don't think we need to focus on that case taken.
too much, I think we can all agree that our first rule B Another thing - what about pictures of famous
is that we do not invade the privacy of people who people's weddings and things like that? I mean,
are sick or dying. Do you agree? they're not like funerals, they're happy occasions.
e yes, defnitely, A But you have to be invited - you're unlikely to get
BID Yeah. I Of course. pictures of a wedding unless you're inside the
A I'm more concerned about ordinary people, There church or you use a telephoto lens. Remember the
were some pictures token recently of the widow of a pictures of the wedding of Catherine Zeta-Jones and
soldier - at his funeral. The photographer had taken Michael Douglas? They sued the newspaper over
close-ups of her crying, using a telephoto lens. I that, and t do not wont my newspaper to be sued !
think thars on intrusion on her grief, on her suHering. C Of course not, but I think they had a deal with
o I agree, but that was public interest - a lot of another newspaper, which is why there were all the
people think that the ormy shouldn't have gone out problems -that newspaper had an exclusive,
there. A look. we're not getting very far, We've only agreed
B Okay, so pictures of the funeral are okay, but not of that we can't have pictures of sick people or of
people in this case? people who are grieving, We'd bener get on ,

Unilll T 11 9 Media
,
4 Feedback
a Choose the three main points of your code of
conduct on the press and privacy. Present them to
the rest of the class. Make a note of ideas from
other groups.
b Combine all the ideas you agree with to make a
complete code of conduct for journalists reporting
on the lives of the rich and the famous.
, laws exist, bUt photographerS
5 Compare No prnacy d for harassment or
may be sue .
Listen to a discussion about another aspect of trespassing on pnvate property.
newspapers and privacy. Which aspect are the
people talking about? photographer.; and privacy
Listen again. The people give four examples of
france
herS could be sued for taking
pictures that intrude on people's privacy. PhOtograp. ....1<>1"''= VYithOUt consent.
Complete the descriptions of the four pictures. pictures in private .......~- d ven
"private places" includes cars an e
1 a picture of Princess Diana after ... her car crash.
publiC areas·
z a picture of a soldier's ... widowlfuneral.
3 pictures of famous people in ... a restaurant/a
IJUblic place. ItalV
doO even of people
4 pictures of two actors· ... wedding. PiCtures taken out rs. ·vate bOat
standing on the deck of a po '
c Look at the descri ptions of the laws relating to
photographing people in some countries. The are alloWed·
people in the discussion made three mistakes
when discussing these laws. What were they? United States
standing in public
d Do you know the laws on press and privacy in piCtures of someone balcony plainly
your country? Ifnot, can you guess? view, for example o~ra sidewalk, are
visible from a pu Ie . a
permissible. However, If yOU use raph
'-- 6 Follow up lenS ard a IaC\def to protog
a In groups, draw up two or three ideas for a code of ~=~ in his backyard, you may be
conduct for press photographers. txea\<.ing the law.
b Compare your ideas with other groups and pul
together a class code of conduct
 LANGUAGE RESOURCE
3 Conditionals
Grammar Summary
For more information on each conditional,
1 Present perfect progressive see Page 46 (first and second conditionals)
and Page 56 (third conditionaQ.
Use
First conditional
To talk abrut an action or activity that started i1 the past and is
still contim.1Q: Us.
We've b800 deconlting this room. fNe haven't finished yet.) to talk abOut events/situatiOns whiCh are possible in the present
Note the difference between the simple and the progressive o<fut"'"
he,,"
Fo""
We've docorated this room. fNe've finished.)
if + present + wiIf + infinitive
To express duration (often with a time phrase):
If we get a DVD pJayet; we 'll watch more movies at home.
I've been writing this essay for three hours.
To talk about a series of actions, but the focus is ()(l the activity: Second conditional
We've been watching a lot of foreign movies recently. Us.
We do not use the progressive to talk about the number of 1) to talk about unlikely events/situations in the present or
actions/times we have done something. We use the simple: Mure
We've watched three French movies this week. 2) to talk about impossible events/situations in the present
We can use both the present perfect smpIe and progressive to
talk about actioos with a result n the present. The progressive Fo""
suggests that the action was VfJly recently finished: if + past. would/could/might + infinitive
It\Ie've decorated this room. n /t:xJks much better now.
Sony about the mess. We've been decorating. rNe've just
firishOO.)
1) If I got lhejob. I'd move to a new house.
2) If I h ad my cell phone, we could call for help. -
Third conditional
We can use both the siTl>Ie and progessive with rK) change in
ITIEHling with some verbs thaI have a sense of oontiluatoo, suctJ Us.
as Iva, work and study: to talk about imaginary (unreaQ events/situations in the past
Hi&y has attended I has been attencfng this sdKXJI for (\AI() )'EIa'S.
Fomo
Fo"" if + past perfect + wouIeJ/couIdImight + have + past participle
have + been + -4ng verb If I ha d had a oomputer. I might have finished the book
Affirmative: We 've been watching 8 lot of TV recently. earlier.
Negative: We haven't been watching much TV recently.
Ouestiofl: Have you been watching much TV recentty?
Vocabulary Summary
Choose t he correct tonn of the verb, or write both jf both
forms are possible. 1 Collocations with video
1 I've been working (, :J~"~~~ed
!£!io~th~
e 'library all summer, buth video game arcade video camera video game
2 You must be tired. ou've been drivin You've driven for video phone video recorder video tape video cassette
hours. I'll take over. video cassette recorder video conferencing

3 Where have you been~ calii?J I've been calling you at 2 TV shows
least ten times.
4 I've waited (I've been waiting for Charlie for ages. I'm going talk show current affairs documentary drama movie
music program quiz show reality TV sitcom soap opera
to go home now. hl!!O!!th, ---,.
sports show the news variety show
5 It's snowed ~ ~II night and it stiD hasn't
stopped. Match these definitions with a word or phrase from t he
lists in 1 and 2.
2 Noun clauses 1 a continuing TV series abOut the imaginary lives of a group
NOlI1 clauses otten COfItoo a relative clause. These noun of people soap opera
clauses take a complement and can come either before or after 2 TV programs that do not use real actors but show ordinary
the verb. It is rTlClt9 neutral to put them after the verb: people doing ordinary things reality TV
The food is the thing I realty like about Thailand. 3 a place wheI'a you can play video games in machines by
Cold, wet weather is something that rooJly de{Yesses me. putting mooey in them video game arcade
A good. hot soup is one thing I really like to eat in the winter. 4 a TV comedy sefies that takes place in a particular situation.
If we place the noun dause before the verb. we are adding e.g. an apartment. an office sitcom
emphasis to the complement: 5 a TV show in which well-known people are intefViewed
The thing I really like ebout Thailand is the food. talk show
Something that really depresses me is cold. wet weather. 6 a TV show that has a number of different acts.
e.g . singers and comedians variety show
One thing I really like to eat in the winter is a good, hot soup.

Unilll Media
 C)
-z
z
~
Working with vocabulary
1 Reviewing techniques for recording
vocabulary
Review your action plan: editing your written work
Give your partner the final version of the paragraph you
wrote in Unit 10 about the importance of reading. Read

~
a Are you making the most of your vocabulary learning it and check any Ideas that you suggested in your
potential? Write down the two Of three ways you paragraph. Underline any ideas you didn't include.
..... most commonty record new vocabulary.
b LOOk at what these students below say about how
Discuss any questions you have, or any ideas lor
improving the organizaHon, grammar, vocabulary,
a::: they record new vocabulary. Which person do you spelling, and punctuation of the paragraphs.

::::> resemble most?

o
>- , My teacher calls me "the detective" because I , When I come across
love trying to guess words from context. Yes, I new vocabulary I ask
0... my teacher or I look It
o-' do use my English dictionary. but only lor very
' difficult expressions. I had a great teacher who
once told me that if you don't think about the
' up in my bilingual
dictionary. But this is
UJ meaning of new vocabulary in context, it often difficult

>
UJ
will be very hard to find the correct
definition when you look in a dictionary.
because there
are a lot of
o I have a notebook that I only use for
vocabulary and I'm very organized. I usually write an example of the
meanings for
one word-
words or phrases and the other helpful technique I use is to divide that
language into topic areas, you know, holidays, work, the family, frustrates me. I write the date at the
stuff like that. Oh, and I also use highlighter pens. , , top of the page and make a list of
all the new vocabulary I learn that
Ference Lukacs, Hungary day, I use different techniques: a
picture, a synonym, or an opposite,
but mostly I write translations.
Correct pronunciation is very
important for me too, so I show the
, , I am pretty clear about what language I want main stress and write in phonetics
to learn. I'm an engineer and keep a - that is a big help. , ,
notebook just for that area of my English. But
Keisuke Katsura, Japan
I"m not doing English only for my work! I
remember words and phrases from songs or
interesting texts - I enJoy read ing in English and
underline "nice" expressions. By "nice" I mean
vocabulary that interests me like idioms, , Most of my
collocations, and phrases. It's kind of a techniques are
hObby. I copy the phrases into a special probably
notebook. I enjoy writing them down although to be ' considered
honest, I never use any of them. , , "traditional".
Ana Ramos, Chile have to see a word written down
if I want to remember it. That's
c In pairs, discuss which students are not making the most of their just the way my mind works, I
opportunities to learn vocabulary. What practical advice would you guess. I like repeating things
give them? aloud as well. I enjoy fill-in
exercises and I prefer a bilingual
I would tell Keisuke to think about the general meaning of a new
dictionary so that I'm sure I've
word before he looked it up in a dictionary. That would help him find
understood something. I'm not
the exact meaning more quickly and he wouldn't feel so frustrated.
very organized about keeping
either.
vocabulary although I'm always
very careful about including
2 Expanding your repertOire of techniques
information about the grammar of
a Read the four case studies above again and underline the a word or phrase - recording if
techniques they mention. Put a check next to the effective something is a phrasal verb, an
techniques. Make a list of the techniques you would like to try, adverb, and so on. That's
b In pairs, talk about the list you have made with your partner. important if you want to be able
to use the language. And I do .. I
I've never had a special notebook for vocabulary. I'm going to buy a
always try to put new language
cheap notebook and copy everything into that.
into use as soon as I can. , ,
c Discuss the techniques as a class. Add any other techniques to the
list that you think may be useful. Helena Heinemann, Germany

_ L-__ PLAN C>

Your action plan: working with vocabulary
Put your list from Exercise 2c into action tomorrow. Experiment with new ideas and you will find new techniques that suit the
way you like to learn. You'll also make yourself a better language learner in the process!
Note: bring any new vocabulary entries to the class at the end of Unit 12.

Media Unit 11
Unit12 Looking ahead
lesson 1 Which exam?
1 Vocabulary: tests
a Try to complete this cOllversat ion between two science students. Usc one or more
words in each blank.
A So did you pass that science test?
B No, I 1 failed il! I only 2 scored/got seven out of 25. We were
3 teslfld Oil molor functions. which really wasn't fair because \'\10
haven ', covered that yet. Hey, speaking of lests. didn't you
4 !llke your lab practica!s last week?
A Yeah! And thankfully I got II good 5 grade ,which means that I
dOll" have to 6 retake that part of the course. So only tho theory So much depends
now. Thai reminds me I have to go now. We have a really tough on the day and how you
biology lest tomorrow so I'd bettor get home and 7 reyiew [Of it! Tests make some people feel
J hato May and June - all these 8 examsltesls are killing mol really nervous, so how can
b In pairs. compare your opinions. Use the words and phrases in the box do your best under that
10 complete the blanks you could not fill. Have you used the same words kind of pressure?
as in the box?
exams/ tests grade take/do review for
scored/got tested on failed retake

2 Speaking skills
IiDo you agree with these statements in the speech You have to
bubbles about tests? Write A (agree). NS (not sure) take tests. How else
or D (disagree) by each one. can you place peop le
b In class. compare your opinions about the in class levels,
statements. award certificates
c In pairs, discuss these questions. and above all. decide
1 What's the best experience you have ever had who should continue
in an exam? in future studies
2 What's the worst experience you have ever had or get a good job?
in un exam?
3 What havo your experiences with English exams
been like?

o
Tests gi ve you
an idea of how you are
progressing. You find v "" ~~ \
about your strong and your
weak points. That means
you can build on ,t,en.gth,_1
and work harder on
weak arCaS.
Some st udents
forge t everything they've
studied the moment a test
is over, so tests are really
pointless.

Unil 12
 Objectives Topic: exams (the TOEFl)
Vocabulary Reading Ustening Speaking
fests on exam leaflet an informal tolk agreeing and disagreeing
with statements

Ask a few personalized questions to get students storied. When did you losl take a test? What was if a lest Introduce the topic
on? How did you do? What sort aftest do you like to take? 00 you get nervous when you lake tests?

1 Vocabulary: tests
Ask students to fead the conversation quickly and guess which words afe missing. Let them check
in pairs and then work in pairs to check and complete Exercise 13 with the words in the box in
Exercise l b,

2 Speaking skills
Ask students to listen and read . Read Qut statements 1 to 4 in the speech bubbles on the page. and
ask students to write whether they agree or disagree with them. Have a class discussion of the
answers. Encourage lots oftalking, and find out how students really feel about exams.
Put students in pairs to discuss the questions in Exercise 2e. Afterwards, ask two or three
individuals to summarize for the class what their partner told them.

You could extend the closs discussion following exercises 2a and 2b by asking further questions: Additionol activity
What do/can you do to prepare yourself for exams?
What canldo you do to ovoid being too nervous or under too much pressure?
If we don't take tests, who! other ways are there of deciding who should pass a course or graduate?
What sort of tests work best?
How can we make tests less pointless and more useful?
Alternatively, you could use these questions, and gel students 10 odd others, to do a class survey. Ask
students to interview each other, note suggestions, and shore their answers with the closs.

58~------------------------------------------------------,
For Exer cise 4 on page 123 ':IiI on the same day. A very positive feature is Ihal you
Teacher Okay, I want to begin the closs by lolking a can toke notes throughout the test - remember,
lillie more about the Internet-based TOEFl. Anybody nole-taking will help you remember what you want
remember whallhol is? to soy or wri te ... so thaI's good news for test-
lakers, righl? .. Sa lers go on to the individual
Student A Sure! It's Ihal tesl lhat foreign sludenls
papers; t'li begin with reading; now in Ihe reading
take to show their English is okay.
seclion, you will be given three passages 10 read
Teacher Uh, almost. To show Iheir English is okay, and, of course, you will be asked 10 complete
okay for what? comprehension questions.
Student A To show their English is good enough to Student 0 What kind of passages are there?
sludy in on American college.
Teacher Well, as you kn ow, TOEFl is designed to
Teacher Right! tesl if non-native speakers ore ready to to ke
Student B And you lake the lest online, righl? courses in English-speaking colleges in Ihe U.S. So
Student C And there's also a .. . a ... one that you the passages ore typical of the kind of Ihing you
do on paper, too. would see if you were sludying in the Stoles. For
example, orticles you would find in an academic
Teacher Yes, thars called a ' paper-based- test.
textbook or journot . Ihot kind of thing.
Yep, you 're bolh right. Okay, lers .. ., we're going to
look at Ihe Internel-based TOEFl. let's start wi th Ihe Student C Thanks. And one more thing. Are .. . are
different sec tions of Ihe lest. Now as most of you the texts long? . how many words?
already know, Ihe lesl is in four sections, and each Teacher Good question -the lexls a re prelly long -
porl tesls one of the four skills: listening, speaking, between 650 and 750 words. Sa you have to wo rk
reading, and writing. quickly. Now, where were we? Oh, yes. Apart from
Student B Excuse me. Er, how ... how long is the the note laking, there's another very useful feature
lest? in this test. First. all th e words thai may be difficult
Teacher The 10101 examination lasts aboul lour are explained for you. There's a g lossary. Now, lers
go on
hours - one hour per section. You can complete il

looking ahead T 122 Unit 12

 3 Reading skills
For Exercise 3<1 , have a brief discussion, first in groups and then as a class, to find out what students
know about the TOEFL.
Ask students to read through the questions in Exe rcise 3b carefully, They may know or guess
some answers, If so, lell them to note them in pencil. Then give them one minute to find answers
to the questions in the tex\.

Scanning Set a shan time limit for e xercise 3b because this is a scanning task Students should scan through the text
un til they find the answers, Their goal is to find cenoin specific information quickly.

Answers: 1 paragraph 1 4 paragraph 2

2 paragraph 2 5 paragraph 3
3 paragraph 2 6 paragraph 4

Ask students to skim the test to locate the answers in Exercise 3c. Then have them read in detail. If
neccessary, draw attention to the Glossary. Let students check their answers with a partner before
discussing them as a class.

Answers: 1 Non-native speakers o f English who want to study in an English-speaking academic

environment (colleges and universities)
2 4
3 Reading, writing, listening, speaking
4 It mirrors the way English is lIsed for commwlicative purposes in the real world,
5 Independent questions ask t.est-takers to talk about topics they are familiar with and
can answer from personal knowledge and experience; integrated questions requi.!'e
candidates to combine two or three skills,
6 2

4 Listening ski lls

Ask students to read the notes in Exercise 4a carefully, and predict wha t might be the answe rs,
Then play the audio. Ask students to listen and complete the noles,
Play the audio for Exercise 4b. Ask students to take notes, using th e notes in exercise 48 as a model.
Lei them check their notes in pairs.

Suggested answer: listening section: conversations and lectures, (real academic si tuations)
range of native-speaker accen ts: US, Canada, Britain. Australia,
Tasks: 6 (2 conversations, 4 lectures)
based on: how things bappen in real world. (e.g. , predicting what speaker is
going to say)

Exercise 4c is an opportunity to have a question and answer session aboul the TOEFL exam. or
other exams thai your students may be planning to take.

The oudioscript for Track 58 is on page T122 Pi.

~~---------------------------------------------------------------------------------,--
Teacher Now, lers go on 10 the listening section. In the Teacher So tha t is what I mean by -real world: Okay, let me
listening test you will hea r conversotions and lectures, which give yo u a n example: lers soy, let's say you've been asked to
wi ll be similar to those that you wil l hear in real academic listen to a dia logue between a professor and a college
s ituations. The record ings will include a range of native- student Now this is a situati on you might find yourself in,
speake r accents, pa rticularly from the United States, Canada, yeah? So you must be able to fo llow a conversati on like this.
Britain, uh, Britai n, and Australia. But to fol low a conversation isn't always enough. You also
Student A And how many different listening tasks are the re? have to be able to, uh, anticipate ... uh ... 10 predict what Ihe
Teacher There ore two conversations and lour lectures. speake r is going to soy next To do this, of course, you have to
understa nd whot he or she already said before.
Student C Does tha t mean six different liste ning tasks!?
Student B But how do you tesllhat? I mean, how do you test
Teacher Yeah. Six. But they ore all the kind of thing you would thot I can predict?
nor ma lly hear if you were livi ng a nd studying in the U.s. They
Teacher Wait a second. I'm just coming to thot. Okoy, so you
are based on how things happen in the real world.
are liste ning to the conversati on and th en it suddenly stops
Student C What do you mean, the "real wo rld"? and you ore as ked what will come next - you are given four
Teacher Well, remembe r this is 0 test to see how you would opti ons. You have to pick the correct option.
do in an academic environment, okay? So if you were studying Student C That sounds tricky.
in an Ame rican college, you'd have to go to lectures and toke
Teacher No, it's really not. We'll be looking 01the d ifferent sons
notes, right?
of thi ngs you need to do in the exam so your students will be
Students Yeah, right well prepared for the test So relax.. irll be okay.

Unit 12 T 123 looking ahead

 3 Reading skills A brief introduction to the TOEFL CST
a Vou are going to mad pari of a loaflet on the
Test of English as a Foreign Language
What is the TOEFL CBT
(TOEFL), In groups . discuss anything you and what does it do?
have heard about the exam. 1 The CST is the Computer Based
TOEFL or Test of English as a
II's the exam YOII take when YOll lI'ont to study
at a college in the States, isn', if? Foreign Language. It is an
English language proficiency test
b Look through lho leaflet very qu ickly. In which taken by non-native speakers of
paragraph would you expect to find the answer
10 each question? English who want to study in an
English-speaking academic
1 Who is the exam for?
environment. It assists colleges
2 How many parts are there in the test? and universities in admitting and
3 What does TOEFL test?
then placing non-native speaking
4 What is an illtegralod+skills approach to students within their courses. In types of questions: independent
losting?
addition, the test-takers are and integrated. The two
5 What is the difference between an independent questions ask test-
given results which help them
independent and an integrated speaking takers to talk about topics they
tas k? pinpoint their strengths and
weaknesses. This helps English are familiar with and will be able
6 How many pioces of writing uro there?
students and their teachers to answer from their personal
c Read the leaflot carefully and answer the identify the particular skills they knowledge and experience . The
questions in Exercise 3b. four integrated questions require
need to improve in order to be
ready to lake an academic candidates to use a combination
4 Listening skills course in an English-speaking of two or three skills. For
environment. Please note that example, they may be asked to
~ a You arc going to listen to an Englisb teacher
this test can also be taken in a listen to part of a lecture and
trainer talking to her teachers about the
TOEFL. Complete the notes taken by a paper-based form, then record their answer. In
teacher. addition, they may be asked to
What is tested and read a short text on a related
how is it tested? subject and then record their
2 English language proficiency is answer.
tested in four separate sections:
Reading, Writing, Ustening, and What happens in the
Speaking. In this test the skills writing section?
are not tested in isolation - test- 4 In the writing section test-takers
takers are required to combine have to complete two pieces of
different skills in order to written work: an independent
complete different tasks. In the and an integrated task. The
real world people almost always independent task requires test-
combine different skills when takers to write approximately
they communicate. This is called 300 words about a topic of
an integrated-skills approach to which they have knowledge or
testing. Put simply. the idea personal experience. In the
behind this is that the approach integrated task test-takers will be
.(engfh of feds, 5 mirrors the way English is used asked to read a short text and
650 - 750 wQrd~ for communicative purposes in then listen to a college-level
Jte!p g<Ven <>L 6
- glOssa ry
- the real world, whether for lecture on an academic topic
professional, personal, or before writing a response to
academic needs. what they have heard of 150-
225 words. Test-takers need to
What is the speaking demonstrate not only that they
ti' b Tho teacher trainer then ta lks about tho section like? know the content but also that
listening section of the test. This time lake 3 In this section candidates are they can organize it.
your own notes on what the leacher trainer tested on their ability to
says. communicate successfully in an What is th e reading
c Think about everything you have learned academic environment. Test- section like?
about the TOEFL: would you tako it? If so, takers speak into a microphone 5 In this section test -takers are
why? If not , why not? Find other people in the to record their answers. They are required to
class who would like to take the test and find required to answer two different
out why.

GLOSSARY
pinpoint discover exactly whnt something is
mirror (vb) reflect

looking ohead Unil12

 On with English!
1 Vocabulary: further edu cation 2 Reading skills
a Choose the correct word or words to comp lete the a Imagine that you have the opportunity to study
sentences. English in a college in the United States. In
1 I'm planning I~I make a course in groups, write a list of five things you need to
business admi~0?ation. think about before you go.
2 I'm hoping to pass into ~ntery graduate '!flake SUn> ,! ha"tl!- enough ~ to pay fay
program. ~"fJ ,.,/de .I;" a""il'
3 I'd like 10 finish ;(iiiaiO?>nsomething to do b Read the article below quickly to see how many of
with man ~ ement. your ideas are mentioned. Add any extra ideas to
4 I'd like t get take a high grade on an your list.
examination ike the TOEFL. c Imagine you are interested in studying English in
5 If I arr&:Qc~erled ~ entered into a university the U.S .. Read the article more carefully and ta ke
in the U.S.,9 !J stud engi neering. notes on the advice that you think is important fo r
6 I need to get goo rade notes in science you. Then compare your notes with a partner. Did
subjects. yo u think the same information was important?
7 I'm doing a career ~gf~i n biochemistry. d In class, discuss the following.
8 I'd like to take a parI- time course@)t 0 11 1 In your coun try. what SlOpS most students who
history and work at the same time. would like to study abroad?
b Check the sentences that were true, are true now, 2 What possible solutions are there to these
or could become t rue for y Oll . hurdles?
c Use the ideas above to tell your partner about your 3 Woul d y ou like to study English abroad? If
experience, plans, or hopes of further education. you could, what would the benefits be?

So you've finally persuaded your parents or employer to let

you go for a month to study English?
Congratulations! That's the first hurdle crossed . What else
do you need to do before you pack your bags?
Visas depressed.
If you arrive at Immigration Control without a The schooL
visa to study in the U.S" you will not be So what should
admitted to the country. To obtain an E1 you look for?
Student Visa go to your local U.s. Consulate or That depends on
Embassy with a completed 1-20 Form along you. Do you want
with your passport and an Affidayjt of financial to be in a big school (500+ students) or a small
Support one (under 50)? Do you want lessons that are
Medical insurance formal or informal? Does the school offer a If you study at English@San
All students studying in the U.S. are required to range of different classes so that you can pick Francisco, you certainly won'tY
have medical insurance. If you don't contract and choose classes to meet your needs? regret it. We offer all of the I
medical insurance before you leave, you must The teachers services above and more.
apply on arrival. Good schools should offer th is Personal qualities are very important in a
facility. teacher. In addition, they should also be If you have any further
Money qualified to teach English. Any good school will questions, please e-mail
If you don't have a clear idea of what a course be happy to tell you about its teachers and me.
can cost. go online and check out the fees of a their qualifications.
number of schools. On top of tuition and fees, Sports and sociaL program Greg Scott
add accommodation, food, books, travel to and Studying English is not limited 10 the classroom. Director of Studies
from school and, of course, entertainment.
Watch what you spend if you don't want to be
broke after a few weeks.
Good schools offer a wide range of optional
activities to help you ma ke new friends, learn
about different aspects of the United States,
English @ San Francisco
g.scottoengllshatsanfranos(O,com
r
Accommodation
Why not stay WI th a host familv if you want to
expenence Amencan home life? Ot herwise, the
and generally have a good time.
Counselors
It is crucial that the school provides each r
r
options are to rent your own apartment, or stay student with a counselor - someone to give
in a st udent dorm. Above all, remember that it's help and advice to them, especially about
important to stay somewhere where you will be personal problems. Studying abroad is very
happy. Don't go for the cheapest room if it exciting but it can be stressful as students cope
means that you'll never meet anyone and get with cultural changes and speak English 2417.

GLOSSARY
cross a h urd le deal with a problem so that you can go on to do something successfully
be bro ke (informal) have no money
do something 2417 (informal) do it all the time. Le. 24 hours. seven days a weok

Unit12 lOOking ahead

 Objectives Topic: further education and studying English abroad
Grammar Vocabulary Reading Writing Speaking
functions of further education a Web site ad, a formal e-mail discussing further
conditionals a Web page requesting education
information

Ask students a few personalized questioos. What are you planning 10 do nexJ when you finish your currenl Introduce the topic
studies? Whol are your pions for continuing fa study and improve your English in the future? Ate you
planning 10 take any courses in the near future fa improve your career or employment prospects?
If you con find any leoRets for longuage schools in lhe U.s. or elsewhere, bring them inlo class, and pass
them around. Ask Which language schools look interesting and why? Ask students whot they would look
for in a language school abroad.

••
1 Vocabulary: further education
Ask students to choose the correct word in Exercise la , then check answers with a partner.
Put students in pairs to talk about their further education plans. Have a brief class discussion
of answers.
....
2 Reading skills
Di vide students into groups of four or five to write their list for Exercise 2a . Monitor and help with
ideas. At the end, ask one group to read their list aloud. Ask other grou ps if they have anything
interesting to add.
In Exercise 2b, ask students to read the article and check and add to their list. Let them check what
they found in their groups. and then have a brief class discussion.
Ask students to read the article more closely for Exercise 2c and underline or write down
information that is relevant to them. Remind students about the Glossary. Let them compare in
pairs. Have a class discussion. Find out which students would like to study at the school in
the article.
End this pari ofth e lesson with a discussion . asking the questions in Exercise 2d .

looking ahead T 124 Unil12

 T .• ~ 3 Grammar: functions of conditionals
Ask students to do Exercise 3a . Then have them check their answers with a partner and the
Grammar Swnmary on page 130.

Answers: Advice !fyau arrive at Immigration Control without a visa to study in the
U.S., you will no t be admitted to the country.
An offer Uyau have any further questions, please e-mail me.
A requirement If you don't contract medical insurance before you leave, you must
apply on arrivaL
A promise If you study at English@SanFrancisco. youcertai nly won'! regret it.
A suggestion Why not stay with a host family if you want to experience American
home life?
A warning Watch what you spend if you don't want to be broke after a few wooks.

Do the firs t situation in Exercise 3c as an example with the class. Elicit two or three different
conditional sentences from the students and write them on the board. Then put students in pai.rs to
write conditional sentences.

Suggested answl!l'S for situation 1:

You have to get a visa if you want to st udy in my country. (advice)
II you don't get a visa, you won't be allowed enlry at Immigralion Control. (warni ng)
Give me a call if you wanl any advice about gelling a visa. (offer)

When students have fi nished, ask them to share their ideas with another pair in Exercise 3d . Ask a
few students to read their sentences aloud to the class.

Additional activity Divide students into groups of six to eight. Nominate one student to write. Ask them to choose one of the
situations in exercise 3c, pool their ideas, and write a poster with six pieces of a dvice, requirements.
suggestions, andlor warnings. Put the posters on the classroom walls for other students to read.

4 Writing skills
Put students in pairs to write their list in Exercise 4a . Then have them do Exercise 4b individually.
Have students do Exercise 4c in groups of four, and make sure they make note of the questions not
answered. Divide Ute class into pairs for Exercise 4d .
Ask pairs to exchange drafts. Tell pairs to read the drafts carefully. Encourage readers to add any
queslions they wish clarified or answered in the e-mail (in order to add more meaningful con tent)
and also to write suggestions for improvement in pen. Also tell them to use pencil to circle any
mistakes they spot.
After they have their original drafts back, ask students to write their e-maiJs.

Presentation If your students ore unclear about how 10 organize their e-mail. write the following advice and useful
alternative language on the board:
Paragroph 1: Introduction
I am in/eresled in attending ,..
I would like /0 find more information about .. .
I am writing to ask about .
Paragraph 2/3: Asking questions
Could you please tell me .
Could you let me know exadly .
Final paragraph: Conclusion
Thank you very much for .
I'm looking forward to hearing from you.

Unil12 T 125 Looking ahead

 a ~ook a l the condif
3 Grammar: f unctions f
0 conditionals
4 Writing skill s

~.1Il
a Imagine that you arc .
'scho~~erything
1he
Italic). Match
in the text
, -:-_ _ _ " __
JO na! sentence .
them with the f U ll the article (in
C iOn they serve
Make a lisl of
language
gomg to stud .
you requYr:nf U.S .. r
b Rd' rom a
ea the
thin .' 'ad vertisemenl b I
advice ,I g' '" yom 1i,l lh,I;1 e ow ,nd ,heck , II I}
an offer . n groups . 1 k covers. Ie

doaes~~1 ~~:~v~~ all the ~~:~~i~~~t~::~ise

M k 00 at you ]"
a requ irement
d You af . .
?a.
vertlsement
a promise

th:~swere~ I~
a suggestion e gomg to wri
ask your un Ie an e-mail \
the order questions. the, school to
a warning then pu i lli . you will ask for' f paIrs , organize
d e mfo, " '" om"r "
your answ . raft e-maiL mahon into para f a IOn and
b Check
on page 130 ers w Ith the Gram e When you} g phs. Write a
, A ",ud "" m" Summ"y
lave II . h
another pair fro~JllS ed, exchange vo
w~lte cOllditioll~ sCh~tenccs
.~
ellt IS com'
language. In lair mg t ~ your countr t Suggest imp'o your group to ell": k'lrr draft with
about the fo lIo ,5.
\~
study yo ur f vements} "c or yo
1 visas 2 lllg sItuations to hel Write th e Ii Ilal e-mail. an( pass th e (Irart back.
u.
4 } med,,,} ;n, p un/h,,"

d Read
I~"he" ~~~HTIod"I;On
a ang uage s h I urancc 3 BC .
yom longuose ',nO; 5
expen ence you
6
}ys to learn
yo ur sentenc r cu ture
they agree with yo~~ ~~:~:other pair and see if

Welcome to
,...
V~~ .. -.:;;.. .... \.,.,"..
language schOol
Join one of the most popular schoolS in
Boston, servicing the educational needs
of over 12,000 foreign students a year.
A first-class school, offering yOU the
very best in language learning" courses
PiCK from our wide range of cOurses including
En~ish for Business, ex<lm preparation for the
10Ef\-. and En~'ISh for AcademiC puf?0S8S'
leache tS
lively, dynamiC lessons with native-speaKer

teacners.
Accommodation
Choose the type of accommodatiOn that suits
you beSt. All aUf accommodation is within a
20_minute walK from the scnool.
social program and sports activities
8'1jo)' our extensive prow-am from theater visits to
a chance to see the famOUS soston Red Sox. We
also have excellent sports facilities on the
Woodland campus.

8'1~is\"l
If you want to maKe real progress with )'our
and have fUn at the 53me time. then join

us at Woodlandl
f or fUrther informatiOn, please e_mail us
I at

tooking ahead Unit 12

 Which future?
1 Speaking skills 2 Listening skills
a In pairs, discuss what predictions fo th .3
... a L'Isten and answer these questions
year~you can make about the follow~ng~
next 30 1 Wh o is the speaker? a politician' fa
2 Who is he talking to? th r the People PI
~~~I~~n~a~~\et t hmcalth po~u lalion growth 3 I I ' evoters
fa Ie vacatIOns work , s Ie a pessimist or an optimist? a pessimist
I hole the ido(/ of clonin but l' ~ b Listen agail I an d -Mlswor these (IUesf
scientists will bu obi> I g I m pretty sure thai
within the next deca~e~ c one a human being
1 Wh 'I IOns.
y WI I fuel be n major problem? b
nuduar en ' . ecause
, ergy IS tuo dangerous fossil f I
b Compare your prodict ions with other pc I A arc runmng oul ,an d b aven't' look d ue S
we
you a pessimist or an optim ist? op e. ro renewable sources e at

p~iclions o~t;~=::sti~~t~e",)k
c Now read the art icle below bo 2 Why will faccmasks be more
the a (OPlimisti:l becaus~there will be more p~~~:~n?
d In prurs , compare your answers. Are thO)' th . '~ 3 gave
Why will pollution
' be worse?. be cause th e
e In groll d' e sarno. mmenl IS doing nothing
ps, ISCllSS theso questions.
4 ~hy will unemployment gel worse?
1 Whi.ch p fCCrIctlOns
- do you think w'll b
reahty and why? I ocome e economy will continue to dete~ior~1
c I . .. e.
2 Which predictions might affect yo , n pairs, turn to the audioscri
Underline all the . . . pt on page 148.
personally? , .. pesslmlslic points and th' k r
counter-argument ~or cae h pom!
U
3 hWhich .prod'
. Ie t'IOns are most important for U optJmlsllc
an I I," a
nemp oyment? New' b '
~ervicj~n~~:}::s~;~r=!~dr ...01/
umamly 11\ general and why?
the time in the
4 ~o~:~~~~~ the most terrifying predictions

Future fact or
future fantasy?
Since time immemorial, people have tried to predict the future, with varying
degrees of accuracy- However, scientifiC research is increasingly able to paint
(future progressive}
an accurate picture of how things will be in the not-too-distant future.
Not surprisingly, some of the results arc so P • AIDS: In only a fcw years, the AIDS
harrowing that they make yOU wanllO stay in ~idcmic
will be claiming a million liycs a
bed and hide under the covers, BUl it's not a\l year, By the year 2025,AIDS will be by far
doom and gloom. Have a look at these the major killer in many African and Asian
snapshots of furore lifc and iudge fN yourself. countries.
p • Worlc Un<mploym,m(future Will
pl)rfect)
hoY' o.W '0 25% .
p . Porltin.' . '
In ""," d,,-doped ,oe"",,.l!u'u," I",,-r,el)
of the population by 2035. fighting over purking spacc will haYe beCOme
w, (ftill
' ''ha
lre pr,rfccd,\ _c th a serious source of social conflict by 2020.
O•S pace: wC
planets the end\'eof\oun
by W he on 0 cr
the centurY. P • Population: B, 2100. the \\'Orld's population
(fulure progrcssh'c) will havc IYaehed 10 billion. (future lwrfecl)
O . Vacations: Peoplethe
vacations \vithin willncxt
be L'lking space
15 to 20 years, plO' Cloning: l3y 2035, il will ha\'c becom!:lful
ure
~
purfed}
(fllturcJJI~rfl!c:t
passive) possible for a clone to run for president of
the USA-The U.S, Constirution doc'Sn't
O. Cancer: Within th e next 25ycarS, new drugs
haYc a clone clausc. As long as you arc a
will have heen de\'c1opcd that will ameliorate
citizen and 35 years or older you are eligible.
most, if not all, cancers and maybe even cure
some of them.
P • Diet: Despite the advice of medical experts
who consrandy point out that obd;il)' can
lead to diabetes, heart disease, and high
blood pressure, b, 2025 IDeo.\'croge human
being will have gained 2,51cilos.lfuture perrect}

O. Baldness: Scientists at Cornell Univcrsil)'

cxperimenting with a gene cal1ed SHl-l will
Q.r obably h3\'C found a cure for baldness
by 2020. (future perfect)

GLOSSARY
harrowing extreme Iy WOrrylDg
' or upseuin
ameliorate mab batlB . g

Unlf12 Looking ahead

 Objectives Topic: life in the future
Grammar Pronunciation Reading listening Speaking
fulure progressive echo questions a newspaper article a politician's speech making and
and future perfect discussing predictions

Write three or four of your own predictions for the future on the board. Ask students jf they agree or In1roduce the topic
disagree with them. Ask students how they think these things will be different in the future.
Suggestions:
I think Chino will become the richesl and most powerful country in the world.
I think mos/large animals will become extinct.
I think we will be mining and building factories in ouler space.

•
1 Speaking skills
Ask students to work in pairs to discuss their predictions in Exercise la . Then put them in groups
to share their ideas. Afterwards . ask one student from each group to summarize what the group said,
and say who in their group is optimistic and pessimistic.
Ask students to read the article , mark the predictions, and then check in pairs.
End this part of the lesson by asking students to discuss the questions in Exercise 1e in groups of
four or five.

You may wish 10 check the following expressions: Vocabulary

since lime immemorial = dating bock to a point long ago in time
Irs not all doom and gloom", Irs not all depressing news.
snapshots 101 future life) = brief but reveoling pictures/images/insights

2 Listening skills
T.. ~
Play the audio for Exercise 2a . Ask students to listen and answer the questions. ~
Play the audio again. Ask students to listen and answer the questions in Exercise 2b. Let students
check their answers in pairs. ~
Ask students to work in pairs to underline the pessimistic points of the speech in the audioscript on
page 148 and think up and write optimistic counter-arguments.

Ask students to prepore on -optimistic· political speech in opposition to the speech of the politician on the Additional activity
recording. Ask two or three confiden t students to present their speech to the closs.
Alternatively, for more shy students, you may invite them to post their speeches on the wall for other
students to read.

So nuclear energy will probably be finally abandoned because it is We also foresee that there will be so much traffic. so much traffic.
simply too dangerous. So what are the options? Fossil fuels? If we ladies and genllemon, that parking will have become a major
continue to burn fossil fuels like coal and oil the way we are doing prablem. There will simply not be enough space to park your cor.
now, we will have run out of them within 0 couple of generations. Parking places on the street - full. Public and private parking lots-
We need to look at clean. renewable energy sources like solar, full! Double and even triple parking on sidewalks! And our streets
wind, and tidal power. But what is the present government doing? will be in a constant danger of gridlock. Already gridlock is a
In a word, NOTHING! common. everyday problem. Imagine in ten years. my friends!
And the result? If we continue like this, our future looks dark. very Just imagine.
dark. tf pollution continues to increase, our towns and citieS will And what about genetically modified food? This government is
have a permanent blanket of pollution hanging over them. We'll responsible for a lock of clear policy on genetically modified food,
be living in a world where the sun doesn't shine. We'll be living in and the way things are going, sadly, much of our food will soon
a world where when it rains, it will rain ACID ... acid rain. And just be genetically modified. II may look like the answer in the short
imagine the impact of that on the health of our children! term, but what will the long-term effect be on the food chain and
Focemasks facemosks will have become common in towns on the heolth of our people?
and cities. You see cyclists or the odd person wearing a facemosk And thars not all. The economy will conlinue to deteriorate and, as
today, butthafs not the norm. Imagine .. a world where every a result, our young people will be left without work: unemployment
living person wears a face mask. Imagine a world where every will have risen to alarmingly high levels, perhaps as much as
baby wears a facemask. But I'm not talking about a science fiction 25-30%! Our only hope is a greener policy - a vote for the People
movie, I'm talking about your street, your town, your city. .. I'm Party. So on Thursday, vote for us, vote for.
talking about your world!

Looking ahead T 126 Unit12

 t .. ffi 3 Grammar: future progressive and future perfect
Have students check answers to Exercise 3a in pairs. Point out the form of the two lenses.

Quick grammar The future progressive (will + be+ present participle] and the fu ture perfect I will + have + past participlel
guide: future both have complex forms. However, since mony languages hove comparable forms and uses, they should
progressive and not be too tricky, particularly in controlled silualions. The main problem is that students lend 10 oyoid using
futu", perlect them, opting for simpler forms.
Common errors
Overusing simple present instead of more complex future forms.
By 2030, I M in Q beautiful house.

Use Exercise 3b to check that students can recognize the form.

Ask students to complete the article in Exercise 3e. Let them check answers in pairs.
Do Exercise 3d as a brief class discussion.

Ht .1> 4 Pronunciation: echo questions

@ Play the audio for Exercise 4a. Ask students to listen and answer the question.

Qu;ck prononciation To soy these e<:ho questions corre<:lIy, students need to star! with their intonation high (and disbelieving!).
guide then leI it rise, fall a little, and rise again 01 the end.

@ For Exercise 4b, play the audio again. Discuss the questions as a class.

Answers: The predictions: By 2100, the world's populalion will have reached 10 billion. lIn a
few years, the AIDS epidemic will be claiming a million lives a year!
Carol is sW"prised. She doesn't believe it. She isn't asking a question - it is an echo
question , which. here, expresses sW"prise.

Play the audio for Exercise 4c. Let students listen to the audio o nce. paying aUention to the
intonation patterns they hear. T hen replay and pause the recording afte r each stateme n t. Have
students repeat in unison. Ask two or three individuals to repeat.
Play the audio for Exercise 4d. Ask stud ents to listen and respond. Do the first statemen t as a class to
get students started. Then play each statement. pause, and let students shout out an echo question.
If students don't d o this very well the lirst lime, play the recording again .
••
5 Speaking skills
Put students in pairs to put the lime expressions in Exercise 5a in the chart.
AHow two or three minutes for students to think ofthings to say for Exercise 5b. When they are
ready. ask them to take turns making predictions.

6l~--------------------------------, \o:.~------------,
Peter 11 says here: -By 2100, the world·s population wHi 1 Peter This is horrific. listen to this: -In a few years,
halle reached 10 billion: the AIDS epidemic will be claiming a million lives a
year!-
Carol Will have reached 10 billion?
Peter Yes, 10 billion! Carol Will be claiming a million lives a year?
Peter This is horrific. Usten to this: -In a few years, the 2 Peter I don't believe this! It says within 50 years. the
AIDS epidemic will be claiming a million lives a year!- blue whole will have died ouI!
Carol Will be claiming a million lilies a year? Carol Will have died aut?
Peter Yes. terrible. isn't it. 3 Peter Oh, and listen to this: By 2030, 50% of the
world's workforce will be working from home!

-
Carol Will be working from home?
4 Peter This is incredible. In 2030. the water level will
have risen by 50 centimeters!

~' Carol Will have risen by 50 centimeters?

5 Peter Can this be true? It says. within two
By 2100, the world's population will halle reached 10 billion!
10 billion? generations the average life span of a person will
have increased by 20 years!
Have reached 10 billion?
Carol Will have increased by 20 years?
Will have reached 10 billion?
6 Peter And listen to this one: Within 50 years, streets
In a fll'N years, the AIDS epidemic will be claiming a million will disappear in cities. People will be traveling in
lives a year! robot vehicles on sky roods!
A million? Ca rol Will be traveling in robot vehicles on sky
Oaiming a million lives a year? roods?
Will be claiming a million lives a year?

Unit 12 T 127 Looking ahead

3 Grammar: future progressive and 4 Pronunciation : echo questions
fu ture perfect ~ a Listen to Peter and Carol discussing an article
a Match these predictions from the article with the about the future. What are the two predictions?
descriptions that follow. ~ b Listen agai n. What is Carol's reaction to tile
1 By 21 00, the world's population will have predictions? Is Carol reaUy asking Peter a
reached 10 billion. question?

c In only a few years, the A IDS epidemic will be ~ c Listen and repeat what Carol says.
clai ming a million lives a year.
This tense is used for activities that will be in
progress at a particular time in the future.
b Th is tense is used for activities that will be
@ d Now listen to six things Peter says and respond
with an echo question.
e In pairs, make some crazy predictions about some
of these aspects of the future, and respond to each
comp leted before a definite time or event in other with echo questions.
the future. computers entertainment money the world
b Read through the predictions in the text in water food
Exercise t again. Which are in the fu ture perfec t
and which are in the fu ture progressive? 5 Speaking skills
c Complete the fo llowing article about the fu ture. 11 We can use the future perfect and future

Use the future perfect or the future progressive. progressive for prodictions in the near future and
fo r personal predictions. Look at the time
expressions commonly used with these tenses
and add them to the chart below.
An optimistic future
by tilen within a month before December
By the year 2025, many of us within a generation this time next week
1 will he living (live) in before the government changes by next June
neighborhoods where the air is clean by next summer by 2010
and where places to wo rk, play, and
do our shopping will be close at
hand. Many people, III fact, Near future Distant futu re
2 will be working (work) from
home. Those who have to go out to work by Saturday in 20 years
3 will he using (use) clean
hydrogen-powered transportatio n that this time tomorrow wilhin the next 20 years
will produce little or no pollution. People
4 will he returning (return) next month wiLhin a generation
to riding bicycles because of the increased
awareness of the effects of pollution and by then by 2010
the importance of regular exercise. We
5 will be geUing (get) some within a month by then
energy from windmills but much of it
will be generated in our own homes by
before December before the government
rooftop solar panels. Most homes changes
6 will have a lso installed (also install)
a basem ent fuel unit, which will this time nexl week
produce hydrogen to be used on days
when there is no sunshine. In order before the government
to avoid chemicals, many people changes
7 will be Growing (grow) food
by next June
in their backyards or buying it from nearby
organic far ms. Since these far ms will
employ natural forms of pest control, hy next summer
carcinogens 8 will have di sappeared
(disappear) from food produced in this way.
h In pairs, make predictions about your personal
fu ture and the fu ture of your country. Use these
d Which areas of the article do you agree with? topics.
Which areas do you disagree with? Which view of education work population the economy
the future do you feel is more realistic: the view traffic potlution travel
stated in the listening or the one in the text above?
By 2010. I'll be working ill my father's company.
With in the nex t two years. I wjll /Jove graduated.

looking ahead Uni! 12

 -
f h game
This is a team game and the aim is to be the first team to cross the finish line. You move forward one space
at a time by correctly answering questions on seven different topics; General knowledge. Sports, People,
Words. Grammar. Science. and Entertainment. The team can discuss the question together and when they
decide on the answer they wish to give. they tell the team secretary. Only the secretary can give the
answer. If another member of the team says their answer before the secretary. the team is penalized and
has to move back one space. The questions are given to the team by the referee or "Quizmaster".
The only cxC{)ption to the correct answer - one space forward· rule is when you land on the "wild card". This
type of card is unpredictable and may result in you moving forward, backward or staying where you are.
The game is played in two teams of three or four players.
There can be 8S many pairs of teams as
needed. Each pair oftoams has a
Quizmaster whoso job it is to read
tile questions to each learn and to
keep scoro. The Quizmaster is
not pari of a learn. It is also the
job oftho Quizmaster to
control the two teams the
same as a referee does in a
soccer game.

Unil12 looking ohead

Objectives Topic: end-ol-year quiz
Grammar Reading U5tening Speaking
language and conlent instructions a quiz an end-af-year quiz
of Student's Book

The aim of this activity is to provide a fun, light-hearted way of practicing spoken English, and
reviewing some language al the end of the course. Read through the task first to make sure you
really understand it, and be sure you prepare enough photocopies of the quiz cards for your
students in advance of the game.
The secret of success is to manage the activity carefully. Work out in advance how you are going
to organize the classroom. For example, if you have 18 students, a good way to start is to give
every student a number by counting and pointing at students like this: 1. 2, 3, 4, 5; 1, 2, 3, 4. 5;
1, 2. 3, 4; 1,2,3,4.
Tell students to form groups. You should have four grou ps of four, and one of two students.
Tell groups 1 and 2 to sit facing each other around one of the quiz boards on the left·hand side
of the class, and tell groups 3 and 4 to sit facing around a board on the right-hand side. Tell them
that they are going to take a quiz and that they have to choose a secretary - one person who will
write down the group's answer for each question.
Tell students to read the rules of the game carefully. Go over any questions about the rules
before getting started.
Finally, give the quizmasters the quiz cards. Tell them to join the teams. Once they have tossed
a coin to decide which teams starts, they have to start asking questions.
You can find the quiz cards on page 1'129. (These should have been photocopied and cut out
in advance.)
Set a time limit for the quiz, and walk around the class as students play, answering any questions
they may have.

lookingoheod T 128 Unit 12

 Quiz cards
Grammar General knowledge
Change the word but in this sentence Wlthout changing the Where did Ca~ra come from originally? (ANSWER:
meaning of the sentence. They are rich BUT unhappy. Africa)
(ANS WER: They are rich; however. thoy are unha ppy. 2 Which insect can Jump 100 centimeters? (ANSWER: a flea)
Alt ho ugh/Though/Evon tho llgh thoy oro rich. they lifO
3 Who wrote A Hundred Years of Solitude? (ANSWER:
unhappy. T hey are unhappy although/even though \hey
Gabriel Garcia Marquez)
are rich.)
4 Which (feature can lift 50 times its own weight? (ANSWER:
2 Rephrase this sentence. Begin it by using II form of the verb an ant)
study. The only way to pass the exam is to study.
5 Name the country in Asia which consists of four large islands.
(ANSWER: St udy ing is the only way to pass tlle exam.)
(ANSWER: Japan)
3 Is thIS true or false J A noun d.:Iuse can be the subject or the
6 What does IQ stand for?
object of II senterx:e. (ANSWER: true.)
(ANSWER: Inte lligence Quotient)
4 Name five different quantifier.;, for example, l'YE'ry.
7 Name one International e<oIoglcal organization? (ANSWER:
(ANSWER: both. either. each. every, all (the). man),. II
lot of. II great/good deal of. severn!. some, (a) few, (a) Greenpeace. Friends of the Earth)
li n Ie. hardly any. half (01). II quarter f two- thirds or, no. 8 Wha t is the world's population? (ANSWER: six billion)
neithe r of the. nono of the ... J 9 Can you give me the names of three of the biggest ki llers in
5 Change the word to in this sentence without changing the the deveklped world? For example, strokes.
meaning of the sen tence. I got up early to catch the bus. (ANSWER: heart disease. vinlses like influenza ami
(ANSWER: [ got up early so as to catch the bus. [ got up AIDS. and cancer)
early in order to catch the bus.) 10 Name the country that has a population of about 1 billion
6 Imagine you heard this sentence on the news and you want people, many of whom are Hindus, (ANSWER: Indial
to report It back to me. The woOd"s populatIOn will grow to
eight billion by 2020. Start : The newscaster. (ANSWER:
Tho nowscaster said (that) the werld's population
would grow to eight billion by 2020.)
7 In wtlich of these two sentences is the event more likely to
happen? Science
a) If I get the job. 1"11 buy a cell phone.
b) If I got the job, I'd buy a cell phone, What is the everyday term for the chemical formula CO/
(ANSWER: carbon dioxide)
(ANSWER: in a). II"s the first conditional.)
2 What does 'GM' stand for In "GM foods "?
8 Your boy/girlfriend is leaving to study in Canada for two
(ANSWER: Genetically Modified)
months. Make himlher a promISe. (Ma ny possibilities
here. They have to be logical. howc\'er. Possible 3 What percentage of our body weight is water?
answer: 1"1/ call you evory day if you IOTllllmo 10.) (ANSWER: 60%)
9 Make two predictions about the future, use the future 4 What am I describing: A substance that a doctor prescribes
progresSIVe in one and the future perlect In the other. to cure people of an illness, or an illegal substance that
(There are many possibilities here. but the sentences afferu people mentally or physically when they take it?
have to be "predictions" and they also have to make (ANSWER: a dmg)
sense!) 5 Name the process in wtlich heat is unable to escape from
the atmosphere and causes the tempera ture of the eanh to
nse. (ANSWER: The Greenhouso Effect)
6 What is the name of the unit used for measuring
temperature? (ANSWER: a degree)
' spons 7 Can you give me the chemical formula for watef?
(ANSWER: HP)
Where and when did karate start? (ANSWER: Japan, In the 8 What IS the name lor the complete set of genes in a living
17th century) thll"lg? (ANSWER: The genome)
2 What is Muhammed Ali's daughter's name? (ANSWER: leila) 9 Name at ledst three of the possible efferu of dirnate change.
3 What does the INOfd karate mean? (ANSWER: empty hilnd) (ANSWER: Climate change will forte some species of
4 Can you name three different martial arts? (ANSWER: karate, birds to migrate; water resources will increase or
Judo, tae kwon do, capoeira.) decrease: there will be more floods IlIld drough t. Sea
5 What is the name of the international sports comp!?tition levels will rise in some constal areas. There will be heat
wtlere teams from around the world compete for the title of WIiVes and Illore air pollution, which in turn will cause
the best soccer team? (ANSWER: World Cup) infectiolls diseases to spread. There will, however. be
some benefits. too. Moderate warming will fa,·or some
6 Name five trad and field spoIlS. (ANSWER: the long jump,
fanners.)
the high jump, sprinting, the javelin. the discus, the hammer,
hurdles, distance running) 10 HooN much of the earth's surface IS coYef!'d by water?
(ANSWER: 70%)
7 INhat is the modern in ternatIOnal sportll1g competitIOn In
which people of all nationalities compete in varIOUS sports?
(ANSWER: Olympic Games)
8 In which sport do pjayers "slam dunk"? (ANSWER: basketball)
9 Can you give me the first and se<:ond most popular spectator More Quiz cards ore on on page T260 !II
sports in the U.S) (ANSWER: Number 1 is football. Number
2 is baseball. )
10 Which sport did Sebastian Cae excel In? (ANSWER: distance
runlllng)

Unil1 2 T 129 l ookingaheod

_bIe
C E<iIori(JI Moo:miIon de ~o. SA de C.V 2006
 The Rules of the Game
1 Decide how many pairs of teams will play.
2 Select one Quizmaster for ~ pair of
USEFUL LANGUAGE . teams.
. sa heads or '0115.
When you toSS a com. you Y 3 Move into your teams and select a team
secretary.
A, 4 Quizmasters. join your teams. Your
Heads. teacher will give you the questions.
Qui l.JllastCr: . , You slar!. I Tails, yO ll lose. 5 Quizmasters, toss a coin to see which
Heads, you \I'm. team starts.
The other team star1s. 6 Quizmaster5, read a question from the
categOl)', then check it to shaoN that it has
been used.
7 If the team answers correctly, they move
forward. If the answer is incorrect, they
stay where they are and wart until it is
their turn again.
8 The other team is nO'N asked a question.
9 Cootinue until the game is finished .
10 If the teams finish befOfe others in their
class, they should 'MlI'k in their teams and
WTlte some more questions to ask the
opposite team.

looking ahead
 LANGUAGE RESOURCE
Grammar Summary Vocabulary Summary
1 Functions of conditionals 1 Tests
We often use conditionals to express functJons su:h as advice passltail a tesVexam
and promises. These are often based on the loon of the rll'St get goodIbad scorestgrades
conditionaJ (see Unit 4). but sometimes use modal verbs and
imperatives in the main clause instead of Vt1II\'VOf'I't. Here are be tested on a topic/subject
some convnon fooctions of !irs! condillOl"\als: lake/retake a lesVexam
Advice review /0( a tesVexam
If you want /0 moot new people, try joining dubs or a gym.
Offers
Contact me if you need clarification on any of these points.
2 Further education -
lake a course
Suggestfons enter a graduate program
Why not travel by train if you want 10 see more of /he major in artIhiSlory
countryside?
be accepted to a cotlege or university
Requirements
do a degree in biochemistry/modern languages
If you want /0 open 8 bank account, you must provide proof of
identity. take a course in history

Promises Replace the words in italic with a word or phrase from

/'11 be very careful If you Jet me use the car lomght. the two lists above. M ake any changes necessary.
Warnings I Ihink it's very diffICUlt 10 eH#eF Harvard. be accepted to
If you don't tell me what the problem is, I can't help you.
2 I don't think I will ever §e.' H+.<6~ ItIs English exam. pass
2 Future progressive and future perfect 3 1 EA~ 19th'; .~e/! on my last malh test. got good grades

Use 4 She eel6:R88 excellent grades on the exam. gol

We use the future progressNe to talk about a situation 01" an 5 I expect to flAeM IH)' eefle§8 68tff68 in electronics
action thai will be in progress at a definite time in the Mure: next year. graduAte
Next Sunday. I'H be lying on beach in Rio.
the 6 1he exam was unfcur - we hB~ /19 eil8l.ef~I!!l1>8I!!I
Don'/ caRJlffllhis evening - he'll be watching the bg game. M a novel we hadn't sludied. were tested on

We use the future perlect to talk about a situation Of an actoo 7 Harry 13 310d.r ill~ computing at COllege now. is taking
that win be completed by or befOff! a specific time in the future:
8 I liitlfl'f j8688 my driving test so now I have to 96 it ageiR.
Wail for me. I'H have finished the dishes in five minutes. failed relake it
Julia will have completed her course In physiOtherapy by June.
Fo=
future progressive: wilVwon'r + be + -ing verb
We 'll be wsitlng at the end of the pia/form when your train
arrives.
ruture perfect: wllVwon'r + have + past participle
They'll have demolished the building by the rime you arrive.
so I'll take some pictures for you.
We often use the prepositions by and before with the future
perfect
1'/1 have sent the report to you by/before Friday.
We oftefl use the tIme expressions in X weekslmonthslyears
and within (Ihe next) X weel<slmonthslyears with the Mure
progre5SlVe:
People wiD be traveling in fuel efficient cars within the next
ten years.
In two weeks /he politiCians win be arguiflg about something
completely different.

Complete the paragraph with the future progressive or

future perfect of the verbs in parentheses.
This tllne tomorrow I 1 will he O),jllJ;,.. (tIy1 to England. By two
o'ckx:k. 12 wjll have arrjved (arrive) in London. My sister
3 will be Wilj1jll~ (wait) for me. I hope. \lVhile I'm in England. I
4 will be sla)'illa (stay) WIth he( and her husband in the
country. 15 will he slo)'j!l~ (stay) with them for a week and we
6 will II!: goine... (go) for lOts of country walks. The fdlowing
wool< t 7 will be stayjng (stay) in a hotel in london. I
8 will he dQjna:.,. (do) a 101 of shoppng and going to shQv.Is.
By the end of my stay, I 9 will have sl!lilll. (spend) a lot of
money but r 10 will haVe seen (see) a lot of great shows.

Unil12 looking ahead

 C) The writing part of an exam ~<J<I REVIEW

-z
-
t-
~
1 Looking at an exam question

Read this exam question. How easy would it be for you

to answer this question?
ReVj~w your action ptan: working with vocabulary
I~ pairs, Ic ek at the new vocabulary entries you have made
Since Unit 11. Talk about any new techniques you have tried.

~ b Look at the answer more carefully. Use the

examiners' criteria and the scoring system tc give the
0:::: Section 3: Writing student's work a final score.
::) You have 60 minutes to complete this section. You may Score for
o
>-
make notes and write drafts on the paper provided.
Write your final answer neatly in the test booklet.
Criteria
this work
1 Content: hew fully did the candidate answer
Q.. Question 1 the question? /5
o
-'
Imagine you have just seen the following advertisement
for an international TV magazine. Write your article for
2 Accuracy: how accurate is the grammar and
vocabulary? /5
u.J the International TV magazine (150-1S0 words).
>
u.J
3 Variety: how varied is the grammar and vocabulary? /5

o InlemalionallV magazine 4 Organizatien: How clear is the text? Are ideas

logically .organized and does the w riting flow
• What is your favorite show on TV? smoothly? /5
5 Style: Hew appropriate is the style for the context? /5
• Why do you like it?
I.e. is it too formal, too infermal. or jusl right?
We are looking for short artictes answering these
questions. The best three will be published in 6 Reader: Hew easy would it be for the reader te
January's edition of International TV magazine. understand what the writer says? /5
Successful entrants will receive a free subscription 130
Total score for Question 1
to the magazine fer .one year!
Scoring system
5 "" ex.cellent 4 := very good 3 == good 2 '" borderline
1 = poor 0 := ve ry poor

2 Examining a sample answer

a Read this lest-laker's answer. Has the question been
completely answered? Do you think this would pass
or fall? Why? 3 Editing the sample
In pairs, impreve the student's answer by correcting
the mistakes, which are underlined.

4 Having a strategy
I a In groups. discuss these questiens.
j wrJ.e to w an op."/UOlt on. q:. til£- TV 1 Have yeu ever written a timed essay in yeur
language or in English?
t
2 ~ake a list of differences between writing a
timed essay and .one witheut a time limit.

_1J1q;t
""""c';~US':'.-_~"'
"J l'tt-"t""",
.k_"locc=
~'"'''filL'::a>Ui
~_ _1
3 Will you ever have to write a timed essay in
English in the future? If yes, when?
usually bqp >VK1y fad /axi5. ! . - I b Many people think that passing an English test only
i:eLeYl/nq tius and -me fdvre j trof.ed aJ; tk , requires. good Eng.lish. That is true but yeu need
test-taking strategies, too. As tests are timed, good
!la-nue OUWY5 shylY. {/a-nue b!:. a.;huns I time management IS essential. Having a structure
e:ve:ry#u:1/.fl Ln a wry !A-mp'.e "¥. he I-.a.s a for approaching writing is crucial, as well. Look at
these seven recommended steps. There is one
mistake in the order. Can you lind it?
1 Read the question very carefully.
2 Make notes that answer the question.
3 Organize your notes into paragraphs.
4 Write a draft using complete sentences.
5 Revise your first draft.
6 Allow time te proofread your final essay.
7 Write your essay again.

ACTION PLAN I>

Your action plan: werking w ith vocabulary
Put yeur strategies into action! Write your answer te the exam question in Exercise 1.

looking ohead Unit 12

a Fill in the blanks using an appropriate expression of quantity. In some cases, two answers may be possible.
everyone all both hardly any a little a few several two thirds half

1 A OK, sir, which ofthese shirts would you like?

B I need more shirts so I'll take bothlalVeyetJ one of them, please.
2 A Do you usc any salt in your cooking?
B JUSI enough to give the food a little more flavor.
3 A Why are there so few students at school today?
B There was so much snow, th at hardly any of the students came.
4 A Is all ofthe equipment in the computer room new?
B No, bul most of it is. Yes. over 90% of it is new.
5 A When my mom died she len me 33.33% of the property, to be precise.
B And the other two Ibirds are equally divided between your brother and sister, right?

b Complete the second sentence so that it mea ns tbe same as the firs t one. Use the words in pa rentheses.
1 You have to wear a he lmet at all times on the building site
(worn) A helmet must be worn at all times on the building site.
2 It is a requirement of the government to spend more money on public health care.
(ought) The government requires that more money ought to be spent on p ublic health care
3 "I have no idea who the murderer is." she said.
(claim) She claimed to havelthat she had no idea who the murderer was .
4 ;'I'm thinking about what you said," she sa id.
(told) She told me that sbe was thinking about what lsaid .
5 II's the weather I like most ahout Greece.
(thing) Tbe weather is tbe tbinl that 1 like most about Greece Global warming
c Choose the correct answer, a , b, c, or d to fill in the blanks
or global warning'f
in the article on the right. The effects of
1 a gOI b were gettin.t. c get @)lave been getting carbon dioxide in
2 a might have been (JYwill be c have d have been the atmosphere
3 a are increasing @ vi\l have increased 1 WOrse
c will be increasing d increase and worse and if
4 a would have b may @ vould d will nothing is done
5 a will never be b had never been beard @ vould never have they will COntinu:
hoon d won't be to have a
damaging effect
~n the quality of
d Match the two halves to make complete and life. The Water
logical sentences . I~~el has been
1 Give me a call e [lsmg in coastal areas and if . .
Whole cities 2 action IS not taken
2 If you lend me five dollars, d
opinion is dividcd~n th ffithreatened. H owever'
3 If you take that without asking her. b
One farmer told us that h~ e ects of climate change.
4 If you want to joi n the swimming club. c the increase in rain. IS crops had benefited from
5 Try linding a cheaper apartment a
Experts predict that b
a
b
if you want to save money.
she'll be angry. P
temperatures 3 b end of the cenrury
- y 2.5 degrees. '
c you have 10 be at least 12 years old. ~fessor Greenmore of the U· .
d I'll pay you back tomorrow. said that if we didn't tak . ruverslty of Maryland
climate change 4 e action SOOn, the effects of
e if you need my help.
long-term effect Could be accelerate and the
Professor Greenmore sa~atastro~hic. Furthermore.
hadn't been invenrcd Slog ~at If r.he automobile
heard of. J a warmmg 5 _ _ __
e Choose the best hmse from the list below to complete the sentences. Use the verb in parentheses.
future perfect future progressive present perfect present perfect progressiv~

1 By March. we will have finished the house. (finish) future perfect

2 This time noxt year. we will be Jjying in our new house. (live) future p rogressive
3 In ten years. scientists will have found life on Mars. (find) future perfect
4 I dou' t w;lI1 t lo watch the midnight movie. I have watched enough TV ror today. (watch) present per fect
5 1'111 exhallsted. I have_been working all day non-stop. so I'm goi ng to bcd. (work) present perfect progressive

f Read the text below and look carefully at each line. Some of the lines are correct and some have a word which
s hould not be there. Check (v) the correct lines and cross ()O those where there is an extra word.
G!\'I Foods: a possibl e solution?
1) Genetically modified food has become a conlroversial subject
21 in recent yea rs. Many I)f'scien1ists argue that GM food should be
3) adopted as th e onl y so lution to the problem of feeding the world.
4) whOSE) population has been \1I«f increasing at alarming rates.
5) Scientists predict that it will have ~ doubled by Ihe end of the _ K-
6) 2'lst century. If we do not accept GM foods. famine wil! increase. If
7) The oplion of GM food should ,1.6 be taken seriously by environmcntal /C
8) orga nizHtions. If they are reall y opposed to the use of pesticides in
9) fa rming, thell they must ~e consider the fact that GM foods are resistant
10) to insects and if we J}JIe" change 10 GM foods in twenty years.
11) pesticides could become a thing of the past. Environmental organizutions
12) say that GM foods should not jd' be imposed un til we know mo re about the dangers.

g Think ortwo words that are ofte n used with the following containers.
1 A bagof; _ _ ' _ _ _
2 A can of: , _ __
3 A jar of; ___ ' ___ .
4 A bottle of: _ _ , _ _
5 A carton of: ___ , ___ _

h Choose the best definition of the following words,

1 A pesticide is
® chemi cal used to kill insects. b a medicine given to animals. c a substance that makes plants grow.
2 The genome is
a someone who is very intelligenl. (li),he complete set of genes in a living thing. c th e history of a fami ly.
:J An implant is
a something YO ll pu l in the ground .® mmething placed in a person. animnl. or plant. c something you feed animals.
4 Crops aro
a food for nnimal s.<!!»lants that are grown for food. c m eat and vegetables.
5 A flood is
a a period of exlreme dryness. b water used to make plants grow. ~} large amount of water that suddenly covers an area.

Which kind orTV show do these lines come from? Choose from the list orTV shows in the box.
tal k show current affairs documentary dra ma movie music program q u iz show
reality TV s itcom soap opera s ports show the news va riety show

1 Harry; But yo u can 't leave me, C.1roline! I love you! And whal about the ch ildren? soap opera
2 Both teams now have 12 points. OK . Team B, this question is for you. When did ... quiz show
3 News has just come in abou t the conti n uing civil war in Zalibad , Our repo rtor, Diane Case has this ... the news
4 A long pass ... Janssen passes the ba ll but Makelele intercepts. moves past Wilson and shoots. II 's a goal! What a goall
The goalkeeper didn 't stand a chance, sports show
5 Host: And when did you know yo u wanled to be an aclress? talk show
Actress: Since I was about six . I used to sing and da nce fo r guests w hen they ...

Complete the text with a word or words from the box. Not all the words are used.
did getting into pass good grade fa il a test degree in retake reviewing for

I had a hard time 1 .getting into college. ! failed my final high schoo l exams, so Illfld to 2 retake them. I spent all
summer 3 reviewing for the exams while my friends were out having fun. But I passed them and tlnally entered the
uni versity that fall . I did a four.year 4 ..degreeJn chemistry and after that 15 djd a Master's and specialized in
petroch emicals. I've been working with a petrochemical company ever s ince then.
 Beautiful by Christina Aguilera
"Everything has its beauty
. J)
but not everyone sees U Confucius
,...-------

1 Getting started
a Work in groups. Here are a famous American person and place which many people
consider to be beautiful. Do you think they 're beautiful? Why / Why not?
b Choose three people or places from your country and tell your group why you think
they are the most beautiful.

2 Listening for gist

~ Read the questions and then listen to the song.
;1'
Which is the most appropriate answer to these questions?
1 Where is the beauty the singer describes in the song?
Q nside ourselves b in the world around us
c nowbere to he found
2 What kinds of problems does the song refer to?
a global b fam ilyGPersonal
3 What is the overall tone of the song?
@ ptimistic b neutral c pessimistic

Song 1 Beautiful
•
 3 Listening for deta il
~ a Lislen and complete the song lyrics. Nole that the expressions in numoors
four, five, and six arc repealed.

Beautiful
Don't look at me

Every day is so 1 wonderful then suddenly, it's hard to 2 breathe

Now and then I get 3 insecure from all the pain.
I'm so ashamed.

I am beautiful 4 no mailer wh at they say

Words can't bring me down .
I am beautiful 5 in every single way

Yes, words can't bring me down.

So 6 don't vou bring me down today

To all your friends, you're 7 delirious

So consumed in all your doom.
Trying hard to fill the 8 emptiness , the piece is gone, left
the puzzle undone. Is that the way it is?

You are beautiful 9 no mailer what they say

Words can't bring you down, oh no.
'Cause you are beautiful 10 in every s ingle way
Yes, words can't bring you down, oh, no.
So 11 d on'l yoy bring me down today

No matter what we do, no matter what we say,

When the sun is shining through
Then the clouds won't stay
And evel)"'Nhere we go the sun will always 12 shine
But tomorrow will find a way on the other side.

'Cause we are beautiful 13 no mailer what they say

Yes, words won'l bring us down, oh, no.
We are beautiful 14 no mailer what they sa y
Yes, words can't bring us down, oh , no.
So 15 don 't you brillg me clown today .

b In groups, discuss these questions.

GLOSSARY
1 What is the song ahout?
to bring someone down
Z Why does the subject pronoun change from ''I'' in the to depress someone.
first verse and chorus to "you" in the second verse and wonhIlyria
chorus and then to "we" in the iast verse and chorus? to be delirious
10 think or talk in a confused way
4 Finishing off sI"_'' ""'" because you are menIally or
Discuss those questions. ......... p hysically ill.
to be consumed in all your doom
1 Do you like the song? If yes, what is it you like? lfnot,
to feel thaI your situation is so
what don't you like about it? Use the ideas on the right to
terrible thai you can only feel
help you. negative about everything.
Z There is an expression in English:
Slicks and stones con breok your bones but words can
never hurt YOII.
How much do you agree with this? Can you think of any
occasions when words havo hurt you or someone you Instruments
know?

Beautiful
 I'll Be There For You by the Rembrandts

Fr iends
"Friends" is about a group of six young New Yorkers who share apartments and 1 hang out in the
same toffee shop_ They don't seem to have very much in 2 common . Monica, for instance, is a chef,
while her brother, Ross, is a paleontologist. The other characters have jobs ranging from massage therapist
to soap opera actor.

Over the years, their relationships have their ups and 3 downs • From time to time, two oflhe friends
have a 4 fight and 5 fall out but before long, you know they're going to 6 make up and
become friends again. In fact, two of the characters, Monica and Chandler, get married, while two others,
Ross and Rachel. have a baby together. II looks as if Joey and Phoebe will never rea lly 7 settle down.
either in their careers or private lives. But one thing that is constant throughout is their friendship. Each one
of them knows that if they are down, there wi ll always be someone 8 tbere for them.

1 Getting started
a Read this text about the American comedy series "Friends" and fill in the blanks. You can use the \........I
words in the box below or your own ideas.
settle figh t fall bang there make downs common

b Write down the names of two or three of your closest friends. Read the questions and pick four
that you'd like to talk about. Think about what you can say about the friends you've chosen.
1 Do all your friends know each other or do you have separate groups of fri ends?
2 Are your friends male, female . or both?
3 Do you have a different relationship with your male and fema le fri ends?
4 How did you meet them?
5 What do you have in common with your friends?
6 Where do you usually hang out?
7 Have you ever really fallen out with any of your fri ends?
8 What kinds of things have you had fi ghts about?
9 How did you manage to make up with them?
10 Have you ever dated any of your fri ends?

c In pairs, talk about the questions you chose. Ask and answer the other questions
if you want to.

Song2 111Be There ForYou

 2 Listening for gist
'-- ~ T hese sentences about the song are in the right order, but some of them are not
true, Listen and put ur" next to the true sentences and "F" next to the false
sentences, The first two have been do ne fo r you as examples.
1 Everyone told you life wou ld be like this. J
2 You do n 't like you r job. T
3 This was a great year for you, F
4 I'll always be your friend. T
5 I know you' re my friend. T
6 You're lale for work. T
7 Everything's fine today. F
8 I'm an easy person to undersland . F

3 Listening for detail

~ Read the words of the song and then listen and fill in the blanks.

I'll Be There For You

So no one told you 1 life was gonna be this way.
Your job's a joke, you're 2 broke your love life's D.D.A.
II's like you're always 3 stuck in second gear.
And it hasn 't been your day, your week, your ffiDflth, or even your year, but .,.

I' ll be there for you stands for 'dead on arrival' , In other

When the rain starts to 4 pour words, your love life is a disaster!
I'll be there for you stuck in secon d gear
like I've been there 5 before This is 8 driving metaphor. You can
I'll be there for you only go very slowly in second gear!
'Cause you're there for me 6 too So if your life seems to be going
nowhere, yo u could say you're stuck
You're still in bed at ten and work began at 7 eight in second gear.
You've burned your breakfast so far, things are going great.
Your 8 mother warned you there'd be days like these.
But she didn't tell you when the world has brought you down to your 9 knees

Chorus

No one could ever 10 _--" kn

~o~w
,,:-_ me, no one could ever see me.
Seems you' re the only one who knows w hat it's like to be me.
Someone to face the 11 day with, make it through all the rest with
Someone I'll always 12 laugh with.
Even at my worst, I'm best with you.
Yeah!

It's like you're always stuck in second gear.

And it hasn't been your day, your week, your month, or even your year. but .. ,

Chorus
singer's voice

4 Finishing off
Discuss these questions.
1 Do you like the song? if yes, what is it you like? lf llot, what don't you like about it? images
Usc the ideas on the right to help you.
2 Have you heard it before? If so, how m uch of it di d yo u un derstand before? central message

music

instruments........

Song 2
 Cry Me A River by Justin TImberlake

1 Getting started
a Match the firs t and second halves of thase sentences.
1 He really burned his br idges when a so can', we go back to the old one?
he left the company when he - -___
2 She's really blown her chance of b she's always been his favorite !
th e job
3 This new computer program is c told his colleagues exactly what
rea lly messing with my head, he thought ofth em.
4 J bet he's going to give the job to d by arriving late for the interview.
And rea; in fact I'm sure of it because "'-'
5 My whole world came crashing e it's a mystery to me.
down when I lost my job · ~
6 Can you find out why the Intern~ f it meant everything to me.
isn', working because
b Guess the meaning of the words in bold from the context.
c Now check your answers by matching the expressions in bold with the correct meaning below.
a to get information 6 b to seem as if it has been destroyed 5 c to waste an opportunity 2
d to be sure of something 4 e to be driven crazy by something/someone 3
f to make sure there is D O chance of going back 1

d In the sentences above. the context is work. Now, with your parlner, use the same expressions to '-../
describe a relationship. For example, you could say: I bet my brother's going to marry his
girlfrie nd. I saw them looking at rings in a jewelry store.

2 Listening for gist

~ You're going to listen to a song in which a guy tells a girl about their relationship. Listen and circle
the correct answer for each of the questions below.
1 Whose plans were destroyed? h is~
2 Who fo und out about them? 9 / hcr
3 Who burned their bridges? him.-€D
4 Who wasted their opportunity? him~
5 Who cried a river before? CE!9'her
6 Who's going to cry a river now? hi ~

5ong3 Cry Me A River

 3 Listening for detai l
~ Complete the SOilS with the words in the box. Then listen and check.
leaving sad other refuse earth a lready talked honesty alone turn

Cry Me A River
You were my sun; you were my 1 earth
But you didn't know all the ways I loved you, no.
50 you took a chance, you made 2 other plans.
But I bet you didn't think the thing would come crashing down, no.

You don't have to say what you did,

13 already know, I found out from him.
Now there's Just no chance, for you and me, don't let that be.
And don't it make you sad about it.
You told me you loved me. Why did you leave me, al l 4 alone 7
Now you tell me you need me when you call me on the phone.
Girl, I 5 refu se : you must have me confused w ith some other guy.
Your bridges are burned and now it's your 6 turn to cry.
Cry me a river. Cry me a river, Cry me a river. Cry me a river.

You know that they say some things are bener left unsaid.
But it wasn't like you only 7 talked to him and you know it.
(Don't act like you don't know it).
AU of the things people told me keep messing with my head .
You should've picked B honesty ; then you may not have blown it.

Chorus

(Oh) The damage is done so I guess I be 9 leaving

You don't have to say what you did,
I already know, I found out from him .
Now there's just no chance, for you and me, don't let that be.
And don't it make you 10 sad about it.

Cry me a river
Go on and just cry me a river
'Cause I've already cried
Cry me a river yeah yeah
Ain't gonna cry no more, yeah yeah

4 Finishing off
Discuss these questions.
1 Do you like the song? If yes, what is it you like? If not, what don 't you like
about it? Use the idoas below to help you.

Images central mess. musk: instruments

Z Imagine that you wore one of the singer's closest friends. What things could
you say to him to mako him feel beller?
 Don't Let The Sun Go Down On Me
by Elton John

1 Gett ing started ©.

a This song was a big hit for Elton John and George MichaeL Toll
your partner anything you know about these Iwo s ingers.
b The six highlighted words in the sentences below are all in the
song. Before you listen to the song. read the sentences and then
match the words with the correct definitions below,
1 Sorry I'm late. I wenl to the wrong street - I must have
mis rea d the address. b
2 Pi ease do not discard food containers Oil the beach. e
3 Unfortunately, his broken leg look several months to hea l. r
4 A fr agment of a lost Shakespeare play has beon discovered in
tho British library. a
5 Don', dry your now I-shirt in the sun - the colors will fade. d
6 We don', need a map. We're just goi ng to wander around tho city
for a few hours. c
a a small piece b read incorrectly c to walk without any
direction or fixed purpose d become weaker or less bright
e throw away f become we ll or whole again
c The tit le of the song you are going to hear is "Don't Let the Sun Go
Down On Me". Thinking ahout the six words in exercise l b and
the title. how might they be connected with a song abou t a
relationsh ip? For instance, how could " misreading" be a problem
in a relationship?

2 Listening for gist

~ a Listen and put the pictures in the order you
hoar them mentioned in the song. For
exam ple, if you hoar about a door being
closed first. then write the number 1 next
10 that picture.
h Having listened to the song once. did
YO ll learn anythi ng else about what
the singer means by the phrase "Don', leI
the sun go down on me"?

5ong4 Don', leI The SUn Go Down On Me

 3 Listening for detail
~ a Read tho words of tho song and then listen and fill ill the blanks.

Don't let The Sun Go Down On Me

I can't light no more of your 1 darkness .
All my pictures seem to fade to black and white
I'm growing 2 tired and time stands still before me
Frozen here on the :3 ladder of my life.

Too late to save myself from 4 falling

I took a chance and changed your way of life
But you misread my 5 meaning when I met you
Closed the door and left me blinded by the 6 light

Don't let the sun go down on me

7 Although I search myself, it's always someone else I see
I'd just allow a fragment of your life to wander 8 free
But 9 losing everything is like the sun going down on me.

I can't find, oh. the right 10 romantic line

But see me once and see the way I feel
Don't discard me just because you think I mean you 11 harm
But these cuts I have they need 12 love to help them heal.

b Find tho six words you made predictions about in Exercise t c. Were your
predictions right? What con nection do the words have with the
relationship described in the song?

'--- 4 Finishing off

a Do you like the song? If yes. what is it you like? If not, what don't you
like about it ? Use the ideas below to help you.

words/tyrks stnger's voke rhythm chorus

images cent,al message music instruments

b The expression, "Don't lot tho sun go down on me" cou ld mean "Don't
tako away a ll hope", Hero are other expressions in English abou t "light"
and "hope".
There 's /iSht at the end of the tunnel.
Look on the hrisht side.
The dorkest hour is just before the dawn.
Where there's life, there's hope.
c Do you have similar expressions in your language?
Tell your partnor about a time whon you needed to use or hoar one of
these expressions.
 The Logical Song by Supertramp

1 Getting started o School days afe the best days

of your life.
"Tho Logical Song" is about how
education in general and sch ool o 0 o 0 o Children should be free to study
educalion in particular can shape what and when they like. ..........
our personality and limit our
individuality. Here are some
o 0 o 0 o The mai n purpose of school is
to preserve the status quo.
opinions about this subject. Ch~~
the box thai represe nts yOW" op iniOn o 0 o 0 o It is n't the role of a school to teach
for each sontence. T hen compare and children what's right and wrong.
discuss your answers with your
partner. o 0 o 0 o Schools give children the discipli ne ..........."
they need to beco me useful
members of society.
2 Listening fo r gist
@ Tho song examines diff~rent slages
o 0 o 0 o AU good schools help chitdren to
in the si nger's life. Predict the order discover and develop their creativity.
of these slages and then listen to the
song and check yo ur answers.
III The singer becomes angry and rebellious.
GLOSSARY
CD The singer is happy and open to his world.
10 preserve the sta lus quo
!II T he Singer begins to question his education . to keep things the
W Tho singer is sen t to a school where he is socia lized . way they have been traditionally.

50095 The logicol Song

 3 Listening for detail
a There are II number of adjectives inlhc song. Before you listen 10 it again.
complete the sentences below with the most appropriate adjectivo.
responsible dependable presentable practical cynical absurd

1 For goodness' sake, put on a clean shirt! You've got to be presentahle for
tho interview.
2 Don', be so cynical . Thoro's somo good in everyone, you know.
3 Ms. Thornton is a vcry dependable employee. In the ten years that she
has worked with the bank sho bas never been lale fo r work.
4 J wish you were a bit more responsi ble about your work: you just don't
seem to care.
S lie's 8 good candidate on papor. but he doesn't have much practical
expericnce in everyday business.
G YOli expcct me to bolieve that your dog ate your homework!? Marlin,
that is completely a h!>urd !
' - ' ~ b Now liston to lho song and numbe r tho words in the box above in tho ordor
you hear thom in the song.
~ c Now read lhe song and check your answers. Then listen to the song again
'- and fill in the blanks.

The Logical Song

When I was young, It seemed that life was so wonderful, a miracle, oh It was
beautIful, 1 magical [

And all the bIrds In the trees, well they'd be sInging so happily, Joyfully, oh, playfully
2 watching mel

But then they sent me away 10 teach me how to be 3 sensible , Io9l<al,

responsible, practICal.
And then they showed me a 4 world where I could be so dependable, clinical,
Intellectual, cynICal.

There are times, when all the world's asleep, the 5 questions run too deep for such
a simple man.
Won't you please, please tell me what we've learned. I know it sounds absurd, but
please tell me 6 who I am.

Now, watch what you say or they'll be calhng you a radical, a liberal. a fanatIcal
7 criminal !

Oh won't you sign up your name, we'd like to feel you're acceptable, respectable,
presentable, a 8 vegetable I

4 Finishing off
Discuss these questions.
1 Do you like the song? If yes, what is it you like? if not, what don't you like
about it? Usc tho ideas on the right to he lp you.
2 Tho song takes a very nogative view o f growing up and education. But what
do you think? Discuss with your partner whether any of tbese sentences
wero true for you or someone you knew.
I cried a lot when I first wont to school.
I was more creative as a child Ihan I am now.
We wera made 10 feel responsible for our own learning.
It was hard 10 get inspired at school - the leachers wera too cynical.
We learned plenty of practical subjccls at school- it wasn'l just
inlcllcclunl stuff.
 1 Getting started
a Look at this list of words commonly used when talking about the music
world. Check that you know all of them.
singer/songwriter studio label charts track album touring stage
musicians copies gig/concert band/group awards fans
b Read this short article and complete the text using some of the words
from Exercise la.

Norah Jones is the daughter of one of India's most "B lue Note" and recorded their first 6 album
famo us 1 musicians , Ravi Shankar. However, she Come Away With Me. This was an incredible
has never lived in India. She was brought up by her worldwide success and the title 7 track ,ColT' ~
American mother in Texas, but it seemed t hat music Away With Me was one of the most played songs 0 . ...........
GLOSSARY was in her blood. She began si nging in church when the year.
the Grammy Awards she was five and took up the piano two years l ater. She went on t o sell nea rly 2 0 million albums in the
(he mosl important She played her first 2 gig on her 16th fi rst t wo years and won eight Grammy Award s. -.........
annual awards gi ven birthday an d went on to win a number of special In 2004 , Jones foll owed t his up with the album , Feels
to performers and 3 awards for her jazz singi ng. like Home, which went straight to the top
music writers by
In 1999, she moved to Manhatta n and start ed of the 8 charts in 16 different countries. Since ____
the American Music
Industry. pl ayi ng wi th a 4 group called "Wax Poetic", then, this talent ed 9 songwriter hasn't stopped
but soon formed her own group. In 2000, they were singi ng her unique blend of country, jazz, and blue ~
signed by America's most famous jazz 5 label

c You're going to listen to one of Norah Jones' most famous songs, Come Away
With Me. All of the images on page 145 are mentioned in the song. Before
listening, make up a short story with your partner including all the pictures.
When you're finished, tell some other students your story. Which story is the
most romantic / the strangest / the most original?

Song 6 Come Away With Me

 2 Listening for gist
Now listen to the song and put the pictures in exercise lc into the order
you bear them. For example, you'll hear ''I'll write you a song" first, so
write " 1 " next to that picture.
b Wbafs the relationship between the singer and the person she's singing to?

3 Listening for detail

~ a Read the lyrics and check the order of the pictures. Then listen again and
write the missing words.

Come Away With Me

Come away with me in the night
Come away with me
And I will write you a song

Come away with me on a bus

Come away with me where they can't 1 tempt us
With their 2 lies

I want to walk with you on a cloudy day

In fields where the yellow grass grows
3 Knee high
So 4 won't you try to come?

Come away with me and we'll 5 kiss

On a mountain top
Come away with me
And I'll never stop 6 loving you

For I want to 1 wake up with the rain

..
Failing on a tin roof
While I'm 8 safe there in your arms ~ ... _- ,
So alii ask is for you
To come away with me in the night
Come away with me

4 Finishing off
a Do you liko the song? If yes, what is it you like? If not, why not? Use the ideas
be low to help you.
Do you find any of the images in the song beautiful, original , or romantic?

wordsllyrks singer's voke rhythm chorus

Images central message musK instruments

b In grou ps. discuss these questions.

1 Who do you think ,·they" are in verse two?
2 Why does tho singer ask her lover to go away with her "in the night "?
3 Why do you th ink the lovers in the song might need to leave?
4 Do you know any stories of lovers who have run away?
Unit 7 Lesson 3 Exercise 4b
Read the role your teacher gives you.

Role C : membe r of local chamber of commerce

Your concern is the economic weU-being of the city. It used to
be a very wealthy city, but that has changed over the last ten
Role A: local resident years as a number of businesses have moved away. The area of
You really do not want the hostel to be built the city under discussion is a prosperous residential area, and
on the land . Before the hospital was burned you feel that a commercial center, with banks, shops, and
down, the area was very pleasant to live in. businesses would be a much better use of the site. It would
It has deteriorated over the last two years, encourage the wealthy residents to spend money, and as it is on
and you think it will get worse if the hostel is the outskirts of the city, it would also encourage people from
built as it win attract some undesirable the surrounding area. You could also benefit financially from
people. You think this will affect property such a project as you have a building company.
prices and will become dangerous for the
children in the area. The area is quite bui\t* Role 0 : local doctor
up and you think the land should become a
Role. B: social worker You can't understand why the old
park, with a children's play area, and maybe ~~~:I~s~ re:1 PrOblem in the city with hospital isn't going to be rebuilt. It
two smau h:t:isT~re are currently
a swimming pool. There is an industrial area P was a small, old-fashioned hospital --
on the other side of the city, which you feel enough beds. This ;ite ~tbithere aren't and after the fire all the patients

~;~e t hostel that could tagk:~~~n~~~

would be a better site for the hostel. You are were. moved to the main city
also personaUy worried about how this hospItal. However, the main _
would affect the value of your property. You e ess people. Most f hospital isn't big enough to cater
homeless people d 0 the
recognize that such centers are needed, but problems in the i . 0 not cause for the whole city, so another
why on your doorstep? alcoholics and dr~~y~~~~r: ~re a few hospital is needed, and there is now
people would stand a '~~c~tbthese
the opportunity to build one that is --
chance of 9 tf etter bigger and more modern, and
lived . h e mg treatment ;f they which could have specialist units.
m a ostel It wo Id I Furthermore, a new hospital would "-
that the h . u a so mean
jobs and c~~~~~:e~~of~e could get benefit you personally as your office
would probably be incorporated
the city S h e wealth of
also h~lp u~ou a development would into the hospital. "-
fru t . r career as you are
s rated In your present job.

Unit 8 Lesson 3 Exercise 4b

Emma Father
You are relieved that your parents know Mother
about your hobby, but you are You are also concerned about
You are horrified at Emma's hobby
Emma's hobby, but you're not as
determined to continue it. However, you and you're very angry that she hid it
know that you are going to have to worried as her mother. You know
from ¥ou. You also don't like Jake, her
make some compromises to continue, that Emma is a sensible girl and
boyfriend, whose bike she uses. You
because you need their support. You also that she doesn't take unnecessary
want her to stop motorcycling but
hope that they win buy you a motorcycle risks. You are worried about the
you don't want to have a huge
for your 18th birthday. You'll have to cost of a motorcycle if she
argument about it. You're worried
think of a couple of very good reasons continues, though, and the costs
that it's dangerous, especially racing .
why they should. Be prepared to listen to of insuring it. You also feel that
Try to persuade Emma to stop racing she should be using a small, not
your parents' arguments and agree to
and to go o~ the motorcycle only in very powerful bike right now, as
anything sensible. Reassure them th~t
safe, places, I.e. not on main roads. she hasn't had a lot of experience.
you will continue to study and you WIll
You re aware that she has probably not You're prepared to pay some of
go to college . You really want a
had a proper course in riding a the money towards a motorcycle
motorcycle, but you'\I wait to get a good
motorcycle, and offer to pay for one for her birthday, but not a\1.
one, and you have some money that you
before she gets a bike of her own.
can contribute towards the cost.
 Unit 6 Lesson 2 Exercise 4d Unit 7 Lesson 1 Exercise 4c/d
Read the next paragraph of the story. Choose one part from each of groups 1. 2 and 3 to write
your description.

I climbed the chain-link barrier fence while the two

brothers took the tension out of the barbwire
Group 1
strands at the top. Enough so I could straddle the
fence, get one foot on the concrete wall of the
aqueduct and drop some ten or twelve feet to the
bottom. Then they lowered the bikes down to me
su.s~nded on their belts. We rode for miles dOw~
this grant cOrridor of cement, the wheels of our
bikes bumping over the brown lines of caulking
used to seal the seams. Except for those seams it
was the smoothest, flattest surface I'd ever ridden
a bike on.

(Story ending: The bo% spend hours bike riding in

the aqueduct and through a tunnel, and they are
eventually picked up by the police and taken home.)

Group 2

'-' Unit 6 Lesson 4 Exercise 7a

Read the full version of the story of tho hitchhiker.

A friend of 8 friend was driving along the Massachusetts

Highway one night when he noticed a young woman
walking along the side of the road. Concerned for her safety,
he pulled over and asked her if she would like a ride.
Without saying a word. she got into the car. As they were
driving, he tried to engage her in conversation, but she
remained silent and didn't say a single word during the
entire journey. At the end of the Highway, he stopped at Group 3
somo lights. The young woman got out of the car without
saying goodbye or thanks. Thinking sho was extremely
ungrateful, the man drove off and thought no more about her.
A feW days laler he was cleaning his car when he noticed a
purse on the floo r. Inside the purse was Ihe address of a
house not too far away so he decided to return it to the young
woman. when he arrived at tho house, an old man opened
the door. The young man exp lained that he had come to
return the purse to the young woman who lived there. The
old man looked at the purse in amazement. "This purse
belonged to my daughter, but she was killed in a car accident
on tho Massachusetts Highway more than 20 years ago."
Unit 2 Lesson 4 Exercise 3
A So, this question. Which of these does not go with the word white?
a) meat, b) bread, c) tea, d) egg.
B Well, we definitely use white with egg .
e Isn't it meat?
D Na, I don't think so. Chicken is white meat.
e Oh, you're rii ht.
A It's c, tea, right? We can have black tea, but we say tea with milk, not white tea, right?
D Yes, that's right, so it's c. What's the next question?
A What is the name of the sea that separates the European and Asian parts of Turkey? Is it:
a) the Black Sea, b) the Sea of Marmara, c) the Mediterranean Sea, or d) the Caspian
Sea?
C Oh, that's difficult. I have no idea.
D Well , let's try to figure it out. It isn't the Mediterranean.
B No, that's right. And the Caspian Sea is in Russia, I think. What do you think, Laura?
A Yes, I think you're right. So maybe irs the Black Sea?
C No, I think you're wrong, Laura. I went to the Black Sea when I visited Bulgaria a
couple of years ago.
D So ... do we all agree that it's the Sea of Marmara?
All Yes, let's put that ...

Unit 12 Lesson 3 Exercise 2c

So nuclear energy will probably be finally abandoned We also foresee that there will be so much traffic, so much
because it is simply too dangerous. So what are the traffic, ladies and gentleman, that parking will have
options? Fossil fuels? If we continue to bum fossil fuels become a major problem. There will simply not be enough
like coal and oil the way we are doing now, we will have space to park your car. Parking places on the street - fulL
run out of them within a couple of generations. We need to Public and private parking lots - full! Double and even
look at clean, renewable energy sources like solar, wind, triple parking on sidewalks! And our streets will be in a
and tidal power. But what is the present government constant danger of gridlock. Already gridlock is a
doing? In a word, NOTHING! common, everyday problem. Imagine in ten years, my
And the result? If we continue like this, our future looks friends! Just imagine.
dark, very dark. If pollution continues to increase, our And what about genetically modified food? This
towns and cities will have a permanent blanket of government is responsible for a lack of clear policy on
pollution hanging over them. We'll be living in a world genetically modified food: and the way things are going,
where the sun doesn't shine. We'll be living in a world sadly, much of our food will soon be genetically modified.
where, when it rains, it will rain ACID ... acid rain. And It may look like the answer in the short term, but what
just imagine the impact of that on the health of our will the long-term effect be on the food chain and on the
children! Facemasks ... facemasks will have become health of our people?
common in towns and cities. Vou see cyclists or the odd And that's not all. The economy will continue to
person wearing a facemask today, but that's not the norm. deteriorate and, as a result, our young people will be left
Imagine ... a world where every living person wears a without work: unemployment will have risen to
facemask. Imagine a world where every baby wears a alarmingly high levels, perhaps as much as 25-30%! Our
facemask. But I'm not talking about a science fiction only hope is a greener policy - a vote for the people party.
movie, I'm talking about your street, your town, your city So on Thursday, vote for us, vote for ...
... I'm talking about your world !
 Answers and scores
Unit 3 Lesson 2 Exercise zb Un it 4 Develop your writing Exer cise s b
Figure out your partner's score llnd read the analysis. Do Compare this model paragraph with the one you have
you agree? written.
_ _ _'_ '_._
~ _ _ ._ _ - -. ~ - . -1--

Internet addict or Internet phobe? Ji-rwlLy, there is the quesb:on. rf fw.,edgm. and oLtgai:vm.s in tk fa-wLJi. On.
""" ,",wi, _ Imngs duua. On 1M dheo-, " 1m"!!, ~.
Scoring ')rkm. fw.,edgm. and ~ are nd 6aLa-need, there is cqn,f{jd. JOy
1 a3 b2 5 a1 b3 ,2 exa'"rnfle, a !:ee?lL1ffY -wanis f:.o go !:o a po;.ty and tk pJ.;yenis dIJ nd -wani
2 a1 "
b3 ,2 6 a1 b3 ,2 w
tIwm. f:.o ffJ. )tow can flus ccnftid be ewied. l /3df.. pa..ties -need 'WOYk. /;0
3 a1 b3 ,2 7 a3 b 2 01 u">Ui.e:r1;a.nd the dhc:Ys peYSpx1:i've and I:d..e ~ fq,- theiy O>+n
4 a3 b2 01 adions. .k paYenls -need f:.o 5Iurw theiy ciuld.Yen I:.Iu1l -wJh fw.,edgm. COmeS
An a lYSis w
~, so chi!d.Yen need 5Iurw paren1:s t/uU; !:ky can -manage t/uU;
18-21 : You're hooked on the Internet! If you don't start ~. In my w"W, the I:ee~ sIwuld.. tei1l:J-.ei.y paYems wf1ere
cutting back soon you may end up "disconnected" from t-ky aYe gccng, ..,.,.fll1f; k'»le !:ky ...dt niurn. fu:rme, and ask. ~ !:o go.
the rea l world! 7k ~y tkn needs !:o fuLfill theiy otligalwn. £wY]! b.'»Ie a paYe:n1
and a ciuld.'s /::rn1; is wi fmi<.e.n, freedom ...dt i~. Of cau:r!e, alL !:fu.s
11-17: You have a healthy interest in information
is ea5[ey sad I:f.an done. Hc»e-yey, by tnd and em?Y a-nd. genu..?1£ Lo-ve
technology but you balance it with an interest in ~reallife".
and wn.dedandJ.-ng fa~ can 6ecurne ewn. ~.
7-10: Is your life affected at all by recent developments in
Information Technology? You are in no danger of getting
hooked bu t it may be a good idea to explore the Internet a Un it 5 Develop your learning Exercise lb
little more: it might enrich your life rather than limit it.
Check the key to the questionnaire.

25·36: An excellent score! You're getting lots of good practice and if you
Uni t 4 Lesson 3 Exercise l b keep doing these things your confidence can only grow. As they
Look at the analysis for your score. Do YOli agree? say, the best way to improve your speaking is to speak and
you're certainly doing that . But that doesn't mean you should sit
back and relax. Keep looking for ways to challenge yourself.
Your score 13-24: You're doing a lot of things riglit. Congratulations! But don't stop
M ostly a: you're a fa ir-weather friend, You use your friends and see there. There are still opportunities to take. Look down the list
them when it suits you, but drop them Quickly if you no longer want and see what you can work on . And although having imaginary
their friendship. Do you have any old friends? conversations with yourself in English may sound half crazy, it
Mostly b: you're a very good friend. but you're probably not quite as does work. So build on the good work you're dOing!
honest In friendships as you should be. You don't say what you think. 0-12: Things aren't too bad and can only get better. Most people feel
so people don't always believe what you say. uncomfortable speaking in a foreign language but one thing is
Mostly c: you 're a great friend. You probably have a lot of close for sure - it will only get better if you work at it. Start by
friends because you are very caring and loyal. You make friends easily speaking more in class. You can also record yourself speaking
and keep friends fOl" a long time. English or have imaginary conversations ;n English. It rea lly
helps. So start today - life's too short to miss opportunities and
you never know where English could take you. Good luck!

U n it 4 Lesson 4 Exer cise 38

Un it 7 Lesson 3 Exercise lc
Check your answers ami re"d the analysis for you.
Read the analysis for your score. Do you agree?

Analysis
a - O b- I c - l a -I b - l c - O G-8, Well, you're very honest (If you've answered the
a -I b- O c - l a-I b- I c - O
quiz honestly, of courser). Lying or cheating really
a-O b - I c - l a -O b-l c -I isn't your thing, is ttl Good for your
Analysis 9-19: You have been known to lie or try to cheat the
system a IJttle, but who hasn't' There may be the
0-4: You haven't learned how to be assertive, have you?
odd occasion when being a little dishonest Is
You shou ld take credit for the work you do and make
acceptable, but don't do it very ottent
more of your career opportunities. Don't let people
take advantage of you _
20-32: Have you really told the truth in answering the
questions or is that not In your nature' Your score
5-6: You have your beliefs and you stand up for them, but
suggests that you think nothing of being dishonest
you also respect the rights of others to express t heir
- but what do other people think about this!
views _You've gotten a good balance into your life.
7· 12. You've become a bit too aggressive: it's good to be Unit 9 Lesso n 2 Exercise lb
confident but you should try and show more
Check your ans wers to th e 1.Q. puzzles.
consideration for other people's feelings and views.
1 c 2 d 3 b 4 The man is very short and can't reach the
bulton for th e 10th floor.

Communication activities 149

Student A
Unit 2 Lesson 1 Exercise lb
Read the text about SlIlma Hayek's cnrl y life. Complete the graph.

®
soap opera moved to LA

went to ®
university
became an
good
","""
CD ®
bad boen went to school
1966 in Louisiana
kicked out dropped out
of school
® of university

Livin' the Vida Loca

5alma Haye k is the first Mexican actres~ to
Hollywood movie star Since Unit 8 Lesson 2 Exen::ise 1 b
become a R' Ha ek was bom in Veracruz, Read the text about ka rate. then go back to page 82.
Dolores De lio. Y 2 1966 He r parents
M 'co on Septem ber, .
eXI, a rivate Catholic school in
sent her to P 11 The school
Louisiana whe n she was • . behave
expelled h e r because she used to mls
constantly. and so she had to return
Mexico.
d' d Intemational Relations
t
0
karate
Karate is a form of martial art
Martial arts:

they fight, their blows do not

In college she stu Ie d h originating over two make physical contact. The
but she didn't finish her studies; instea • ~ e
d out with the intention of becoming thousand years ago in India. sport is based on attacks with
droppe arents didn't agree at fi~st, However, it is now known as the feet or the hands, but the
an actress. Her p ' d to goong a Japanese martial art: it was force and momentum comes
h Hayek wasn t use
bU~i:~~hh:~gparents' wishes, she ~ollo",:ed ~er brought to Japan via China
and became established
from the hips, so good
balance and hip rotation is
~;stincts. Her first break w;S gett~~;~o:ul: i~ there in the 17th century. The everything. Many people take
local theate r, which didn t pay . word karate means "empty up karate as self-defense,
. Then she got a starrmg
was good experience. The hand", which describes the although for many others the
role in a popularTV soap opera. Tereso . . open hand technique used martial art and the
Hayek famous m
shoW'S success ma d e . now - the sport used to philosophy behind it form a
Mexico. Despite her success, she deCided to involve closed fist fighting way of life.
quit the show and to move to L.A. to make a before it evolved into its
career in Hollywood. present form.
The aim of karate is to be in
total control of the muscles in
your body so that you can
use them with force and
accuracy. Experts often break
objects to show mental and
physical training but when

GLOSSARY GLOSSARY
misbehave act in an unacceptable way martial to do with war or fighting
instincts natural feelings momentum the rorce thai keeps something moving

150 Communication octivities

 StudentB
U nit 2 Lesson 1 Exer cise 1b
Read the text and complete the graph about Sa1ma Hayek's life after sho moved from Mexico to the U.S.

®
Dogma Frida was a
Despemdo The Faculty huge success
learned to @ ® ®
drive
good ®

learned
bad English
From Dusk TIll Wild Wild West
Dawn bombed

Unit 10 Lesson 3 Exercise 311

Road th e arguments against GM foo d and complete the
table on page 106.
Livin' the Vida Loca
Although Hayek was use d to considerable
success and fam e in Mexico, she decided not
to pursue her career immediatety in LA. On GM food: the arguments against
th e contrary, she used to avoid the movie
crowd when she first arrived there. Instead, Although we haven't proved that ~M ~~ps are
Hayek spent her first yea r learn ing English dange rous, there is an unp redIctabIlity and
and sh e also learned to drive. The actress uncertainty in genetic modific3tion because of a 13Ck
got her first big break in 1991 when she of knowledge about how genes work. We 3re not
starred in My Crazy Life. He r next moyie saying that all GM cropS arc dangc rous. They won't
Desperado, which starred Antonio Banderas I be. BUI we must ha\"C 3 right to look carefully al those
put Haye k on the Hollywood map: that are da ngerous. We want 3 global ban on GM
oUnfortunately, the movie that followed. From . I s, which is why wc muSI find alternatives. For
Uta .
usk. Till Dawn ( 1996). bombe d at the box. example, biotechnology provides resistance to certam
office. The Faculty (1998). a tee n thriller, did insects but only for 3 period of, say, five years ..The
muc h be ~ter. and Dogma (1999), was a alternative is to plant a kind of grass that gelS nd of
success With both critics a nd audiences. In the insects. This was done with corn and the crop
the sam e year, Haye k had a starring role in doubled, and the grasses were used to feed anim~ls.
Wild Wild Wen. which a lso starred Will Smith T h is solution used local materials, not expensIve
a n~ Kevin Kline. Unfortunately. the film was technology.
a disaster. In late 2002, Haye k released Frida Grecnpeacc says food supply is nOI the issue. ~ unger
base d on the life of the fa mous M exica~ in the world is to do wi th mo ney. Even dun ng the
painter, Frida Kahlo. The film wa s a huge famines in Ethiopia, the government exported f~
success in the U.S. from there because that was the way me economiC
". d Th,-',
systcm \\-"O,,,e. •... ne\"er been a serious faminc
in any country whcre merc·s been a democracy. ~e
GM solution is 3 quick, tcchnical solution thai wlil
lead to orner problems later. There are other \~ays
that can acmallY provide a better long-term solunon.

GLOSSARY GLOSSARY
pursue to follow a courso of action biotechnology science basad on cells and bacteria
bomb (in this context) to be a failure ban stopping someone from doing something

Communication aetMties 151

 Units 1 &2
Beautiful by Christina Aguilera

Lead in Bring in your own pidures of beautiful people and things: pop and film stars; locations in students' countries;
etc. Use these pictures when doing the group work task in exercise 1 .

1 Getting started
Put students in groups of four or five to do the task in Exercise 1.

2 Listening for gist

Read through the questions in Exercise 2 carefully as a class. Play the song. Ask students to listen
and choose the best answe r.

3 Listening for detail

Play the song agnin. Ask students to listen and complete the lyrics. You may need to play it more
than once. or piny and pause. Let students check their answers in pairs.

Preseillalion If students have problems hearing the missing words, write them at random on the board. Students have to
• 1Iemative listen and "choose" the wo rd they hear.

Put studen ts in groups of four or five to discuss the questions in Exercise 3b.

Answers: The song is ahout how everybody is beautHul inside, and should have the confidence
to feel beautiful, even if other people are criticizing them.
In the first verse the singer is singing about how she feels. ("ugly" and as hamed
because she's famous and has too much exposure). In the chorus. she is speaking
directly to the people listening to her. and saying tbat they should feel beautiful. too.
In the last verse and chorus, she is saying that everybody shou ld feel confident about
being positive and "'beautiful".

4 Finishing off
Discuss lhe questions in Exercise 4 as a class.

Addiflonol activity What makes a person beoutifvl? Ask students to work in small groups to make 0 list of five or six things thot
make a person beautiful inside and/or outside.

~~---------------------------------------------------,
Don't look at me You ore beautiful no molter what they soy.
Words can't bring you down, oh, no.
Every day is so wonderful then suddenly, irs hard to breathe. ·Couse you ore beautiful in ~ery single way.
Now and then t get insecure from all the poin. Yes, words can't bring you down, oh, no.
I'm so ashamed. So don't you bring me down today.

I am beautiful no molter what they soy. No molter what we do, no molter whot we soy,
Words con·t bring me down. When the sun is shining through
10m beautiful in ~ery single way. Then the clouds won't stay
And ~erywhere we go the sun will always shine.
Yes, words con't bring me down. But tomorrow will find a wayan the other side.
So don·t you bring me down today.
'Couse we ore beautiful no molter what they soy.
To all your friends you're delirious. Yes, words won't bring us down, oh, no.
So consumed in all your doom. We ore beautiful in fNCry single way.
Trying hard to fill the emptiness. the pieces gone. teft Yes. words con·t bring us down, oh, no.
the puzzle undone. Is that the woy it is? Sa don·t you bring me down today.

Song 1 T 134-13S Beautiful

 Units 3 &4
I'll Be There For You by The Rembrandts

Ask students what they know about Friends. Ask What are the names of the characters? What do they do? Can Lead In
you remember any words from the theme song?

1 Getting started
Ask students to complete the text with the words in the box. Let students check their answers in
pairs before discussing as a class.

Vocabulary connected with friends: Vocabulary

share on apartment = live in the same apartment
hong oul (with friends I in cofesl = spend lime together
fall oul = hove an argument and slop being friends
make up = apologize and be friends again
sett!e down = stop being young and "free" - and get married, have babies, buy a house, etc.

Give students three or four minutes to prepare answers to the questions they have chosen. Then put
them in pairs to discuss their answers. In the feedback, ask three or four students to tell the class
what their partner told them.

2 Listening for gist

Ask students to read through the statements carefully. Play the song for Exercise 2. Ask students to @
listen and write T or F.

3 Listening for detail

Ask student to read the words of the song carefully, and fill in any blanks they can remember. Play ~
the song again. Ask students to listen and fill the rest ofthe blanks.

4 Finishing off
Discuss the questions in Exercise 4 as a class.

A friend is .. . Addi1ional acIivity

Ask students in pairs or small groups to complete the sentence starter above in five different ways. For
example, A friend is someone you can trust, A friend is forever, etc.
Ask students to share their ideos with the class.

6S~-------------------------------------------------------------------,
So no one told you life was gonna be this way. Your mother wamed you there'd be days like Someone rll always laugh with.
Your job's a joke, you're broke, your love life's these. Even at my worst, rm best with you.
D.OA But she didn't tell you when the world has Yeah!
Irs like you're always stuck in second gear. brought you down to your knees that .
And it hasn't been your doy, your week. your trs like you're arways stuck in second gear.
month, or even your year, but . I'll be there for you When it hasn1 been your day, your week. your
When the rain starts to pour month, or even your year, but .
rll be there for you I'll be there for you
When the rain storts to pour Uke I've been there before I'U be there for you
I'll be there for you I'll be there for you When the rain storts to pour
Uke rve been there before 'Couse you're there for me too. 111 be there for you
I'll be there for you Uke I've been there before
'Couse you're there for me too. No one could ever know me, no one could ever 111 be there for you
see me. 'Couse you're there for me too.
You're sfill in bed ot ten and work began at Seems you're the only one who knows what irs
eijght. like to be me.
You've burned your breakfast so far, things are Someone to face the day with, make rt through
gOing great. all the rest with

I'll Be There For You T 136-137 Song 2

 Units5& 6
Cry Me A River by Justin Timberlake
Lead in Write Cryan Ihe board. Ask When did you losl cry? Whot kinds of things make you cry? What do you think
Cry me a river means?

1 Getting started
Ask students to match the sentence halves and then check their answers in pairs. Elicit responses
from the class and discuss the answers to Exercise 1 a to le.

Idioms You could explore the idiomatic nature of some of the language In feedback. For example, ask. What does
burn bridges literolly mean? Why is il a good metaphor for saying you can', go bock? Ask students how they
would express the idioms in theif language.

Ask students in pairs to try to use the vocabulary in the context of relationships. As you elicit
answers, note some good contextuaiized examples of the language and write them on Ule board .

2 Listening for gist

Read through the questions carefully. Play the song for Exerc;ise2 . Ask students to listen and circle
the correct answer.

3 Listening for detail

Ask students to try to complete the song with the words in tbe box. Let them discuss ideas with a
partner.
~ Play the song again. Ask students 10 listen and check.

Note Before they do the lask. point oul to students thai. here. refuse is a verb.

4 Finishing off
Discuss the questions in Exercise 4 as a class.

Additional acttvity Rale·play one of the situations suggested by the song: friend trying to make singer feel better; singer telling
boy/girlfriend why the relationship is over.

'" You were my sun; you were and now it's your turn to cry. never be. Oh the domoge is done so I Cry me a river
my earth. Cry me a river. INa chonce, you and me) guess I be leaving. IBoby go on and justl
~
SUI you didn't know oillhe Cry me a river And don'l it make you sod Oh the damage is done Cry me a river
ways I loved you, 1"\0. Cry me a river about it. So I guess I be leaving. rfou can go on and just)
So you took a chonce, and Cry me a rivef You told me you loved me Oh Cry me a rivef, yeah yeah
mode other pions. IOhi
But I bel you didn1 think your
You know tho1 they SCI'i INtrv did you leave me. all Cry me a rivef
some things ore betrer left olooo? The domoge is done IBoby go on and jus!)
thing would come crashing So I guess I be leaving.
down, no.
unsoid. !AI olonel Cry me a river
~ WOSI"I11ike you only talked Now you tell me you need Oh
IGo on and just!
You don', hove to SCI'i, whot 10 him and you know it. me when you call me, on IOhi Cry me a rivef
you did, 1000l ad like you don" Ihe phone. The damage is done ICouse rve already cried!
I already know, l lound CUI know it). !When you call me on the So I guess I be ... leaving. Cry me a river, yeah yeah
from him. All of these thilgs people phone] You don" hove 10 sa(, who! IAin1 gonno cry no more,
Now there's just no chance, lOkI me keep messing with Girt, I refuse; you must hove you did, yea·yeol
for you and me, there11 my head. me confused with some lOon" hove to sa(, who! you
.,.....be. [Messing with my head) other guy. Cry me a rivef
did)
And don't it make you sod You should've picked lrm not like them baby) Cry me a rivef, oh
I already know, I found ou1
about it. honesty, then you may not Your bridges were burned Cry me a rivef, oh
from him.
You tokl me you loved me. have blown it. and ncm irs your tum Cry me a river, oh
II already know!
Why did you leave me, all You don·t hove to SCI'i, whot Itt's your turnl Now there's just no chance, Cry me a river, oh
alone? you did, To cry. Cry me a river for you and me, there'll (Cry me, cry me)
Now you teH me you need (Danl hove to soy. who! you IGo on and just) Cry me a river. oh
""""' be.
me when you coil me on the didl Cry me a river INa chance, you and mel (Cry me. cry me)
phone. I already know. I found out IGo on and jus!I And don't it make you sod Cry me a river. oh
Girl. I refuse; you must hove from him. Cry me a river abou' it. (Cry me, cry me)
me confused with some II already know, uh) IBaby go on and just) Cry me a river, oh
Cry me a river
ather guy. Now there's just no chance, Cry me a river yeah, yeah ICry me. cry me)
IGo on and lustl
Your bridges were burned for you and me, there11

5ong3 T138·139 Cry Me A River

 Units 7 & 8
Don't Let The Sun Go Down On Me by Elton John
Bring in pictures of. or CDs by. Elton John andlor George Michael. Use these 10 elicit ideas and information Lead in
about the singers.

1 Getling started
Elicit as much information about George Michael and Elton Jobn as you can from students.

E1ton John Culture note

Ellon John was born in England in 1947. His feol nome is Reginald Dwight He become famous in the 19705
when. writing with Bernie Toupin, he hod a 101 of lop len hils, including Rockel Man and Crocodile Rock. He is
famous for his outrogeous clothes and glosses. His most famous song is CondIe in the Wind. He was knighted
in 1998, so he is Sir Elton John.
Geof'ge Michael
George Michael was born in london )0 Greek parents. His real name is Giorgos Kyriatou Ponayiotou. He
become famous in 1982 when he and his friend Andrew Ridgley hod lOP len hils as the pop bond Whom! His
best-known albums are Faith and Older.

Ask students in pairs to match the words to definitions.

Ask students to discuss how the words might connect to the song in pairs. Monitor and prompt. In
the feodback. encourage students to share their best ideas.

2 Listening for gist

Ask students to look at the pictures in pairs, and tell each other what they think might be happening ~
in cach. Play tho song and ask students to listen and order the pictures. Have a brief d iscussion in
feedback about what the title ofthe song might mean.

Answer: "The sun going down" here means the end of the relationship - if the singer's lover
does not return. then it will be like the night falling.

3 Listening for detail

Ask students to road the song carefu lly. and see if they can remember or guess the missing words.
Play the song again. Ask students to listen and fill in tho blanks. ~

4 Fi nishing off
Discuss lho questions in Exercise 4 as a class.

Ask students in groups of three to think of a singer or bond they know well, and prepare to present a brief Additional activity
description under these headings:
childhood influences career songs gossip
Ask one person in each group to make the group's presentation.

~~,,-------------------------------------------------------------------,
,.. I con'tlight no more of your darkness. Icon1 find the right romantic line
All my pictures seem 10 fade to black ond white But see me once and see the W!rf I feel
rm growing tired ond time stands sUIl before me Don1 discord me just because you think I mean you harm
Frozen here on the ladder of my life. Butlhese cuts I hove they need lave to help them heal.

Too lale to save mysell from falling Dh. don11et the sun go down on me
I look a chan<:e and changed your way of lile AIIhough I search myself. irs always someone else tholl see
But you misread my meaning when I met you I'd just allow a fragment of your life 10 wander free
Oosed the door and left me blinded by the light 'Couse losing everything Is lik.e the sun going doWTl on me.

Don'tlel the sun go down on me Don·t let the sun go down on me

Although I search myself. Irs always someone else I see Allhough I seorch myself, irs always someone else Iholl see.
I'd just allow a frogment of your life to wonder free I'd just allow a frogmenl of your life 10 wonder free. baby, oh.
Bullosing everything is like the sun going dOWTl on me. 'Cause losing everything is lik.e the sun going down on me.

Don·t let The Sun Go Down On Me T 140-141 Song 4

 Units9& 10
The Logical Song by Supertram p

Lead in Write -able, -ible, and -af on the board. Ask students in pairs to write as many English adjectives as they con
thol end with these suffixes in one minute. Find out which pair gal the most, and ask them to read out their list.

1 Getting started
Ask students to complete the questionnaire, and check their answers with a partner. Elicit answers
from the class and find out who believes school is useful and who thinks it is harmful.

2 Listening for gist

Ask students to decide on the order of stages. Then play the song so that students can check their ideas.

3 Listening for detail

Once students have completed the sentences in Exercise 3a with the adjectives, play the song again.
Ask students to number the words in the correct order.
Let students read thro ugh the song to check their answers. Play the recording again. Ask students to
fill in the blanks.

Pronunciation note Note that the stress goes on the syllable just before -ible or - oble.

4 Finishing off
Discuss the questions in Exercise 4 as a class.

Addltionalocttvity Ploy -guess the word." Divide the class into groups of six. Divide each group into two teams of three. Ask each
team to choose four -ible, -able, or -a/words from the lesson. or words they come up wi fh in the lead in. They
have to write a sentence fhat defines and contexlualizes each word they hove chosen. They read their words
aloud to the other learn in Iheir group, who have to guess which word they are describing.

-
~8
When I was yaung, it seemed that life was so
wonderful.
a miracle, oh it was beautiful, magical!
I know it sounds absurd,
but please tell me who I am.

And all the birds in the trees, well they'd be singing Now, watch what you say or they'll be calling you a
so happily, radical,
joyfully, playfully watching me! a liberal, a fana tical, a criminal!
But then they sent me awoy to teach me how to be Oh won" you sign up your nome, we'd like to feel
sensible, you're
logical. responsible, practical. accep,able, respectable, presentable, a vegetable!
And then they showed me a world where I could
be so dependoble, At night, when all the world's asleep,
clinical, intellectual, cynical.
the questions run so deep
for such a simple man.
There are times, when all the world's asleep, Won't you please, please tell me what we've
the questions run 100 deep learned,
for such a simple man. I know it sounds absurd,
Won', you please, please tell me what we've but please tell me who 10m.
learned,

Song 5 T142-143 The logical Song

 Units 11 & 12
Come Away With Me by Norah Jones
Bring in a large picture or pictures of a rock band or pop singer. Brainstorm and write on the board as many Lead In
words as you con connected with the subjed of rock music.

1 Getting started
Ask students to discuss the words in pairs and look up unknown words in their dictionary.

In feedback, ask questions )0 make sure students know the more djfficult words, for example:
What do you call the place where bonds record musiC? (studio)
Whol is a live show by a band in a bar or club called? Igigl

Ask students to complete the text with words from Exercise la and then check with a partner.
Put students in pairs to create a story using the pictures. Then put students in groups of four or five ,
splitting the original pairs, and have them tell their group their idea for the story, Elicit one or two
short stories for the class to hear,

2 Listening fo r gist
Play the song, Ask students to listen and label the pictures.

3 Listening for detail

Let students read through the song to check their answers. Play the recording again. Ask students to ~
fill in the blanks.

4 Finishing off
Discuss the questions in Exercise 4 in groups and as a class,

Role-play an interview with Norah Jones. Student A is the interviewer and has to prepare questions to ask. AddIIIonaI actMIy
Student B is Norah and has to read the biographical details in exercise Ib again so that he or she is ready to
answer questions,

~'-----------------------------------------------------------;
Come away with me in the night Come away with me and we'll kiss
Come away with me On a mountain top
And I will write you a song Come away with me
And I'll never stop loving you
Come away with me on a bus
Come away with me where they con't tempt us For I wont to wake up with the rain
With their lies Falling on a tin roof
While I'm safe there in your arms
Iwant to walk with you on a cloudy doy 50 0111 ask is for you
In fields where yellow grass grows To come away with me in the night
Knee high Come away with me
50 won" you try to come?

Come Awoy With Me T144-145 Song 6

Quiz cards ,<ooliouedfmmpogen291

Entenainment Words
What or who was 'Pong'? (ANSWER: The first video game) Is a tabloid newspaper small or big in size? (ANSWER:
2 What kind of program has the highest audience ratings in the small)
U.S.? (ANSWER: football) 2 What do you stop doing if you suffer from anorexi.3?
3 What do you (aU a magazine that you read on the Internet? (ANSWER: eating)
(ANSWER: an e--zine. The word combines two words: 1 What do we call the father of your wife or husband?
'electron ic' an d ' magazine',) (ANSWER: father-in-law)
4 Can you give me the name of three famous Reality TV 4 What do you call those two lines of hair above your (?yeS?
programs? (ANSWER: Big Brother. Tem ptation Island. (ANSWER: eyebrows)
America's Next Top ModeL ) S What is the colledive name for a massive number of trees in
5 In the sentence The newy,papef has a massive drculiJtion, a tropical region.....nere it rains a Iot7 (ANSWER: a
what does the word circuldrion mean? (ANSWER: The rainforest)
number of copies sold every day,) 6 'IoIhat do yo u suffer from the next day if you have drunk too
6 Name three things you would expect to see on a language much alcohoP (ANS WER: II hangover)
school's social program. (ANSWER: exam ples might 7 What do you call old or broken th ings wh ich are worthless?
include visits to museums. theatres. movie houses. clubs. (ANSWER: junk)
historical sights, famous places. and natural landmarks. 8 Can you give me five different features of the human face?
It might also include sports and SI)Or1 ing events as welt (ANSWER: chin, ears. eyes, eyebrows, eyelids, forehead,
as discos, special ceJooI'8tions such as Thanksgiving. etc.] lips. mouth, nose)
7 What does DVD stand for? (ANSWER: Digital Versatile 9 lNhat is an 'Fl Student Visa' used for? (ANS\\'ER: Students
Disk) who want to study in the U.s. need th is type of visa to
8 Name five different kinds of TV program. (ANSWER: talk enter and study there.)
shows, current affairs. documentaries. drama, movies, 10 What is the informal word for not having any money?
llUiz shows. etc.) (ANSWER: broke)
9 Name the sport where two people wea ring special gloves
fig ht each other in a ring.
(ANSWER: boxing)

Wild Card
Stand up and whistle a song by any English-speaking group_
People If you do this successfully, move fOfWard two spaces.
2 Oh, dear! Teday's not your day. Move back two spaces.
1 Name the lead singer of the British rock band, The Rolling
Stones. (ANSWER: Mick Jagger) 3 Sing a song in English or move back two spaces_
2 Which famous Australian actor directed a film about Jesus 4 Mime this type of person - someone.....no is aggressive_ If
Christ? (ANSWER: Mel Gibson) the opposite team guesses the adjective correctly, your team
can move forwa rd one square.
3 Name five parts of the human body. (ANSWER: abdomen,
ankle, armpit, bottom. calf, elbow, fingers. fist , foot. S On a piece of P<lper and wi thout speaking a word, draw a
hand. head, heel. hip, knee, shin. shoulders. thigh, toes. picture of someone in the class so that the other team can
waist. wrist.) guess their identity. I repeat you cannot speak! If they guess
correctly, your team I1'IOYe5 fOfWard two spaces.
4 Can you name the man who developed the theory of
'multiple intelligences'? (ANSWER: Gardner) 6 Mime this film - Lord of the Rings: The Two Tovvers. If the
opposite team guesses correctly, your team can move
S 1Nhich disease does Muhammed Ali suffer from?
fOfWard one square_
(ANSWER: Parki nson 's)
7 Give eight different words for containers, for example, /)0'(.
6 What was the infamous couple Bonnie and Clyde so well
If you are successful, you can move forward one space _
known for? (ANS\¥ER: Robbing banks)
(ANSWER: tube. can. pack. tub, jar, carton, box, bottle,
7 What is the opposite of an introvert ? !l nd bag.)
(ANSWER: An extrovert)
8 Don't move forward, and don't move back. Stay put!
8 1Nho was the infamous German leader during Wood War II?
(ANSWER: Adolf Hitler) \..
9 According to one study, people evaluate each other using
the 'three Vs'. What are they? (ANS WER: Visual (the way
you look), Vocal (the way you solllld) and Verbal
(w ha t you say).
10 By what name was the terrorist Inich Ramirez Sanchez better
known? (ANSWER: Carlos the Jackal)

T 260 QuizCords
--
OEtIiIoricIMocniIondeMl!xko. SAdeC.V. 2006
 For Exer cise 2 on Page 114 "- violent odion. A good example 01 this type is
Port 1 Commando - you moy have heard of iI.
Friend So what exoctly is it you do, Johnny? Is il Friend fr, no ... I've only heard of Tomb Raider.
computer programming? Johnny Some Kind of thing. Then, of course, there
Johnny Sort of -I design videa games. I've been are loIs of sports videa g<lmes, like Pro-Evolution
designing them since the ... I dunna ... the early Soccer, in which you can lake on Ihe identity of your
days, Ihe early 80s. ThaI's a long time! favorite soccer player, like, Zidone, Ronalda,
Bed:hom, whoever. and you can make up your own
Friend Yeah, over 20 years. There must have been a dream team.
101 of changes since then.
Friend Sounds awful. Something thaI really annoys
Johnny You bet! I remember the first videa game - it
me oboul these games is the way they're all so
was called Pong. mole-oriented - all for the boys.
Friend Pong!?
Johnny No. thaI's not true. There are video games
Johnny Yeah! Anyway, il appeared in 1972 and il involving magic and mythological sellings - thaI's
was pretty bosic, as you can imagine. But since then nat just for men or boys. something like Zelda is a
Videa games have been getting more and more successful example of this type. And of course,
sophisticated. There are so many different kinds of there's the horror video game, like the horror movie.
games now. A classic of this type is Alone in Ihe Dark.
Friend Kinds of games? What do you mean? Friend Not really my scene, either. You know. I don't
Johnny Well, one of the most popular Kinds of videa understand. What is it that makes these videa
game is the 'heroic action" game. That just means games so papular?
irs full of adventure and monsters and lots of pretty

52~---------------------------------------------------,
For Exercise 2 on Page 1I4 ,. about them is the dynamism - to me they have the
Port 2 dynamism of movies, but you can ploy them at horne.
And they hove the power and all the color of cartoons
Friend What is it that makes these video games so and comic books - the use of color is fantastic. 1M
popular?
above all, they involve the players in imaginative
Johnny Well, something that really allrods people to WfSo/S. In the movies the viewers are passive. but in
videa games is the grophks - the grophks these video games they toke port, they hove on active role.
days are incredibly ollroctive and real. If yoU're
Friend Mmm. I guess I can see that. But whot kind of
looking for realistic entertainment. then videa games
people do they allrac!?' bel irs all ...
ore a good choice. Then they're simple to ploy; the
instrudions are really obvious. The thing \ really like

~53 '-------------------,
For Exercise 2 an Page 114 ,. Friend Why do you think irs mostly young guys, and
Part 3 especially teenoge boys, who are attracted to ~ i deo
games?
Friend ... I bet iI's all boys and yaung guys.
Johnny II"s difficult to soy. I think port of it is that boys
Johnny Well. yeah, the people who play videa
seem to be attracted to new technology more than
games are mostly young, and they do tend to be
girls. but sadly I think the things that may make them
young guys . they start from as young as six and
attradive to guys are the adion and the violence in
ploy till they be<ame young adults. Butl think that
so many of them. We know bays tend to be mare
really the commerciol success of video games is that
violent than girls .
they appeaito all ages - you can find plenty of
adults playing. too, so I'd soy they ollrad all ages Friend Yeah. so whot oboutlhe harmful effects? You
from six to sixty. know, some people say videa games have bod
effects on the people who ploy them. Do you think ...

Audiascripts T 261
Workbook Answer Key
Unit 1 Lesson 1 Unit 1 Lesson 3 Exercise 6 Exercise 6
Conv£wsa\ll.)l'l A is about Iendi1g 1 nsilg, 2 fallilg, 3 /aIIi);;!, 4 risilg. 5
Exercise 1 Exercise 1 """"'"' """'Y, risi'lg, 6 f~. 7 rising, 8 ta1ing
1 tie, 2 was, 3 1Ned, 4 moved, 1 hazel, 2 rose, 3 fai". 4 bkJe, 5 tar, 6 Conv£wsation B is about paying too
5 hated, 6 caIed, 7 ddn1, 8 made. hazel. 7 blond, 8 rose IllJCh /c( scmething.
9 asked, 10 like
Exercise 2
Conversation C is about someone
whO is rri:serIy,
Unit 3 Lesson 2
Exercise 2 1 negatIVe. 2 fl.n. 3 cold, 4 dIAl, 5 Conversation 0 is about paying too Exercise 1
1 amm, 2 chcv1ged. 3 did, QLDeI , 6 radical fl'k.Idl /c( a bad ~ ieI 'Ce, l allactment, 2 chat. 3 'Iirus, 4
4 fould, 5 made, 6 WI'OIe. 7 ConversatlCtl Eis about someone's
~ed, 8 gave, 9 e>!pIaned.
10 became. 11 caIed
Exercise 3
1 happy, 2 ptXe, 3 aggressive, 4 duI,
5 respectable. 6 radcaI, 7 negalive
"""',
Exercise 7
emoIicon, 5 doY.Tioad, 6 orb, 7
internet, 8 h<n:Ie, 9 progran. 10
M , II crash, 12 website
Exercise 3 1 True, 2 FalSe. 3 True, 4 FalSe, S Exercise 2
Ie, 2d, 3a, 4c Exercise 4 TM l c, 2 d, 3 e,4tl, 5 a
l c, 2 a, 3 c
Exercise 4 Exercise 3
1 didn', ~, 2 worM. 3 means, Exercise 5
4 gave, 5 1ound, 6 doesn't have. 7 1 True, 2 False, 3 True, 4 False, S Unit 2 Lesson 3 I c, 2 h, 3 ~ 4 ~ 5 g. 6 d 7 a, 8 f

were, 8 calls True, 6 False, 7 True. 8 True Exercise 4

Exercise 1
l a 2 ~ 3 ~ 4 c , 5 ~ 6 a, 7 c, a a
Exercise 5 I I wish I were lamous. 2 I orly I had
more lriends. 3 1wish I hadn't spool
1 Bi!lie, 2 Marisot 3 MartsoI, 4
Adriana, 5 AdriMa
Unit 2 Lesson 1 aI my money. 4 If Oft.t I hadn't
Exercise 5
1 False, 2 False, 3 True, 4 True, S
Exercise 1 ooived tate. 5 I wish I had a beller False, 6 True. 7 False, a False, 9
Exercise 6 job. 6 1wish I hadn't eaten so rructl!
1 was, 2 used la, 3 used to, 4 was TM
1 That's, name; 2 fri9"ds. SQ: 3 7 If crit I had lislened in SChool. 8 If
know, rane, means: 4 1i<e, rane: 5 used to, S weren1 used 10. 6 used orly I hadn't beerl so stupidl Exercise 6
o::vmon, COlIltry; 6 named, la, 7 played, 8 scaed
1 crine, 2 M, 3 dowIioad, 4 bg
Exercise 2
aJYOIl8: 7 '/ohlal. MarisoI, mecn; 8 Exercise 2 off. 5 aash. 6 file, 7 Wus, a
WhaI, S3f. name 1 ~ 2 ~ 3 t 4 L 5 ~ 6 g, 7 d, 8 e allach'nenl
1 used to take; 2 isn't used to
Exercise 7 gattng~: 3 used 10 hate, 'm used Exercise 3
I e. 2g. lb. 40, Sa, Sa, 71, 8d 10 dOIlg: 4 used to waII:: 5 used to I looked, 2 had pa.d, 3 cn.tl fly, 4
have: 6 'm not used to ctivi'IQ hadn't Ixu;trt, 5 ooJd, 6 hactl'\, 7 Unit 3 Lesson 3
asked, 8 hadn't argued
Exercise 3 Exercise 1
Unit 1 Lesson 2 2, 3, 5, 6 Exercise 4 1 ~ 2~ 3a4~ 5~ 6~ 7L 8a
Exercise 4 I !Uprise, 2 interest 3 SU'P'ise.
Exercise 1 4 SU'pi:se, 5 r\leresl, 6 interest Exercise 2
1 active. 2 attractl\lE!. 3 modest, SfnpIe past: yesterday, tOO roorni'g. 1 d, 2 i. 3 1, 4 a, 5 c. 6 e, 7 g, a j, 9
7 St,I'pise, 8 " terest
4 conservative, S romantic, on my lasl birthday h, 10 b
6 discipWned, 7 creatrve, 8 irritatng, Simple past and used to: when I Exercise 5
9 borI1g, 10 aware. 11 generous. was a ctWd, whef11 was 14. on my I 10lII'ld. 2 graduated from, 3 Qlit, 4 Exercise 3
birthday, last year, al nne o'clock I ever, 2 never, 3 just. 4 recently, S
12 "" Exercise 5
opened, 5 team, 6 opened, 7 the job
,,~ recenUy. 6 already, 7 st •. 8 just
Exercise 2
1 's doing, 2 know. 3 's practiCing. I C, 2 b, 3 a 4 b,5 c, 6 a 7 c, 8 b Exercise 6 Exercise 4
4 Do you uroderstand, S like, 6 am Across: 5 fortune, 6 receipt, 9 1.4,6,8
Exercise 6
cooI<.ng, 7 f9C0QrMze, 8 ():Ies this
2.6. 10,7,4, 9,8,5, I, 3 ....,
refuse, II wish, 12 know1edge, 14
Exercise 5

"""'"
Exercise 3
Down: 1 alford, 2 proof, 3 fame, 4
COI..Jl, 6 revise, 7 casI1, 8 1emporary,
1 I have aready read this book. 2 I
sUI haven't spokoo to Jack. 3 Have
1 Are, waithg; 2 is annoying. 3 1m Unit 2 Lesson 2 10 ransom, 13 tend you seen Mile yet? 4 The gossp
cookhg. 4 1s~. 5 are, has just started. 5 Have you fM!l
stlXlying; 6 am WOfkng, 7 'm not Exercise 1 used a cha1 room? 6 Have you tned
Mart" Martilez, 2 Grace McBride, Unit 3 Lesson 1 to pefSUade Mary yet? 7 I have

-
dci1g. 8 are, watchi1g 1
3 MartIl'1 Martinez, 4 Martin Martinez, recently thoulj1t about my iU1tJ'l!. 8 I
Exercise 4 have neyer heard aJYIhilg so
5 Grace McBtide. 6 Martil MartIl'1f!.Z. Exercise 1
1 Do you lke tIJS rTIOIIie? 4 He owns 7 Grace McBride
I'M:) ca-s. 5 I'm writJng you now to 1 SInCe, 2 fa. 3 sh:::e. 4 /C(, 5 lor, 6
i'Mle you to dnnef. 7 I believe you Exercise 2 fa. 7 SR)8, 8 sh::e Exercise 6
den', know ead'I other. 10 Do you Maley. cats, were. 82, six, react la, 1 COIl'o'eI'SaIoo 2, 2 cx:n.oersaIion 4,
Exercise 2
wn~eIse? PatA, dressed. in 3 conversatoo I, 4 corwersa100 3
For: 25 years, a few holr's, a tcng
Exercise 5 Exercise 3 time, a week, eiglt r'I'IhJtes
Since: 2003, March, ttls anernoon,
1 False, 2 TM. 3 False, 4 False, S
True, 6 False. 7 True, 8 False
1 lend: 2 pay; 3 earn: 4 buy, waste:
last week, yesterday
Unit 4 Lesson 1
5 1'111: 6 borrow: 7 sperd; 8 cash: 9
Exercise 6 ~ Exercise 3 Exercise 1
1 generous. 2 OI"gar1i2ed, 3 rot'l'lMtic, Exercise 4 1 ~ 2 L 3 a, 4 ~ 5 a ,6b , 7 L 8 b I Inp!essions , 2 nterestO';!, 3
4 irritatng, 5 conservative, 6 SErious, altraclive, 4 judgment. 5 tasci1atng.
1 False, 2 True, 3 False, 4 True, S Exercise 4
7 active. 8 friendly 6 appealing, 7 expressions, 8
True, 6 False, 7 False, 8 True, 9 True, I True, 2 True, 3 False, 4 False, 5 conversatoo, 9 a1traction
10 False True, 6 False, 7 True, 8 False
Exercise 2
Exercise 5 Exercise 5 1 interested, 2 bored, 3 .,terested, 4
1 !llQ(ley, 2 inyWment 3 ~, 4 1 speaker I, 2 speaker 3, 3 speaker interesled. 5 bored, 6 bored, 7
wrow, 5 ~, 6 i'.&il.!thy, 7 2, 4 speaker I, 5 speaker 4, 6 bored, a "terested
l!lliery, 8 ~it
speaker 2, 7 speaker 3, 8 speaker 4

T262
 Workbook Answer Key
Exercise 3 Exercise S Exercise 3
Unit 5 Lesson 1 1 CoUOOus. 2 Eriksson, 3 Magellan, 1 IS tne latest n this arr-.aDng series,
1 defme plarVroutne,
2 <M'T~, 3 arrangen"I9'lI, Exercise 1 4 MageIarl, 5 Eri<sson, 6 Cok.rrtJus, 2 but then ~ you are a Potter far'!,
4 ll\entlOl1, S iltentlOn,
1 d, 2 b, 3 1. 4 a. 5 j, 6 i. 7 h, 8 c. 9
7 ~, 8 MageIan, 9 Colntlus you wonl nm, 3 and the
6 <M'Tocgement, 7 definite photography~, 4 For
9, 10 e
planllO.JIne, 8 arrMgE!ITIent, ttose of you who h special ellecls,
9 iltention Exercise 2 Unit 6 Lesson 1 S YCUlQ viewers mIQh1 find paris of
1 0, 2 H, l C, 4E, 5 A 6 F, 7 9, 8 the movie rather fnghlerWlg, 6 There
Exercise 4 IS also some ~ acthg, 7 1eadng
G Exercise 1
1 is gcW'Ig shopping, 2 are haWlg the~, 8 but for thJse ~
1 C, 2 L, 3 L, 4 C, 5 L 6 C, 7 C, a L
k.n::h, 3 IS visitng, 4 are playing Exercise 3 caugh1 !,.p 11 the magi;
terris, S is going to, 6 is going 1 f, 2 c, l ;, 4 9, 5 b, 6 i, 7e, 8 a, 9 Exercise 2
sYNmlilg, 7 is meetng h, 10 d Exercise 4
1 have written, 2 have written, 3
have been, 4 have been, 5 not have I False, 2 True, l False, 4 True, 5
Exercise S Exercise 4 False, 6 True, 7 True, a False, 9 True
been, 6 have been e)l8CUled, 7 have
1 are going: 2 leaves: 3 Ate, going to l b, 2 b, 3 a, 4 b, 5 b, 6 a
had, 8 have protected, 9 have Exercise 5
watch: 4 is goilg 10 cal: Sare,leaVng:
6 does, start: 7 starts: 8 are going, Exercise 5 corne, 10 not have been I shotjd be banned, 2 wrote, 3 have
9 am going to visit; 10 are, do4ng 1 hadn't started, wouldn't have Exercise 3 beefI sold. 4 should be released, S
become; 2 had lived, would have are reading, 6 are wailing, 7 was
Exercise 6 The secood, third, fifth Bf1d eighlh
been: 3 hadn't flown, wouldn't have
sentences are correct. shown, a prediCted
1 B,a; 2 A, c: 3 C,b; 4 D, d struck; 4 hadn't been, woojdn't have
invented: 5 had been, wouldn 't have Exercise 4 Exercise 6
left: 6 hadn't made, W(:Mjdn't have , Cervantes, 2 died, 3 Shakespeare. Across: 1 urban, 6 mask, 7 rave,
Unit 4 Lesson 2 desigled: 7 haoo't foond, woUd 4 SlI'PI1Si'Ig, S didn't go to, 6 oo.Jd a tore, 11 biography, 13 creek,
have died: 8 hadn't inve1ted, have, 7 ltao/. 8 ten, 9 slave, 10 14 myth, 16 offshoot, 1a romantic,
Exercise 1
1 a'e going to, 2 wiI, 3 Wll , 4 is
goog to, S is going to, 6 wi, 7 is
WOl.IIcn', have become
Exercise 6
"",,',

Exercise S
""'"
Down: 2 reserrtie, l poetry, 4 JX>1.
5 bal, 6 meIar'd'oIy. 9 bait.
1 pericIil, 2 radilm, 3 !T<JVl1Y, 4 1 C, 2 f\C, 3 C, 4 NC, SC, 6 C 10 dr<rnatic, 12 tlstori<n, 15 moIat.
going to, 8 is going to
penci, 5 dshwasher, 6 plastIC, 7
Exercise 2 gadget. 8 sc:i.<>s<Ys Exercise 6 " '-
2,3,4,5,7,10 I b, 2 a, 3 a, 4 a, 5 c, 6 c

Exercise 3
Unit 7 Lesson 1
Unit 5 Lesson 2
t False, 2 True, 3 True, 4 False, Unit 6 Lesson 2 Exercise 1
5 True, 6 True, 7 False, 8 True Exercise 1 I C, 2 ~ l a 4 ~ 5 ~ 6 ~ 7 a 8 a
' ~ 2~ 3a 4l 5~ 6~ 7 ~ 8e Exercise 1 9 b, 10 c
Exercise 4
l L 2 a, 3 d, 4 g, 5 ~ 6 a 7 h, 8 c
1 ~ 2 a, 3 ~ 4 ~ S c, 6 ~ 7 b, 8 b, Exercise 2 Exerci se 2
9 a, 10 a 1 protejn, chocolate, Slbstance: Exercise 2 I B, 2 A, 3 D
Exercise S 2 calories, mreais, 'Jitarni1s; 1 horror stOfY, 2 k:rve story, 3 non·
3 lfflWgetened, unheaHhy, potatoes: fiction, 4 SCience flCtlOr1, 5 detective Exercise 3
l d, 2 h, 3 ~ 4 l 5 a 6 ~ 7 c, 6 e
4 circulation, cartdlydrate, 1 d, 2 g, l b, 4 a, 5 e, 6 h, 7 c, a f
chOCoholiC """
Exercise 3 Exercise 4
Unit 4 Lesson 3 Exercise 3 l E, 2 D, 3 B, 4 C, 5 A 1 acawniC, 2 ~ul, 3 1OQ1lfident.
l D, 2 A, 3 E, 4 B 4 detJJaQding, 5 el\troverted, 6
Exercise 1 Exercise 4 hQnest, 7 Mll!l!!igent, a optimi:itic,
1 WOUd see, 3 wanted, 6 marry, 7 Exercise 4 l c, 2 e. l b, 4 d, 5 a 9 ~abIe , 10 mabie
met, 9 saw, 10 would help I balar'ced diet 2 protel1, 3 h&aHhy,
Exercise S

.-
4 vitamins, 5 fat, 6 calories, Exercise 5
Exercise 2 7 overweig1l. 8 fiber 1 FaJse, 2 True, 3 Not mentioned, 4 I oval, 2 bushy, 3 eyelids, 4
1 9, 2 d, 3 ~ 4 l S ~ 6 h, 7 a 8 e True, 5 True, 6 FCWl, 7 F.vse. a wmkIed, 5 hoOOld, 6 jaw, 7 bor'rt,
Exercise 5 False, 9 Not mentioned, 10 True
Exercise 3 l d, 2 g, l a 4 l 5 ~ 6 ~ 7 ~ 8 e
Exercise 6 Exercise 6
1 make new friends, 2 SlJUCk !,.p a
friend~, 3 best friend, 4 Exercise 6 l a 2~ 3a4a S~ 6~ 7a8b 1 False, 2 True, 3 True, 4 False,

... "'"
~, S tar·wealhe' friend, 6 a 2,5,7,8,9 5 True, 6 False, 7 False

Exercise 4
Unit 6 Lesson 3
Patien::e 3, trust I, rT'O'I9y 2,
Unit 5 Lesson 3 Unit 7 Lesson 2
Exercise 1
respect I, srnilat age 4, a sense of Exercise 1 I passIVe, 2 passive, 3 active, 4 Exercise 1
tvnor 2, good at tiStenng 3, SIfT'i(I' 1 had been travetng: 2 had been passive, 5 passive, 6 actIVe, 7 l b, 2 c, 3 1, 4 a, 5 d, 6 e
tastes 4 Io<lkng: 3 had, made: 4 had, taken: active, 8 passive
5 had, attacked: 6 had lailed: 7 had Exercise 2
Exercise S Exercise 2
made; 8 had faJen out , Despite, 2 A!tt'ough, 3
1 Well, 2 Su'e, 3 1rne.YI, 4 1 was written: 2 are rsoc!: 3 were NeY8I1he1ess, 4 In spite 01, 5 evm
absolutely, S you see, 6 S\Ke Exercise 2 sold; 4 are beng printed: 5 ts beng thoug/1, 6 In spite 01, 7 Mhough,
Exercise 6 I b , 2 a 3 ~ 4 a , 5 a 6 a 7 a, 8 a written: 6 be banned; 7 were filled: a 8 However, 9 Nevertheless,
has, been annot.llCed 10 Although
Across: 4 garbage, 7 tend, B Exercise 3
silcefa, 10 counterpart, 13 select. I CoUnbus, 2 Columbus, Exercise 3
15 Mlsist. 17 postt.re, t 8 tradrtiOnal 3 Columbus, 4 Eriksson, 5 Vespucci, l a, 2 c, 3 ~ 4 a ,5 c, 6 a, 7 a 8 b
Down: 1 react. 2 trend, 3 inOk;:ate. 5 6 Vespucc:i, 7 Eriksson, a Vespucci
aW!(j, 6 protective, 9 ig1ote, 11 Exercise 4
pursue, 12 cohabit, 14 aspire, 16 Exercise 4 2,3,5,6,10

"""" 1 b, 2 a, 3 a, 4 b, 5 a, 6 b

_ .~
-J _
T263
_ _ _ ~_
Workbook Answer Key
Exercise 5 Exercise 2 Exercise 4 Exercise 5
1 ~ 2~3~4L 5~6~ 7a 8~ 1 (] order to, 2 so that, 3 so that 4 1 I. 2 d, 3 i, 4 a, 5 g. 6 J, 7 b, B e, 9 1 inJected, 2 stress, 3 e>:pectancy. 4
9 b, 10 C in order 10, 5 so that, 6 In order to, 7 C, 10 h hygiene, 5 ctronic, 6 arose, 7
Exercise 6
n ordef \0. 8 so that Exercise 5
~, 8 bacttm

1 ~ 2~ 3a4~ 5~ 6L7~ 8b Exercise 3 mage has t!lwiJys t'oeewl ifl1n1ant. Exercise 6

2.3,5,8 b.rt f'XIYI8days it seems to be CW'I Speaker 1 obesity, Speaker 2 stress,
obsesso'l. This CIbsessm does nO: Speaker 3 alcohol, Speaker 4
Exercise 4
Unit 7 Lesson 3 m., rn.:ritest ~seIf in the pdlxes in srnoki'v;j. Speaker 5 lack of exercise,
~ many rea5CIlS It! p€q)Ie IfEI"ti 01 the r;ja?;sf maga2i'Ies. but in 1 b, 2 a, 3 a, 4 b, 5 a
Exercise 1 W<I1Mg IQ lea'n a..rmtiaI art, I:!ut the h.n::Ireds of dets that n a'QlJ"Ij
two reasons n most corrm::n. Ill: WId the (rl'IOU'1\ of ~ spEWlt CIl
1 tying. 2 waitng, 3 raIaxng. 4
first Q{ these ~ dyrmic nature Qj them. In fact, women in the U.S.
exaggerati1g. 5 copying. 6 being. 7
most martial arts. Men, II. fHlicIJar, Unit 10 Lesson 1
steali'lg. 8 teli'lg sperd ahlost len times !'I'ICftl on
am attracted .tb:....II:l!l mage tIJaI many deti1g II'm they do on make-~ IW"Id Exercise 1
Exercise 2 ~ martial arts have. 1m secood other beauty products. Ten times the
reason. and ODe that is corrmon 1 drinkable, 2 bocke's, 3 shortage. 4
1 tyilg. 2 arguing, 3 (iStuTtliog, 4 8(J)()U')\I .AJ\t'oou;11 women sperd a lot drop, 5 lush, 6 faucet, 7 supply, 8
determirW'lg, 5 imagination, 6 telling, amoog women, i:l....as...a means Q! on ciothes Md jev.'e/fy. INs <YTIOUlt is
self-defense. In fact, il today's drains
7 dleatng, 8 getting, 9 difference stil cdy a Itrd of the amot.J'lt spent
society, ITlO!e aD!:! more people feet on keeping thin, And, the probjem is Exercise 2
Exercise 3 IbaI they need ~ able lQ protect that most of these diets dor1'l \YOI1(, 1 ~ 2b,3 ~ 4 & 5 & 6 b. 7b , 8 a
1 10 meet, 2 to pass, 3 telling, 4 to themselves ~ walki'lg ak:lng The reason fOr 1M is that ....toer1 you
call, 5 smoki'Ig, 6 COOling. 7 telling, streets, especiaIy at nigtlt. stM cielilg, )'CU' txx:ty records tt'is. Exercise 3
8 watching, 9 to let, 10 waitng Then, ....tlen you start eatng agail, 1 Waading, 2 l1:1derstand, 3 70%, 4
Exercise 5
Exercise 4 1 c, 2 a, 3 c, 4 b, 5 c, 6 a, 7 a vas txx:ty begI'ls to store some 01 'Nithoul, 5 <r1"IOIXIt, 6 reuse, 7 1%, 8
the foOd as fat () order to dink, 9 vital, 10 responsible
1,3,6,7,10
Exercise 6 OO'I"pEII'lSate fOr !he next tine yoo
Exercise 4
Exercise 5 1 heel, 2 wrist, 3 waist, 4 toes, 5 starve~! So, !he dtr'Iger is that cnce
1 twdy 001, 2 SIMlraI, 3 fM:J:y, 4
1 conversation 4, 2 conversatOl l , abdomen, 6 ankle, 7 head, 8 knees yoo begrl deti1g you CM never Slq>!
Vfrf ittkI, 5 a g'EIaI deal 01, 6 a lot 01,
3 comersatiOn 5, 4 conversatkln 3, A worryilg ttKlutjlt lor m<W'Iy ~,
7 Few, S hall, 9 ~, 10 very ittkI
5 c:ooversatiOn 2
Exercise 6 Unit 8 Lesson 3 Exercise 5
Unit 9 Lesson 2 1 Not Ef1OIJI'}1, 2 Not Efn.I!1J,
1 b, 2 c, 3 a, 4 C, 5 b Exercise 1 3 Not Ef1OIJI'}1, 4 Sane, 5 Seme,
1 see, 2 Pri'lg, 3 Exercise, 4 go, 5 Exercise 1 6 Not enou;tI, 7 Seme, 8 &xne,
to meet, 6 soong, 7 choose, 8 l c, 2 ~ 3 ~ 4 ~ 5 4 6 ~ 7 ~ 8 '
Unit 8 Lesson 1 doing, 9 watching, 10 watch Exercise 2
Exercise 6
1,5,7, S
Exercise 1 Exercise 2 3,4,6,7,8
1 how, 2 'MIat, 3 why, 4 why, 5 t'oN, 2,3,6,7,6 Exercise 3
6 what. 7 Where, 8 'Nhere
Exercise 3 1 The man, 2 The WOfl'\af1, 3 The Unit 10 Lesson 2
Exercise 2 1 the man, 2 the man, 3 the woman, woman, 4 The woman, 5 The man,
6 the man, 7 The man, 8 The man, Exercise 1
1 why I like SOCC8f so 1l1\..d1, 2 how 4 the man, 5 the worna.n, 6 the
~ tmgs people together, 3 how you woman, 7 the worna.n, 8 the man 911",,,",,,,,, 1 b, 2 c, 3 h, 4 a, 5 f, 6 d, 7e, 8 g
spend your money, 4 whal we need Exercise 4 Exerci se 2
Exercise 4
to think abOut. 5 how he won thai 1 QaoI~atooof~? 2 How
1 False, 2 Not mentioned, 3 True, 4 1 {;QgrWtive, 2 ~tial , 3 dissmlinate,
race. 6 why ~ is so impOrtant to wil. CD!&lJ is that ~ of ~? 3 ~
Fatse, 5 True, 6 True, 7 False, 8 True 4 mnP<llhize, 5 assessing, 6
7 what is reaItt i'npc:rlant. 8 .....nat I me the jar: of!:l!loe'i, 4 We.t:l!lOO.
in~, 7 ~led, 8
dislike about boxing, Exercise 5 mther tube of toothpaste. 5 He..a1t1
~ , 9 a1i:itic, 10 ablties
Exercise 3 1 watching, 2 goilg, 3 10 do, 4 a~of ~ 6 We!ii::t
geninQ, 5 stay, 6 to meet, 7 pay, 8 Exercise 5 two ca100s 01 iI.!iI;§ a~, 7 'MIa!
1 4 2~ 3& 4~ 5l6~ 7. 8c
1 inlelgence, 2 assessing, 3 lIIr&lr: is that .I6l!lliIi!le!: of ic:e=qeooJ?
Exercise 4
1 abilitY, 2 <XlrT'QIiIliIor, 3
""""
Exercise 6
dscredited, 4 abiities, 5 runericaI, 6
spatial, 7 dsciminate, 8 artistic, 9
8 A 1<aIl.0I ~~.
Exercise 3
ccqdina:tOl, 4 detmmination, 5
Ill§(l1EII'izil, 6 ~, 7
~ 8 ~ory
Across: 1 shil, 4 evasion,
5 capture, 6 protect, 9 slave
Down: 1 SCEI"aio, 2 mcmentlITl.
"""'" 1 rnusI be, 2 sholJdn1 be aIowed, 3
ought to be n::teased, 4 sholJd be
3 defeaI, 7 rage, 8 calf erwxuaged, 5 rrus!n" du'rlp, 6
Exercise 5
Unit 9 Lesson 3 sholJd try, 7 our,jlt to be W, 8
1 Fasa, 2 True, 3 True, 4 False, 5 Exercise 1 our,jlt to pay, 9 shoUdn't pay, 10
True, 6 True, 7 True, 8 False, 9 True, Unit 9 Lesson 1 shoUd'l't be W
1 ~ 2 ~ 3 ~ 4 ~ 5 a 6 ~ 7 c, 8 ~
10 False 9 c, 10 c Exercise 4
Exercise 1
Exercise 6 Exercise 2 1 & 2 ~ 3 ~ 4 c, 5 & 6 a, 7 ~ 8 a
1 definr.g, 2 cIefJ:lir);j, 3 defrirog, 4
1 shot, 2 captiJed, 3 essence, 4 1 ¥eIl't you, 2 isn't he, 3 do you, 4 Exerc ise 5
ron.oofirMg, 5 ron-<lefrilg, 6
expression, 5 rvt, 6 tape, 7 can'l you, 5 have you, 6 isn~ ~. 7
definng 1 ~ 2 d, 3 ~ 4 l 5 h, 6 ~ 7 e. 8 a
IXIbaarable, 8 turned, 9 favorite, 10 arEW'I 't they, 8 don't they, 9 haven't
,.,..." Exercise 2 you. 10 doesn~ she
1, 3,5,7,8, 10
Exercise 3 Unit 10 Lesson 3
Unit 8 Lesson 2 Exercise 3 2,5,6,7,10
1 anemia, 2 anorexia, 3 bald, 4 Exercise 1
depression. 5 diSOfder, 6 dizzy, 7 Exercise 4 1 has; 2 wit find; 3 is being
Exercise 1
1 so that. 2 in order 10, 3 to, 4 in obesity, 8 indigestion, 9 nauseated, 1 dlecki'lg, 2 asking, 3 askilg, 4 rnported; 4 have a.1!ecCt seen; 5
10 faHgue, 11 obsession, 12 pi'npIy cIleckrlg, 5 Checkilg, 6 asking, 7 can be clone; 6 started, knew
order rot 10. 5 So as not to, 6 " chec:kt1g, 8 asking, 9 askilg, 10
order 10. 7 to, 8 So lhal

T264
"""
 Workbook Answer Key
Exercise 2 Exercise 2 Exercise 3
1 games, 2 e<mem, 3 contermcng, 1 ~ 2~ 3a4~ 5 ~ 6~ 7 a8~
Unit 12 Lesson 3
1 ab,I}dant, 2 con!imf\ated, 3
jarme. 4 ~iIizer, 5 11!:&Lish, 6 4 ~, 5 cassette recorder, 9. Exercise 1
geaetiCS, 7 irrlI:!Bltng, 8 £W:Iity, 9 6 gMlIiI a-cade, 7 ~ l a 2~3a4a 5a6a 7 a80
Exercise 4
QeSlicides, 10 ~tant
Exercise 3 1 Bad, 2 Good, 3 Not StnI, 4 Good, Exercise 2
Exercise 3 1 begiri'lg, 2 begffiing, 3 end, 5 Good, 6 Not StnI, 7 Bad, 8 Bad, 1 have viSited, 2 be wcr1Ii1g, 3 be
1 True, 2 True, 3 False, 4 True, 5 4 end, 5 beg~, 6 eoo, 7 ero, 9 Good, 10 Bad suffering, 4 have beccme, 5 have
False, 6 True, 7 False, 8 True, 9 8 begi'ri'lQ risel, 6 be using, 7 have Idled. 8 be
Exercise 5
False, 10 False
Exercise 4
1 wasnt 2 had conduCted; 3 had,
Exercise 4
l treatng. 2 ~, 3 sirTlJIe. 4 lot ,
5 O:Iicating, 6 spendng, 7 amou'll.
1 exam, 2 ~, 3 Illlake,
4 QQil1Iess, 5 ~, 6 D!![VOUS,
7awam, 8 forgm
"'"
Exercise 3
3,4,5,7,10
produced; 4 sI'IOUd be. wished; 5 8 forget, 9 1mes, 10 prevent
Eltercise 6 Exercise 4
had. COfTllIeled: 6 .....ood be; 7
Exercise 5 1 waste, 2 forget, 3 pressIXe,
wasn't: 8 didn't taste: 9 COUldn't When sdentists.Q'Jt from ScotlWxl
help: 10 were tryilg l D, 2 B, 3 A, 4 C 4 ability, 5 weaknesses. 6 CheCkng, created a sheep named dolly. they
7 Text A, 8 Text B, 9 Text B, accomplished what many had
Exercise 5 10 Text A thought was an iT1possib1e. Not ooly
Across: 2 Iremeodous, 4 enriCh, Unit 11 Lesson 3 dkl Daly take after her biological
6 inspect. 9 slum, 12 spring, mother, she was n fact a carbon
13 melt, 14 estimate, 16 lush, Exercise 1 Unit 12 Lesson 2 copy QI_
17 Sl.KVive, 18 flood, 19 modify 1 buy. 2 would, 3 hadn't been, 4 will, CIorWlg of a bit more limited sort has
Down: 1 genes, 3 dump, 5 watched, 6 WQIjd have watched. Eltercise 1 been around lor years. Scientists
5 compost. 7 slop, 8 Climate, 7 cidn't have, 8 WQIjd have been , l d, 2 a 3 c, 4 ~ 5 a , 6 a 7 ~ 8 ~ have t!e!i:a already ctoned rrioe and
10 IiIter, 11 ntensify, 12 scarce, 9 wiI watch, 10 wOOd yOJ have 9d /rogs, buI these were ;..m from
15 a1d ..". embryos. 'Nhat it made DoIy such a
Exercise 2
t:reakt1Tou!tl was thai she was
Eltercise 2 l a 2 ~ 3 a 4 d, 5 ~ 6 g, 7 t 8 c ctoned form the DNA 01 an adult.
Unit 11 Lesson 1 1 made; 2 haal't seen; 3 don't stop;
Exercise 3 The abi1y to cIcne using DNA leads
4 watched; 5 were; 6 WOIJd have III to many posslJiIiIies. These
taken; 7 'd have bWght; 8 wOOd 1 take, 2 pass, 3 1'101es, 4 ca<eEr,
Exercise 1 range from being ate to save II:!l:
have; 9 would, take P1I1 5 get, 6 enter, 7 graduated,
a 4, b S, c 2, d 8, e l, f 5, g 3, h 7 ~ species to reprOO.dlg
8 accepI, 9 take, 10 grades
Exercise 3 ~!lLorg<ns lor use in
Exercise 2 Eltercise 4 operations.
1 seen, 2 been recording, 3 seen, 1,4,5,7,10
1 True, 2 False, 3 True, 4 False, 'Nhat frigltoos many people is the
4 viSited, S frished, 6 been taI<ng, Exercise 4 5 False, 6 False, 7 True, 8 TI\I8 dea that SOO'leCIOe rniglt 10 cIeci:Ie
7 been waitilg, 8 watched, 1 h. 2 e, 3 j. 41, 5 i. 6 d. 7 0, 8 a, to clone a complete person, thus
Exercise 5 aeating a mocIern day Frari<enstein
9 """"" 9 C, 10 9
Dew Juan, This is a diff\cutt monster.
Exercise 3
Exercise 5 questiOn, and one that I've been
1 griwing stuff, 2 would-be, l a, 2 ~ 3 ~ 4 ~ 5 c , 6 ~ 7 ~ 8 a, asked before. I tlWi<: it's inportant Exercise 5
3 promise, 4 prtne-time, for young people today to realize l d ,2 ~ 3 c, 4 ~ 5 d ,6 c, 7 ~ 8 a ,
9 c, 10 0
5 provocative, 6 cast members, how useful rt can be to speak 9 d, 10 d
7 switch to, 8 cope Exercise 6 another language, especiaty English.
1 movie. 2 dr<rna, 3 quiz. Eltercise 6
Exercise 4 I have a few questiOnS I'd like to ask
4 program, 5 news, 6 variety. Across: 1 dynamic, 4 overt,
1 has been going; 2 has asked; you; Is 'fOOl son interested in
7 sitcom. 8 reality 6 retake, 8 mirror, 10 sUI, 12 fossil,
3 has beer'! tryilg; 4 hal/9 knOwn; learning English? Has yoot son evet'
14 onine, 15 grade, 16 PtJ"nal.
5 has dreamt; 6 have, read: 7 have been to an EngliSh speaking COlI"Itry,
somewhere like the U,S, or Sritaf1? If
17 tricky
been planning, haven't had; 9 Have, Down: 2 comI:>I'latiOn. 3 decade.
seen, 10 have heard Unit 12 Lesson 1 I were you. I'd tal< to y;n son and
5 toss, 7 eigibIe, 9 optiOn,
find out v.t.ether he'd Mke to spend a
Exercise 5 Exercise 1 10 snapshot, 11 donilg, 13 lack
lew monthS in the U.S. or Britan, ~
1 False, 2 True, 3 True, 4 False, 1 f, 2 g, 3 d, 4 a. 5 h, 6 c, 7 e, 8 0 co..tI be very good for tis english. I
5 False, 6 True, 7 False, 8 True, tq:le ~ acMce ~. J.x1y
9 True, 10 True Exercise 2
1 fa!, retake; 2 pres&n!; 3 g-ade;
4 reviewi'lg, exam; 5 sette; 6
""""'.
certificates
Unit 11 Lesson 2
Exercise 1
1 Neutral, 2 En'llhabC, 3 Neutral,
4 Errp'laoc, 5 Neutral, 6 Neutral,
7 Errp'latiC, 8 Emphatic, 9 Neutral,
10 Emphatic

-key T265
Workbook Audioscript
A Well, black Of \'<'hite? Track 6
Unit 1 B White, please. GalS in the cash
Unit 3
A wt»ch of these cups is When Grace McBride died, her
Track 2 Trac k 10

-'
A Hi! I'm MarisoI. 'M'Iat's y<:u
YOOO;' family was n for a so.xprise. Grace, on! I hate them. H realty annoys
B 01! MIne's the bUl one. 12, ived alone WIth her five cats n me whM someone's eel phone
C No, that's nw.e. an old house n the loYII'l 01 f'.eN
B I'm Actiana.
B CtI SOtry. wei 11 have it n
goes off 11 a teS\alnnt (X whM
C AncIl'm Bile. Haven. Maile. When Glace's !emit ycu're tablg to them.
t~ ye'IcN one. saw her wiI, !hey Oscovered she
A
C
Bile! Thai's M IAISI.IaI name.
YeOO! Well my dad's illO jazz. so
I was named altar Sime Holiday.
3
A
A ""'.
So whiCh ones do )'(Xl thilk
we should send?
was worth over S20 milliOn <V1d she
had left ~ aI to her catsl RaU
Sar.chez, a local resident, said, -~
2 Cell a:;h:I'les! I c:otttl't lM:! 'MthoIJ
mi'le. I cal't lnagi'1e haw people
SI..J'.1ved i'l the past without them.
A VIIho's he? wen we can't send the red 3 I bought this lantastic phooo
B eatne as a shock. She I'lE!YEI" spent
C Not "he" Bilie Holiday was a last week. I can take pictlJ"ElS,
<ny money Md was Mvays weaing
A
""""".
CtI, sorry. But v.t1y'S She
"""
A 'Wtry not? the same cbIhes."
play ganes, Mel even su1 the
internet - H's great.
B WeI, red is rcmanti::, isnl it?
famous? A weJ, what aboot the yf!kIN Track 7 4 wtTt WCUd I want a eel phone?
C She was a jaZZ ~ from
Amo'ca. """"
B I'm not SlXa.
,2 """"
nvestment
I don', wartt ~ to be ate to
conta:t me ni;tlt 3f'd day. And
wtlen I go on v~tiOn - wei, aI
B What did you say yru name A Come on, we have to 3 "'" I want is peace and qu~t.
A
was?
Marisol, but my friends call me """".like
B Wei. I these.
4
5 """""
receipt Track 11
So"

--
A Prid You have to be jokng. 6 _hy
B Wr'rf do \hey cal you Sol? 1 Do you have a cell phone?
B They're not pink, they're 7 lottery
2 How tong have you had yCIl.I'
A 'MlIn I was YIlllQ. I was

B I stJ don', get it.

""'.
A Look, I ctiiI:
the yellow ones.
we shoJd send
8 creda
Track 8
eel phone?
3 INhen did you buy yCIl.I' eel
A WeI, Sol means "$1.1'1" Of
"Stmy" and my parents
decided 10 call me Sol.
B on! OK. then. A A So what happened?
B Wei, I was expecling him to
pay me back today.
4
5 """"
Do you use yru eel phone a lot?
Does anything annoy)'(Xl about
e And what does MarisoI mean? A M::l he dktl'l? ceA phones?
Unit 2 6 'Mlat's the most aTOYf'9 thtlg
A It me<ns"SlIYJy sea" i1
SpMsh. "M<r" is ·sea" and
Track 5
,,.,,
B No, <V1d he borrOwed ~e
7
about eel phones? I
WWd you be ate to m.:mge
"sol'" IS 'SIJl", B A How rn.dI?
C M! What atxluI yw ncrne, In F~ 20:13, the rT"II:Me "Ffija' ,
B FIVe tuJdred doI<r.;. withOut ycu cell phone?
Miana? Do you know what it starTing actress SaIrna Hayek, was 8 How often do you text yCIl.I'
A That's OJIrageotJSl H's not
released. In teday's progral1 we're
B """""
Yes. It's because it
V8f\j funny
means "dark and rict1",
goilg to take a brief look al the ife
01this amazing woman. Frida KahlO
worth that muct1,
B Yeah, wei! All the cheaper
stores were closed.
"""'"
Track 12
was born on July 6", 1907 n her 1 A So, hOw good are yoo?
C 'Ntr{s that firrly? C A So, how was the date?
pamt's ho.Jse 1'1 a Slb..dl 01 Mtm:o B WeIA. I'd have to S<l'J fm
B Because I'm neither and, B AasastB'.
Qty. The f.:rit horne, caIed Gasa probably one of the best
¥TfW<l'f. I don', reaIy ike it. A Wtr{! 'Mlat happeMd?
A WrJ.t nor? It's such a beaulmJ Aru - 8lIe House - was tot by her B I've never met a'1)'OfIe IKe A weJ,
""""
father a few ye.:rs before she was B I don't wa'1I to SOI..I'ld
B
""".
Maybe, but ~'s pretty CXlI1ll'01 born, Mel she was to ive (II her ife
hin, He 6'IEI'l made me pay
for rT'ri diYler!
mrr.odesI ... but let's say
I'm the arty person t kI1O'N
il my cowlry. there. She was ctYisteoed A Hewhat?
Magdalena. Garmoo Frieda KahlO Y who can do it.
o A Three hundred doUars, and ~
Track 3 Galderon - She dropped the "e' from 2 A No way!
was tefflble. B Wllat do ycu mean?
1 l'baI.:s an tnJSUaIlliIIIl!I. Frieda 11 about 1935. ctoog'og the B So ycu WOlUl't go agatl.
2 My I!if!l!:IS call me SIll. spelling to F-R·I-D-A. AI. the age of A I'm not gcWIg.
A No, way! H wasn't worth
3 00 you I!ailtt what you IiIDIl seven. she bec<me sick Mel was B Qh, come on! H's orty lor a
ElYQ"'I hall 01 that.
...", diagnosed as suffemg frool polo day.
E A So, how's the rew;:b?
4 00 you 1M you' QiIDIl:7 Mel rTlISS8d tIYae yea-s 01 school. A No, 00, 00,
B WeI, it's not bad.
5 It's pretty Q;XD[[l!;!l i'I my later,11 1922, when she entered the B Stop shouting.
A And the mooey?

6 """".
Were you I1lIIIilld aftar~?
Natiooal pr-epiM"atory school, she
gave her date of birth as 1910.
B Well, I get twice as Il1Udl as
before.
3
A No!
A Have yoo heard the news?
B Wllat news?
7 Wba1 does ~ n::mJ.? Some hiStorians think she did this as
8 ~didyouw:yrullillIl!l rt was also the yeat of the Mexican Track 9 A Jack and Mgeta have spI~

"'" """"'
n
00.
1925, Ka'*l was ~ ... a bJs
A Sat{s getti1g nmied again.
B Agai1!
cp.
B No! Reatt?
Track 4
1 A
B
So, which one's GIeg?
O'I! Wei, he has bkn:l t\ai',
acOOIn on her W'i# home fn:m
sctcd. The acOOIn almost proved
fatal <n:l certarlj chaflged her iIe. ~
2

3
A I saw Matk yesterday.
B lIh,lU1.
A Great haifcuI.
4 A
"""'" "'"
B Yes?
A ThIs soup is realy not hot
A Oh I know who you me<Yl - was alter this acddent that she B a-. I Tha.rrl\s, """,,,.
he's the one with the started paio:1ting. The year after Itis, 4 A I passed the exam. B on! I'm sorry, sir. 1'1 get you
amazh'J green eyes. she was ntrOO.lced to [)ego RrMa B Amazing! MOther bov.1 rigtlt away.
B No, thaI's actually his Md mcrried hm 111929. By 1938, 5 A We're goilg to Florida.
t:ro!her Sirnc:wl. Gteg has Ka'*l was t:Uking I..P a reputallCI'l
da1Ier eyes than twn. In fact atWld the wor1d <n:l traveled to f'.eN 6 B I'm
A """"I"IaW1g a party. Unit 4
tt'e{re real)' dcr'k brown. YO!\!. to shcm her YOk n a Sln8aist B When?
A Does he have a 1M? embfuI, ~ the 194Qs, she 7 A He's almost 60. Track 13
B Oh, no! He has realy lair tat.9'l1 att Md was given the rane B No way! 1 A I ive JUSt around the COfT)9(.
skirt He doesn't have a tan "Los FridQs- by her stLder1ts. Her II1ai 8 A Look! IS(1"\ that Brad Pitt? B Realty?
al aiL 1'1 introduce you whoo ~ance n p..bIic was <1.ri1g a

2 A
I see hill.
How would you like yw
demcI'lstra\k:l'l against the overthrow
01 PreSIdeflI M)enz of Gwtemala.
B Yeah! 2
-,
A Do you want to know my

B Not rea/tt.
coflee, Mile? Seven dayS tater on »113, 1954, 3 A can I get ycu a drn<,
B What 00 you mea-I? she dOO at the age d 47. 8 Y~!

Audloscript
 Workbook Audioscript
4 A I work in the travel industry. them will get married in the next workir.g model was invented by B Sure, but for me rt's pasta,
B Do you? few years. Alexander Graham Bell in especiaJ~ spaghetti with
5 A Do you like the party? A That might be true, but it MaIch. 1876. It takes ~s name mushrooms.
B Mmmmm. doesn't mean that they won" from Greek and means "far
6 A Do you know John, too? have children. =>d" Track 20
B YoM B Mmrnmm ... well, that's true, 5 This was inveflted by accider1t Welcome to Chox, the biggest
7 A Would you like to dance? but I still don 't think the in 1946 when Dr. Petey leBaron chocolate factory in the world. V'Illile
B To dance? fXlPlI\ation wi~ daJbIe. Spencer found that a chocolate we walk around the factory, I' ~ tel
a A Great party! bar that was in his pocket had you a little bit about chocolate. Of
B Absolutely! [interested] Track 16 rnej\ed while he was workilg course, many of you will know that
1 A So, what qualit;es do you with mK:rowave radiation. chocolate Ofiginally comes from
Track 14 think are impJrtant in a 6 Earty versions of this were made Central i\merica, But you might rot
A So, how did you first meet? friend? from DOe piece of metal. know that the Aztecs used to use
B Well, rt's so funny. I was B Oh, without a doubt, trust. cocoa beans as a kind of money. In

- A
running for the bus and
tripped.
AM'
A Why trust?
B Well. rt's no good if someone
is jealous or if they don't
7
Modern cross·blades are used
by clothes makers and barbers.
The ear1iest types of these
didn't have arms, they rested on
fact, on one of his voyages to the
Americas, Coh.mbus was given a gift
of cocoa beans, It wasn't unt~ the
B There he was, helping me to respect you for who you are, the bridge of the nose. They early nineteenth century that
my feet - ~ was really 2 A For me, ~ has to be money. were probably invet1ted in Italy. chocolate as a food, rather than a
embarrassing. B Morey'? 8 This was in~ented by a drink, became popular, Howe~er, the
2 A What about you, 00w did A Come on! t'm joking. Hyou Norwegian clerk named Johann real popularity of chocolate does not
you meet? can't take a joke, then I Vaaler. Originally rt was a really come down to the cocoa itself.
B Oh! Nothing unusual, we wouldn't want you as a triangular shape made of wire. ~ No, what makes chocolate so
were at scho:xlI together, friend, is very usefut for keeping pieces addictive is all the extra things that
A
B
Did you date at school?
No! In fact I didn't ~ke him at
all.
3
B
"""
A Qualities of a friend?
B Yeah!
of pap9f together,
9 The modern ' lead' ~ersion was
are added to rt - none of them
dangeroos, t hasten to add. One of
the main ingredients is sugar, whch
invented in England. It
3 A So, 00w Ioog have you A Well, I haven't really thought oontained no lead and was is added to take rmw the naturally
known Jake? about it. but I'd guess I'd given its name by mistake, It is bitter taste of cocoa, As many
B AtXlut seven weeks. need them to be able to useful fOf writing and drawing poisonous plants would normally be
A N1CI 00w did you meet? listen to me. and can be erased very easily, bitter, people naturally have a ' sweet
B I was waiting fOf a bus and B Well, you talk enough, 10 This was invented by a tooth' . Chocolate also contains a
there he was, getting off, I A Very fulny, secretary from Texas, USA, It natural "love drug" - Tryptophan. So,
thougtlt, "He looks nice!' B N1CI another quality? was very popular as it was easy when people eat chocolate, they feel
A But if he was getting off, A Sometl1ing you don1 have, to correct mistakes, happy and relaxed! One question I'm

"'" .
B Oh, rt was easy! I dropped
B Arld what 's that?
A Patience, of course. Track 18
often asked is, ' Is chocolate good
for you?' Well, interestingly,
my purse and he helped 4 A I've never understood 00w 1 protein /I chocolate II scientists in a number of countries
pick up all the things, FIOI18 and Marl< can be such substance have found that chocolate contains
4 A You wouldn 't believe how t good friends. 2 calories II minerals IllIitamins chemk:aJs that have benefrts, In
met my boyfriend, B What do you mean? 3 unsweetened II unhealthy II Japa!1, for example, scientists have
B Go 00. A WeB, she's about 22 and he potatoes found that part of the cocoa bean
A I was working as a waitress must be at !east 50. 4 circulation II carbohydrate /I contains a chemical that helps
in a restaurant and I spilled
SOUp over this man,
B So?
A Well, I think that's too big an
-< prevent tooth decay! N1CI in the
U,S., they have found that eating
Track 19
B [)on', ten me - he's OON age difference and they chocolate helps fight heart diseasel
your boyjriend. don't even ~ke the same 1 A So, Mike, INhat do you like
eating? Track 21
A Yep! things,
B Well, I'm a vegetarian so I A Hey Jane, INhat are you

""'"
B That's pretty funny, B
A Sure, She likes going out to don't eat meat. reading?
Track 15 discos and he just likes a A But does that mean you B I'm reading an arbcle aoout
A A1l<Ji, did you see that show on quiet time fishing. onty eat vegetables? Columbus.
TV last night? B No! In fact, I guess ~ I had A Columbus? You mean the glJ)'
B What show? to choose one thing, rt who discovered America?
A The one about the world 25 would be fish . B Yeah! Except he didn1 discover
Unit 5
years from now.
B Oh! That one, yes. Track 17
2 A So, FIOI18, INhat do you like
eating? A
""""".
What do you mean? 01 course
A Isn't ~ incredible that the B I guess I'm a litHe bit of a he did,
population of the world is going
1 John S, Thurman invented this Well, put rt this way, most of the
to double,
in t899. The first model used
gas for power. He went from
"""""'"
A How much do you eat eacll
B
time the places he tanded on
B Yoo don't believe that, do you? week? were islands - what he called
door-to -door cleaning ~'s
A &lre, [)on 't you? B Oh! At least a bar a day! the West Indies.
carpets.
B No, They didn't have any 3 A So, Sandra, what do you A I've neve..- understood that -

A
""""'".
Sure they did. They showed the
2 William Cullen, a Scotsman,
was the inventor of this
technology and Faraday later
like eating?
B I guess I'm not like many
why did he call them the West
Indies? They're nowhere near

B
birth rate and the increase in
people 's life expectancy.
Yeah, but they forgot to mention
used the idea, The first electric
model wasn't invented until ""'"
A What do you mean?
B Weil l don't really like
B
India.
No, wel l, Columbus didn't
realize that. In fact. he thougllt
1803, It wasn't until almost 100
that fewer people are gening chocolate, Given the choice, he'd sailed around the world
years later that peope could
married and many are starting a piece of cheese is what I'd and reached the Spice Islands,
buy one to keep their f()(Xj cool,
their families later, SO the have as my comfort food, what we know as Indonesia,
3 Both Joseph Swan and Thomas 4 A So, Miguel, INhat do you like A Wow! But still, he was the first
population won't grow as
Edison invented the electric
quickly as they think, eating? European to reach America,
version in t878. lt was an
A Do you think fewer peope will B Ah! A difficutt question, fI.ty B Probably not. Most people think
invention with a bright Mure,
get married? favome food is probably 1JJal. honor should go to Leit
4 Marconi, who some people Italian, but I don't like piZZa. Eriksson,
B Sure, Most of my friends aren't
think invented this, only made
married and I don't tl1ink any of A But that's Italian, A Leifwho?
the idea popular, The first

AudIoscript
Workbook Audioscript
B Leif Eri<sson. He was a Vi<ilg between good and eW - a theme A That jacket. S'oWmWlg il the 200B
expk)rar 'AOO landed n C<nada
arnost 5IXI yeas before
otten fOlIld illTl(l'l'J fantasy 000ks.
Ttfden created his own world, caIed
• I bo..o;1l1 ~.
A ""~.
","""".
A But StXeIy if 'PI're Iookilg at
CokJmbus set sal n the
fifteenth centl.r1.
Middle-Earth, with races 01 00 own
OIention, as wei as ffiCI1y traditional
• I did!
A Yeah, rigltt Yoo stole~.
the 2004 Olympics. the best
moment has to be Manhew"
A AAd why do we cal ~ Arnefica
and not CoIumbusiand Of
mythical races such as elves,
dwarves, and wizards. Probably the
• No, I didn't. I txlught it.
A 'Nhat with? Yoo're always
Pinsent winning his fro1h gold
in four difftwent Olympics.
something?
B WfA that's easy. Arnefica was
most noticeable thing atxJut Tolkien's
work is how real his world seems.
•
00rr0wing I"I"'O"le'I from me!
OK, so I stole it. Yoo won't
• WOO?
A You know, the British rtMte(,
named alte' the FIofentne Since Lad 01 the Imgs, many tel anyone, wi) yOOl
• ...."
Oh yea,! But vbj was he so

A
B
"""'" -~.
' " why?
Because he was the Iirst person
fantasy writers have tried to create
eq.,eJt vMd Mel rea!isoc worlds. But
not I.I'1II HatTy Potter has WI')'OOe
3 A 'MIat are you going to do?
• AbouI....nat?
A WfA, you have !tYee Ixlxes
A WeI, ~ team wasn't the
laYoriIe, IItri. the Ganacians
to re<ize that the Americas managed to succeed. ex cc:use, 01 cigarettes Mel at least were. 'MIat was anazing was
were no! pM 01 Asia and were, arl)U19 ....ro cx:mpares Hogwarts two bottles 01 whske,-. the lac! that ~ team Oft.! won

A
n fact, a separate cootflent.
.A.rnaMgt
with Midcle-Earth wi anger Mel
outrage Ttfden fans. However, HaIry
• So?
A So, the limit's one box Mel
by less than taf a second. H
you ttri: atxJut ~, after two
Porter has already exceeded The one bottle. iOCmeters of rowilg to win by

Unit 6
Lord of the Rings in one way - and
that is financiaJly.
• I know that, but the customs
officer doesn't need to.
on~ a fraction of a second .
unbelievable! The team had so
C AnyItmg to declare? much stamina and
Track 22
Unit 7 4
• No.
A Hey! Stop cheamg!
•
det9l'1'l'Wlation .
Woo!

-'
1 Do you think M.:v1owe rni!1l1
h<MI been the real
Track 25
• swm
A But 'PI're cheatilg.
A Yeahllwl ....nat was reaIy goot
was the bok on tis lace after
2
3
I guess he may have.
No, It (3l', have been MaOOwe.
TNs man has a pretty pk.mp
face. His ips ae vesy hAl 00t he
• So? If yw keep quiet,
nobOOy wi know.
he'd won. Frst 01 aI he
coIapsed Md then he cried his
4 I think ~ COlJj have been de has a Iaitt smaI rose. He has A But that's not fair. eyes out when he g:rt tis

5
""".
Surely it 0:::000', have.
ttwl eyebrows abo\Ie i&'ge eyes.
2 TNs man has an angular face.
• Sh! Hyou don't ru~, the
teadW wi he<w". """'.
Tra ck 31
6 II's amazing to think that He has a pointed nose and a 5 A Are you coming to the party
tcright? There are many reasons for people
Cervantes and Shakespeare prominent ctMn. His ears stick
migtlt have died on the same
My. ....man
out and his eyes are fairly dose- • "".
I can't. My mom won 't ~t wanting to learn a martial art, but
two reasons are most common. The
A Come on. Tel her you're first 01 these is the dynarric nature 01
3 TNs has really deep-set
most nwtiaI arts. Men, in particlJl<M',
Track 23 eyes l.I'Ider bushy eyebrows. !-is going to a frierd's to do
A Fa 1M, reacMg is abou1 some sctooI worK. are anracted by the inage that many
Iorehead is klw and he has a nat
reIaXilg. I dal't WMI to have to
think \'He I'm reaci1g. just sit """. • I can't.
A Don't be such a baby!
of the martial ats have. The second
reason, Md one wtictt is COI'T'lTlCtl
back <V1d erPt it. For me, the
,
Track 26
• Oh, ok then. Mom, can I go 00"0I1Q women, is as a means 01
self-defense. In fact, il leday's
best ItW'Ig is a good klYe story -
""""'" toJerny's?
C Wrrf do you w<¥'1t to go society, more m more people leal
you know, whefe the man gets
the WOIl"a"I n the end.
2
"""""
""'.,." that they need to be able to ~tect

• ""'"
3
B Give me a good murder mystery themselves when walking aIoo;I

"""""'
,"
4 We're going to catch up on
Mf day. For me, the best part is 5 some school wO!K. streets, especially at night.
"""""''''
"""' C School work! You're not

-
trying to figure out who dunnit! 6 Track 32
UI'\Iess there's a good twist n ? intelligent lying to me, are yoo?
the plot, then I'm rot happy.
C FICtion! Wasta 01 tme. 'Mlat's
S
9
optmistic
• No, mom. Can I gJ?
A HtJ1! Look at lt1is article hero.
Another woman darning she
can c:orrpete against men.
the point 01 reaOOg abou1 stull
that iSn't even ~ NcrN, a
10
""""" Unit 8 • Vvhat do you mean?

-
A Wei, everyc:ne knows that men
biography ex a 000k about real
events, that's ....nallll<e. I think ,
Track Z1
,
Track 29
<W& better at sp:::rtS than

• """"".
fflEIClng SI'IOUd be 10" learning. AeoIy?

o
no! just for ILnt 2
3
""""
AeoIy?
2
"""',' '>< ""''''
A Yes, faster, stronger ••• better,
People said I wcUd fYW' out 01
them. but wtr{? They have great
stories, amazirlg cmracters,
4
5
Oh, nol
00, nol
3
4
5
coordinaton
determination
mesmeriZing
• Wei, not an sports are about
strength.
6 Oh, no? A Tell me one that isn't.
and the pictures just add to the
whOle thir,g, My favorite has to 7 Mm"", 6
7
,,,,,",,

""'-
• Gymnastics.
A Huh! That's not a real sport.
be SpiOerman - but I hated the S
""""" • or
E
"""'.
I don't rdy have tine. But H
9
10 -"
_"
S
""""
Track 30
'Nhat? COlI"S9 it is.
A WeI, you stxJN me a woman
....ro can beat men at n.ming or
I'm goi'Ig to read SClI'lleII'i'g, Track 28 A WON! look at this j:tloto.
!hen I W<VlI it to make me 1aI.qi.
The last tx:dI. I read was so
A IIo'1c7N Illi best Iriero's
boyfrierd is SEOOg someone
• Yean! Pretty~. It kild 0(
captlX9S the rooment. •
boxilg 01 ..• .
Fb..rmg - what about PaJja
Radciffe, the Bmish rna<alhon
ftroy it made me cry! Now else. I r.st doo't know WI A 'Nhal's the !1OOtest sporti1g runner? She can beat most men
that's what I caB good. moment for you, Pete?
•
-
Should tell her. in the marathon.
Track 24
Everyone has heard about Harry
• 01 CXlUfS& you s!'lotjj!
A But d I do, shl3'1 be so
lkl1, ~ has be Michael Phelps
wiming his fifth gold medal of
the 0I'ympic games in Athens.
A Yep! Most, bot not all,
• And there's that golfer ... Wrj .
Porter. but....nat about other fantasy MiChelle Wei. She beat a load of
books? Fantasy books have been
arOO'ld lor many years. CXle of the
• out
If you doo't. and she firds
you knew, she'. be reaIy
'Nhat I loved was the look of
astonishment on his face when
men in a tournament.
A .A@in, k:lts, bot not all.
best kNOwn is The Lord of the Rings
by J.RR TeoI<8l. The Lad 01 the 2
8IYT'I with you.
A Vvhere did you get that?
he reaized what he'd dOlle,
Just Jnagine, this guy was my • She was oriy 14, she'. get
belter.
Rings is about the age--<t:I battle • I"~,,,?
nineteen and he could easily be
A &.re, but so wi the men.
 Workbook Audioscript
B WeI, I thi'lk the maill'9aSCJl water is 10 us. To start with, B Wei that's!1XJd then, isn't it?
men don't want women 89 """"'" atnost three-quarters 01 the
artistic A W"fI
COI1l)8ting in the S<ITIEI events is 10 abilities SLM"face 01 the earth is coYOred B 'Mla.t do you me<I"I Wrr{?"
because they're afraid eX bei'lg with the stull. H's pretty /\my A Wei, ....nat's the big deal?
beaten. Track 35 that we cal 0lI" planet "Earth. B It's reaIy important 10 know
A Noway! 1 You're American, aren't yoo? because it ShOIJd realty be what's in OIS food.
B So, ~t is the reason? 2 ThaI's bad lor YOU. isn't it? caIecI "INat&<". A But what does GM me<I"I?
A WeI ... ~'s;.st not lair. is~? 3 You exercise fNefy day, don't B GeoeticaIy rnc.xifiOO.
yo./? A ""'"
B Fait? Far Ior....oo? Aanit ~. B WeI, \hirl( abrut it - ~ we <idn't A I krDw that! But what does
you're aI just scared. 4 Men don't lYe as long as have water. then we WOlIki'I', geneticaly mcdified !TI9a"l?
women, 00 they? B WeI, messed ~ with, I

--.
""" He.
Unit 9
5 You're rrmied, aren't you?
6 You're ~ wi toniojlt,
..." yo./?
A It's that ~?
B Oh, yes! Pro we ffilISt also """.
A Oh, come on! AI food is
remember that lhe ~tity messed cro.n:I with. 11ll6lI1,
7 Ths lastes great, doesn't it? lhink of an the lertizers that are
Track 33
A Look at this! Another 1.0. test
B Yaat1! There seems to be one in
8 You cooked this ~f, didn1
",,1
A You mean that the amount of
water doesn't change?
""'.
B Not atways -there's organic
9 II wasn't you. was~? B No, the only thing that changes lood .
fMJfy magazine nowadayS. 10 You want rTlO!e. don't you?
A Have you &vef taken one? is wI'le!e ~ is. We recycle water A And you're telling me that
B Yes, and I still don't beUeve they Track 36 all the time. After all, that's part orgaric food is better for me?
of its beauty. Water starts Off in B It's probably healltl ier.
A ""'"
Vllhat do you 1ll6lI1?
B WfA, for example. SQI'l1e ol the
1 To be honest, Ws rIOt surprising.
People just don't watd1 what
they eat. The arncu1t of junk
the ocean, evaporates " to the
air, then !oms douds. After
A No, just more expensive.
B Wei. you get ....nat you pay lor.
QOeSIions ~ to do with that. it rains onto the lend, and A I tel you ....nat, I don't know
food eaten nowadays, well,
shapes. To be hcroest, I've neY9I" people are asking lor ~!
the water goes into rivers and ....nat all the fuss is about. I
been very good with spatial strewns, .....tlich in tum go back 1Tl!m. they're r:rit vegetables.
2 My husband suffers from this.
tli'lgs, but it doesn't mean I'm He's;Jways WOIl)Ylg that he'. "to the oc:e<Vl - a 00;Ie 01 tile. B No. look. this ~ is GM free.
rot intEligent. A Wei. hOw rru::h do we use? A How can mil. be GM free?
lose !-is job. H means that he
A &.e, but you can learn, can't B Not a lot. In fact. we can r:rit B It means the WNS haven't been
leaves lor work at about seven
yo./? Qri; about one pen:ent of the led with food that's been
in the morning and I'm kicky ~
B CII, come Ofl! That's noI the
point. 3
he's home before nine at rj;;jht!
It's so easy, isn't it? You get
water, which is far less than you
lind in the ICe arru"Id the Natfl A
""""".
.AIXI what atlererce does thai
and South poles. It's also
A Wf;J, what is?
B Wf;J, bok at ttis one. You're
gM3n three ~ and a bIri
heme after a long day at work,
poll" ~ one to ~ you
interestng to see what we 00
with water.
B ""'"
WeI, do you rernerrber allhose
scaes abrut Mad CoN Disease
retax. The next thing you know.
square, then you're asked to A What do you mean? a lew years back?
you've dru1k half a bottle! It's
Choose from leu dtferent B Wf!j, gNen how ~ ~ is, A Yep!
easy to say you don1 have a
Shapes end deC:XIe which one ~'s <maZing hOw rru::h we B W9I that was all caused by the
proIjem, but I think a lot 01
best fits the empty space. waste. 'Nhen we talk about dirty cows being led contcrnina.ted
A Easy! ~'s the thil"d shape.
"""" do. water crd contaminated water. lood.
4 Wei, I've art down. I used to go
B But how do you know that? ~ the ones who MI guilty. A So you're S8"ying that GM is the
through aOOut a pack a day, but
Why can't ~ be the second It'S absokJIeIy scandalous how same as contanYlated.
now I probably orty have about
we continue to pollute the YefY B No. I'm just saying that unli I
A """
Because you have to think
five a day. I know it's unhealthy.
but I need something to calm
thing that keeps us alive. know ....nat's in rt am....nat it
does. I'm not going to eat rt.
about the color 01 the my nerves. Track 39
backgrourd, as wei as the A Well, you won 't catd1 me
5 'Twice a week' . my doctor said,

B """'.
Well, I don't see how that tasts
.,telligence.
but it isn't that easy. I tried to
sign ~ to a local hea/lh dub
but it cost $25 a week! I know I
1 Gan I have a bag of d1ips?
2 How rroch is that bonle of
"";o9? B
worrying atxJut it. After ai, you
r:rit live once.
Exactly.
3 Pass me the jar 01 honey.
A But one 01 the ideas now is that should waJ<..to work, but it's;;st 4 We need Mother t!.be 01
there MI different ki'ods 01 so easy to drive everywhere, toothpaste.
inteIigenCEI. isn't it? 5 He ate a v.OOIe bar 01 Unit 11
B Vllhat. like musical inteligence ChocoIa.te!
Mel ilterpersonal intelligence? Track 42
6 We drink two C<W10flS 01 juiCe a
A Yes, that's right. I ttri:. it's caIed Have you seen the latest reaity
Unit 10 doy.

--"""
B
~ inteligenCe$.
M:I how many typeS eX
7 IMIat ftavcI" is that container 01
2
IV"""'
Why's he baking so happy?
Track 37 k::ecnxm?
inteligera are thInI ~ 8 A can 01 beans, ~. 3 How long have you been
1
to be?
A Oh! I think it's eight.
.Alld how rnarrt 00 these so-
2
3 """"" Track 40
1 ,b..,,,,,,,
4 ""'"
How many have you seen?
B
caIed tests check? •5 3 ,..,...
5
6
I've never ~ watchi'lg Tv.
They've aI becO'ne nalicroal

. ......
2 contarmated
6 "'"
A ProbOOIy r:rit two or tIYee.
B WeI, thEw"e you go, then. I'm
foore1
7 '""""""
How rTQ"ly tines has he been
ctMousIy intelgent in one of the
other ways.
7
8 """"
drains 56 """'"
genetics 8 '"""""
Have they firished?
A Sure. Track 38 7 implanting
Track 43
Track 34 A On today's program we have Dr.
89 """" 1 The thing I really hate about this
Paul Roberts, one of a number pesticides
1 cognitive
2
3
spatial
discriminate
01 wOOd experts on water. Good
afternoon, Dr. Roberts.
B Good afternoon.
10 resistant
Track 41
2 """
The way in l'Alich games
become addictive
4 empathize
A So, Dr. Roberts, water? A Look at this packet. 3 the terrible graphics.
B Vllhat? 4 the tlWlg lhat amoys mel
56 """'" B Yes, water. Something that is
intelligence A It says "Contails no GM 5 One tt"Wlg that stops people
viIalto us. In lact, most people
7 discredted ingredients." buying vk.1eo games
jllS! don·t realize how il1portant
Workbook Audioscript
6 the twgh cost. 0 &re, ~'s pretty funny. novelist Annie Jones. and yet I was still pretty
7 the tI1ng thai pefSU&CIes Ptq)Ie A No. ~'s adictive trash. e Hi. successful, so ~ 's reafty difficu~
\0 buy the game. e Wet I'd prefer to watch that A First, Dr. Parks. Dr, Parks, are to S2tj.
8 An exciting commercial than some doct.rnentary on exans a fair way of frong out 7 Tests! Completely pointless, if
people""",,. how srra1. people ere? you ask me.
Track 44 A Just shows hem sI'\aI::Jw you B 01 cx:use they n. How else 8 They don't ~ a thing! I
()l10dayS program we'lS
A
askJ'g Ate I'Ii:1eo games bad fa "'.
0 Hey! No need to be Ilde.
WOI.M:I we go about it? We've
been usilg exaTIS oo:Ilests
passed my math exa-n 00:1 yell
stiI e<n'1 baance my acc;x)U'11$.
)OO? In \he stLdo I have Ryan 2 A On tonigll's show 'He'A.! silce we first stood on two legs. 9 In my company we use them III

-.
Ferguson, who has been gcMng to be taJIOOg to It's absurd to say they don', the time to sea how wei people
carrying out research on this Samantha Wilson, star of wOO<. cope under pressure. For us
topic for more than three years. Channel 1's latest reality e I'm sony, but I think that's that's probably !he most useful
Good evooing. Ryan. SOOw, Gocx:I evOOng, thing about them.
B Good evening. Sa-Mntho. B ""fI 10 To be tn'lest. many peopIa take
A So, Ryan, are ..;deo games bad B Evening, it's geat to be e They my measue hcr.v goOO a test Mel then forget
"'yo.(? here. Please cal me &vn. someone is at Iakilg tests, not EM!J)1hing. " paape had to
B Thai's a Vf1fY ilterestng A OK, Scm, so 1I<tla1's ~ ike to how sma1 they are. retake !hem f!NelY few yen,
question because it treats the be a celebrity? B WeI, I'm sony you leellhat wWof. then it WOUld be afferent. But
topic as vert black and white. In B WfA. ~'s strange reaty. One but tests are a proven way 01 as it is, no one remembers what
reality it's not as clear cut as minute I was wOfking in my showing ij someone ~ smart they did in a test, so what's the
that, as there are two Sides to local supErlTIaIket and the e Oh, come on! You can't reaIri pOOt?
the issue. On the one hand next ffWute .. wei, I'm believe that. I mean, does
there is ~ of evidMce to
Show that W:teo games can be
ctong shcJNs Ike this. passirY;j exans Show v.tleIher
,
Track 48
A An:j how dd you get on the you'. be su::x::essfU in ife?
..-
"""
-""'"
bad. FrstIy, Ihero are medcaI B &re .. 2
reasoos. For ex<rTllIe, they can e In wtich case, J can~ be
damage you'" eyesight. After ai,
~ isn't natural to spend hoIxs on
B I ~t kM of wrote in. I"d
watched the first series Md
"""""'.
3
4 """
pOOtless

-
5
end staring at a computer Of TV
screen. People also suffer from
thOught. "That kXlks M ' , so
when I heard they were
A Vv'hat cIo you mean?
e Well, lief! school at 16 without 6
7
"""'"
"""""
",,",
maktlg MOlher show, I passirY;j ant of my ex<ms.
backadle from sittOg in thoulj11. "Come on, you can A 'MIat, not even EngIsh? 8
l.l'lCOI'llkrta chairs, as wei as cIothat". e No! I was tentlle at Ergish.
headaches and even problems
with tOOr tmds Md fingers. ...,
A An:j what was ~ actl.l8ti B Yes, but we're not taIIing;..st
atout school exams. I mean,
Track 49
WfJa:xne to WoocI<n::l Language

-
Secondy, there are the School. We h::Jpe that you'" time here
B It was tooiJle! You ~'t you have to be able to rTI6aSI.I"e
psyd'loIogicaJ reasons. MMy 01 will be both ~ and useflJ.
believe how nasty othef some peqJIe's knOwledge.
these games are extremely We teach CM!I: 12.(0) students a
people can be! And to know e year. wt1ich is a considerable
vioIeI1t and this can't be good that the wt'toIe COlKltry B Well. WOI.Jd you want to employ
for young people. But, as far as number, We offer a wide range 01
knows all ycu secrets, M engineer to build a tri:Ige W COO"SeS, h;IuOOg TOEFL and
I'm concemOO, the biggeSt they're watcti"g everyttWlg they'd fajed thai' 9' 'gi I0OI i WJ
problems we social. These kids Business Engish. P.J 0lJ'" teachers
Jose the abity to sociaize -
most ~ers play these
-..
you do - even when you're
...
A So. Hyou had the chcr'lce to
e
B
""""?
WeI, I guess not, but •. .
An:j WOI.Jd you want to go to a
we n.y quaified <n:I have
experience 01 workilg in a variety 01
ro.xatiOnal inStitufuns. This ooabIes
g<mes aIore. HcM'eYtY. there do it again, WOI.Jd you? doctor who hadn't passed
ere also some positive effects us to grve students exact~ wtlat they
B Oh, yeah! Sure, ~ was reaJIy medical school?
reQUire, We also ~p our students
and these should oot be bad at the time, but now I'm e No, but that's different. with theW accorrmodation needs.
Jorgelten. One thing I've noticed famous. aren't I? B In what w<J(?
is thatl'T'Wly kids who play lots
01 these gcrnes have ~
Q..ick reactiorls and geat hcn:I-
.,
A I'lld you ttWlk it was worth e They need to Show ~ know
stuff, rut thai's not the same as
There ere <itlerent types of
accorrvnodation available, from
I'lc:lnestay to seII-oontained
B [)efi1tetj, I1CM' I'm makilg being soo::essfU.
apMmer1ls. makilg it possiJIe lor us
eye coordnation. Ar'IOIh&- tlWlg lots 01 money and 11 never A OK Tt\CJlk you both. I think
~ that ij the kids are pIayi1g to find somethi ~ to slit ~
have to wOOl. in a yoJ've both!1Y&1 us !lings to

-
garnes, at least they can~ be who o:mes. we also have iYI
~agajn. think about. let's go to OU" li"st
gelling into trouble on the extensive social program, including
A Well, Sam, thank you for caner. Leanne on line one.
streets. vigjts to the theater Of sporting
being my first guest on the 0 Yes, good morning ... events, Those of you....no are

,
Trac k 45
A Wr:m! Did you see lhat Show
..
,
Track 47
A ~e waste of lime. You
nterested in pwtic:tlating and not
just watchi1g won~ be dsappoiltecl.
on TV last ni!;tlt? 00her kn:lw it Of you cion'\. So, if you have 'iflt (JJ8Stions ..
Tho _
B 'M'ich one?_ _ Unit 12 2 WfA, it makes people reW:lw
,
Track 50

--
A what they've stU(ied and that
!anile in Africa. Track 46 optirristic
can orVy be beneficial.
e INrri wooId you want to A The phone-in on teday's show 2 -",
3 Well, it really depends on the
watch that stuff? is about exams and how 3
test, doesn't it? I guess some
~t they ere. Before we 4 arne(iorate
A Because it's ro.xational.
e But TV stnJId be reIa.xi"1g,
oot , - .
take yr:AJI cals, we have two
guesls in the studo that have
are good, but others ¥8 a
waste of time.
5
6 ......"'"
••,.h,,,
B So I guess you watch aI dfIerilg W3ws on the vakJe 01
exMIS. ArstIy, Dr. Ivan ParIts
4
''-''''-''-
I wortc.
because ISIder
wgJ
7
8 ..,.
those soaps Md reaity """"",.

e """'.
Not aD, but some of them.
who ~ the head of Awonl. one
of the IeOOng exam boards in
the COUltry.
5 ~ has to be the ~ w&i. I
mean, how else WOI.Jd you find
9 scientifc
10 tl'8f1SlX(lation
0 Me, too. out who knows things?
A Vohlat? You watCh that stuff
as well?
B
""'.
A I'lld OU" secord guest is the
6 I failed aI my exams at SChOOl
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reproduce their photographs .
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20 11 2010 2009 2008 2007

1098765432
Attit[!]de

Build Positive Attitude

Ensu ring that students have a positive attitude to learning is
the key to thei r success. Through a series of high -interest topics,
challenges, and reflective activities, Attitude engages students
in a learni ng experience that is both meaningful and re levant
to their current reality_

Develop w ith Attitude

Attitude introduces a unique focus on the development of
study and writing skills, empowering students to become
effective learners through awareness-raising activities, learning
tips, and fol low-up tasks.

Communicate with Attitude

With so lid learni ng foundations, students will have the
confidence to express t hemse lves, reflect who t hey are, and
approach learning with attitude!

Attitude lets you be who you really are - in English!